TUNING-LA Final Report Reflexions and Perspectives in Higher Education in Latin AmericaReflexions and Perspectives in Higher Education in Latin America

TUNING-LA TUNING-LA Final ReportFinal Report

• Reflexions and Reflexions and Perspectives in Perspectives in Higher Higher Education in Education in Latin AmericaLatin America

TUNING-LA TUNING-LA Final ReportFinal Report

Thematic areasThematic areas• Business AdministrationBusiness Administration• ArchitectureArchitecture• LawLaw• EducationEducation• NursingNursing• PhysicsPhysics• GeologyGeology• HistoryHistory• Civil EngineeringCivil Engineering• MathematicsMathematics• MedicineMedicine• ChemistryChemistry

TUNING-PERU TUNING-PERU University System (1)University System (1)

• There are 83 univer-There are 83 univer-sities of which 35 are sities of which 35 are state and 48 are state and 48 are private (2004).private (2004).

• Four of the private Four of the private ones are for profit.ones are for profit.

• There are about There are about 282.000 students in 282.000 students in state universities and state universities and 237.000 in private 237.000 in private onesones

• The total number of The total number of professors is 49.000 professors is 49.000 of which 70% are full of which 70% are full timetime


• Rectors of all universities constitute a Rectors of all universities constitute a National Assembly to oversee the National Assembly to oversee the compliance of the University Lawcompliance of the University Law

• The Law does not really set standards The Law does not really set standards for the quality of teaching or researchfor the quality of teaching or research

• The Tuning National Centre is under The Tuning National Centre is under the National Assembly of Rectors, the National Assembly of Rectors, which is also trying to promote a self which is also trying to promote a self evaluation program on the part of the evaluation program on the part of the universitiesuniversities


• Each university issues valid Each university issues valid diplomas on behalf of the State diplomas on behalf of the State using its own Regulations, which using its own Regulations, which makes for really no standards at all.makes for really no standards at all.

• Right now a certain university is Right now a certain university is questioning the validity of an MIT questioning the validity of an MIT doctoral degree while recognizing doctoral degree while recognizing local doctoral degrees obtained local doctoral degrees obtained without any original research.without any original research.

TUNING-PERU TUNING-PERU University System, Physics University System, Physics

(1)(1)• UN Mayor de San Marcos UN Mayor de San Marcos Lic en FísicaLic en Física• UN San Antonio AbadUN San Antonio Abad Lic en FísicaLic en Física• UN de TrujilloUN de Trujillo Lic en FísicaLic en Física• UN San AgustínUN San Agustín Lic en FísicaLic en Física• UN de IngenieríaUN de Ingeniería Ing Físico y Lic en Ing Físico y Lic en

FísicaFísica• UN de PiuraUN de Piura Lic en FísicaLic en Física• UN Pedro Ruiz GalloUN Pedro Ruiz Gallo Lic en FísicaLic en Física• UN Federico VillarrealUN Federico Villarreal Lic en FísicaLic en Física• UN del CallaoUN del Callao Lic en FísicaLic en Física• UN Jorge Basadre GrobmannUN Jorge Basadre Grobmann Lic en Fís AplicadaLic en Fís Aplicada• UN San Luis Gonzaga UN San Luis Gonzaga Lic en FísicaLic en Física• Pontificia Univ Católiza del PerúPontificia Univ Católiza del Perú Lic en FísicaLic en Física• Univ Peruana Cayetano HerediaUniv Peruana Cayetano HerediaLic en FísicaLic en Física

TUNING-PERU TUNING-PERU University System, Physics University System, Physics

(2)(2)• In LA three types of programs in Physics can be

perceived:• Traditional Physics (research and development, Traditional Physics (research and development,

university education, and industrial production university education, and industrial production and services)and services)

• Applied Physics (medical physics, geophysics, Applied Physics (medical physics, geophysics, engineering physics and biophysics)engineering physics and biophysics)

• Educational Physics (high school and technical Educational Physics (high school and technical physics) physics)

• Peru has programs of the first and second type only• Educational Physics programs are sometimes offered

by others than Departments or Schools of Physics

TUNING-LA TUNING-LA Competences in Physics (1)Competences in Physics (1)• 1 To set up, analyze and solve physical 1 To set up, analyze and solve physical

problems, theoretical and experimental, problems, theoretical and experimental, by using numerical, analytical or by using numerical, analytical or experimental methods experimental methods +ALL+ALL

• 2 To use or write computational 2 To use or write computational programs for processing information, programs for processing information, numerical calculations, simulation of numerical calculations, simulation of physical processes and control of physical processes and control of experimentsexperiments

• 3 To identify essential elements in a 3 To identify essential elements in a complex situation to make the complex situation to make the necessary approximations and to necessary approximations and to construct simplified models describing construct simplified models describing such situation, in order to understand such situation, in order to understand its behaviour under different conditionsits behaviour under different conditions ++ACA++ACA

