Suchergebnisse

The development of European citizenship is a constant concern perceived by different educational systems of the 25 countries in the European Union. Not only as a way to unite and promete democratic values, social inclusion and participation, but as an element of economic growth and development. However, today's high unemployment rates and rising inequality, an aging population and tbe difficulty to face the new challenges of globalization require redoubled efforts to be able to respond in a coordinated manner with quality education. A key element intertwined with the formal educational system believes it is the non-formal education as a complement to these policies will develop common social values, cohesion and combat exclusion agent. Throughout this paper, we presenta a brief review of the relationships and current state established between the formal and non-formal education, along with its influence in the transmission of European values and citizenship development. Also, we provide data relating to some of the most recent and significant developments in the Third Sector in Social Action Research. That are working in many non-governmental and non-profit organizations (NGOs and NPOs) and related to non-formal education, the differences between countries in respect, and its development and employability. Following the data analysed as a fundamental conclusion, we need clear coordination between formal and non-formal education to achieve all the goals from a given in educational -training and level of development. ; El desarrollo de la ciudadanía europea es una preocupación constante percibida desde los distintos sistemas educativos de los 25 países que integran la Unión Europea no solo como una manera de cohesionar y favorecer los valores democráticos, de inclusión social y de participación, sino como un elemento de crecimiento económico y de desarrollo. Sin embargo, hoy día las tasas de paro elevado y el aumento de las desigualdades, el envejecimiento de la población y la dificultad para afrontar los nuevos retos derivados de la globalización hacen necesario redoblar los esfuerzos para ser capaces de responder de manera coordinada con una educación de calidad. Un elemento decisivo interrelacionado con los sistemas educativo formales creemos que es la educación no formal, como agente complementario a estas políticas que desarrollan valores sociales comunes, de cohesión y lucha contra la exclusión. A lo largo de este documento, presentamos una breve revisión del estado actual y las interrelaciones que se establecen entre la educación formal y no formal, y su influencia sobre la transmisión de los valores europeos y el desarrollo de la ciudadanía. Igualmente, aportamos los datos referidos a algunas de las investigaciones más recientes y significativas en el espacio del Tercer Sector de Acción Social en el que trabajan muchas de las organizaciones no gubernamentales y no lucrativas (ONGs y ONL) relacionadas con la educación no formal, las diferencias entre países al respecto, y como factor de desarrollo y empleabilidad. A raíz de los datos analizados y como conclusión fundamental, vemos necesaria una clara coordinación entre agente formales y no formales para alcanzar entre todos los objetivos propuestos a nivel educativo -formativo y de desarrollo.

A través de la metodología de talleres participativos de trabajo se ha pretendido mostrar la interrelación que hay entre los sistemas educativos formales y la educación no formal en el desarrollo de valores democráticos y la educación ciudadana en el contexto europeo; en especial en las Organizaciones No Gubernamentales (ONG) que complementan los distintos proyectos y programas en Europa. Fue llevado a cabo dentro de un Intensive Programme ERASMUS (IP-ERASMUS). El objetivo principal de este workshop consistió en hacer conscientes al profesorado y alumnado participante de la labor que realizan estos agentes externos, así como desarrollar valores de empatía, colaboración y compromiso. Al final del mismo se llevó a cabo una evaluación de la labor desarrollada con el fin de comprobar el grado de consecución de nuestros objetivos y en qué aspectos el auditorio asistente se centra más a la hora de participar en este tipo de actividades. Los resultados obtenidos se centran en la aplicabilidad práctica de la temática desarrollada, su grado de profundidad y la capacidad del disertante para captar la atención del auditorio, así como su experiencia en la materia. ; Through the methodology of participatory workshops we have tried to show the interrelationship between formal education systems and non-formal education in the development of democratic values and citizenship education in the European context; especially Non-Governmental Organizations (NGO) complement various projects and programs in Europe. It was performed in the framework of Intensive Program ERASMUS (IP-ERASMUS). The main objective of this workshop was to make faculty and students aware participant in the ongoing work of these external agents, and develop values of empathy, cooperation and commitment. At the end of it took place an evaluation of the work done in order to verify the degree of achievement of our goals and in what respects audience is more focused assistant when participating in these activities. The results focus on the practical applicability of the developed topic, level of depth and the ability of the speaker to capture the audience's attention as well as their experience in the field. ; Através da metodologia de oficina, tentamos mostrar a inter-relação entre os sistemas de educação formal e educação não formal no desenvolvimento de valores democráticos e a educação para a cidadania no contexto europeu; especialmente ao nível das Organizações Não-Governamentais (ONG), como complementar a diversos projetos e programas Europeus. Esta ideia foi conduzida no decorrer de um Intensive Programme ERASMUS (IP-ERASMUS). O principal objetivo passava por fazer com que os participantes tivessem consciência do trabalho que é realizado pelos agentes externos que pretendem desenvolver os valores da empatia, cooperação e compromisso. No final do mesmo foi realizada uma avaliação do trabalho, a fim de avaliar o grau de realização dos nossos objetivos e de que forma os participantes ficam mais focados quando participam nestas actividades.

