scispace - formally typeset
Search or ask a question

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
The concept of competence in the development of vocational education and training in selected EU member status: a critical analysis

[...]

Martin Mulder, Tanja Weigel, Kate Collings
01 Dec 2008
TL;DR: In this paper, the authors reviewed the critical analyses brought forward by various authors in this field and pointed out the most important theories and critiques on the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands.
Abstract: This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above-mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de competences in France, and the implementation of competence-based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, the lack of a one-to-one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence-based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence-base education, and the many problems in the field of competence assessment.

300 citations

Journal Article•DOI•
The Concept of Competence in the Development of Vocational Education and Training in Selected EU Member States: A Critical Analysis.

[...]

Martin Mulder1, Tanja Weigel, Katherine Collins1•
Wageningen University and Research Centre1
15 Feb 2007-Journal of Vocational Education & Training
TL;DR: The use of the competence concept in the development of vocational education and training in England, France, Germany, and the Netherlands is discussed in this paper, where critical analyses brought forward by various authors in this field are reviewed.
Abstract: This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above‐mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de competences in France, and the implementation of competence‐based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, th...

290 citations

The Framework for Qualifications of the European Higher Education Area

[...]

Mogens Berg
01 Jan 2005
TL;DR: The Paris Conference of European Ministers Responsible for Higher Education 24-25 May 2018 adopted the revised overarching framework for qualifications in the EHEA, implementing the commitment in the Yerevan Communiqué as discussed by the authors.
Abstract: The Paris Conference of European Ministers Responsible for Higher Education 24-25 May 2018 adopted the revised overarching framework for qualifications in the EHEA, implementing the commitment in the Yerevan Communiqué. The revised overarching framework for qualifications in the EHEA comprises the short cycle, the first cycle, the second cycle and the third cycle generic descriptors for each cycle based on learning outcomes and competences, and credit ranges in the short cycle, first and second cycles. Ministers committed themselves to elaborating national frameworks for qualifications compatible with the overarching framework for qualifications in the EHEA. While recognising that each country decides whether and how to incorporate short cycle qualifications within its own national framework, the Paris Communiqué underlined the role ECTS-based short cycle qualifications play in preparing students for employment and further studies as well as in improving social cohesion.

252 citations

Journal Article•DOI•
Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views

[...]

Gisela Cebrián1, Mercè Junyent2•
Universidad Camilo José Cela1, Autonomous University of Barcelona2
06 Mar 2015-Sustainability
TL;DR: In this paper, the authors explored the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies and provided evidence on the education-for sustainable development (ESD) competencies that student teachers would prioritize in a school project related to ESD.
Abstract: In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date, a number of research studies have focused on the perceptions and views of university students in relation to sustainable development knowledge, skills and competencies; however, few studies have focused on student teachers’ perceptions of education for sustainable development. The aim of this study was to explore the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies. The research instrument used was a questionnaire. This study provides evidence on the education for sustainable development (ESD) competencies that student teachers would prioritize in a school project related to ESD: acquisition of knowledge and practical skills related to nature and natural sciences, to the detriment of other types of learning, such as the promotion of ethical values, positive attitudes towards sustainability and the management of emotions among their future primary school students. Existing ESD theoretical frameworks need to become more alive and integrated within the existing teacher education curriculum to promote the awareness and development of ESD competencies amongst student teachers.

250 citations

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

  • ...From this process, the European Higher Education Area (EHEA) was created with the common goal of creating a European space for higher education in order to enhance the employability and mobility of citizens and to increase the international competitiveness of European higher education [44]....

    [...]

Journal Article•DOI•
What has to be learnt for sustainability? A comparison of bachelor engineering education competences at three European universities

[...]

Jordi Segalàs1, Didac Ferrer-Balas1, Magdalena Svanström2, Ulrika Lundqvist2, Karel Mulder3 •
Polytechnic University of Catalonia1, Chalmers University of Technology2, Delft University of Technology3
12 Mar 2009-Sustainability Science
TL;DR: In this article, the authors present and advance the work on describing desired sustainability competences for engineering Bachelor graduates in three technical universities (Chalmers in Sweden, DUT in The Netherlands and UPC-Barcelona in Spain) using the European Higher Education Area (EHEA) descriptors.
Abstract: In a period of harmonisation of the higher education system in Europe, a question is if also learning about sustainability at the universities is converging and what advantages this may have. This paper is an effort to present and advance the work on describing desired sustainability competences for engineering Bachelor graduates in three technical universities (Chalmers in Sweden, DUT in The Netherlands and UPC-Barcelona in Spain) using the European Higher Education Area (EHEA) descriptors. The paper also sheds light on whether there is conformity or not in desired sustainability competences (or in how sustainable development (SD) competences are handled) at the three universities. For universities outside the EHEA, this paper gives hints on the type of sustainability competences that will be required from their first-cycle graduates should they want to continue with second-cycle studies within the EHEA. The results show that the three universities follow a similar pattern in the classification of the competences (Knowledge and understanding, Skills and abilities, and Attitudes) and that there are minor divergences with respect to the list of competences and the levels of learning that Bachelor students should have when graduating. Definition of competences is an area that needs development, and this paper is part of a learning process for the three universities. This study shows that there is improvement potential for all three universities when it comes to being explicit and exact in the description of the desired SD learning.

