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QUALITY DIMENSIONS - Coggle Diagram

- - - - Therefore, there was a very important expansion effort, particularly at the primary level, with limitations referred both to a global conception of the school system and in relation to the emphasis on the improvement and innovation of some partial aspects of content, teacher training and education. resources of the educational process, but without a conception of change that would consider the set of other structural, financing and planning components, and without articulating the school system in a more organic way with other sectors of development.
        
        Although the economy did not speak of quality but rather of investment, which would produce its results, it was possible to rescue, in the field of educational debate, the concern for quality centered at the level of the input variables («input» ); In addition to the budget investment of the State and the increase in the percentage of GDP allocated to education, dimensions such as the construction and maintenance of schools, the provision of books, the training of teachers, student / teacher proportionality, coverage were considered. of the registration.
        
        Other studies and also quality policy decisions are assigned to categories referring to the effectiveness of the school system, that is, to the results or achievements ("output") that are achieved in the educational process. Some advance towards the issue of the socioeconomic impact of the system, especially if it is related to the dimensions of technical and professional training that it develops.
        
        A third approach to quality is ascribed to a pedagogical analysis of the school system, taking two central categories: teacher / student and educational process. Therefore, it has a privileged insertion in the classroom, understood as the central axis of education.
        
        It is possible to identify nuances, sometimes complementary, within these analytical categories, insofar as one of its components is emphasized. Thus, there is an approach that very strongly relates the psychopedagogical with the didactics, being a clear example the cognitive approaches and the constructivist didactics. This affects both the mode of interaction within the classroom and teacher training, the structuring of materials, and the school organization.
        
        Therefore, from this perspective, the quality analysis is oriented towards 2 interrelated dimensions:
        
        The Policy
        
        The Pedagogical.
    - - In this regard, Philip H. Coombs points out in an interview on these issues: "Countries everywhere adapted their education systems, expanded, but not many questions were asked about it."
- - - - Faced with this difficult situation, it is necessary to take into account a model of transformation and alternative development that considers as basic strategies:
        
        The strengthening of democratic, pluralistic and participatory systems that enable national integration, social cohesion, the projection of local cultures, the greater role of people and groups, the elevation of technical capacities, representation in the field of political and social activity and the achievement of greater degrees of consensus in proposing objectives and goals,
        
        The transformation of production structures within the framework of the ever-increasing globalization of the economy, which allows them to adapt to a new paradigm characterized by international competitiveness, sufficient and sustained economic growth and productive modernization.
      - The impact of these changes on education: The New Demands.
        Most educational systems have initiated processes of reforms and transformations, as a consequence of the acute awareness of the exhaustion of a traditional model that has not been able to reconcile quantitative growth with satisfactory levels of quality and equity, and incorporate as a priority criterion and guide for the definition of policies and decision-making to satisfy the new social demands.
        
        We list below the main demands that the changes pose to the educational systems and that are incorporated into the agendas of specialists and government officials:
        
        Prepare citizens capable of living together in societies marked by diversity, enabling them to incorporate differences in a way that contributes to integration and solidarity, as well as to face the fragmentation and segmentation that threaten many societies today.
        
        Consequently, educational systems will be responsible for equitably distributing the knowledge and mastery of the codes in which the socially necessary information circulates, and training people in the values, ethical principles and skills to perform in the different areas of life. Social.
        
        In Ibero-American countries there is consensus on the need to reform the State, with the aim of achieving higher levels of demand, adopting as a paradigm the satisfaction of the personal and social needs of users of educational services, and as a methodology the incorporation of new planning and management practices of governments.
- - - - How can equity and quality in education be reconciled?
        Carry out: Educational programs that include valuable and useful content.
        Facilitate: Personal, organizational and material resources.
        Taking into account the needs of each student so that everyone can have the opportunities that will make their academic and personal development possible.
        What is equity in educational quality?
        Equity is part of the foundation on which quality education is built.
        Educational equity implies an inclusion that pays attention to diversity, minimizing differences of any kind, thus achieving the highest academic performance of all.
        
        What is required for an education with equity?
        For there to be equity in education, equality of opportunities and capacities are required, understood as eliminating social obstacles that prevent free competition between individuals, but also that such competition be fair.
        What is educational equity?
        In this sense, as De Ketele points out, equity in education could be understood as "the probability that differentiated sub-groups (by gender, social or economic or geographical or ethnic origin) have the same opportunities to benefit from the advantages offered by the education system".
        What is educational inclusion and equity?
        Educational Inclusion is a process aimed at guaranteeing the right to a quality education for all students under equal conditions, paying special attention to those who are in a situation of greater exclusion.
- - - - This approach today has a direct impact on the very conception of educational practice, forcing a re-conceptualization of the university teacher in his "what to do", "how to do" and above all, in his "being".
      - The performances of university teachers are more questioned in many cases because they do not adequately respond to the needs of comprehensive academic training in its broad sense. In some HEIs, an attempt is made to establish minimum criteria for hiring; but they are general and respond to conceptions in principle administrative.
        
        Seminars, workshops, courses "with curricular value" or even diploma courses, from "continuous training", provide valuable information on new trends in pedagogical matters that are gradually being implemented; however, it continues to be, at times, fragmented and lacks a clear perspective of the contextualized formative event, which makes it not always relevant and pertinent.
        In addition, although they are aimed at university teachers, the aspects to be worked on remain, occasionally, in general, which deprives the overcoming of significance and meager systemic and systematic conception, which is flexible, open to various initiatives and makes proposals that favor the self-training and training of practicing teachers.
        
        If the outstanding contributions of the different perspectives already presented are regrouped, the knowledge expressed here, the concepts valued and defined, beyond the term and the meaning that is assumed, which in this case has been that of teaching competencies, allows to characterize the teacher -professional of university education, such as one whose training practice is oriented towards the improvement of the human being and of society, which integrates diverse knowledge with sustainable commitment, as an essential value, in all the activities that characterize their work ; all of which is one of the criteria of the quality and suitability of the performance and professionalization of teachers in current times.
- - - - How to modernize education?
        Modernize our Professional Training. guarantee an education in civic values. personalization of education so that no talent is lost and thus reduce dropouts. reinforce a quality Early Childhood Education from 0 to 3 years to close the learning gap that occurs in higher stages.
        How is the educational policy in Panama?
        Panama's education system is governed by the Organic Law of Education enacted in 1947, modified by Law No. 34, enacted in 1995, and by Law No. 50, enacted in 2002.
        It is an educational program that incorporates the comprehensive high school curriculum.