52 research outputs found
Conditioning Factors of Sustainability of Dual Vocational Educational Training in Andalusia (Spain): Case Study of Three Educational Centres
From the incorporation of the Dual Vocational Educational Training (dual VET) in the
Spanish educational panorama in 2012, and in the midst of the economic and financial crisis, this dual
VET educational scheme has been a political priority of national and regional governments, who see it
as a strategy for socioeconomic growth, employability, and youth entrepreneurship framed under an
educational sustainability model. Despite the growing number of companies involved in the scheme,
this model of educational training has not been free of debate and controversy. This study focuses on
the autonomous community of Andalusia with the objective of identifying—using a complementary
methodological perspective—the key factors that condition the successful implementation of dual
VET in this region based on the experience of three educational centres and the opinions of those
educators involved. Some of the weaknesses of dual VET identified in the autonomous community
include the ambiguity of regulations, budgetary sustainability, governance models, the relationship
between the training o ered and industry, the involvement of companies, and the recognition of the
teaching sta involved
Quality Criteria to Evaluate Performance and Scope of 2030 Agenda in Metropolitan Areas: Case Study on Strategic Planning of Environmental Municipality Management
The United Nations’ (UN) 2030 Agenda brings new governance challenges to municipal
environmental planning, both in large urban centres and in metropolitan peripheries. The
opportunities of the new framework of action proposed by the United Nations (UN) and its
integrative, global, and transversal nature constitute advances from the previous models of municipal
management based on the Local Agenda 21. This text provides evidence to apply quality criteria
and validated instruments of participatory evaluation. These instruments have been built on the
foundation of evaluative research, a scientific discipline that provides rigour and validity to those
decisions adopted at a municipal level. A case study focused on a metropolitan area serves as a field
of experimentation for this model of the modernization of environmental management structures at a
local level. Details of the instruments, agents, priority decision areas, methodologies, participation
processes, and quality criteria are provided, as well as an empirically validated model for participatory
municipal management based on action research processes and strategic planning that favours a
shared responsibility across all social groups in the decision-making process and in the development of
continuous improvement activities that are committed to sustainability. Finally, a critical comparison
of weaknesses and strengths is included in light of the evidence collected.Project: ‘Sustainability in Higher Education: Evaluation of the scope of the 2030 Agenda in curriculum innovation and teacher professional development in Andalusian Universities’. B-SEJ-424-UGR18. Principal researchers: José Gutiérrez-Pérez and María de Fátima Poza-Vilches
El uso de indicadores de sostenibilidad cualitativos en el campo del medio ambiente en Iberoamérica
Dieser Artikel enthält eine Übersicht alternativer Ansätze, die während der letzten beiden Jahrzehnte in der iberoamerikanischen Umweltforschung entwickelt wurden, sowie hieraus folgende Implikationen für die Evaluation nachhaltiger Entwicklung mittels qualitativer Indikatoren. Deren standardisierte Verwendung in internationalen Studien belegt den Wert und die Bedeutung, die Experten in unterschiedlichen Kontexten ihnen beimessen. Es wird aber auch gezeigt, dass Vereinbarungen zwischen verschiedenen Ländern hier zwar zu wesentlichen Fortschritten geführt haben, die aktuellen Diskurse über Nachhaltigkeit zugleich aber Fragen der Verantwortung, der Kontrolle und auch des Designs von Indikatoren weiter konfus behandeln.
URN: urn:nbn:de:0114-fqs0604338In this article we include a revision of alternative approaches developed throughout the two last decades in Iberoamerican environmental research and possible implications for the evaluation of sustainable development with qualitative indicators. The standardized use in diplomatic reports and international studies reveals their value and acceptance in communities of experts in different contexts. It is stated that international alliances between countries have brought about important changes, although the new discourses on sustainability leave the responsibility, the control and the design of indicators in a state of confusion.
