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Theory of Contemporary Educational Institutions, Mayra Lee - Coggle Diagram
Theory of Contemporary Educational Institutions
The center as a quality reference.
Specific Objectives (Learning Results)
Provide training in educational research oriented to change processes, participatory evaluation of socio-educational programs. As well as for the acquisition of strategies, instruments and resources to support and advise the educational transformation projects of schools
Ideological, organizational, administrative and human aspects in educational centers
The organization refers to the way in which the educational system is structured and the description of the institutional dynamics of the educational centers
planning is related to the way in which administrative and academic structures are conceived in relation to the exercise of the educational act and the adequate provision of the educational service
administration acquires a double meaning, on the one hand, it is considered that administrative discipline takes into account a set of techniques and procedures that rationalize material resources
Success Centers
The quality of an educational system, concern of educators, administrators, politicians, etc. It is always related to effectiveness.
not only the results in terms of knowledge and basic skills, an essential objective inherent to the very secular purpose of the school as a social institution
Family participation and educational quality
Parent involvement is key to student success. In addition, it can greatly benefit teachers and the quality of education.
both teachers and parents share the responsibility of teaching students and work together to achieve educational goals
Concept of quality indicators
They are a specific set of aspects related to the personal and social development of students, and which are complementary to those considered in the Learning Standards.
“School Climate” orderly and safe.
the quality of the school environment experienced by students, teachers and managers, which, based on the perception they have about the school context, determines their behaviors.
Types and approaches of Educational Quality
Specific Objectives (Learning Results)
Explain the importance of education as a development factor and its main challenges in the current era, as well as determine some of the problems and barriers that affect educational quality
Quality of Design: desired characteristics, objectives of plans and programs
The concept of quality is something almost intangible, variable, dynamic, that changes over time and with the people who define it
Depending on the objectives, it is very important in the design of the curriculum, because through them we will know if our students are advancing in the right direction towards mastering those established competencies
Quality of Conformity: the teaching-learning processes: supervision, orientation and compliance with all the objectives indicated in the plans and programs of their highest level of performance
A supervisor may view it as a positive force in improving a program or process within a company
The need to supervise arises when the difference between the way things are and the way they should be is recognized, one of the most effective methods to analyze and improve situations
Good teaching cannot depend on exceptional teachers or luck, it is then that educational supervision is imposed
Quality of Availability: the educational product and its response to what is required of it
Today we live in a society that in all its manifestations demands quality
It is evident that education cannot be understood as a physical or manufactured product, but rather as a service provided to students..
The main and ultimate purpose of an educational center is to ensure that its students reach quality educational levels.
Quality of Service to the User: detect failures in the educational service and its measures to correct it, improve it, perfect it or recycle it for a better use.
three necessary and transcendental conditions: quality, equity and values
Among the main ones are: the poor quality of education and the distribution and administration of the budget assigned to said sector, the lack of schools and educational plans and programs lacking in relevance and pertinence, teachers with little commitment and training, as well as lack of opportunities to access education
They can be solved by making a good diagnosis of them and generating the pertinent improvement strategies, they can disappear
Quality: value judgment on the educational reality
Specific Objectives (Learning Results)
Assess the importance of using scientific methods to solve problems that affect educational quality in institutions and appropriate appropriate procedures for diagnosis. Likewise, to offer the participants a model of analysis and evaluation of the educational quality and the
effectiveness of your institution, based on process and result indicators.
The value commits a judgment.
The value judgments that emerge from the evaluations do not amount to guidelines
We can only reasonably guide someone to do something if it is in their power to do so
Value judgments can become recommendations
the value judgments that result from an evaluation must be the reason for analysis by the recipients who have to make a series of decisions about use for the improvement of educational services or programs
Quality as a value assigned to an educational process or value
In all of this, the quantitative aspect was not only sought by creating more schools and facilitating access to new school populations, but rather an attempt was made to favor the qualitative aspect by improving the levels of education.
