Participación de los agentes educativos en la autoevaluación de los programas de estudios en Perú
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Por medio de la autoevaluación, las universidades pueden identificar fortalezas y debilidades en sus programas de estudio, y tomar medidas para mejorar su calidad. En este sentido, la participación activa de los actores educativos en el proceso de autoevaluación es crucial para lograr una evaluación integral y efectiva. En el siguiente estudio se evalúa la participación de 736 actores educativos en la autoevaluación de una universidad en Perú, con el fin de determinar su impacto en el proceso de acreditación y en la calidad educativa. Se utiliza una metodología de enfoque cuantitativo y diseño descriptivo simple, y se emplea una lista de cotejo para evaluar el cumplimiento de los criterios e indicadores de autoevaluación. Los resultados indican que la participación activa de los actores educativos es un factor determinante para asegurar la calidad educativa y avanzar en el proceso de acreditación de los programas de estudios. En conclusión, el estudio sugiere la necesidad de promover la participación activa de los actores educativos en el proceso de acreditación y la cultura autoevaluativa para lograr una educación de calidad.
Through self-evaluation, universities can identify strengths and weaknesses in their study programs and take measures to improve their quality. In this sense, the active participation of educational stakeholders in the self-evaluation process is crucial to achieve a comprehensive and effective evaluation. The following study evaluates the participation of 736 educational stakeholders in the self-evaluation of a university in Peru, in order to determine its impact on the accreditation process and on educational quality. A quantitative approach methodology and simple descriptive design is used, and a checklist is used to evaluate compliance with the self-evaluation criteria and indicators. The results indicate that the active participation of educational stakeholders is a determining factor in assuring educational quality and advancing in the process of accreditation of study programs. In conclusion, the study suggests the need to promote the active participation of educational actors in the accreditation process and the self-evaluation culture in order to achieve quality education.
Through self-evaluation, universities can identify strengths and weaknesses in their study programs and take measures to improve their quality. In this sense, the active participation of educational stakeholders in the self-evaluation process is crucial to achieve a comprehensive and effective evaluation. The following study evaluates the participation of 736 educational stakeholders in the self-evaluation of a university in Peru, in order to determine its impact on the accreditation process and on educational quality. A quantitative approach methodology and simple descriptive design is used, and a checklist is used to evaluate compliance with the self-evaluation criteria and indicators. The results indicate that the active participation of educational stakeholders is a determining factor in assuring educational quality and advancing in the process of accreditation of study programs. In conclusion, the study suggests the need to promote the active participation of educational actors in the accreditation process and the self-evaluation culture in order to achieve quality education.
Description
Vol. 7, No. 30