Competencias genéricas en la universidad. Evaluación de un programa formativo

Crespí, Paula; Ramos, José Manuel García

doi:10.5944/educxx1.26846

Cited by 21 publications

(21 citation statements)

References 13 publications

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“…Desde esta perspectiva, la transmisión cultural lejos de constreñir la educación en competencias, permite dotar a este término educativo de un sentido mucho más profundo e integral (Crespí y García-Ramos, 2020). La transmisión pone en relación las competencias con las grandes preguntas de la existencia entre las que se encuentra la cuestión del sentido.…”

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La escuela: lugar de significado y compromiso

2022

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Distintos fenómenos sociales relativos a la infancia y la juventud parecen cuestionar la capacidad de la escuela para crear significados comunes y garantizar la preparación de personas capaces de vivir en democracia. El objetivo de este artículo es demostrar que la transmisión cultural que se produce en el seno de la institución escolar es la base de los procesos de humanización que suceden en la escuela al fomentar en los alumnos la construcción de una identidad personal sólida, capaz de encontrar sentido a la propia vida y de comprometerse con la realidad social, cultural, política y económica de la que forma parte. Para ello, se exponen, en primer lugar, tres presiones a las que se encuentra sometida hoy la escuela para que, en aras del progreso, renuncie a la misión que le es propia y sucumba a la tentación de educar en el vacío cultural. A continuación, se defiende el valor de la escuela como generadora, a través de la cultura, de una realidad significativa, que permite hallar sentido a la propia vida y capacita para el encuentro y compromiso con los otros a través de la creación de significados comunes. Por último, se muestra cómo la escuela contribuye a la formación de tres dimensiones (narración, inteligibilidad y responsabilidad) necesarias para vivir en democracia. Como conclusión, se reclama la importancia de la reflexión teleológica como guía de la actuación educativa para resistir a una agenda que pone en riesgo la auténtica educación en libertad: la de la libertad que trasciende a la mera apetencia para comprometerse con el otro.

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La escuela: lugar de significado y compromiso

2022

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“…Several studies have shown a direct relationship between university training and training for the labor market CEOE (2017). However, there are many different frameworks and points of view on this topic (Crespí & García-Ramos, 2021;García-Peñalvo, 2020;Deming & Noray, 2020;Flores, Xu & Lu, 2020;Bryndin, 2019;Bianchi & Giorcelli, 2019). In this sense, innovation and adaptation are the necessary elements in today's higher education infrastructures; it is imperative for the University to transform its way of thinking, not as factories of self-indulgent professionals, but as generators of valuable ideas with great influence and potential to manifest technologies and concepts that can cause positive changes in humanity (Crow, 2014).…”

Section: Related Workmentioning

confidence: 99%

“…Página 11 de 24 in the gaps related to Human Capital. From an educational point of view, the formation of human capital appears to have great implications for the knowledge economy (Deming & Noray, 2020;Crespí & García-Ramos, 2021;Roig-Vila, & Moreno-Isac, 2020;Serra & Roca-Piera, 2011;García-Peñalvo, 2020).…”

Section: Desi 2020 Analysis For the Spanish Casementioning

confidence: 99%

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Socioeducational gaps derived from the impact of digitization in Spain 2020

Vidal

Barujel

2021

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La pandemia de COVID-19 visualizó cómo los activos digitales influyen en la sociedad contemporánea y juegan un papel decisivo en la recuperación económica. El objetivo de este trabajo es identificar las brechas sociales y educativas derivadas del impacto del nivel de digitalización en España 2020. Esta investigación se basa en la educación comparada como metodológica, relacional y crítica con implementación tecnológica; que intenta vincular la educación con los cambios en su entorno social; con el fin de contribuir a la mejora del sistema educativo. En este sentido, a partir del informe DESI de los últimos tres años, se analiza el caso de España en relación con lapuntuación media del resto de países miembros de la UE. Las brechas sociales apuntaban a perfiles de población vulnerable por tener pocas competencias digitales o por estar prácticamente excluida de los servicios y recursos digitales, lograr una nueva perspectiva centrada en el ser humano significa lograr el desarrollo económico. Las brechas educativas apuntaban al Capital Humano y sus bajas competencias en software, pocos especialistas en especialidades TIC y baja representación femenina en especialidadesTIC. Estos resultados mostraron la importancia de la educación STEM sensible al género, que parece ser la clave para el crecimiento económico y la competitividad nacional. The COVID-19 pandemic visualized how digital assets influence contemporary society and play a decisive role in economic recovery. The objective of this work is to identify the social and educational gaps derived from the impact of the level of digitization in Spain 2020. This research is based on comparative education as methodological, relational and critical with the technological implementation; who tries to link education with changes in their social environment; in order to contribute to the improvement of the educational system. In this sense, based on the DESI report for the last three years, the case of Spain is analyzed in relation to the average score of the rest of the EU member countries. The social gaps pointed to profiles of vulnerable populations for having few digital skills or for being practically excluded from digital services and resources, achieving a new perspective centered on the human being will mean achieving economic development. The educational gaps pointed to human capital and its low skills in software, few specialists in ICT specialties and low female representation in ICT specialties. These results showed the importance of STEM and gender-sensitive education, which appears to be the key to economic growth and national competitiveness.

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“…The development of competences in university students is one of the basic objectives of the university, since it is here that highly qualified professionals are trained to solve the problems that society poses to them [3]. López-Ruiz [4] states that students' competencybased learning facilitates the development of both professional and personal skills.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19

et al. 2021

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The need to adapt to new learning scenarios due to the impact of COVID-19 on our education system is undeniable. This fact means that we must adapt teaching to non-face-to-face scenarios in order to adapt the teaching processes without the students losing the acquisition of competences. The aim of this study is to evaluate the effectiveness of a digital application for the development of competences of primary education undergraduate students in a non-face-to-face teaching context derived from the pandemic through a service-learning project. To achieve this objective, a specific programme was designed using a collaborative platform. Numerous instruments were used to assess the acquisition of basic, specific, general and transversal competences. On a quantitative level, the Teamworks Skills Questionnaire and an evaluation rubric were used, and on a qualitative level, a student field diary, a survey to measure satisfaction and an observational record were used. The main results show that after the implementation of the use of the platform, both the level of competence of the students and their satisfaction with the project were very high and that the impact on their training was very positive. Among the main conclusions, we highlight that the use of this type of platform allows students to acquire competences in non-classroom contexts. On the other hand, we conclude that training in the use of digital tools in initial teacher training is necessary for good professional performance. On the other hand, this experience allowed future teachers to realise the need to master new technologies in order to be able to adapt to the new needs that different educational scenarios pose in the information society.

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Competencias genéricas en la universidad. Evaluación de un programa formativo

Cited by 21 publications

References 13 publications

La escuela: lugar de significado y compromiso

La escuela: lugar de significado y compromiso

Socioeducational gaps derived from the impact of digitization in Spain 2020

Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19

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