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Tuning Educational Structures in Europe

J. González, R. Wagenaar
01 Jan 2003-pp 70-96
Abstract: The Bologna Declaration The Bologna Declaration of June 1999 calls for the establishment by 2010 of a coherent, compatible and competitive European Higher Educatio n Area, attractive for European students and for students and scholars from other c ontinents. The European Education Ministers identified six action lines in Bologna an d they have added three more in Prague in May 2001 and one more in Berlin in September 2003:

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Tuning Educational
Structures in Europe
Tuning Educational
Structures in Europe
Informe Final
Fase Uno
Editado por
Julia González
Robert Wagenaar
2003
Universidad de Universidad de
Deusto Groningen
El Proyecto Tuning fue financiado por la Comisión
Europea en el marco del Programa Socrates.
Esta publicación refleja los puntos de vista solo de los
autores, y la Comisión Europea no puede asumir res-
ponsabilidades por ningún uso que se haga de la infor-
mación contenida en el presente libro.
Los editores quieren expresar su gratitud a los Asistentes
del Proyecto Tuning Robert Alcock, Pablo Beneitone, Almu-
dena Garrido e Ingrid van der Meer por su dedicación y
contribución significativa al proyecto. Particularmente,
quieren agradecer a Pablo Beneitone por la coordinación
de la edición de la presente versión en castellano.
Ninguna parte de esta publicación, incluido el diseño
de la cubierta, puede ser reproducida, almacenada o
transmitida en manera alguna ni por ningún medio, ya
sea eléctrico, químico, mecánico, óptico, de grabación
o de fotocopia, sin permiso previo del editor.
Publicación impresa en papel ecológico
© Universidad de Deusto
Apartado 1 - 48080 Bilbao
ISBN: 84-7485-892-5 (obra completa)
ISBN: 84-7485-893-3
Depósito legal: BI - 1.862-03
Impreso en España/Printed in Spain
Fotocomposición: IPAR, S. Coop. - Bilbao
Imprime: RGM, S.A.
Lista de Participantes
Coordinadores Generales
Julia González - Universidad de Deusto (ES)
Robert Wagenaar - Rijksuniversiteit Groningen (NL)
Miembros del Comité de Gestión y de Dirección
Expertos en Educación Superior
Chantal Zoller - Université Libre de Bruxelles (BE)
Volker Gehmlich - Fachhochschule Osnabrück (DE)
Maria Sticchi-Damiani - Consejero ECTS (IT)
Ann Katherine Isaacs - Università degli Studi di Pisa (IT)
Estela Pereira - Universidade de Aveiro (PT)
Stephen Adam - University of Westminster (UK)
Coordinadores de Area Temática
Peder Ostergaard —Coordinador del Area de Administración y Di-
rección de Empresas— Aarhus School of Business (DK)
Lars Gunnarsson —Coordinador del Area de Ciencias de la Educa-
ción— Göteborg University (SE)
Paul D. Ryan —Coordinador del Area de Geología— National Uni-
versity of Galway (IE)
Jean-Luc Lamboley —Coordinador del Area de Historia— Université
Pierre Mendès France, Grenoble, (FR)
Citations
More filters
Higher Education in "Business Administration" in Spain: adapting to the European Area of Higher Education

[...]

Leandro Cañibano Calvo
01 Jan 2008
TL;DR: In this paper, the authors analyse the steps taken in Spain to converge before 2010 with the framework set out by the Bologna Declaration and the principles that govern the European Area of Higher Education.
Abstract: In this paper, I analyse the steps taken in Spain to converge before 2010 with the framework set out by the ‘Bologna Declaration’ and the principles that govern the «European Area of Higher Education». In particular, I refer to the studies in «Business Administration». Existing regulation requires full integration of the Spanish higher education system with the «European Area of Higher Education», having regulated the general aspects of the process. Taking this regulation as a starting point, I will refer to the general principles that are being used to design the new curricula required in the different degrees existing in the area under analysis, as well as the subjects, modules and areas to be studied. I will also analyse the specifi c, generic and transferable competences that will be acquired by future graduates.

5 citations

Journal Article•DOI•
How Do Students Describe Their Study Processes in the Competence-Based Vocational Special Education Teacher Training?

[...]

Pirkko Kepanen1, Kaarina Määttä2, Satu Uusiautti2•
Oulu University of Applied Sciences1, University of Lapland2
01 Jun 2020
TL;DR: In this paper, the authors focused on vocational special education teacher students' experiences of the competence-based education and found that the competence seemed to serve well adult students participating in it, there are many definitions and practices that have to be studied and defined better.
Abstract: The competence-based approach has entered Finnish education after the recent reform of vocational education. Although there is plenty of research nationally and internationally about the idea of competence-based education, the student perspective has remained in the shadow. This research focused on vocational special education teacher students’ experiences of the competence-based education. They started at the Oulu University of Applied Sciences in 2014 in the new competence-based teacher training program. This was a narrative research focusing on the students’ (N = 20) descriptions of their study processes. The data consisted of their written narratives as well as personal interviews at the beginning and end of the study process. Students’ experiences of the different phases of education and perceived benefits and challenges of competence-based education are introduced as results. While the competence-based education seemed to serve well adult students participating in it, there are many definitions and practices that have to be studied and defined better. Suggestions for future development to enhance both vocational teacher training and competence-based education in general are discussed based on the findings.

