scholarly journals The industry of testing and mutual recognition in southern Europe

2016 ◽  
Author(s):  
Joaquin Manuel Cruz
Keyword(s):  
Higher Education ◽  
Central Government ◽  
Mutual Recognition ◽  
Policy Makers ◽  
Autonomous Communities ◽  
Language Tests ◽  
The Common ◽  
Common Policies ◽  
Spanish Universities ◽  
Spanish Higher Education

Following the publication of the Common European Framework of Reference, Spain’s central government has been unable to unify common policies for foreign language requirements in Spanish Higher Education. Language requirements are in Spain both partially unregulated and deemed compulsory to finish Higher education degrees. In the absence of national policies, different areas of the country have implemented different policies in this respect and, inevitably, Spanish universities have developed their own internal legislation, high-quality suites of language tests and mutual recognition systems. These vary greatly from university to university, and are now competing in the industry of testing at both a national and a global level. The universities in Andalusia, one of the 17 autonomous communities of Spain, have been able to agree on a set of unified criteria which favors mutual recognition of language certifications for +13K candidates on a yearly basis and have driven policy makers’ attention to their network, which is being regulated a posteriori. 

scholarly journals Dealing with heterogeneity: An analysis of Spanish universities

2019 ◽  
Vol 13 (3) ◽  
pp. 58-77 ◽  
Author(s):  
Jasmina Berbegal-Mirabent ◽  
Dolors Gil-Doménech ◽  
Rocío De la Torre
Keyword(s):  
Higher Education ◽  
Cluster Analysis ◽  
Technology Transfer ◽  
Group Analysis ◽  
Higher Education System ◽  
Regulatory Frameworks ◽  
Teaching Goals ◽  
Scientific Outputs ◽  
Spanish Universities ◽  
Spanish Higher Education

Universities are highly dependent on regulatory frameworks, the geographical setting as well as on requirements for the creation of the different outputs they pursue. As a result, universities are heterogeneous organizations. This study analyses universities’ heterogeneity in Spain. By using a dataset from the Spanish higher education system, we model the objective function of universities and investigate which factors help explain universities’ performance, in terms of the three missions that they mostly perform (teaching, research and technology transfer). Also, a cluster analysis is performed to categorise Spanish universities. The findings contribute to better understand the different behaviours shown by universities. The findings underline the heterogeneity of Spanish universities: while some universities focus more on formation (teaching) goals, other universities excel at disseminating knowledge through different scientific outputs. The study concludes with a detailed inter- and intra- group analysis.

El régimen de dotación y cobertura de plazas de profesorado universitario tras la legislatura 2011-2015

2016 ◽  
pp. 23-65
Author(s):  
Carlos-Alberto AMOEDO-SOUTO
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Human Resources Management ◽  
Legal Framework ◽  
Academic Environment ◽  
Replacement Rate ◽  
Border Line ◽  
Resources Management ◽  
Spanish Universities ◽  
Spanish Higher Education

LABURPENA : 2013an, Alba Nogueira López irakaslearekin batera, lehen une haietan (2012 urtea) unibertsitateko irakasleei oinarrizko berriztapen-tasa aplikatzeak sortzen zituen arazo juridikoak gai hartuta argitaratutako lan bati jarraipena emanez, artikulu honetan, lanpostuak kudeatzeko esparru berri honetan 2012-2015 legegintzaldi osoan zehar izandako bilakaera aztertzen da. Ondorioztatu da a) unibertsitateko irakasleei dagokienez, erreforma langileen arloko gastuaren murrizketa soila baino harago joan dela, bai ordainsari-murrizketen bitartez eta bai sarrera berriko lanpostuak debekatzearen bidez, argi eta garbi barneratuz hornikuntza- edo estaldura-araubidean; b) unibertsitateko lanpostuetako gastu publikoa kontrolatzeko aparteko neurriei amaiera eman ordez, legegintzaldiak, azkenean, neurri horiek unibertsitateko araudi estrukturalean txertatu dituela. Ondorio horietatik abiatuta, zalantzan jartzen da langile arloko politika honen eta Espainiako unibertsitatea erreformatzeko helburu estrategikoen arteko koherentzia, eta hurrengo urteotan gure ekosistema akademiko partikularraren bilakaerak izango dituen gakoak identifikatzen saiatzen da. RESUMEN: Continuando un trabajo previamente publicado en 2013 con la profesora Alba Nogueira Ló pez sobre los problemas jurídicos que suscitaba en aquellos primeros momentos (año 2012), la aplicación de la tasa de reposición básica al profesorado universitario, el presente artículo analiza la evolución experimentada por este nuevo marco de gestión de plazas a lo largo de toda la legislatura 2012-2015. Se concluye así que a) en materia de profesorado universitario la reforma ha ido más allá de la simple reducción del gasto en personal, bien a través de recortes retributivos, bien a través de la prohibición de plazas de nuevo ingreso, adentrándose claramente en su régimen sustantivo de provisión o cobertura; b) lejos de constituir el punto final de las medidas extraordinarias de control del gasto público de las plazas universitarias, la legislatura ha concluído con su consagración normativa estructural. A partir de estas conclusiones, se discute la coherencia de esta política de personal con los objetivos estratégicos de reforma de la universidad española, intentando desentrañar las claves de probable evolución de nuestro particular ecosistema académico durante los próximos años. ABSTRACT : Retaking a paper previously issued in 2013 with professor Alba Nogueira López about the legal problems raised at the time (2012) by professor´s replacement rate in spanish higher education sector due to staff cuts policies, the present paper reviews the evolution of this new legal framework in the provision of new academic positions, both non tenured and tenured, in Spanish universities, during the term of X legislature (2012-2015). We conclude that a) in this subject, the reform has been gone further than a simple budget cut, crossing the border line of covering job positions; b) far from being the end point of excepcional package of budget cut measures, this legislature has concluded with its permanent setting throughout Universities Law. Drawing from this conclusions, we discuss the consistency of that human resources management with reform politics of spanish higher education, triyng to highlighting the keys of upcoming changes in our particular academic environment.

