Ruta pedagógica hacia el 2030: La propuesta de un modelo para el ­sistema educativo ecuatoriano

Pavo, Miguel Ángel Herrera; Espinoza-Weaver, Yadhira; Vieja, María Graciela Rivera Bilbao la; Rodríguez, José Daniel Espinosa; Navarrete, Verónica Orellana

doi:10.32719/26312816.2020.4.1.0

Cited by 3 publications

(3 citation statements)

References 31 publications

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“…Therefore, school autonomy and the empowerment of principals continue to be a challenge for strengthening the educational system. As Pavo et al (2021) point out, "there is a bureaucratic conception of institutional educational plans and coexistence codes, which may be evidence of a lack of leadership in educational institutions".…”

Section: F) Processes Of Selection Training and Salaries Of Principal...mentioning

confidence: 99%

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Misalignments and Incoherencies within Ecuador's Education System: How Well Are Key Actors and Public Efforts Aligned towards Better Learning Outcomes?

González¹,

Castillo-Canales²,

Creamer³

et al. 2023

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This study aims to identify the main critical misalignments and inconsistencies nested in the Ecuadorian education system, which inhibit and limit its capacity to transform efforts, resources, and reforms into better learning outcomes for all students. To do so, it uses an innovative methodology developed by the RISE (Research on Improving Systems of Education) programme based on a 'Systems Thinking' perspective. This approach allows the analysis of key actors, their incentives, and interactions, to assess the overall alignment of the system and the existence of barriers that might prevent the system transitioning towards better learning outcomes. This study is based mainly on qualitative methods and information collected in the field through interviews, focus groups and surveys held in the first semester of 2022 in three cities in Ecuador: Quito, Tena, and Guayaquil. In total, more than 50 stakeholders from different regions and levels of the education system actively participated in this effort, targeted towards the identification and discussion of the inconsistencies and critical issues described in this study. The report has five sections that offer a detailed account of the implementation of the RISE diagnostic framework in the Ecuadorian educational system.

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Section: F) Processes Of Selection Training and Salaries Of Principal...mentioning

confidence: 99%

“…Along the same lines, other studies show that "half of the teachers are anchored in a traditional, transmissive pedagogy... [and possess] a lack of professional experience." (Pavo et al, 2021).…”

Section: G) Teacher Professional Development Decoupled From the Pedag...mentioning

confidence: 99%

Misalignments and Incoherencies within Ecuador's Education System: How Well Are Key Actors and Public Efforts Aligned towards Better Learning Outcomes?

González¹,

Castillo-Canales²,

Creamer³

et al. 2023

View full text Add to dashboard Cite

show abstract

“…In the teaching process, teachers use ICTs to enhance their academic work and develop strategies to involve their students in meaningful activities that promote satisfactory results. The process is limited when the teacher is not familiar with the use of ICTs resources; the teacher is limited to developing his traditional classes; therefore, the teacher must be competent in using technologies; if teachers fail to enhance these tools, they will not achieve benefits for the teaching process (Herrera et al, 2021).…”

Section: The Role Of the University Professor In The Implementation O...mentioning

confidence: 99%

use of information and communication technologies in the process of teaching English after the COVID-19 pandemic

Reyes-Avila,

Obando-Mejía

2023

ijllc

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The research was carried out at Eloy Alfaro University, in the Chone extension. The objective was to analyze the use of information and communication technologies in teaching the English language after the Covid-19 pandemic. It was a difficult stage for schools, including universities, because students and teachers were not prepared for the change from face-to-face to virtual classes, so they had to take measures to continue with the planned programs. The English subject also changed; in this sense, it was necessary to adapt to the conditions. The quantitative and qualitative method was used to identify, analyze, and describe information and communication technologies in the English teaching process, in addition to desk research, which is based on searching for the published material in reliable reports and documents. Was obtained as results that the technologies used by teachers and students in the English language teaching process after the Covid-19 pandemic showed that teachers were able to respond positively and incorporate new technologies into the English language teaching process, demonstrating that new methodological schemes have evolved, strengthening and invigorating teaching: in addition to contextualizing the research before and after isolation.

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Integración de la sostenibilidad y el desarrollo de competencias transversales a través de metodologías activas en educación superior

Bilbao-Goyoaga

Ayesta

González-Laskibar

2023

RAE

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Este artículo presenta una vía de actuación para integrar la sostenibilidad y las competencias transversales en los estudios universitarios. Partiendo de la noción de sostenibilidad incluida en la Agenda 2030, y con la visión de las coreografías didácticas, se muestra cómo articular la inclusión de ambos conceptos en una titulación mediante la utilización de metodologías activas. Para ello, en una primera parte, se describen las características de las metodologías seleccionadas: aprendizaje basado en fenómenos, aprendizaje basado en retos y aprendizaje basado en investigación, y se presenta una propuesta para sistematizar la integración de las competencias transversales de universidad con las específicas de cada asignatura y los Objetivos de Desarrollo Sostenible. En la segunda parte se presenta la aplicación de estas pautas en un grado de la Universidad del País Vasco.

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Ruta pedagógica hacia el 2030: La propuesta de un modelo para el sistema educativo ecuatoriano

Cited by 3 publications

References 31 publications

Misalignments and Incoherencies within Ecuador's Education System: How Well Are Key Actors and Public Efforts Aligned towards Better Learning Outcomes?

Misalignments and Incoherencies within Ecuador's Education System: How Well Are Key Actors and Public Efforts Aligned towards Better Learning Outcomes?

use of information and communication technologies in the process of teaching English after the COVID-19 pandemic

Integración de la sostenibilidad y el desarrollo de competencias transversales a través de metodologías activas en educación superior

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Ruta pedagógica hacia el 2030: La propuesta de un modelo para el ­sistema educativo ecuatoriano

Cited by 3 publications

References 31 publications

Misalignments and Incoherencies within Ecuador's Education System: How Well Are Key Actors and Public Efforts Aligned towards Better Learning Outcomes?

Misalignments and Incoherencies within Ecuador's Education System: How Well Are Key Actors and Public Efforts Aligned towards Better Learning Outcomes?

use of information and communication technologies in the process of teaching English after the COVID-19 pandemic

Integración de la sostenibilidad y el desarrollo de competencias transversales a través de metodologías activas en educación superior

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Product

Resources

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Ruta pedagógica hacia el 2030: La propuesta de un modelo para el sistema educativo ecuatoriano