URN: urn:nbn:de:0114-fqs0604338En este artículo se presenta una revisión de los enfoques alternativos desarrollados a lo largo de las dos últimas décadas en el campo del medio ambiente y sus implicaciones para la evaluación del desarrollo sostenible a partir de indicadores cualitativos de nueva generación. Su uso normalizado en informes diplomáticos, barómetros, sondeos y estudios de rango internacional pone de manifiesto su reconocido valor y la aceptación manifiesta por parte de comunidades de expertos de los diferentes campos disciplinares ligados al medio ambiente. Se constata que las alianzas internacionales entre países han propiciado escenarios de cambio importantes, si bien los nuevos discursos sobre la sostenibilidad llevan la responsabilidad en el control y diseño de indicadores al terreno de nadie.
URN: urn:nbn:de:0114-fqs060433
Cultural diversity, educational achievements and school. Arguments from educational community
Questo studio costituisce la prima fase di un lavoro più ampio la cui i nalità
è quella di contribuire al miglioramento della scuola attraverso l’identii cazione,
elaborazione e dif usione di una casistica di buone pratiche scolastiche in contesti culturalmente
diversi. Questa ricerca incomincia revisionando il concetto di “successi educativi”
e “buone pratiche” da una doppia prospettiva: analizzando la letteratura specii ca
per quanto riguarda i contributi più signii cativi degli ultimi anni sul miglioramento
dell’ei cacia scolastica e, in aggiunta, analizzando le opinioni dei rappresentanti dei diversi
collettivi che hanno a che fare con la materia e denominati in questo studio, “esperti”
(docenti, assessori, famiglie, accademici, tecnici e agenti socioculturali). L’articolo si
focalizza sulla descrizione del supporto metodologico che ci ha permesso di portare avanti
questo processo di consultazione (il metodo Delphi) e sulla presentazione dei principali
risultati. In dei nitiva, presentiamo i punti d’accordo e le discrepanze trovate in riferimento
al concetto di “successo educativo”. Il processo Delphi sviluppato in questo lavoro
è stato iterattivo e interattivo. Nel processo si è garantito l’anonimato dei partecipanti,
la retro alimentazione costante e controllata e la presenza, nel risultato i nale, di tutte le
opinioni individuali. Lo strumento per la raccolta d’informazione è stato il questionario.
Nella prima fase di consulenza, ci sono state domande aperte che hanno permesso di
fare un’analisi qualitativa delle risposte. Partendo da questa analisi abbiamo elaborato
un secondo questionario di tipo scalare la cui analisi ha permesso di conoscere il grado di
consenso sulle questioni sottoposte a dibattito. La ricerca del consenso e la stabilità sono
stati i criteri che hanno guidato le analisi realizzate sull’informazione raccolta nelle due
fasi di consultazione e anche i criteri di saturazione di questa.h is paper is the i rst stage of a broader study that intents to improve schooling
ei cacy by identifying, describing and disseminating the best practices developed in
Spanish schools from diverse cultural backgrounds. It reviewed two main concepts –
“educational achievement” and “best school practices” – from a double perspective: i rst,
analyzing the most meaningful research contributions made in this area over the last ten
years; and second, taking into account the opinions of experts (teachers, educational advisors,
families, students, theorists, social players…) on these subjects. h e paper had two
main objectives: describing the methodological framework used in the expert consultation
process (the Delphi method) and presenting the main points of consensus and discrepancy regarding the concept of “educational achievement in culturally diverse educational contexts”.
h e Delphi consultation carried out was an iterative and interactive process. h e
process was coni dential and special care was taken to ensure continuous feedback and
representation of all individual opinions in the i nal results. Information was collected
using questionnaires. In the i rst consultation round, the questionnaire included openended
questions, whose responses were analyzed using a qualitative approach. A second
questionnaire was designed on the basis of this information. It provided quantitative
information that was useful to measure the level of agreement on the various issues discussed.