Environmental management and sustainability in higher education

2015 ◽  
Vol 16 (4) ◽  
pp. 440-455 ◽  
Author(s):  
Yolanda León-Fernández ◽  
Eugenio Domínguez-Vilches
Keyword(s):  
Higher Education ◽  
Environmental Management ◽  
Sustainable Development ◽  
Significant Proportion ◽  
University System ◽  
Content Type ◽  
International Trends ◽  
Permanent Working ◽  
Spanish Universities ◽  
Spanish Higher Education

Purpose – This paper aims to analyse trends in implementing the main initiatives in the field of environmental management and sustainability in Spanish universities, taking as a reference point the guidelines adopted by a number of universities in countries most committed to sustainable development. Design/methodology/approach – An analysis of information available on the Internet and of data collected from a questionnaire completed by a significant proportion of Spanish higher education institutions was carried out. Findings – The research found that the Spanish university system follows international trends: it possesses permanent working structures, applies a variety of environmental management and sustainability tools and carries out other activities related to the environment and sustainable development. But there still appears to be scope for improvement in some aspects, including to increase the visibility of the efforts in the environmental area, and other aspects such as the varying terminology used to refer to similar tools and processes and, conversely, of the same nomenclature to refer to distinct concepts. Originality/value – This paper provides new data and updated information on sustainability in Spanish universities and some recommendations for improvement.

scholarly journals Comparative Inclusion: What Spanish Higher Education Teachers Assert

2021 ◽  
Vol 9 (3) ◽  
pp. 94-105 ◽  
Author(s):  
Amparo Pérez‐Carbonell ◽  
Genoveva Ramos‐Santana ◽  
María‐Jesús Martínez‐Usarralde
Keyword(s):  
Higher Education ◽  
Comparative Education ◽  
Institutional Commitment ◽  
Teaching Resources ◽  
Diversity And Inclusion ◽  
Teachers Beliefs ◽  
The Difference ◽  
Spanish Universities ◽  
Spanish Higher Education ◽  
Beliefs And Attitudes

From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to compare the beliefs and attitudes of professors from seven Spanish universities regarding diversity, as well as the level of inclusion in higher education, by means of an exploratory, descriptive, and comparative survey. A total of 977 educators participated in a purposive sampling. Descriptive techniques, contrasting differences and comparing proportions allowed us to detect that, although there are no major differences between the teachers’ beliefs and attitudes, some of the minor ones are still worth highlighting. Some of these are the commitment to incorporate diversity in methodologies and teaching resources, in their attempt to meet the needs of diverse people, or the way they perceived personal or institutional commitment to diversity. In conclusion, it is necessary to take a stance on diversity and inclusion that supports the need to stop and reflect on the richness they can provide, from a comparative position and constantly distancing ourselves (Kim, 2020) from today’s university system.

scholarly journals Drivers for Sustainability Awareness Development in Tourism Curricula: The Case of Spanish Universities

Land ◽  
2021 ◽  
Vol 10 (9) ◽  
pp. 939
Author(s):  
Libertad Moreno-Luna ◽  
Rafael Robina-Ramírez ◽  
Marcelo Sánchez-Oro ◽  
José Castro Serrano
Keyword(s):  
Higher Education ◽  
Negative Impact ◽  
Public And Private ◽  
Tourism Studies ◽  
The World ◽  
The Common ◽  
Tourism Destinations ◽  
Spanish Universities ◽  
Common Barriers ◽  
And Training

Spain is one of the most popular tourism destinations in the world, and one of the top ten countries in terms of tourism contribution to its economy. As tourism is causing a gravely negative impact on the environment, universities play a key role in raising student awareness and reducing the damaging consequences of said tourism. Connections between sustainability and tourism studies have received little attention in higher education. The lecturing staff and student bodies from universities were interviewed with the aim of finding out what motivates academics to develop conductors and indicators that raise environmental awareness within under-graduate Tourism degrees. Results show a different perspective on teaching sustainability within the tourism curricula at public and private universities. According to the participants, motivation and training lecturers have been the two main drivers. Results can be applied to other Tourism degrees in order to overcome the common barriers that these studies have to face to introduce sustainability in the tourism curricula.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Penguatan Wilayah Perbatasan: Studi Kasus Pulau Sebatik Kabupaten Nunukan Provinsi Kalimantan Timur

