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NATIONAL EDUCATION SYSTEM - Coggle Diagram
NATIONAL EDUCATION SYSTEM
General Basic Education Level in Panama
Structure and Organization of Basic Education
The first cycle includes the first three years of education, intended for children aged 4 to 6
The second cycle, which spans fourth through sixth grade
The third cycle, spanning seventh through ninth grade
Teaching Methodologies at the Basic Level
Constructivist approach
Cooperative learning
Project-based learning
Information and communication technologies (TIC)
Challenges in Equity and Access to Basic Education
Inequality in the distribution of educational resources
Socioeconomic factors
Language and cultural barriers
School infrastructure
Teacher training and retention
Assessment of Student Performance in Basic Education
Formative assessment
Summative assessment
Standardized assessment
Parent and community involvement
Programs and Resources for Basic Education
School Meal Program (PAE)
Textbooks and Educational Materials Program
Teacher Training Program
Information and Communication Technologies (TIC)
Schools for All Program
Parents’ School Program
Bilingual and Multicultural Education Programs
Innovations and Trends in Basic Education
Integration of information and communication technologies (TIC) in the classroom.
Project-based learning
Inclusive education
A focus on social-emotional learning
Gamification of learning
Education in values and global citizenship
Secondary Education in Panama
Profile of a Secondary Education Student in Panama
Demonstrate a solid foundation of knowledge in various disciplines
Communication skills
Ethical and civic education
Career Guidance and Educational Planning
Through workshops, presentations, and one-on-one interviews
Educational planning
Collaboration among schools, families, and institutions of higher and technical education
Curriculum and Specific Subjects in Secondary Education
Common area
required subjects that form the foundation of the general knowledge all students must acquire.
Technical area
offers a variety of specific subjects that allow students to focus on areas of particular interest that can prepare them for the job market or for higher education in technical fields.
Community Involvement in Secondary Education
Involvement of parents and guardians
Community organizations
Local businesses
Educational authorities and government agencies
Student involvement
Educational community
Challenges of the Transition from Elementary to Middle School
Change in the level of difficulty of the subjects
Emotional aspect
Social adaptation
Adjustment in teaching methodologies
Continuity in the learning process
Student motivation
Family involvement
Integration of Technology in Secondary Education
Access to diverse and up-to-date educational resources
Use of emerging technologies such as augmented reality (AR) and virtual reality (VR)
Digital education
Ongoing professional development for teachers
Responsible use of technology
Higher Education in Panama
Academic Programs and Types of Higher Education Institutions
Bachelor’s, master’s, and doctoral programs
Universities, technical and technological training institutes, and non-university higher education centers
Technical and technological training institutes
The National Institute for Vocational Training and Human Development (INADEH)
Access to and Equity in Higher Education
Government policies
Scholarship Program of the National Secretariat for Science, Technology, and Innovation (SENACYT)
Inclusion of historically disadvantaged groups, such as women, indigenous peoples, and people with disabilities
Research and Development in Institutions of Higher Education
Universities and research centers play a fundamental role in the generation of knowledge
The development of new technologies and the training of qualified professionals
Always seeking to improve the quality of research
Fostering innovation and contributing to the country’s progress
Internationalization and Student Mobility
Includes international academic cooperation
Establishing partnerships with foreign universities
Participation in global academic networks
University of Panama Student Mobility Program
Student mobility
Organizing international academic events in Panama
Internationalization
Financial Challenges and Sustainability in Higher Education
Reliance on public funding
Disparities among institutions
Tuition costs
The need to develop sustainable financial models
Diversification of revenue sources
Efficient resource management
Investment in educational quality
International collaboration
University-Business Collaboration and Socioeconomic Development
Internship programs
Strategic partnerships
Entrepreneurship centers
The creation of knowledge networks
Support for startups
The development of skilled human resources
Panama’s Non-Formal Education Subsystem
Definition and Scope of the Non-Formal Education Subsystem
Education and training for those who do not have access to formal education
It takes an inclusive and flexible approach, and its scope encompasses various forms of education that seek to meet the needs of the most vulnerable students and promote their social and labor market integration
Modalities and Formats of Non-Formal Education
Adult education
Education for people with disabilities
Homeschooling
Technical and vocational training programs for vulnerable youth
Workshops, practical skills training courses, and educational activities for all ages
Inclusion and Access in Non-Formal Education
Inclusion aims to create accessible and respectful educational environments for all students
Access focuses on removing barriers and ensuring that everyone can participate in educational opportunities
Evaluation and Accreditation in the Non-Regular Subsystem
Ensure that programs are relevant and meet students’ needs.