h e search for consensus and stability and information saturation were the basic
criteria that guided the analysis of information provided by the experts consulted
Risk Assessment of Dual Vocational Educational Training: The Case of Andalusia
La progresiva implantación de la Formación Profesional Dual en España desde el año 2012
y en Andalucía a partir del curso académico 2013-2014, ha estado acompañada de interesantes
debates que cuestionan su carácter revulsivo para el sistema de FP en este país y que ralentizan
su avance hacia una tipología de estudios clave para generar talento joven en el contexto
español. En el marco del contexto andaluz, se presenta este estudio evaluativo que tiene como
objetivo conocer, desde la perspectiva del colectivo docente implicado en el modelo dual, cuáles
son los riesgos que para la sostenibilidad y eficacia del modelo, suponen ciertos factores
internos y externos vinculados a la FP Dual en Andalucía. Se explora en qué medida el grado
de urbanización, la experiencia en formación dual y la participación en gestión pueden estar
condicionando esta opinión. Han sido un total de 1445 docentes participantes cuyas opiniones
se han recogido a través de un cuestionario diseñado y validado para esta investigación. Los
análisis realizados destacan como riesgos para la sostenibilidad de la FP Dual la disminución
de la participación del profesorado en este modelo, la pérdida del interés de los centros en el
mismo y la continuidad de los proyectos duales; siendo el interés de las empresas en el perfil
competencial de los egresados el mayor riesgo para la eficacia del modelo. Para el profesorado de
centros rurales, el que ha participado en tareas de prospección de empresas y para el que tiene
poca experiencia en dual, estas son las grandes amenazas del sistema dual.The progressive implementation of Dual Vocational Training in Spain since 2012 and in
Andalusia since the 2013-2014 academic year, has been accompanied by interesting debates
that question its revulsive character for the VET system in this country and that slow down its
progress towards a key study modality to generate young talent in the Spanish context. This
assessment study is presented taking into account the Andalusian context. Its main objective is
to explore, from the perspective of the teaching group involved in the dual model, the risks for the
sustainability and effectiveness of the model posed by certain external and internal factors linked
to Dual VET in Andalusia. It evaluates to what extent the degree of urbanization, experience in
dual training and participation in management may be conditioning this opinion. There have been
a total of 1445 participating teachers whose opinions have been collected through a questionnaire
designed and validated for this research. The analyses carried out highlight that the decrease in the
participation of the teaching staff in the Dual VET, the loss of interest of the centres in this model
and the continuity of the dual projects are risks for the sustainability of the Dual VET; being the
interest of the companies in the competence profile of the graduates the greatest risk identified by
the teaching staff regarding the effectiveness of the model. These threats are exacerbated in rural
areas, in teachers with prospector profile and in teachers with low experience
Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC)
The main argument defended in this article is that the involvement of teachers in decisionmaking about environmental aspects related to the management of educational institutions constitutes a powerful tool for training, teacher professional development, and environmental literacies. A
group of early childhood education teachers across various institutions work under a collaborative
action-research model for an entire year that is focussed on the following: (1) the institution’s water,
solid waste, and energy management; (2) the planning of innovative activities related to water, solid
waste, and energy, and; (3) participation in transformative actions that involve families and impact
their neighbourhoods. The experience enables the building of a theoretical model of teacher training
aimed at acquiring action skills from a comprehensive perspective of triple helix environmental
literacy (management, research/innovation, and teaching) that affects their commitments to the
management of environmental resources, the eco-auditing of their eco-school, the curricular greening
of activities, the renewal of educational programs, and the implementation of an action-research
focussed on aspects related to sustainability.Project: "Sustainability in Higher Education: Evaluation of the scope of the 2030 Agenda in curriculum innovation and teacher professional development in Andalusian Universities"
B-SEJ-424-UGR1
Bilingual and intercultural strategies on transmigrant families
El artículo presenta los resultados de una investigación cuyo objetivo fundamental ha sido analizar e
identificar cuáles son las estrategias –tanto bilingües como interculturales– que despliegan familias transmigrantes
hispano-germanas. La metodología que hemos seguido se instala en el enfoque biográficonarrativo,
de tal manera que hemos reconstruido las etapas y proyectos migratorios de dichas familias,
interesándonos por el discurso de los padres y madres a propósito de las estrategias, objetivos y teorías
que subyacen a las prácticas, así como el interés que muestran por mantener y potenciar las competencias
bilingües e interculturales en su cotidianidad. Una vez analizado todo el material empírico, los
resultados que presentamos se organizan en torno a cuatro grandes dimensiones de análisis: a) «Prácticas
bilingües», donde describimos qué estrategias siguen las familias para el fomento y potenciación del bilingüismo; b) «Teorías cotidianas sobre la interculturalidad», entendidas como aquellos discursos que
se refieren a «teorías» y «niveles de análisis» sobre la percepción y aceptación de la diversidad cultural;
c) una tercera denominada «Redes sociales», referida a la participación activa de los miembros del grupo
familiar en redes –ya sean familiares, de ocio, laborales o de otro tipo– y que, según sus discursos, les
permite fomentar y mantener la transmigración, el bilingüismo y las competencias interculturales; y, por
último, d) el «Cosmopolitismo», referido a la selección de discursos de las familias que muestran motivos,
valoraciones y actitudes positivas acerca de la diversidad lingüística y cultural, al margen de que éstas
sean practicadas o no.This article presents the results of a research project whose aim is to analyze and identify the
bilingual and intercultural strategies employed by the Spanish-German transmigrant families. Through
the use of a biographical-narrative approach, we have reconstructed the migratory phases and itineraries
of there families, emphasizing the parents’ underlying discourses on strategies, objectives and their
subjacent theories on their children’s bilingual practices as well as on their specific interest on keeping
and strengthening their children’s bilingual and intercultural competences. After presenting the analyzed
empirical data, the results obtained are grouped into four broad dimensions: a) «bilingual practice», i.e.