5 citations

Journal Article•DOI•
Valoración de la formación recibida usando un perfil de referencia basado en competencias profesionales

[...]

Mónica Maldonado Rojas1•
University of Talca1
01 Dec 2007-Educación Médica
TL;DR: Agarwal et al. as mentioned in this paper evaluated the logro de the competencias of egresados in the area of desempeno in the niveles mas altos.

5 citations

Adquisición de competencias mediante Aprendizaje Basado en Proyectos como metodología docente: valoración del alumnado

[...]

Fidel Aznar Gregori, Mar Pujol López, Mireia Sempere Tortosa, Ramón Rizo Aldeguer
01 Jan 2012
TL;DR: Aprendizaje basado en proyectos (ABP) is one of los metodos renovadores del proceso de ensenanza-aprendizajes as discussed by the authors.
Abstract: El Aprendizaje Basado en Proyectos (ABP) es uno de los metodos renovadores del proceso de ensenanzaaprendizaje que mas se ha consolidado en los ultimos anos y que permite una excelente aproximacion al replanteamiento de la ensenanza desde la optica de creditos ECTS. En este trabajo se presentan los resultados del estudio realizado en base a la valoracion que hace el alumnado con respecto a las competencias adquiridas mediante el uso del ABP como metodologia en el proceso de ensenanza-aprendizaje. Para la realizacion del estudio se ha elaborado una encuesta que los estudiantes contestan de manera voluntaria y anonima. Los resultados obtenidos muestran la percepcion del alumnado con respecto a su nivel de adquisicion de competencias transversales tales como el aprendizaje autonomo, la comunicacion oral y escrita, la toma de decisiones, el trabajo en equipo o el razonamiento critico en el analisis y la valoracion de alternativas, tan importantes para el buen desempeno de las tareas propias de cada profesion. Deseamos destacar el soporte de la red de investigacion sobre implantacion ECTS en FIA- GAA-MFAC y del GITE-09018-UA a la hora de realizar este estudio.

5 citations

Cites background from "Tuning Educational Structures in Eu..."

  • ...Aunque en la bibliografía relacionada se han encontrado diferentes clasificaciones para los tipos de competencias, según la clasificación más ampliamente aceptada en la actualidad [10, 11] existen dos tipos de competencias en el grado de informática: Competencias transversales o genéricas....

    [...]

Journal Article•DOI•
Burnout y desarrollo de competencias en la formación inicial de maestros

[...]

Antonio J. Rodríguez-Hidalgo1, Juan Calmaestra, Irene Dios•
University of Córdoba (Spain)1
03 Dec 2017-Electronic Journal of Research in Educational Psychology
TL;DR: In this article, the relation between academic burnout and self-perception was investigated and found that burnout syndrome negatively affects the students' academic performance and negatively affects their self-confidence.
Abstract: Resumen en: Introduction. The burnout syndrome negatively affects the students’ academic performance. The relation between academic burnout and the self-perception o...

5 citations

Cites background or result from "Tuning Educational Structures in Eu..."

  • ...Another questionnaire was also used to gather data on: (a) socio-demographic and ac- ademic data; (b) the cross-curricular or generic competencies selected by the ANECA in the White Book on the Primary/ECE degree program (ANECA, 2005), drawn from the Tuning Project (González & Wagenaar, 2003); and (c) specific competencies from the White Book on the Primary/ECE degree program that are common to all its specializations (ANECA, 2005)....

    [...]

  • ...While the results of the present study, due to its design, do not allow us to express the direction of the relationship found between competency development and academic burnout – whether the first produces the second or vice versa – there is no discrepancy with results from the studies by Hultell et al. (2013), Bresó et al....

    [...]

  • ...Among the generic or cross-curricular competencies there are instrumental, personal and systemic competencies (González & Wagenaar, 2003)....

    [...]

  • ...Some of the most important ones come under the headings of “generic/cross-curricular” or “specific” (ANECA, 2005; González & Wagenaar, 2003)....

    [...]

  • ...…or generic competencies selected by the ANECA in the White Book on the Primary/ECE degree program (ANECA, 2005), drawn from the Tuning Project (González & Wagenaar, 2003); and (c) specific competencies from the White Book on the Primary/ECE degree program that are common to all its…...

    [...]

References
More filters
Journal Article•DOI•
Testing for Competence Rather Than for "Intelligence"

[...]