The need to adapt processes to the diversity of programs and the contexts in which they are carried out
Ensure that evaluation and accreditation processes are participatory and collaborative
Transparency in evaluation and accreditation processes
Ongoing training for evaluators and accreditors
Challenges and Opportunities in Non-Formal Education
Limited resources
Low student participation
Curriculum adaptation
Ongoing training for educational staff
Strengthening public policies
Potential for educational innovation.
Expansion of collaborative networks
Focus on social inclusion
Leveraging students’ life experiences
Fostering a culture of lifelong learning
Technological Innovations in Non-Formal Education
Online learning
Use of open educational resources (REA)
Use of mobile applications
Development of assistive technologies
Integration of online collaboration tools
Use of simulations and virtual environments
Development of multimedia educational resources
Creation of online learning communities
Formation of strategic partnerships
Legal Framework and Regulations in Educational Technology
National Legislation on Educational Technology
Law 24 of 2006, which establishes the legal framework for Information and Communication Technologies (TIC) in Panama.
Law 51 of 2005 establishes the National Education System in Panama.
Executive Decree No. 2 of 2018 establishes the Regulations for the Use of Technological Resources
National Plan for Educational Technology (PNTED)
Institute for the Training and Development of Human Resources (IFARHU)
National Authority for Government Innovation (AIG)
Guidelines for Integrating Technology into the Classroom
Internal Regulations for the Use of Technological Resources
Guide to the Use of Technology for Learning
Safety Guidelines
Copyright and Intellectual Property in Digital Educational Content
Aim to protect original works
Ensure recognition of authors
Promote the fair use of educational resources
Copyright Law
Intellectual Property Law
Creative Commons Licenses
The Berne Convention
Safety and Ethics Policies in Educational Technology
Essential for establishing a safe, responsible, and equitable educational environment.
Address the protection of personal data
Ethical online behavior
Prevention of cyberbullying
Training in digital ethics
Quality and Evaluation Standards for Technological Resources
The Quality Model for Digital Educational Resources
International standards
Formative and summative assessment methodologies
Quality certifications
Updates and Challenges to the Legal Framework for Educational Technology
Adapting laws to new technologies
Reducing the digital divide
Teacher training
Cybersecurity
Updating legal provisions
Promoting a culture of digital ethics.
Data Protection and Privacy in Educational Technology
Principles of Personal Data Protection in Education
Principle of lawfulness
Principle of purpose limitation
Principle of data minimization.
Principle of confidentiality.
Principle of accountability.
Principle of access and rectification
Management of Sensitive Information on Educational Platforms
Technical security measures
Strict access policies
Ongoing user training
Regular audits
Comprehensive documentation and an incident response plan
Consent and Control of Student Privacy
Fundamental principles of data protection
Obtaining informed and voluntary consent
Transparency in data handling
Students’ right to control their personal information
Data Security Risks and Threats in Educational Settings
Cyberattacks
Phishing
Accidental data exposure
Human error
Software vulnerabilities
Lack of access controls
Internal attacks
Regulatory noncompliance
DDoS attacks
Privacy issues
Best Practices in the Collection and Use of Educational Data
Informed consent
Minimize data collection
Define clear purposes for data use
Store data securely
Maintain transparency
Comply with legislation
Periodically evaluate practices
Protect privacy during data analysis
Train staff and establish effective communication channels
Institutional Responsibility and Ethics in the Protection of Educational Data
This involves establishing clear policies
Training staff and complying with data protection laws.
Ethics in data protection require transparency
Respect for students’ rights
Impartial and secure management of information