Tag 2010

New Model Education

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Need not stuck in outdated education systems, referring to the rural school, that still remains in the practices of many institutions, it must respond to students considering the characteristics of current technology, without neglecting the role of the teacher with irreplaceable character, must recognize that a pedagogical model for urban or rural society there isHe is sold to the child a social model through the media and does not offer students the possibility of facing this complex society. The certainty of that innovation, is the answer to the demands of current education and this is only possible with the update must exist in the masters. The education given by the teacher must be an education for life, taking into account its context, it can not claim to be have an educational model first worldist when we are not consolidated as an industrialized country, i.e. we are very outdated with other countries in social, educational and economic fields. It must of make decisions and implement solutions, establish stimuli where it is really necessary, for example that teachers centres operate better, and the reform of the teaching career is aimed at a continuous education process and focus on the real needs of the students. Not you can innovate if there is an investigation in our own environment about Mexican children, support and respond to the work of the Mexican investigator who knows the true situation that envelops the social context of rural communities, promote a deep social knowledge before you implement practical remedial or preventive. Teachers must adjust our teaching practices and leave behind all this cultural burden that really weighs us and that will allow us to take that step to leave the traditional teaching and embrace a constructivist teaching that we provide to our children of tools that facilitate the understanding of their environment, their life and their education. Finally offered two fundamental tasks to make the changes that we have been talking about: the remedial, that he would be in training and constant and systemized Reformation for teachers in service. The preventive, which refers to the adjustments of relevant plans and programmes forming schools for teachers. There are other problems of a political nature in which management or allocation of funds can play an important role, seek consultation among teachers, the needs of quality providing with necessary teachers, reaching these agreements also in consultation with experts in the field of education and really consolidating a quality education system that allows changes, and which truly consolidate.

Latin America

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(3) In spite of the accelerated growth that in recent decades has had this activity in the country, the truth is that still she nothing but a marginal sector within the educational system, with little impact social and little cared financially. It is relatively expensive for the State and for the participants, and generally works isolated from national problems. She has been evolving in recent decades with little effective official guidelines and, consequently, this has stimulated significant growth of programs run by private sectors who only see this activity as a lucrative business. As a result, the postgraduate has not able to comply always with its high purpose of substantially contributing to the development of national science, technology and culture and the improvement of the quality of life of Venezuelans. Property Transfers will not settle for partial explanations. The performance of this sector is very low, especially if we consider indicators such as the proportion of doctoral programs and the uncompleted degree work (Valarino, 1990). (4) In this country graduate education offers opportunities for professional and personal development to a very small proportion of the population and its offer is distorted because there is still a high concentration both from the institutional point of view the geographical, the disciplinary and social sectors takes care of. While in some developed countries more than 15% of the students of education upper graduate, in Venezuela this percentage are not reached 8% and less than 1% of the total number of Venezuelans enjoys or has enjoyed its benefits (5) once the academic graduate programs structure is, with high frequency, very poor: its objectives are not well definedentry to the system requirements are very heterogeneous, belittle the activities of continuing education and its development has little influenced necessary transformations of the undergraduate. (6) The education of postgraduate in Venezuela has nationwide an organizational structure little operational, very heterogeneous at the institutional level, with weak links not only with other modalities of the education system, but also with the economic environment social and with institutions abroad, particularly with those of the rest of Latin America; all of which prevent you from increasing resources for its development and increase its relevance and social impact.