In this paper, the findings of an I þ D þ i research are presented. In this study, an analysis was conducted to assess 14 educational centers where in one of two distinct quality systems had been implemented: the EFQM (European Foundation Quality Management) and el Proyecto de Calidad Integrado (PCI)-the Integrated Quality Project-promoted by the Horrêum Foundation (Alvarez and Santos, 2003; Villa and Marauri, 2004). The EFQM was first used by businesses before being recently transferred to the academics. It comprised nine factors that were translated in an educational context: leadership, policy and strategy, people, alliances and resources, processes, impact on people, impact on clients, impact on society, and key impacts of an organization. The first five factors examine the way activities are carried out and improved, and the final four focus on the impact, i.e., the effect of the organization's activities. Improvement is achieved through learning and innovation. The PCI (Muñoz and Sarasúa, 2005) has its educational origins in the Effective School Improvement model. Seven factors are analyzed (Sarasola et al., 2003; Villa et al., 2004): institutional approach, organizational structures, relationships and living together, counseling and tutoring, curriculum, family and the community (Martínez and Galíndez, 2003), and management and services. The study looks at the impact that the two aforementioned quality systems (EFQM and PCI) have had on educational centers. The term "impact" is understood as the changes experienced both inside and outside an educational center. It must be sustainable overtime, considering the changes and effects achieved, as evidence of improvement. The quantitative analysis focuses on two dimensions. The first addresses three key factors of educational policy: educational planning, communication, and support and rewards for teachers. The second comprises three factors linked to management processes in educational institutions: organizational climate, teaching and learning processes, and relationships with the community.

Today, more minority students are entering undergraduate programs than ever before, but they earn only 6% of all science or engineering PhDs awarded in the United States. Many studies suggest that hands-on research activities enhance students’ interest in pursuing a research career. In this paper, we present a model for the implementation of laboratory research in the undergraduate teaching laboratory using a culturally relevant approach to engage students. Laboratory modules were implemented in upper-division genetics and cell biology courses using cassava as the central theme. Students were asked to bring cassava samples from their respective towns, which allowed them to compare their field-collected samples against known lineages from agricultural stations at the end of the implementation. Assessment of content and learning perceptions revealed that our novel approach allowed students to learn while engaged in characterizing Puerto Rican cassava. In two semesters, based on the percentage of students who answered correctly in the premodule assessment for content knowledge, there was an overall improvement of 66% and 55% at the end in the genetics course and 24% and 15% in the cell biology course. Our proposed pedagogical model enhances students’ professional competitiveness by providing students with valuable research skills as they work on a problem to which they can relate.

Although most of the students with intellectual and developmental disabilities have access to and some even have completed secondary education in Spain, there are few studies that deepen on the students’ views about their educational experience. The research team consisted of university researchers and professionals from a non‐governmental organisation of people with disabilities. Three questionnaires were carried out, each one addressing a sample of key agents: students, their families and educators. Qualitative and quantitative analysis presented focus on answers given by students. They positively value school climate, and admit having friends and receiving help from classmates and teachers. Some have suffered bullying, but they know whom to ask for help. Opinions about their educational experience in class are tackled. They talk about methodological approaches used by teachers to make learning accessible and meaningful. It should be highlighted that they underline approaches that let them develop their autonomy and skills for adult life.

RESUMENEl auge que el emprendimiento social tiene en nuestra sociedad cada vez es mayor y muchas universidades han apostado por la educación emprendedora como parte de su misión, adquiriendo un papel de responsabilidad en la sociedad y en el proceso emprendedor, y desarrollando así una "cultura emprendedora". No obstante, se ha constatado la necesidad de establecer un marco común sobre la formación en emprendimiento social, y las competencias que es necesario desarrollar en las personas emprendedoras sociales.Este artículo tiene como objetivo reflexionar sobre dichas competencias, a través de una revisión de lo planteado en la literatura. A su vez, se pretende comprobar si la propuesta teórica está en consonancia con las competencias que los programas de formación universitaria están desarrollando en esta materia. De esta forma, se contrastó el análisis teórico realizado con los resultados obtenidos de un estudio sobre programas de formación universitarios en emprendimiento social que se realizó dentro del marco de la investigación -Tuning Latin American Project 2011, financiado por la Comisión Europea. Como parte del estudio, se analizaron las competencias que se están trabajando en dichos programas. Para ello, se ha hecho un análisis documental de una selección de siete programas de formación de distintas universidades de América Latina y España. Alfa

RESUMENEl trabajo que se presenta pretende dar a conocer las actuaciones llevadas a cabo en el País Vasco con alumnado con necesidades específicas de apoyo educativo (NEAE). El objetivo del estudio es analizar el modo en que se organiza la respuesta educativa para dicho colectivo. Desde una perspectiva cualitativa se indaga en la percepción que tienen las personas profesionales implicadas en este proceso con respecto a las medidas puestas en marcha. Se han realizado entrevistas en profundidad a docentes de Primaria y Secundaria, una profesora de pedagogía terapéutica (PT), una orientadora, y a una asesora especialista en este ámbito para tener una primera aproximación del desarrollo de la educación inclusiva en dicho territorio. Los resultados están relacionados con las barreras de aprendizaje, el tipo de aulas, las actuaciones metodológicas, los apoyos recibidos y el tipo de colaboración entre instituciones. Los resultados indican que en el País Vasco se han dado pasos importantes para crear un sistema educativo realmente inclusivo, pero que todavía quedan aspectos relevantes para mejorar, en lo relativo al modelo en que se basan las evaluaciones psicopedagógicas; las medidas de apoyo que se utilizan para el alumnado con NEAE; la función docente y sus metodologías de aula; la colaboración con el equipo de apoyo; y la relación con la comunidad. La discusión evidencia que la formación del profesorado en educación inclusiva y la colaboración entre profesionales e instituciones son claves para que se den transformaciones importantes en la atención personalizada al alumnado.ABSTRACTThis piece of research tends to get to know the actions addressed to the students with specific needs of educational support carried out in the Basque Country. The purpose of the study is to analyse how the educational answer is organized for this group. From a qualitative perspective, it deepens on the perceptions of educational professionals involved in this process considering the measures put in place.  In-depth interviews were held with Primary and Secondary teachers, an educational-psychologist, a counsellor and a professional consultant on this matter in order to get a first panoramic of the development of inclusive education in this region.  Results address barriers to learning, grouping strategies, methodological approaches, support received and collaboration among institutions. Results underline that in the Basque Country relevant milestones seem to have been achieved in order to create a highly inclusive educational system. However, there are still relevant aspects for improvement, considering the model where educational and psychological evaluations are based; the support measures used for students with specific educational needs; teacher’s role and methodologies in class; collaboration with the support team; and relationship with the community. Discussion evidences that teacher training on inclusive education and collaboration among professionals and institutions are key factors to achieve relevant transformations on the student’s personalized attention.