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NATIONAL EDUCATION SYSTEM CONCEPTUAL MAP OIP - 2025-03-18T133235.475 -…

- - - - Elementary Education:
      - • Review of objectives and structure, ensuring a well-integrated curriculum.
      - • Selection of essential learning objectives and content for curriculum development.
      - • Focus on subject correlation to avoid content repetition.
      - • Analysis of study plans to optimize subject workload.
      - • Inclusion of experts and university faculty in curriculum reform.
      - • Revision of technology programs to enhance learning.
- - - - • Understand the structure and purpose of Media Education in Panama.
      - • Recognize its objectives, rights, and duties.
      - • Analyze the current reality and challenges of this education level.
  - - - • Develop critical thinking and participation in society.
      - • Strengthen intellectual skills for information processing and decision-making.
      - • Enhance oral and written communication, logical thinking, and problem-solving skills.
      - • Prepare students for the workforce and higher education.
      - • Promote cooperative work and ethical responsibility in social and professional settings.
      - • Encourage lifelong learning and adaptability to technological advancements.
  - - - • Right to education and responsibility to learn.
      - • Education must be democratic, based on science, justice, and human rights.
      - • Focus on national identity, history awareness, and social consciousness.
  - - - • The curriculum integrates work-oriented training to prepare students for jobs and further studies.
      - • Continuous curriculum revisions align with legal frameworks, global trends, and constructivist approaches.
      - • Emphasis on evaluation improvements and technological advancements in education.
- - - - • Understand the overall structure and vision of Higher Education in Panama.
      - • Recognize the objectives of Higher Education.
      - • Identify the rights and duties associated with Higher Education.
      - • Analyze the current reality of Higher Education in Panama.
  - - - Post-Media Education
      - Non-University Higher Education
      - University Higher Education
      - It aims to provide quality education, research, and professional development. The state ensures necessary resources to support institutions in fostering scientific, cultural, and technical advancements.
  - - - • Train specialized professionals in research, knowledge dissemination, and cultural development.
      - • Develop skilled human resources to contribute to economic and technological growth.
      - • Encourage lifelong learning and critical thinking among students.
  - - - • University of Panama (UP): Forms professionals with critical thinking and adaptability for societal transformation.
      - • Technological University of Panama (UTP): Focuses on science and technology for national development.
      - • Autonomous University of Chiriquí (UNACHI): Promotes knowledge application for social, economic, and political growth.
    - - • Santa María La Antigua University (USMA): Encourages academic excellence and ethical values.
        
        • Florida State University - Panama (FSU-Panama): Offers high-tech education with global perspectives.
        
        • Nova Southeastern University (NSU): Prepares students for leadership and lifelong learning.
  - - - • Admission requires official documents and entrance exams, particularly in public universities.
      - • Limited access to Higher Education due to financial constraints.
      - • Distance education is an alternative for flexible learning, offered by various institutions.
- - - - • Aimed at children aged 2 to 5 years attending daycare centers.
      - • Focuses on social-emotional, cognitive-linguistic, and psychomotor development.
      - • Divided into three stages:
      - o Parvularia 1: Infants from birth to 2 years.
      - o Parvularia 2: Children aged 2 to 4 years.
      - o Parvularia 3: Preschoolers aged 4 to 5 years.
  - - - • Designed for individuals over 15 years old who did not complete regular education.
      - • Aims to promote self-sufficiency, social inclusion, and national development.
      - • Programs include:
      - o Literacy and Preparatory Education: Eliminates illiteracy and teaches basic reading, writing, and math.
      - o Primary Education Completion: Provides basic education in three levels over three years.
      - o Vocational Training: Focuses on practical skills for small industries and cultural development.
        o Secondary Education for Adults: Includes general and specialized cycles.
  - - - • Key principles:
      - o Recognition of every individual’s potential.
      - o Respect for human dignity, based on the 1978 Declaration of Human Rights for the Disabled.
      - o Normalization, ensuring people with disabilities live as naturally as possible.
    - - • Educational policies:
      - o Inclusive and high-quality education for students with special needs.
      - o Provision of necessary human, technical, and educational resources.
      - o Flexible curricula adapted to diverse needs.
    - - • Disabilities addressed:
      - o Physical and mental disabilities: Intellectual disabilities, hearing or visual impairments, autism, cerebral palsy.
      - o Learning disorders and social challenges: Behavioral issues, substance abuse.
      - o Exceptional talents: Gifted and talented students.