Núm. 13 (2021): Iniciativas para la evaluación internacional de los resultados de aprendizaje en la Formación Profesional y la Educación Superior
Monográfico

DE LOS CERTIFICADOS AL DESEMPEÑO: UN CAMBIO DE PARADIGMA Y SUS CONSECUENCIAS PARA LA INVESTIGACIÓN EN LA EDUCACIÓN SUPERIOR

Ulrike Schwabe
German Centre for Higher Education and Science Studies (DZHW)
Publicado julio 16, 2021

Palabras clave:

proceso de Bolonia, colaboración, proceso de Copenhague, certificados de estudios, dimensión europea, política con base empírica, Alemania, investigación interdisciplinaria, cambio de paradigma, evaluación basada en el desempeño
Cómo citar
Schwabe, U., & Braun, E. (2021). DE LOS CERTIFICADOS AL DESEMPEÑO: UN CAMBIO DE PARADIGMA Y SUS CONSECUENCIAS PARA LA INVESTIGACIÓN EN LA EDUCACIÓN SUPERIOR. Journal of Supranational Policies of Education (JoSPoE), (13), 104–124. https://doi.org/10.15366/jospoe2021.13.005

Resumen

A raíz de los cambios sociales y tecnológicos de los últimos tiempos, se ha transformado también la relación entre el sistema educativo y el sistema laboral. Hoy el paradigma del "aprendizaje permanente" está afianzado en el campo de la investigación educativa. En el presente artículo argumentamos que los investigadores empíricos han pasado de valerse de certificados para reflejar el nivel educativo a enfocarse en la competencia y el desempeño. Definimos "desempeño" como la capacidad de reaccionar de forma adecuada y flexible ante situaciones nuevas en contextos relativos al trabajo. Este trabajo pretende describir el cambio en el paradigma de la investigación en el marco del establecimiento de la agenda política, y asimismo ilustra las posibilidades que ofrece la investigación interdisciplinaria presentando ejemplos de diferentes perspectivas disciplinares. A nuestro entender, la investigación interdisciplinaria y colaborativa encierra un gran potencial para aportar pruebas empíricas para medir las consecuencias —previstas e imprevistas— de las reformas políticas aplicadas a la educación superior. Si bien nuestros argumentos e inferencias han sido formulados desde la perspectiva del sistema educativo y científico alemán, su esencia también ha de poder aplicarse a contextos de otros países.

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