Estándares e indicadores de calidad de la educación para los países ALBA
Abstract
El presente trabajo forma parte de una amplia discusión sobre la calidad de la educación, el mejoramiento de los centros educativos comunitarios autónomos y, muy particularmente, del desarrollo de un modelo o constructo teórico-práctico sobre la calidad de la educación en términos cualitativos, cuantitativos, pertinencia sociopolítica, económica y cultural y, muy especialmente, en correspondencia con una educación liberadora, emancipadora, transformadora y revolucionaria. La idea básica consiste en establecer, después de una larga discusión sobre la calidad de la educación, las actuales orientaciones mercantilistas- competitivas que tiene la educación, y la búsqueda de otras perspectivas muy diferentes a las convencionales, un sistema categorial sobre la calidad de la educación que responda a los cambios y transformaciones profundas que viven actualmente nuestros pueblos. En ese sentido, hemos logrado constituir doce grandes dimensiones, cada una de las cuales, a su vez, estará conformada por categorías específicas. Las doce dimensiones son las siguientes: I) Emancipación, liberación y fortalecimiento personal del sujeto y la colectividad (Logros temporales y finales alcanzados); 2) Características del desarrollo del proceso de aprendizaje y enseñanza (PAE en aula); 3) Dirección y gestión educativa, especialmente de los CECA (Equipo directivo); 4) Clima escolar e interacciones socioeducativas en los Centros Educativos Comunitarios Autónomos CECA (Cultura educativa); 5) Compromiso, relaciones y satisfacción individual y colectiva (Identificación institucional); 6) Atención integral a toda la población vinculada con los CECA (Necesidades básicas); 7) Desarrollo de procesos de evaluación interna y externa de los CECA (Seguimiento y evaluación continua-permanente); 8) Condiciones básicas del hábitat y equipamiento institucional (Hábitat y dotación); 9) Participación de toda la comunidad en las prácticas educativas (Educación sociocomunitaria); 10) Planificación y programación académica-administrativa (Diseño y Desarrollo curricular); II) Formación, capacitación, actualización y preparación permanente de los/as maestros y profesores/as (Profesionalización docente) y 12) Educación productiva en el aula y en los Otros Lugares de Aprendizaje y Enseñanza OLAE (Praxis y producción). En este documento nos dedicaremos única y exclusivamente a las cinco primeras dimensiones, quedando las últimas siete para una segunda entrega, que también será publicada en la Revista Integra Educativa. Todos estos documentos forman parte, obviamente, de la conformación de un concepto mucho más amplio, y adecuado a los cambios actuales de la educación, sobre la calidad educativa.
This work is part of a broader argument about the quality of education, improved autonomous community education centers and, in particular, the development of a theoretical model or practice in the idea of the quality of education in qualitative, quantitative , relevant socio-political, economic, cultural and, especially, in correspondence with the principles ofliberating, emancipatory, transformative and revolutionar education.. The basic idea is to establish, after a long discussion on the quality of education, the current guidelines of mercantilist-competitive influence in education, and the search for other perspectives different from the conventional categorical system refered to the quality of education that responds to changes and deep transformations that our people now live. In this regard, we have set up twelve large dimensions, each of which, in turn, will consist of specific categories. The twelve dimensions are: 1) emancipation, liberation and personal empowerment of the individual and the community (temporary and final accomplishments achieved); 2) characteristics of the development of teaching and learning process; 3) direction and management, especially of the Management Team; 4) School ambience and social interactions in the Autonomous Community Learning Centers; 5) Commitment, relationships and individual and collective satisfaction (institutional ownership), 6) Comprehensive care of all people connected with the,educational unit; 7) Development of internal and external evaluation processes of the educational unit (Follow up and permanent assessment), 8) Basic habitat conditions of the facilities, 9 ) Participation of the community in educational practices (Social / Education), 10) Planning and academic programming and management (Curriculum and design development) 11) Training, training, maintenance and ongoing development of / as teachers and teachers ( Teacher professionalization) and 12) Education productive in the classroom and in other places OLAE Learning and Teaching (Praxis and production). In this paper we turn exclusively to the first five dimensions, leaving the last seven for a second installment, which will also be published in the journal Educational Integra. All these documents are a part, obviously, the formation of a much broader concept, and adapted to current changes in education on educational quality.
This work is part of a broader argument about the quality of education, improved autonomous community education centers and, in particular, the development of a theoretical model or practice in the idea of the quality of education in qualitative, quantitative , relevant socio-political, economic, cultural and, especially, in correspondence with the principles ofliberating, emancipatory, transformative and revolutionar education.. The basic idea is to establish, after a long discussion on the quality of education, the current guidelines of mercantilist-competitive influence in education, and the search for other perspectives different from the conventional categorical system refered to the quality of education that responds to changes and deep transformations that our people now live. In this regard, we have set up twelve large dimensions, each of which, in turn, will consist of specific categories. The twelve dimensions are: 1) emancipation, liberation and personal empowerment of the individual and the community (temporary and final accomplishments achieved); 2) characteristics of the development of teaching and learning process; 3) direction and management, especially of the Management Team; 4) School ambience and social interactions in the Autonomous Community Learning Centers; 5) Commitment, relationships and individual and collective satisfaction (institutional ownership), 6) Comprehensive care of all people connected with the,educational unit; 7) Development of internal and external evaluation processes of the educational unit (Follow up and permanent assessment), 8) Basic habitat conditions of the facilities, 9 ) Participation of the community in educational practices (Social / Education), 10) Planning and academic programming and management (Curriculum and design development) 11) Training, training, maintenance and ongoing development of / as teachers and teachers ( Teacher professionalization) and 12) Education productive in the classroom and in other places OLAE Learning and Teaching (Praxis and production). In this paper we turn exclusively to the first five dimensions, leaving the last seven for a second installment, which will also be published in the journal Educational Integra. All these documents are a part, obviously, the formation of a much broader concept, and adapted to current changes in education on educational quality.
Description
Vol. 2, No. 3