TUNING-LA TUNING-LA Competences in Physics (2)Competences in Physics (2)

• 4 To verify model correspondence to 4 To verify model correspondence to reality and to identify limits to its reality and to identify limits to its validityvalidity

• 5 To apply Physics theoretical 5 To apply Physics theoretical knowledge to execution and knowledge to execution and interpretation of experiments interpretation of experiments +ALL+ALL

• 6 To attain a deep understanding of 6 To attain a deep understanding of fundamental concepts and principles of fundamental concepts and principles of classic and modern Physics classic and modern Physics +ACA, EMP +ACA, EMP and STUand STU

• 7 To describe and explain natural 7 To describe and explain natural phenomena and technological phenomena and technological processes in terms of concepts, processes in terms of concepts, theories and physical principlestheories and physical principles

TUNING-LA TUNING-LA Competences in Physics (3)Competences in Physics (3)• 8 To construct and develop valid 8 To construct and develop valid

reasoning, identifying hypothesis and reasoning, identifying hypothesis and conclusionsconclusions

• 9 To extrapolate general principles, laws 9 To extrapolate general principles, laws or more general theories from particular or more general theories from particular solutions solutions -ALL-ALL

• 10 To estimate orders of magnitude of 10 To estimate orders of magnitude of measurable quantities for interpreting measurable quantities for interpreting diverse phenomena diverse phenomena --STU, EMP--STU, EMP

• 11 To develop a clear perception of the 11 To develop a clear perception of the fact that apparently diverse situations fact that apparently diverse situations show similarities allowing for the use of show similarities allowing for the use of known solutions to new problems known solutions to new problems +++EMP,+EMP, ----STUSTU


• 12 To show experimental skills and 12 To show experimental skills and adequate methods in laboratory work adequate methods in laboratory work --GRA--GRA

• 13 To participate in professional 13 To participate in professional activities related to high technology activities related to high technology in the laboratory or in industry in the laboratory or in industry –AC, –AC, EMP GRAEMP GRA

• 14 To participate in counselling and 14 To participate in counselling and elaborating proposals in science and elaborating proposals in science and technology with emphasis on topics of technology with emphasis on topics of social or economic impact at the social or economic impact at the national levelnational level

-ALL-ALL


• 15 To act with responsibility and 15 To act with responsibility and professional ethics showing social professional ethics showing social conscience for justice and solidarity as conscience for justice and solidarity as well as respect for the environment well as respect for the environment +++GRA, EMP+GRA, EMP

• 16 To demonstrate work habits necessary 16 To demonstrate work habits necessary for the practice of the profession such as for the practice of the profession such as team work, scientific rigor, self learning team work, scientific rigor, self learning and persistence and persistence +ALL+ALL

• 17 To seek, interpret and use scientific 17 To seek, interpret and use scientific literature literature ++ACA, STU, GRAACA, STU, GRA

• 18 To communicate scientific concepts 18 To communicate scientific concepts and results to peers, students and the and results to peers, students and the general public through oral and written general public through oral and written language language ++GRA++GRA


• 19 To participate in physical or 19 To participate in physical or interdisciplinary research projects interdisciplinary research projects +++STU+STU

• 20 To show readiness to face new 20 To show readiness to face new problems in other fields, using one’s problems in other fields, using one’s specific abilities specific abilities --STU, GRA, ACA--STU, GRA, ACA

• 21 To know the conceptual development 21 To know the conceptual development of Physics in historical and of Physics in historical and epistemological terms epistemological terms -ALL-ALL

• 22 To know relevant aspects of the 22 To know relevant aspects of the learning-teaching process in Physics, so learning-teaching process in Physics, so as to collaborate in the education of as to collaborate in the education of scientists scientists -ALL-ALL

TUNING-LA TUNING-LA Competences in Physics (7)Competences in Physics (7)Brief AnalysisBrief Analysis• Competences in Physics were consulted Competences in Physics were consulted

with Academics (ACA), Employers (EMP), with Academics (ACA), Employers (EMP), Students (STU) and Graduates (GRA). 801 Students (STU) and Graduates (GRA). 801 answers were obtained in 12 countries: answers were obtained in 12 countries: Argentina, Bolivia, Brazil, Chile, Argentina, Bolivia, Brazil, Chile, Colombia, Cuba, Ecuador, Guatemala, Colombia, Cuba, Ecuador, Guatemala, Honduras, Mexico, Peru and VenezuelaHonduras, Mexico, Peru and Venezuela

• High correlation coefficients between High correlation coefficients between answers from ACA and GRA and low answers from ACA and GRA and low correlation between EMP and STU were correlation between EMP and STU were foundfound