The authors thank the support of the Spanish Ministry of Science, Innovation and Universities the PhD grant (FPU18/01779) awarded to Christian Acal. We thank the involvement, innovation and collaboration from the professors part of the SEJ-622 Research Group, accredited and financed by the Junta de Andalucia, who are carrying out the proposals and development of these active methodologies at the University of Granada, for the purpose of providing experiences at all educational levels. ; The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training process in relation to the traditional methodology over time, in order to establish baselines in the academic grades in both models. The research is of a quasi-experimental type of non-equivalent groups, with a longitudinal trend design in the data collection process. The entire available population has been selected, with 1.236 students participating, exploring the grades as an analytical resource, from the 2010/2011 to the 2019/2020 academic years. The results show statistically significant differences in the improvement of academic performance with the flipped classroom methodology. Furthermore, the results reinforce that the flipped teaching model effectively promotes students' interest, their capacity for autonomous learning and personal and cooperative relationships. ; Spanish Government FPU18/01779 ; Junta de Andalucia

En la Universidad del Siglo XXI, la función de liderazgo está en la base de los procesos de surgimiento, mantenimiento e institucionalización de una nueva cultura de la calidad (Fernández Cruz, 2015). En este contexto, las universidades han creado unas Unidades de Calidad como responsables de los procesos de acreditación, seguimiento y renovación de títulos que deben actuar como verdaderos impulsores de unas acciones de mejora para las que resulta indispensable la puesta en marcha de procesos de evaluación y seguimiento que exigen el ejercicio de un liderazgo que fomente una cultura de calidad que impregne el quehacer diario de la institución. Los nuevos Títulos de Grado establecidos dentro del Espacio Europeo de Educación Superior demandan una serie de actuaciones que deben ser ejecutadas por los llamados Coordinadores de Grado como responsables de la coordinación de los equipos docentes. Además de lo anterior, el proceso de internacionalización que conlleva el Espacio Europeo de Educación Superior supone el desarrollo de estrategias de liderazgo a nivel interno, que se han traducido hacia el exterior en un fuerte liderazgo institucional (Cleveland-Innes, 2012; Juárez- Casalengua, 2015), y en un impulso y liderazgo político e institucional de la UE. ; In the 21st century university, the leadership function is at the base of the processes of emergence, maintenance and institutionalization of a new culture of quality (Fernández Cruz, 2015). In this context, the universities have created Quality Units to facilitate the process of accreditation, monitoring and renewal official degrees. This units must act as real drivers of improvement for which it is essential implement assessment and monitoring procedures that require a leadership that foster a culture quality in the daily activities of the institution. The new official degrees established under European Higher Education Area demand a series of actions that must be carried out by the so-called Degree Coordinators as responsible for the coordination of the teaching teams. In addition to the above, the internationalization that entails the European Higher Education Area implies the development of internal leadership strategies that have been turned into strong institutional leadership (Cleveland-Innes, 2012; Juárez-Casalengua, 2015), and in an impetus and political and institutional leadership of the EU. On the other hand, as most of the research on leadership has traditionally focused on managerial positions, we have wanted to approach from an alternative perspective the leadership function exercised by university students through the different representation positions they perform.