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2024-10-03
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En las últimas décadas el aprendizaje basado en competencias ha transformado los sistemas educativos como respuesta, principalmente, a los retos de una sociedad globalizada y tecnológicamente avanzada. La globalización ha redefinido las demandas de los sistemas educativos, exigiendo que los estudiantes no solo adquieran conocimientos especializados, sino que desarrollen competencias que les permitan resolver problemas complejos. En Europa, el proceso de Bolonia ha sido clave para implementar este enfoque, tanto en la educación superior como, con posterioridad, en la educación obligatoria. A pesar de haber transcurrido más de 20 años del inicio del proceso de Bolonia parece que en España no se acaba de concretar de manera completa el cambio. En este estudio se procede a un análisis bibliográfico exhaustivo sobre cómo se ha introducido el aprendizaje basado en competencias en España comparándolo con el mismo proceso en Inglaterra, uno de los primeros países en adoptar este enfoque y que en muchos aspectos sirvió de modelo para el cambio. El objetivo es identificar similitudes y diferencias entre ambas implementaciones. Las conclusiones de la investigación muestran que, en España, aunque el enfoque competencial ha sido formalmente adoptado, su implementación en las aulas ha sido limitada como consecuencia de varios factores de los que destacan la escasa planificación por parte de la administración y la falta de una formación docente adecuada que lograra modificar la cultura escolar de los distintos niveles educativos.
In recent decades, competency-based learning has transformed educational systems as a response, primarily, to the challenges of a globalized and technologically advanced society. Globalization has redefined the demands placed on education systems, requiring students not only to acquire specialized knowledge but also to develop competencies that enable them to solve complex problems. In Europe, the Bologna Process has been key to implementing this approach, both in higher education and, later, in compulsory education. Despite more than 20 years having passed since the beginning of the Bologna Process, it seems that in Spain the change has not yet been fully consolidated. This study conducts an exhaustive bibliographic analysis of how competency-based learning has been introduced in Spain, comparing it with the same process in England—one of the first countries to adopt this approach and, in many respects, a model for change. The aim is to identify similarities and differences between the two implementations. The research findings show that, in Spain, although the competency-based approach has been formally adopted, its implementation in classrooms has been limited due to several factors, most notably the lack of planning by educational authorities and insufficient teacher training capable of transforming the school culture across different educational levels.
In recent decades, competency-based learning has transformed educational systems as a response, primarily, to the challenges of a globalized and technologically advanced society. Globalization has redefined the demands placed on education systems, requiring students not only to acquire specialized knowledge but also to develop competencies that enable them to solve complex problems. In Europe, the Bologna Process has been key to implementing this approach, both in higher education and, later, in compulsory education. Despite more than 20 years having passed since the beginning of the Bologna Process, it seems that in Spain the change has not yet been fully consolidated. This study conducts an exhaustive bibliographic analysis of how competency-based learning has been introduced in Spain, comparing it with the same process in England—one of the first countries to adopt this approach and, in many respects, a model for change. The aim is to identify similarities and differences between the two implementations. The research findings show that, in Spain, although the competency-based approach has been formally adopted, its implementation in classrooms has been limited due to several factors, most notably the lack of planning by educational authorities and insufficient teacher training capable of transforming the school culture across different educational levels.
Descripción
Especialidad de Historia de la Educación y Educación Comparada
Categorías UNESCO
Palabras clave
educación basada en Competencias, proceso de Bolonia, globalización, reforma, cambio de paradigma, Competency-Based Education, Bologna Process, Globalization, Reform, Paradigm Shift
Citación
Chiva Moreno, José Francisco. Trabajo Fin de Máster: Estudio comparativo sobre la implementación de la educación basada en competencias en el contexto europeo. Los casos de España e Inglaterra. Universidad Nacional de Educación a Distancia (UNED) 2024
Centro
Facultad de Educación
Departamento
Historia de la Educación y Educación Comparada