David C. McClelland1•
Harvard University1
01 Jan 1973-American Psychologist
TL;DR: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability, but what assumptions is the success of the movement based?
Abstract: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability. Intelligence and aptitude tests are used nearly everywhere by schools, colleges, and employers. It is a sign of backwardness not to have test scores in the school records of children. The Educational Testing Service alone employs about 2,000 people, annually administers Scholastic Aptitude Tests to thousands of aspirants to college, and makes enough money to support a large basic research operation. Its tests have tremendous power over the lives of young people by stamping some of them "qualified" and others "less qualified" for college work. Until recent "exceptions" were made (over the protest of some), the tests have served as a very efficient device for screening out black, Spanish-speaking, and other minority applicants to colleges. Admissions officers have protested that they take other qualities besides test achievements into account in granting admission, but careful studies by Wing and Wallach (1971) and others have shown that this is true only to a very limited degree. Why should intelligence or aptitude tests have all this power? What justifies the use of such tests in selecting applicants for college entrance or jobs? On what assumptions is the success of the movement based? They deserve careful examination before we go on rather blindly promoting the use of tests as instruments of power over the lives of many Americans.

3,404 citations

"Tuning Educational Structures in Eu..." refers background in this paper

  • ...7 McClelland 1973....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation. Introductory Paper for the UNESCO Expert Meeting Paris VAN DEN BERGHE, W. (1997). La calidad de la enseñanza y formación profesional en Europa: cuestiones y tendencias. CEDEFOP, Salónica. VARGAS, F.; CASANOVA, F. y MONTANARO, L. (2001). El enfoque de competencia laboral: manual de formación. Montevideo: Cinterfor. VILLA, Aurelio (2001). Marco pedagógico de la Universidad de Deusto....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects»....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation. Introductory Paper for the UNESCO Expert Meeting Paris VAN DEN BERGHE, W. (1997). La calidad de la enseñanza y formación profesional en Europa: cuestiones y tendencias. CEDEFOP, Salónica. VARGAS, F.; CASANOVA, F. y MONTANARO, L. (2001). El enfoque de competencia laboral: manual de formación. Montevideo: Cinterfor. VILLA, Aurelio (2001). Marco pedagógico de la Universidad de Deusto. WILLIAMS, Peter (2002). QAA. Council of Universties. Transparency for European Higher Education. Madrid. WRIGHT, P. (1995) Draft paper «Identifying the Notion of Graduateness» HEQC Quality Enhancement Group, London....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation....

    [...]

Book•
Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching

[...]

Abraham Flexner
10 Aug 2009

1,070 citations

Journal Article•DOI•
League Tables and Their Limitations: Statistical Issues in Comparisons of Institutional Performance

[...]

Harvey Goldstein1, David Spiegelhalter2•
Institute of Education1, Medical Research Council2
01 May 1996-Journal of The Royal Statistical Society Series A-statistics in Society
TL;DR: The paper emphasizes that statistical methods exist which can contribute to an understanding of the extent and possible reasons for differences between institutions and urges caution by discussing the limitations of such methods.
Abstract: SUMMARY In the light of an increasing interest in the accountability of public institutions, this paper sets out the statistical issues involved in making quantitative comparisons between institutions in the areas of health and education. We deal in detail with the need to take account of model-based uncertainty in making comparisons. We discuss the need to establish appropriate measures of institutional 'outcomes' and base-line measures and the need to exercise care and sensitivity when interpreting apparent differences. The paper emphasizes that statistical methods exist which can contribute to an understanding of the extent and possible reasons for differences between institutions. It also urges caution by discussing the limitations of such methods.

1,051 citations

Journal Article•DOI•
Effectiveness of problem-based learning curricula: theory, practice and paper darts.

[...]

Geoffrey R. Norman1, Henk G. Schmidt1•
McMaster University1
01 Sep 2000-Medical Education
TL;DR: Evidence is presented that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory‐based research.
Abstract: In a recent review article, Colliver concluded that there was no convincing evidence that problem-based learning was more effective than conventional methods. He then went on to lay part of the blame on cognitive psychology, claiming that 'the theory is weak, its theoretical concepts are imprecise. the basic research is contrived and ad hoc'. This paper challenges these claims and presents evidence that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory-based research.

723 citations

Book•
Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care

[...]

Kenneth M. Ludmerer
01 Jan 1999
TL;DR: Time to Heal as discussed by the authors provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests.
Abstract: Already the recipient of extraordinary critical acclaim, this magisterial book provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests. Kenneth M. Ludmerer describes the evolution of American medical education from 1910, when a muck-raking report on medical diploma mills spurred the reform and expansion of medical schools, to the current era of managed care, when commercial interests once more have come to the fore, compromising the training of the nation's future doctors. Ludmerer portrays the experience of learning medicine from the perspective of students, house officers, faculty, administrators, and patients, and he traces the immense impact on academic medical centers of outside factors such as World War II, the National Institutes of Health, private medical insurance, and Medicare and Medicaid. Most notably, the book explores the very real threats to medical education in the current environment of managed care, viewing these developments not as a catastrophe but as a challenge to make many long overdue changes in medical education and medical practice. Panoramic in scope, meticulously researched, brilliantly argued, and engagingly written, Time to Heal is both a stunning work of scholarship and a courageous critique of modern medical education. The definitive book on the subject, it provides an indispensable framework for making informed choices about the future of medical education and health care in America.

534 citations

Related Papers (5)
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Guy Le Boterf
Diez nuevas competencias para enseñar

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Testing for Competence Rather Than for "Intelligence"

[...]

01 Jan 1973-American Psychologist
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[...]

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