177 citations

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

  • ...In order to contribute to the elaboration of a framework with comparable and compatible qualifications in each of the signatory countries of the EHEA, the project Tuning Educational Structures in Europe (González and Wagenaar 2003) was developed....

    [...]

  • ...Competences within the EHEA framework In order to contribute to the elaboration of a framework with comparable and compatible qualifications in each of the signatory countries of the EHEA, the project Tuning Educational Structures in Europe (González and Wagenaar 2003) was developed....

    [...]

  • ...There are different competence taxonomies (González and Wagenaar 2003; Joint Quality Initiative 2004; Sterling 2004)....

    [...]

  • ...There are different competence taxonomies (González and Wagenaar 2003; Joint Quality Initiative 2004; Sterling 2004)....

    [...]

References
More filters
Journal Article•DOI•
Evaluating Medical School Graduates of a Reduced Course Program: A Preliminary Report.

[...]

Janet A. Weston, Steven Dubovsky
01 Jan 1984-Academic Medicine
TL;DR: The authors suggest that extended programs may be useful for students seeking personal enrichment and for some with academic problems but that they do not seem particularly helpful to students with major emotional disturbances.
Abstract: The performance of 32 medical school graduates who had pursued a reduced course load ("extended program") for one or more years during medical school was examined during the first postgraduate year (PGY-1) of training. Those with academic problems as undergraduates performed at only a slightly lower than average level, while those who had extended their curricula to pursue personal or extracurricular interests tended to perform at a better than average level in the PGY-1 residency. Graduates with significant emotional disorders in medical school who pursued a reduced course load had a high (35 percent) dropout rate during the residency that occurred despite expert psychiatric care and substantial support during medical school and the residency. The authors suggest that extended programs may be useful for students seeking personal enrichment and for some with academic problems but that they do not seem particularly helpful to students with major emotional disturbances.

466 citations

Journal Article•DOI•
The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners

[...]

John G. Simpson, J Furnace, J. R. Crosby, Allan D. Cumming, Phillip Evans, M. Friedman Ben David, Ronald M. Harden, D Lloyd, Hamish McKenzie, John C. McLachlan, G F McPhate, I W Percy-Robb, S G MacPherson 
01 Mar 2002-Medical Teacher
TL;DR: A set of learning outcomes that clearly define the abilities of medical graduates from any of the five Scottish medical schools are described.
Abstract: This paper describes a set of learning outcomes that clearly define the abilities of medical graduates from any of the five Scottish medical schools. The outcomes are divided into 12 domains that fit into one of three essential elements for the competent and reflective medical practitioner.

342 citations

Journal Article•DOI•
Monkey see, monkey do: a critique of the competency model in graduate medical education

[...]

Martin Talbot1•
Institute of Education1
01 Jun 2004-Medical Education
TL;DR: This paper argues that graduate medical education in the UK is in danger of being subsumed in a minimalist discourse of competency.
Abstract: Background Graduate medical education in the UK is in danger of being subsumed in a minimalist discourse of competency. Argument While accepting that competence in a doctor is a sine qua non, the author criticises the construction of a graduate and specialist medical education based solely upon a competency model. Many competency models follow the concepts of either academic competence or operational competence, both of which have lately been subject to criticism. Conclusion The author discusses the need for replacing such criterion-referenced models in favour of a model that engages the higher order competence, performance and understanding which represent professional practice at its best.

314 citations

Book•DOI•
Integrating Key Skills in Higher Education : Employability, Transferable Skills and Learning for Life

[...]

Stephen Fallows, Christine Steven
11 Oct 2013
TL;DR: In this paper, the authors discuss the issues relating to the introduction of key skills, drawing on both the arguments and theory of why key skills should or should not be introduced in higher education.
Abstract: This text addresses both the issues and practicalities of key skills in higher education. It discusses the issues relating to the introduction of key skills, drawing on both the arguments and theory of why key skills should (or should not) be introduced. Case study material is included.

233 citations

Competencia laboral : sistemas, surgimiento y modelos

[...]

Leonard Mertens
01 Jan 1996
TL;DR: The authors presentan el origen y la evolucion de las competencias laborales, los diferentes modelos, and enfoques for definir las normas de competencias laborales.
Abstract: Se presentan el origen y la evolucion de las competencias laborales, los diferentes modelos y enfoques para definir las normas de competencias laborales. En el libro el autor recoge la experiencia europea, norteamericana, canadiense, australiana y mexicana.

218 citations

Related Papers (5)
Ingeniería de las competencias

[...]

01 Jan 2001
Guy Le Boterf
Diez nuevas competencias para enseñar

[...]

01 Jan 2005
Philippe Perrenoud
Teaching For Quality Learning At University

[...]

01 Jan 1999
John B. Biggs, Catherine So-kum Tang
Testing for Competence Rather Than for "Intelligence"

[...]

01 Jan 1973-American Psychologist
David C. McClelland
Competencias docentes del profesorado universitario: calidad y desarrollo profesional

[...]

01 Jan 2003
Miguel Ángel Zabalza Beraza