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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
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
¿En qué siglo vive la escuela? : el reto de la nueva cultura educativa

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Carles Monereo i Font, Juan Ignacio Pozo Municio
01 Jan 2001

20 citations

La educación superior para el siglo XXI

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Yolanda Argudín1•
Universidad Iberoamericana Ciudad de México1
01 Jan 2000

19 citations

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

  • ...AGUDÍN, Y. (2000). «La Educación Superior para el siglo XXI»....

    [...]

  • ...AGUDÍN, Y. (2000). «La Educación Superior para el siglo XXI». Didac n.o 36 16-25 ARGÜELLES, A. (1996): Competencias laborales y educación basadas en normas de competencia. México: Limusa. ARGÜELLES, A. (1997): Formación basada en competencias laborales. México: Limusa. BLOY, S. and WILLIAMS, J. (2000). «Using the national key skills framework within a higher education context»....

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  • ...AGUDÍN, Y. (2000). «La Educación Superior para el siglo XXI». Didac n.o 36 16-25 ARGÜELLES, A. (1996): Competencias laborales y educación basadas en normas de competencia....

    [...]

  • ...AGUDÍN, Y. (2000). «La Educación Superior para el siglo XXI». Didac n.o 36 16-25 ARGÜELLES, A. (1996): Competencias laborales y educación basadas en normas de competencia. México: Limusa. ARGÜELLES, A. (1997): Formación basada en competencias laborales....

    [...]

Book Chapter•DOI•
Prospects for Change

[...]

Melvin Kranzberg1•
Georgia Institute of Technology1
01 Jan 1980
TL;DR: There will be change as discussed by the authors, no question about that. But there are questions about the direction and rate of change, whether or not the change can be controlled, and if so, who will direct it and how.
Abstract: There will be change — no question about that. But there are questions about the direction and rate of change, whether or not the change can be controlled, and if so, who will direct it and how.

14 citations

Journal Article•DOI•
Evaluation of Noncognitive Skills and Clinical Performance

[...]

John S. Lloyd, Stephen H. Miller
01 Nov 1986-Plastic and Reconstructive Surgery
TL;DR: Reading evaluation of noncognitive skills and clinical performance is also a way as one of the collective books that gives many advantages.
Abstract: No wonder you activities are, reading will be always needed. It is not only to fulfil the duties that you need to finish in deadline time. Reading will encourage your mind and thoughts. Of course, reading will greatly develop your experiences about everything. Reading evaluation of noncognitive skills and clinical performance is also a way as one of the collective books that gives many advantages. The advantages are not only for you, but for the other peoples with those meaningful benefits.

13 citations

Journal Article•DOI•
The accreditation of undergraduate medical education in Australia

[...]

John D. Hamilton, Joan M Vandewerdt
05 Nov 1990-The Medical Journal of Australia
TL;DR: The Australian Medical Council was established in 1985 with one of its three functions being the accreditation of medical schools and of courses leading to basic medical qualifications.
Abstract: The Australian Medical Council was established in 1985 with one of its three functions being the accreditation of medical schools and of courses leading to basic medical qualifications. The Accreditation (Standing) Committee has developed guidelines for assessment and accreditation in Australia, and commenced its programme of visits to Australian medical faculties in March 1988, with the tenth faculty scheduled to be visited in September 1993. This article describes the process of assessment and accreditation developed in Australia by the Australian Medical Council. A later article will discuss the issues in medical education that have been identified during the process of accreditation.

12 citations

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