• Competences 01, 05 and 16 were chosen Competences 01, 05 and 16 were chosen among the six most important by among the six most important by +ALL+ALL (ACA, EMP, STU and GRA)(ACA, EMP, STU and GRA)

• Competence 06 is one of the most important Competence 06 is one of the most important ones for ones for +ACA, EMP, STU. +ACA, EMP, STU. SameSame forfor Competence 17 with respect to Competence 17 with respect to +ACA, STU, +ACA, STU, GRAGRA

• Competence 15 is the most important for Competence 15 is the most important for +++GRA, EMP. +GRA, EMP. Same for Competences 03Same for Competences 03 (+ (++ACA), +ACA), 1919 (++STU), (++STU), 1111 (++EMP) (++EMP) and 18and 18 (GRA)(GRA)

• Competences 09, 14, 21 and 22 were chosen Competences 09, 14, 21 and 22 were chosen among the six less important by among the six less important by -ALL-ALL

TUNING-LA TUNING-LA Competences in Physics (9)Competences in Physics (9)• Competence 13 was chosen the less Competence 13 was chosen the less

important by important by --ACA, EMP y GRA. --ACA, EMP y GRA. Same forSame for 1010 (--STU, EMP) (--STU, EMP)

• Competence 11 was chosen the less Competence 11 was chosen the less important byimportant by --STU. --STU. Same forSame for 1212 (-- (--GRA)GRA), 20, 20 (--STU, GRA, ACA) (--STU, GRA, ACA)

TUNING-PERUTUNING-PERUWhat to do with What to do with Competences (1)Competences (1)

• Of course we can deduce syllabi and curricula Of course we can deduce syllabi and curricula from them. This has been done already, we from them. This has been done already, we suppose, by many planners, albeit imperfectly. suppose, by many planners, albeit imperfectly. Top to bottom, this process was called.Top to bottom, this process was called.

• Our Physics school in Peru was set up by Our Physics school in Peru was set up by engineers. They knew some Mathematics and a engineers. They knew some Mathematics and a lot of Statics. So they started at the bottom and lot of Statics. So they started at the bottom and remained there for 3 years. For instance, they remained there for 3 years. For instance, they had 3 courses on Geometry: Analytic, Projective had 3 courses on Geometry: Analytic, Projective and Descriptive. Some of the 13 Physics schools and Descriptive. Some of the 13 Physics schools at present still do something like that. at present still do something like that.

• Jobs are scarce in Peru for university graduates Jobs are scarce in Peru for university graduates in general. If somebody proposes to create a new in general. If somebody proposes to create a new school to alleviate the situation, the curriculum school to alleviate the situation, the curriculum may contain anything. Competences will be much may contain anything. Competences will be much beneficial in this context.beneficial in this context.

TUNING-PERUTUNING-PERUWhat to do with What to do with Competences (2)Competences (2)

• We can use Competences at a different We can use Competences at a different level. If two schools adopt the same set, level. If two schools adopt the same set, interchange of students among them will interchange of students among them will be easy (grades from the other school will be easy (grades from the other school will be accepted). Same set of competences do be accepted). Same set of competences do not means same style, same experiments or not means same style, same experiments or same equipment. Personal needs or same equipment. Personal needs or preferences could be better served if preferences could be better served if students can choose some courses in one students can choose some courses in one place and others in another.place and others in another.

• But first, we have to worry about getting to But first, we have to worry about getting to give our graduates the approved give our graduates the approved competences.competences.

For 01 we thought of a very simple For 01 we thought of a very simple experiment connecting everyday experiment connecting everyday observation with registering and analysing observation with registering and analysing motion in two dimensionsmotion in two dimensions..

TUNING-PERUTUNING-PERUThe motion of a sowbug The motion of a sowbug

(1)(1)• The progress of a sowbug crawling in The progress of a sowbug crawling in

between a glass plate and a kitchen table between a glass plate and a kitchen table top could top could bebe marked by a pen hitting the marked by a pen hitting the image of the sowbug on the glass at times image of the sowbug on the glass at times t, t+t, t+ΔΔt, t+2t, t+2ΔΔt, …., etc. signaled by the t, …., etc. signaled by the sound of drops falling from a faucett on a sound of drops falling from a faucett on a sink. Suppose sink. Suppose ΔΔt=1s.t=1s.

• Pen markings define an approximate Pen markings define an approximate trajectory in the glass plate and can be trajectory in the glass plate and can be used to draw the velocity and acceleration used to draw the velocity and acceleration arrows of the moving sowbug.arrows of the moving sowbug.

• This may illustrate what Competence 1 is This may illustrate what Competence 1 is aboutabout

• Also motions in two dimensions look more Also motions in two dimensions look more natural than in just one dimensionnatural than in just one dimension. .

