Laboratorio Latinoamericano de Evaluación de Calidad de la Educación

Casassus, Juan; Arancibia, Violeta; Froemel, J. Enrique

doi:10.35362/rie1001174

Cited by 9 publications

(5 citation statements)

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“…For these reasons, and in accordance with the precepts of Good Living, the directives of the Latin-American Laboratory for Assessment of Quality in Education (Casassus et al, 1996), and the proofs of the quality of the master's degree after its delivery, it can be affirmed that this was a valuable initiative on the part of the Ecuadorian government for upgrading its teachers' training by means of a development plan. Nevertheless, for this to be consolidated, it should be sustained over time, accompanied by further support and follow-up for teachers (unfortunately, at the time of writing, the delivery has been suspended).…”

Section: Discussionmentioning

confidence: 90%

Quality of a master’s degree in education in Ecuador

Pallarès

Puig²,

Moreno³

2023

Humanit Soc Sci Commun

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This study assesses the quality of a Master’s Degree in education in Ecuador, a program delivered jointly by three institutions (the Ecuadorian Ministry of Education, the National Education University of Ecuador and the University of Barcelona) from 2017 to 2019. The study adopts a multi-dimensional definition of quality that encompasses organization, teaching and trainees’ satisfaction with the value of the course for their professional development. A survey was conducted among 308 trainee teachers using an online questionnaire featuring both open and closed questions. The descriptive analysis of the variables was performed with SPSS and the qualitative information was analyzed using Nvivo12. The findings showed evidence of quality in organization, administration and teaching, in addition to trainee satisfaction with the personal and professional benefits of the course. The study concludes with recommendations for adapting the pedagogical and didactic contents of the master’s degree to the Ecuadorian context and modifying the organization of the face-to-face phase. Evidence is also offered of the value of blended learning and suggestions are made for ongoing institutional self-evaluation to ensure continued improvements and internal regulation in Ecuadorian higher education, and to further develop the government’s Good Living program.

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Section: Discussionmentioning

confidence: 90%

Quality of a master’s degree in education in Ecuador

Pallarès

Puig²,

Moreno³

2023

Humanit Soc Sci Commun

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“…(1) que en las instituciones deben colocarse en el centro del sistema los estándares de competencia en la comunicación científica y su impacto en la evaluación de los resultados; (2) clasificar objetivamente las metas y logros que representen el resultado de evaluación de la alfabetización científica y comunicación científica; y (3) llegar a su construcción basado en consensos necesarios (Programa de las Naciones Unidas para el Desarrollo, 2009). Esto representa que, "los estándares son constructos (constructos teóricos) de referencia, útiles para llevar al cabo acciones en algún ámbito determinado, acordes a personas con el conocimiento y autoridad para hacerlo", bajo las condiciones de proporcionar información sistematizada, identificar observaciones preliminares del ámbito en los que se sitúa el estándar y la presencia de procesos de legitimación (Casassus, 1997).…”

Section: Alfabetización Científica Y Comunicación Científica: Compete...unclassified

Identificación de estándares para la evaluación de competencias en comunicación científica en docentes e investigadores universitarios

Anchondo-Granados,

Ruiz-Santos

2023

Rev. Est. Inf.

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Este artículo expone un conjunto de estándares para evaluar las condiciones de alfabetización científica en la comunicación científica en profesores e investigadores universitarios mexicanos. Los elementos que caracterizan el estudio están planteados como una investigación cualitativa, no experimental, descriptiva y de un diseño transversal. Para desarrollar el proceso de investigación, el estudio se integró por distintas fases complementarias y subsecuentes: (1) investigación documental sobre elementos normativos que sustentan la identificación inicial de criterios de evaluación; (2) validación de información por investigadores expertos en ciencias aplicadas (muestreo por conveniencia de 30 participantes); (3) validación de información por expertos vinculados con la alfabetización científica (muestreo por conveniencia de 62 participantes); y (4) identificación de estándares con ocho dimensiones y 32 criterios, a través de los cuales se propician las condiciones de diagnosticar niveles individuales y colectivos de competencias en comunicación científica.

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“…gob.mx/directrices-para-mejorar/que-es-lacalidad-educativa/). Casassús (1995), who includes in the conceptualization three main pillars: inputs, processes and results. According to the author, quality is intrinsically linked to the issue of equity and its basic components include: quality in design, quality in processes and quality of results.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

School Emergency Plan, a Socially Responsible Vision for Education in Mexico

Rodriguez¹,

Magdaleno²,

Pineda³

2023

JHSR

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At the beginning of 2020, the World Health Organization (WHO) declared a global health emergency due to a pandemic of the SARS-COV2 virus whose spread began in China, which generated challenges in different sectors around the world and within the most important ones. there is the educational system, educational policies and the teaching of hard knowledge of basic sciences (CBAS) through remote systems and virtual modalities. The foregoing shows the educational crisis that countries like Mexico are facing from the basic, upper secondary and higher education system, but especially in the area of exact sciences that are the foundation for generating logical -critical -reflective thinking. and emphasizing the subjects of mathematics, physics and chemistry. This text provides the so-called School Emergency Plan to assist educational institutions at different levels through remedial classes among peers with the voluntary commitment of higher education institutions for educational democratization and increase the academic level with social responsibility.

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Laboratorio Latinoamericano de Evaluación de Calidad de la Educación

Cited by 9 publications

References 0 publications

Quality of a master’s degree in education in Ecuador

Quality of a master’s degree in education in Ecuador

Identificación de estándares para la evaluación de competencias en comunicación científica en docentes e investigadores universitarios

School Emergency Plan, a Socially Responsible Vision for Education in Mexico

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