Two different routes for the implementation of the competences in the University: Spain and USA

Abstract

This document shows the different routes that have followed us and Spain in the implementation of competency model. We want to contribute to a better understanding of the concept of «competency» and to adopt a critical view of the approach which is accused of a reductionist view of education and of the person. We analyze the history of the concept and its development in the us. A comparative analysis of other relevant concepts through the Tuning documents reveals ambiguities and misunderstandings in the European. To obviate the behavioral basis and orientation to the accountability of the competence approach has led to omit an essential step in curriculum design: to start from measurable learning objectives. We questioning what «innovative» are the active learning methodologies and the structure of the Spanish University and its organizational culture as supportive environment for cross learnings.

Keywords

• competencias
• objetivos de aprendizaje
• diseño curricular
• educación superior
• metodologías de enseñanza-aprendizaje
• evaluación de competencias en educación superior.