De los certificados al desempeño: Un cambio de paradigma y sus consecuencias para la investigación en la educación superior

• Autores: Ulrike Schwabe, Edith Braun
• Localización: Journal of Supranational Policies of Education (JOSPOE), ISSN-e 2340-6720, Nº. 13, 2021 (Ejemplar dedicado a: Iniciativas para la evaluación internacional de los resultados de aprendizaje en la Formación Profesional y la Educación Superior Publicado), págs. 104-124
• Idioma: español
• DOI: 10.15366/jospoe2021.13.005
• Títulos paralelos:
  • From certificates to performance: A paradigm shift and its consequences for higher education research
• Enlaces
  • Texto completo
• Resumen
  • español

    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 elparadigma 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.

  • English

    Against the backdrop of recent social and technological developments, the relationship between the educational system and the employment system has also changed. The “lifelong learning” paradigm is now firmly established within the field of educational research. In this article, we argue that empirical researchers have shifted using certificates to capture educational attainment, focusing instead on competence and performance. We define “performance” as the ability to react adequately and flexibly to new situations within job-related contexts. This paper thus aims to describe the shifting research paradigm in the context of political agenda-setting and presents some examples from different disciplinary perspectives to illustrate the potential of interdisciplinary research. Interdisciplinary, collaborative research, we suggest, shows great potential for providing empirical evidence to measure the consequences—intended and unintended—of political reforms in higher education.Even though ourarguments andimplications are formulated from the perspective of the German education and science system, their essence can also be applied to other national contexts.

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