those strategies adopted by families to promote and strengthen bilingualism; b) interculturality life world
theories, i.e. the ideas and levels of analysis about perceiving and accepting cultural diversity; c) «social
networks», i.e. active participation in kin, labor, leisure or other social networks which, according to their
discourse, foster transmigration, bilingualism and intercultural competences; and d) «cosmopolitanism»
as a particular kind of discourse chosen by the interviewed families and which –without regard to
their actual practices– reflect positive motives, values and attitudes identified with cultural and linguistic
diversity, no matter if they are used or no
Outstanding Videogames on Water: A Quality Assessment Review Based on Evidence of Narrative, Gameplay and Educational Criteria
Videogames have become educational, communicative and social tools among the young,
favouring the acquisition of skills, abilities and values, encompassing an endless number of themes,
and helping them to experience and to face, in the first person, a great diversity of environmental
situations and ecology problems. Thus, the present article aims: (a) to evaluate a sample of
20 educational videogames about water, making use of some empirical criteria of quality; and
(b) to design, validate and apply an integrated quality indicator of educational videogames on water,
based on the aspects of narrative, gameplay and education, which allows us to obtain a ranking.
The findings reflect a ranking of games allowing us to suggest that the nature of the game (simulation,
adventures, platforms or questions) does not determine the quality of the game, although generally
simulations and adventure games are placed in a range of medium- or high-quality, as well as those
games that pursue objectives related to the design and management of a territory in a sustainable way.
The paper provides teachers with quality criteria based on narrative and gameplay that complement
and enrich the pedagogical dimension.This research received funding of the Excelence Unit of Research, Faculty of Education & Vicerectorate
of Research and Transference, University of Granada
Acuerdos y discrepancias sobre la innovación docente de calidad en educación superior
El trabajo que se presenta se ubica en la fase consultiva de un estudio más amplio, coordinado desde la Universidad de Granada, y cuya finalidad es contribuir a la mejora de la calidad de la docencia universitaria elaborando un repertorio de “buenas prácticas” relacionadas con la innovación docente en Educación Superior.
Para alcanzar esta finalidad, este estudio se ha estructurado en cuatro fases; el
objetivo de la segunda, sobre el que se centra el presente trabajo, ha sido definir, de manera consensuada, los criterios e indicadores de la calidad de las acciones de innovación docente que se desarrollan
en el contexto universitario.
Esta definición se ha realizado a través de un proceso de consulta Delphi a un
grupo de 87 “expertos/as” en innovación docente universitaria: políticos y
gestores universitarios, técnicos de las Unidades y Vicerrectorados de diferentes universidades españolas responsables de la innovación docente, personal de Administración y Servicios implicado en la gestión y desarrollo de las acciones de innovación y profesorado implicado.
En este trabajo se presenta tanto la descripción metodológica del proceso
seguido en esta consulta, como los principales argumentos consensuados y las
discrepancias existentes entre las opiniones dadas por el grupo de participantes en esta consulta en torno a las características de la innovación docente de calidad
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