Keywords
mentoring
competencies based education
school performance
How to Cite
Abstract
The purpose of this study was to measure the impact of a service-learning and mentoring program on university students professional competencies, school students performance and their teachers-tutors satisfaction. The intervention consisted of 352 mentoring sessions with compulsory education students, 67 sessions of coordination with their teachers-tutors and 84 sessions of family counseling, delivered by university students, who were previously trained and continuously monitored by the programs coordinators. The results yield significant statistical differences on the university students´ competencies, as well as a tendency to improve school performance by school students, and high levels of teachers-tutors´' satisfaction. This intervention has contributed to improve the efficacy and efficiency of compulsory Education as well as the university training.
Able, H., Ghulamani, H., Mallous, R., y Glazier, J. (2014). Service learning. A promising strategy for connecting future teachers to the lives of diverse children and their gamilies. Journal of Early Childhood Teacher Education, 35, 6-21. doi:10.1080/10901027.2013.874383
Arco, J. L., y Fernández, F. D. (2011). Eficacia de un programa de tutoría entre iguales para la mejora de los hábitos de estudio del alumnado universitario. Revista Psicodidáctica, 16(1), 163-180.
Arco, J. L., Fernández, F. D., y Fernández, J. M. (2011). The impact of a peer-tutoring program on quality standards in Higher Education. Higher Education, 62(6), 773–788. doi:10.1007/s10734-011-9419-x
Ato, M. (2010). Tipología de los diseños cuasiexperimentales. En M. T. Anguera, J. Arnau, M. Ato, R. Martínez, J. Pascual, y G. Vallejo (Eds.), Métodos de investigación en Psicología (pp. 245–269). Madrid: Síntesis.
Billig, S., Root, S., y Jesse, D. (2005). The impact of participation in service learning on high school students civic engagement. Denver, CO: RMC Research Corporation.
Bringle, R. G., Hatcher, J. A., y Jones, S. G. (Eds.) (2011). International service learning. Conceptual frameworks and research. Sterling, VI: Stylus publishing.
Clayton, P. H., Bringle, R. G., y Hatcher, J. A. (Eds.) (2013). Research on service learning. Conceptual frameworks and assessment. Sterling, VI: Stylus publishing.
Celio, C. I., Durlak, J., y Dymnicki, A. (2011). A Meta-analysis of the impact of service-learning on students. Journal of Experiential Education, 34(2), 164–181. doi:10.1177/105382591103400205
Comisión Europea. (2011). Agenda de nuevas cualificaciones y empleos: Una contribución europea hacia el pleno empleo. Luxemburgo: Oficina de Publicaciones de la UE.
Comisión Europea. (2012). Un nuevo concepto de educación: Invertir en las competencias para lograr mejores resultados económicos. Luxemburgo: Oficina de Publicaciones de la UE.
Consejo de la Unión Europea. (2009). Conclusiones del Consejo de 12 de mayo de 2009 sobre un marco estratégico para la cooperación europea en el ámbito de la educación y la formación («ET 2020»). Luxembourg: Publications Office of the EU.
Consejo Económico y Social de España. (2015). Memoria sobre la situación socioeconómica y laboral de España 2015. Madrid: Consejo Económico y Social.
Consejo Escolar del Estado. (2015). Informe 2015 sobre el estado del sistema educativo. Curso 2013-2014. Madrid: Ministerio de Educación, Cultura y Deporte.
DuBois, D. L., y Karcher, M. J. (Eds.) (2014). Handbook of youth mentoring (2nd ed.). Thousand Oaks, CA: SAGE Publications.
DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., y Valentine, J. C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12(2), 57-91. doi:10.1177/1529100611414806
Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., y DuBois, D. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 72(2), 254–267. doi:10.1016/j.jvb.2007.04.005
European University Association. (2015). EUA’s public funding observatory 2015. Recuperado de http://www.eua.be/Libraries/governance-autonomy-funding/november-2015.pdf?sfvrsn=0
Gismero, E. (2000). Escala de Habilidades Sociales (EHS). Madrid: TEA Ediciones.
Hayward, M. S. (2014). Service learning in the community College: Drive to employment. Community College Journal of Research and Practice, 38(9), 838–841. doi:10.1080/10668926.2013.790858
Holsapple, M. A. (2012). Service-learning and student diversity outcomes: Existing evidence and directions for future research. Michigan Journal of Community Service Learning, 18(2), 5–18.
Instituto de la Empresa Familiar. (2011). Propuestas para el empleo juvenil en España. Madrid: Instituto de la Empresa Familiar.
Instituto Nacional de Evaluación Educativa. (2016). Sistema estatal de indicadores de la educación 2016. Madrid: Ministerio de Educación, Cultura y Deporte.
Martínez, R. (2010). El método de encuestas por muestreo: Conceptos básicos. En M. T. Anguera, J. Arnau, M. Ato, R. Martínez, J. Pascual, y G. Vallejo (Eds.), Métodos de investigación en Psicología (pp. 385–443). Madrid: Síntesis.
Ministerio de Empleo y Seguridad Social. (2013). Estrategia de emprendimiento y empleo joven 2013/2016. Madrid: Ministerio de Empleo y Seguridad Social.
National Mentoring Resources Center. (2014). Elements of effective practice for mentoring. Recuperado de http://www.nationalmentoringresourcecenter.org/index.php/what-works-in-mentoring/elements-of-effective-practice-for-mentoring.html
Organisation for Economic Cooperation and Development. (2016). Education at a glance 2016: OECD Indicators. París: OECD Publishing. doi:10.1787/eag-2016-en
Pintrich, P. R., Smith, D., García, T., y McKeachie, W. (1991). Motivated Strategies for Learning Questionnaire (MSLQ). Michigan, MI: University of Michigan.
Tapia, M. N. (2006). Aprendizaje y servicio solidario: En el sistema educativo y las organizaciones juveniles. Buenos Aires: Ciudad Nueva.
Van der Ende, R., Walsh, K., y Ziminiene, N. (2014). European vacancy and recruitment report 2014. Luxembourg: Publications Office of the EU. doi:10.2767/2563
Westover, J. H. (2012). Academic service-learning across disciplines. Models, outcomes and assessment. Champaign, IL: Common Ground Publishing.
Yorio, P. L., y Ye, F. (2012). A Meta-analysis of the effects of service-learning on the social, personal, and cognitive outcomes of learning. Academy of Management Learning & Educations, 11(1), 9–27. doi:10.5465/amle.2010.0072
This journal is registered under a Creative Commons Attribution 4.0 International Public License. Thus, this work may be reproduced, distributed, and publicly shared in digital format, as long as the names of the authors and Pontificia Universidad Javeriana are acknowledged. Others are allowed to quote, adapt, transform, auto-archive, republish, and create based on this material, for any purpose (even commercial ones), provided the authorship is duly acknowledged, a link to the original work is provided, and it is specified if changes have been made. Pontificia Universidad Javeriana does not hold the rights of published works and the authors are solely responsible for the contents of their works; they keep the moral, intellectual, privacy, and publicity rights. Approving the intervention of the work (review, copy-editing, translation, layout) and the following outreach, are granted through an use license and not through an assignment of rights. This means the journal and Pontificia Universidad Javeriana cannot be held responsible for any ethical malpractice by the authors. As a consequence of the protection granted by the use license, the journal is not required to publish recantations or modify information already published, unless the errata stems from the editorial management process. Publishing contents in this journal does not generate royalties for contributors.