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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:

Content maybe subject to copyright    Report

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
Journal Article•DOI•
EU Collaboration in Speech and Language Therapy Education: The NetQues Project

[...]

Aileen Patterson, Kristina Hansson1, Anja Lowit, Jois Stansfield, Baiba Trinite •
Lund University1
01 Jun 2015
TL;DR: The article looks briefly at the history and diversity of the profession in Europe and describes how 65 partners from 31 countries across Europe recruited into a multilateral academic and pro-social venture.
Abstract: As the number of countries joining the European Union (EU) has grown over recent decades, so also has the accompanying European legislation to encourage cross border mobility and recognition of professional qualifications. This has led to a need to be able to assess and compare professions and their education across the EU and beyond. Historically, in response to the challenge of addressing the needs of persons with difficulties with communication, the profession has developed differently across European countries influenced by linguistic, cultural and socio-political diversity and a range of approaches to medicine, health and education. The NetQues project was set up to establish agreements on areas of commonality in speech and language therapy (pathology) education across the EU and also to look at any differences. The article looks briefly at the history and diversity of the profession in Europe and describes how 65 partners from 31 countries across Europe recruited into a multilateral academic and pro...

4 citations

Journal Article•DOI•
Análisis de la información orientadora para la movilidad académica en el programa Erasmus

[...]

Rebeca García Murias1, Luis Martín Sobrado Fernández1, Elena Fernández Rey1•
University of Santiago de Compostela1
01 Jan 2016
TL;DR: In this article, the authors analyze the global relevance and usefulness degree of information and guidance policies relating to the mobility actions and exchange programs (Erasmus) from the overview of students from the University of Santiago de Compostela.
Abstract: Introduction: Exchange and mobility of university students, as strategic objectives of European Higher Education Area (EHEA), represent an opportunity for education and university higher education are adapted not only to the premises established by the EHEA but also the demands of society and the labour field in Europe. This article presents the process and results of a study whose aim is to analyze the global relevance and usefulness degree of information and guidance policies relating to the mobility actions and exchange programs (Erasmus) from the overview of students from the University of Santiago de Compostela. To perform a mobility action requires the implementation of different competences, among which are those related to decision-making and information management. Method: A questionnaire to collect data was applied whose sample consists of 596 university students determined to carry out an Erasmus mobility action in Europe. The data from the questionnaires were treated with SPSS 18.0 computer statistical program. Results and Conclusions: The results obtained show the urgent need to design performance strategies for information and guiding action at University which help students to do the adequate decision-making to manage these mobility initiatives in Europe adequate (as it is, through the program Erasmus).

4 citations

La profesión de maestro desde la dimensión competencial

[...]

Isabel Cantón Mayo, Ruth Cañón Rodríguez
01 Jan 2011
TL;DR: In this paper, aproximación conceptual de la figura del maestro, a lo largo de la historia, and de su profesion docente analizando los requisitos que debe cumplir cualquier ocupacion for ser considerada una verdadera profesions and exponiendo las caracteristicas que le confieren a la ensenanza the categoria de profosesion.
Abstract: En este articulo presentamos en primer lugar una aproximacion conceptual de la figura del maestro, a lo largo de la historia, y de su profesion docente analizando los requisitos que debe cumplir cualquier ocupacion para ser considerada una verdadera profesion y exponiendo las caracteristicas que le confieren a la ensenanza la categoria de profesion. En segundo lugar, debido a la implantacion del Espacio Europeo de Educacion Superior (EEES), revisaremos las competencias que deben alcanzar los estudiantes de los Grados de Maestro para ser considerados unos profesionales de la ensenanza, desde una perspectiva tecnica y normativa.

4 citations

Journal Article•DOI•
Group work: Prospective teachers’ acquisition of transversal competences

[...]

Elena María Díaz Pareja1, África María Cámara Estrella1, Inés María Muñoz Galiano1, Juana M. Ortega-Tudela1•
University of Jaén1
01 Jan 2018-Educational Studies
TL;DR: In this paper, the authors present the results of a study that addresses the perceptions held by students from education degrees regarding the extent to which transversal competences are acquired by implementing active learning methods.
Abstract: The current training model being used in higher education advocates the acquisition of competences aimed at providing students with all-round training that will enable them to tackle their future work responsibilities effectively. This encompasses a number of different competences, most notably the transversal kind, especially in view of the important role they play in shaping the profile of any professional individual. The active learning methods applied to group work have shown to be the most suitable for achieving these competences. From this perspective, and considering their relevance, we present the results of a study that addresses the perceptions held by students from Education Degrees regarding the extent to which transversal competences are acquired by implementing active learning methods. The students perceive group work as a dynamic that teaches them how to be more self-critical and committed to group-oriented tasks, thus encouraging communication skills, personal relationships and mot...

4 citations

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

  • ...In this context, competences refer to points of reference for curriculum design and evaluation, which ensure transparent harmonisation of degrees across countries and reflect what a learner should know or be able to demonstrate after the completion of the learning process (González and Wagenaar 2003)....

    [...]

  • ...…this context, competences refer to points of reference for curriculum design and evaluation, which ensure transparent harmonisation of degrees across countries and reflect what a learner should know or be able to demonstrate after the completion of the learning process (González and Wagenaar 2003)....

    [...]

Empleo de Wikis como apoyo en desarrollo colaborativo de ejercicios

[...]

Juan Ramón Pérez Pérez, María del Puerto Paule Ruiz, Daniel Gayo Avello, José Emilio Labra Gayo, José Manuel Redondo López, César Fernández Acebal, Miriam Prado Vizoso 
01 Jan 2008
TL;DR: In this paper, an asignatura troncal de segundo curso de Ingenieria Tecnica en Informatica (ITI-INI) was used to describe the experience of the use of Wikis como herramienta that facilita el planteamiento, resolucion, recopilacion, revision and mejora de ejercicios.
Abstract: Resumen En esta comunicacion se describe la experiencia de la utilizacion de Wikis como herramienta que facilita el planteamiento, resolucion, recopilacion, revision y mejora de ejercicios, en este caso relacionados con la algoritmica, en una asignatura troncal de segundo curso de Ingenieria Tecnica en Informatica. En primer lugar, tratamos la necesidad de adaptacion de los Wikis como herramientas genericas a un entorno de ensenanza – aprendizaje: que elementos del entorno se pueden utilizar igual que en otros ambitos y cuales hay que adaptar a este contexto concreto. Ademas, en esta experiencia de innovacion docente nos interesaba estudiar tres aspectos relacionados con la aplicacion de los Wikis: como los Wikis pueden potenciar el aprendizaje activo y colaborativo, de modo que mejore la motivacion al esfuerzo de los estudiantes y, por tanto que haya un mayor numero de alumnos que realice un aprendizaje significativo, que posibilidades tenemos para integrar las actividades que se realizan en el entorno virtual con la dinamica general de la asignatura, que competencias transversales se pueden potenciar con la utilizacion de los Wikis. Por ultimo, se analizan los resultados obtenidos en la realizacion de esta experiencia y las posibilidades de generalizacion y transferencia de la experiencia a otras asignaturas.

4 citations

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

  • ...Potenciar el desarrollo de competencias transversales [2] relacionadas con:...

    [...]

  • ...[2] Julia González, Robert Wagenaar (editores)....

    [...]

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

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Diez nuevas competencias para enseñar

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[...]

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