Observation from the concept of quality to educational reality: a judgment with which the being of the thing compromises
The quality of education is summarized in attitude and improvement action. Improvement that should be evident through editing
From the point of view of the teacher, as an educator and as a professional, it translates into a permanent commitment to: taking care of the smallest details in the relationship with the educational community because the level is given by small details; train, educate and protect students by offering them all possible ways to obtain their highest education
Quality and its Association with other Categories
Specific Objectives (Learning Results)
Train specialists in Educational Quality Management who are able to lead institutional processes of self-assessment and accreditation
Quality in the expansion of coverage
Some analyzes show a tendency to produce a certain gap between the expansion of the school system and its quality
Quality and efficiency of the system
These results constitute the quality measurement instrument and, therefore, as long as this measurement identifies particularities (schools/grades), it is possible to qualify smaller units of the school system based on the effectiveness of their achievements
Quality and educational management
Corresponds to the efforts that psychopedagogy, curriculum, didactics and administration propose in terms of the development of a quality educational process, in relation to the participants (students/teachers), the curricular and programmatic contents
Quality and administrative management.
a more equitable and selective distribution of resources in favor of the poorest localities and sectors; more direct attention to the needs and problems that schools must face; the most immediate participation of the community in the supply, demand and development of education
Dimensions of Quality
Specific Objectives (Learning Results)
Identify the criteria, indicators and quality indices that allow a diagnosis of higher education, in the local, regional and national contexts
Focusing on problematic situations and nuclei for the development of education, as an organizing entity of educational policies and strategies
The social problems that afflict the contemporary world have a favorable framework for their solution during the educational process that takes place in the school institution
The changes that economic, political, cultural and environmental problems generate on a social scale penetrate the educational system and affect the conception of the educational process in any institution designed for this purpose at all levels at which it is organized.
They review the school and curricular structure, considering the new demands of the development model with a projective vision of continuity and integration of the educational system.
Addressing the task of teaching from a curricular approach means broadening the perspective of analysis of teaching practice so as not to focus exclusively on normative and technological aspects of the educational process, but extending it to cultural, social and ideological aspects that from curriculum theory are prioritized as an object of study
In this way, it is intended that the curricular approach to teaching perform a double function: (a) allow the adoption of guidelines for teaching practice, and (b) facilitate the declaration of educational intentions.
Variable and non-alterable Explanatory Factors of the Quality of Education
Specific Objectives (Learning Results)
Identify the criteria, indicators and quality indices that enable a diagnosis of higher education, in the local, regional and national contexts.
Alterable factors. Concept
That can be altered or changed.
Unalterable factors. Concept.
The idea of altering, in turn, refers to disturbing or modifying the form or essence of something
The establishment of corrective or control policies
Within a Quality Management process, corrective actions are all those decisions, measures, activities and solutions aimed at eliminating potential and real causes of a problem.
Teaching Quality in Virtual Environments
Specific Objectives (Learning Results)
Apply the concepts of autonomy and regulation, in the processes of the educational context and be able to design management strategies in higher education institutions, for the development and improvement of quality in the regional and national contexts
Teaching action in virtual environments
The virtual classroom generates teletraining spaces that offer an adequate environment for the implementation of courses with virtual and hybrid modality, where the interaction between the teacher and the participants is necessary for the construction of knowledge.
A new model for the evaluation of teaching quality in virtual environments
In these environments, the role of teaching, in virtual scenarios, has facilitated the interaction and acquisition of knowledge among learners, with the aim of enabling meaningful, collaborative and participatory learning attached to current pedagogical models and the demands of the society.
The parameterization of quality in the virtual training activity
In the university environment, the emergence of virtual training, or e-learning, far from appearing as an opportunity for development and updating regarding the needs of society, is being perceived as a threat by some university institutions
Criteria regarding organization and technology
It should be considered whether the organization and the technology are at the service of the students and the achievement of the objectives of the University and if there is a stable technological platform that guarantees communication between all members of the university community..
Mayra Lee