2015 ◽  
Vol 12 (2) ◽  
pp. 110
Author(s):  
Baskoro Wicaksono
Keyword(s):  
Central Government ◽  
Secondary Data ◽  
Well Being ◽  
Research Strategy ◽  
Management Policy ◽  
Infrastructure Development ◽  
Policy Makers ◽  
The Public ◽  
East Kalimantan ◽  
Border Policy

This study describes the border management policy conducted by the central government, provinceof East Kalimantan and Nunukan. Policies such as the establishment of regulatory, institutionalstrengthening, programs and infrastructure development. The policy is getting good responsefrom the elite and the masses. On the other hand policy makers have expectations of localcommunities border synergism Sebatik Island in order to build and develop the border areas so asto break the chain of dependence on Malaysia. The research was conducted in Sebatik Island,East Kalimantan province Nunukan with the formulation of the problem (a) what policies areoriented to maintain borders, (b) How is the public response to government policy, (c) What areyour expectations of policy makers in local communities to regional border. This study usedqualitative methods to phenomenological research strategy. Techniques of data collection in thisstudy using two ways, namely in-depth interviews and secondary data view Results indicate thatthe existing policy of both the central and provincial to district borders do not solve the problembecause it is made on the island of Sebatik with other border regions. The policy does not includelocal knowledge, where it is desperately needed by the people Sebatik. In addition to policies onprograms and infrastructure development of the center, the district adopted a policy of inactionagainst the illegal cross-border trade, which on the one hand against the rules but if enforced thenpeople can not perform economic activities that impact well-being. Policies like this gets a positiveresponse from the public. Expectations for the future border policy is to load local content orlocal knowledge.Keyword: border policy, local knowledge, dependent relationship

Textbook Popery

2018 ◽  
Author(s):  
Cassandra L. Yacovazzi
Keyword(s):  
Higher Education ◽  
Public School ◽  
Middle Class ◽  
Print Culture ◽  
Young Women ◽  
Female Teachers ◽  
The Common ◽  
The Right ◽  
School Movement

By the 1840s, convent narratives gained more middle-class, respectable readers, moving away from descriptions of sex and sadism and focusing instead on convent schools and the education of young women. Popular works such as Protestant Girl in a French Nunnery described "tricks" used by nuns to convert female pupils and lure them into convents. Such literature warned that as neither wives nor mothers, nuns could not train the right kind of women for America. The focus on convent schools converged with the common or public school movement. At the same time, teaching became an acceptable occupation for women, prompting more women to seek opportunities for higher education. This chapter compares the approach to education among nuns and other female teachers alongside the caricatures of convent schools in anti-Catholic print culture. I seek to answer why convent schools faced such heightened animosity even as teaching became feminized.

The Kothari Saga (1965–85)

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Higher Education ◽  
Gross Domestic Product ◽  
Central Government ◽  
National Policy ◽  
Constitutional Amendment ◽  
Educational Discourse ◽  
Congress Party ◽  
World Class ◽  
World Class Universities ◽  
National Policy On Education

This chapter outlines the exceptional composition of the landmark Kothari Commission, and its blend of idealism and realism. It offers a succinct account of the recommendations of the Kothari Commission, and the ferocious opposition to its recommendations regarding elementary and higher education, language policy, and the establishment of world class universities. It presents a candid critique of its recommendation that has become a hardy perennial of Indian educational discourse, namely that Government allocate at least 6 per cent of Gross Domestic Product (GDP) to education. It gives a crisp account of Independent India’s first National Policy on Education (1968). It also outlines the Constitutional Amendment of 1978 which made education a ‘concurrent subject’, and the educational initiatives of the short lived Janata Government (1976–8), India’s first non-Congress Party Central Government. It also outlines the key role played by J.P Naik in the Kothari Commission and Janata Government and evolution of his thinking.

scholarly journals Evaluation of Diversity Programs in Higher Education Training Contexts in Spain

2021 ◽  
Vol 11 (5) ◽  
pp. 226
Author(s):  
David Pérez-Jorge ◽  
Eva Ariño-Mateo ◽  
Ana Isabel González-Contreras ◽  
María del Carmen Rodríguez-Jiménez
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Social Conditions ◽  
Dropout Rates ◽  
Educational Institutions ◽  
Educational Systems ◽  
University Teachers ◽  
Diversity Programs ◽  
Spanish Universities

Measures adopted by educational systems to improve and adapt the educational response of pupils with disability or diversity conditions arising from their personal and social conditions, have enabled them to gain tenure throughout the various stages of education. Educational institutions have been progressively adapting and responding to the educational needs of students who start university, and this fact highlights the lack of inclusive culture in university institutions. The lack of training of university teachers in the educational response to the needs of students with disabilities is evidenced by the high dropout rates of this group and in successive complaints of teachers who do not have the skills or tools to cope with this situation successfully. The review of a set of 75 programs developed by different Spanish universities to meet the needs of these students shows an insufficient institutional and administrative response while reflecting the lack of unity of jointly developed criteria.

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