TUNING-PERUTUNING-PERUThe motion of a sowbug (2)The motion of a sowbug (2)



• Of course, this could be done in the high Of course, this could be done in the high schools of Peru, replacing the kitchen schools of Peru, replacing the kitchen faucett by a discarded blood serum bottle faucett by a discarded blood serum bottle hospital kit (minus the needle!), but our high hospital kit (minus the needle!), but our high school teachers are not good enough yet. school teachers are not good enough yet.

• It may be argued that electronic sensors are It may be argued that electronic sensors are more precise and have a much wider field of more precise and have a much wider field of applications. True. But we don’t have applications. True. But we don’t have sensors for two dimensions, or rather low sensors for two dimensions, or rather low price positioning systems.price positioning systems.

• The experiment can be continued by The experiment can be continued by registering coordinates and using the data registering coordinates and using the data in a computerin a computer. .

Thanks, Europe (1)Thanks, Europe (1)• We started educating physicists in Peru in 1964.We started educating physicists in Peru in 1964.

Three or four of us returned by that year from the Three or four of us returned by that year from the US and Europe. The “or” reflects that one of the US and Europe. The “or” reflects that one of the four was a German who seems to have always four was a German who seems to have always lived in Peru, only that Sommerfeld´s school never lived in Peru, only that Sommerfeld´s school never existed here. This was our first stroke of luck. We existed here. This was our first stroke of luck. We had, presto, a modern physics lab going.had, presto, a modern physics lab going.

Our second was that the French started worrying Our second was that the French started worrying about their incoming Mururoa explosions and its about their incoming Mururoa explosions and its effects in the Pacific coast. But they got to see the effects in the Pacific coast. But they got to see the little research we were doing and started sending little research we were doing and started sending us their “military cooperants”, some of them very us their “military cooperants”, some of them very thoroughly trained physicists.thoroughly trained physicists.

Thanks, Europe (2)Thanks, Europe (2)

With them we atarted publishing very With them we atarted publishing very soon in the international journals.soon in the international journals.

• Next came the invitation to send people to Next came the invitation to send people to Trieste where Abdus Salam was thinking Trieste where Abdus Salam was thinking and acting for our benefit and after that and acting for our benefit and after that came the possibility of European came the possibility of European scientists visiting us to lecture on topics scientists visiting us to lecture on topics related to our overall development related to our overall development (Multiciencias). This was greatly helped by (Multiciencias). This was greatly helped by a contribution through Cicyt, the Spanish a contribution through Cicyt, the Spanish link with the European Commission!link with the European Commission!

• Also by this time we got very good help Also by this time we got very good help from the Uppsala Program, Sweden.from the Uppsala Program, Sweden.

Thanks, Europe (3)Thanks, Europe (3)

• Only now our Government is finally Only now our Government is finally giving us a hand through the giving us a hand through the acceptance of a loan from the Inter acceptance of a loan from the Inter American Bank. This has been the American Bank. This has been the source in Latin America for major source in Latin America for major investment in Science and investment in Science and Technology. Brazil 40 years ago to Technology. Brazil 40 years ago to Ecuador 5 years Brazil got his ‘à Ecuador 5 years Brazil got his ‘à yeqrs ago. yeqrs ago.

• Being in Spain today, I would like to Being in Spain today, I would like to recall some of Salam’s ideals. He, a recall some of Salam’s ideals. He, a Muslim, used to walk paths of the Muslim, used to walk paths of the old Arab scientists bringing the old Arab scientists bringing the Greek love for knowledge to Europe Greek love for knowledge to Europe through Spain.through Spain.

Thanks, Europe (4)Thanks, Europe (4)• Salam in bringing young scientists to Europe Salam in bringing young scientists to Europe

through the ICTP in Trieste, remarked several through the ICTP in Trieste, remarked several times that he believed in the unity of men. A times that he believed in the unity of men. A great English poet, John Donne , had said that great English poet, John Donne , had said that when a man dies, every other man dies a when a man dies, every other man dies a little. “For whom the bell tolls” asks one man. little. “For whom the bell tolls” asks one man. “They toll for thee”, answers another.“They toll for thee”, answers another.

• Cesar Vallejo, a Peruvian poet, living in Spain Cesar Vallejo, a Peruvian poet, living in Spain at the time of the Civil War, told of a man at the time of the Civil War, told of a man about to die. His companion said No, you must about to die. His companion said No, you must not leave us! And called other men to intone a not leave us! And called other men to intone a choruschorus chanting the samechanting the same. But the man died/ but . But the man died/ but sso many came that soon all of humanity was o many came that soon all of humanity was there with a voice so strong and determined there with a voice so strong and determined that the man came back to lifethat the man came back to life

• You, Europeans, know of course know the You, Europeans, know of course know the force of unity!force of unity!

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TUNING-LA Final Report Reflexions and Perspectives in Higher Education in Latin AmericaReflexions and Perspectives in Higher Education in Latin America