Pilar Martínez Clares

Aprendizaje y Competencias. Una nueva mirada = Learning and competences. A new view.

The most important challenges faced by today’s society is lifelong learning and competence-based training. Learning is no longer seen as a passive process carried out in formal environments, but should be reconceptualised as a lifelong and life-wide development. Continuous, permanent training is

Aplicación de los modelos de gestión de calidad a la tutoría universitaria

The European Higher Education Area reactivates university tutoring as a key factor in the internal quality assurance systems. This paper analyses and reflects on similarities and differences between two of the most widespread quality management models in our context: EFQM, from de European Foundation for Quality Management, and the International Organization for Standardization (ISO) model, relating their criteria to university tutoring. The analysis shows that university tutoring from a systemic perspective should meet certain requirements to become a key quality factor, such as support and commitment from management positions, continuous training that enhances the motivation of teachers, a comprehensive planning, or continuous assessment as base for decision making and improvement. These elements are also covered in the AUDIT program and its definition and guidelines of Internal Quality Assurance Systems for university education.

Orientación Profesional en Educación Secundaria

In a setting marked by uncertainty, the ability to adapt to changes gains relevance. We face an uncertain future, especially young people. With this prospect in mind, professional guidance in secondary schools should be employed with a proactive approach in order to banish timely action and move to a more continuous process of mediation and accompaniment. The youth is characterised for an intense search of personal and social identity. For this reason, in this phase of life, occupational guidance should accompany the youth and help them to identify the changes their social, cultural, natural and economical environment is going through. Therefore, occupational guidance mediates so that young people become aware of their own identity: Who am I? Where am I? Where am I going? It also responds to the need of building vital and professional project, encouraging the youth to be the active agents of their own changes; thus facilitating adaptation to new situations and demands caused by the transition into active life.