Articulación europea latinoamericana para la internacionalización de la educación de posgrado. Resumen del acto de lanzamiento del Proyecto CONSENS en la Universidad de Buenos Aires, Argentina.
Team
Coordinating institution
| Universidad de Buenos Aires (UBA), Argentina |
Partner institutions
European Universities
| Università degli Studi di Roma "La Sapienza" (UNIROMA1), Italy. | |
| Università degli Studi di Pavia (UNIPV), Italy. | |
| Consorzio Interuniversitario Italiano Per L'Argentina. | |
| Universitat Autònoma de Barcelona (UAB), Spain. | |
| Universidad Complutense de Madrid (UCM), Spain. | |
| Aix-Marseille Universite, France. |
Latinamerican Universities
| Universidad de Buenos Aires (UBA), Argentina. . | |
| Universidad Nacional de Luján (UNLU), Argentina. | |
| Universidad ISALUD, Argentina. | |
| Universidad Nacional de Asunción, Paraguay. | |
| Universidad Gran Asunción (UNIGRAN), Paraguay. | |
| Universidad Iberoamericana (UNIBE), Paraguay. |
Ministries of Education and regulation agencies
| Consejo Nacional de Educación Superior (CONES), Paraguay. | |
| Ministerio de Educación y Ciencias, Paraguay. | |
| Secretaría de Políticas Universitarias, Ministerio de Educación de la Nación Argentina, Argentina. | |
| Comisión Nacional de Evaluación y Acreditación Universitaria, Argentina. |
European added value
The European added value in this capacity building, will be based on the experiences and lessons learned upon two important components of Bologna process: student-centered learning (SCL) and quality in postgraduate education.
During the European Bologna process, SCL emerged as a qualitative transformation for students, aimed at enhancing their autonomy and critical thinking through a result-based approach. SCL is a true cultural change in Higher Education Institutions (HEIs) with three pillars that in Europe, together with the assurance of educational quality, is an object of intensive treatment in the framework of the intergovernmental activities of the Bologna process:
- Expected learning outcomes (LO), as a means of identifying what the learner is expected to know as a result of the learning process.
- Competences, as a precise way of achieving the LO.
- Credits, as an operational framework to assess the volume of learning based on the defined learning outcomes and the student’s workload.
