Análisis del sistema de Educación Superior en Ecuador desde el 2000 hasta la actualidad 'Olas, cierre y calidad'
Fecha
2018
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Escuela de Ciencias de la Educación. Facultad de Humanidades y Artes. Universidad Nacional de Rosario
Resumen
Descripción
Se explora la constelación de estímulos e intereses que hicieron posible
la creación, sin la planificación ni los controles de calidad adecuados, de una
cantidad sin precedentes de universidades durante los años 1990 e inicios de
2000. Luego se examina el proceso político y legal que permitió la depuración
de instituciones de educación superior de mala calidad: desde el Mandato
Constituyente N° 14 en 2008 hasta la resolución final del Consejo de Evaluación Acreditación y Aseguramiento de la Calidad de la Educación Superior
(CEAACES) en 2012.
Ecuador como consecuencia de la Constitución aprobada en octubre del
2008 ha iniciado un nuevo proceso de institucionalización, donde la acción
más relevante es la expedición de la Ley de Educación Superior dos años
después en el año 2010.
Los fines del sistema nacional de educación no son más que el desarrollo
de las potencialidades individuales y colectivas, en un entorno de aprendizaje
y generación de conocimiento y cultura (Bourdieu, 1993).
Actualmente la sociedad atraviesa cambios constantes dentro de los que
la educación no queda de lado, siendo necesaria la reforma de conocimientos que se adapten a la practicidad desde el salón de clase como punto de inicio.
Los procesos de aseguramiento de la calidad van más lejos de representar simplemente un mecanismo institucional, en ellos se expresa el poder de transformación que tiene el Derecho cuando se sintoniza con el beneficio colectivo mas no con intereses que involucren conflictos de poder y fines de lucro.
It explores the constellation of stimuli and interests that made possible the creation, without proper planning or quality controls, of an unprecedented amount of universities during the 1990s and early 2000s. Then, the political and legal process that allowed the purging of high quality institutions of higher education: from the Constituent Mandate No. 14 in 2008 to the final resolution of the Evaluation Council Accreditation and Quality Assurance of Higher Education (CEAACES) in 2012. Ecuador as a consequence of the Constitution approved in October 2008 has initiated a new process of institutionalization, where the most relevant action is the issuance of the Higher Education Law two years later in 2010. The purposes of the national education system are no more than the development of individual and collective potential, in an environment of learning and generation of knowledge and culture (Bourdieu, 1993). Currently, society is going through constant changes within which education is not left aside, being necessary the reform of knowledge that adapts to practicality from the classroom as a starting point. Quality assurance processes go beyond simply representing an institutional mechanism, they express the power of transformation that the law has when it is tuned to the collective benefit but not with interests that involve conflicts of power and profit.
It explores the constellation of stimuli and interests that made possible the creation, without proper planning or quality controls, of an unprecedented amount of universities during the 1990s and early 2000s. Then, the political and legal process that allowed the purging of high quality institutions of higher education: from the Constituent Mandate No. 14 in 2008 to the final resolution of the Evaluation Council Accreditation and Quality Assurance of Higher Education (CEAACES) in 2012. Ecuador as a consequence of the Constitution approved in October 2008 has initiated a new process of institutionalization, where the most relevant action is the issuance of the Higher Education Law two years later in 2010. The purposes of the national education system are no more than the development of individual and collective potential, in an environment of learning and generation of knowledge and culture (Bourdieu, 1993). Currently, society is going through constant changes within which education is not left aside, being necessary the reform of knowledge that adapts to practicality from the classroom as a starting point. Quality assurance processes go beyond simply representing an institutional mechanism, they express the power of transformation that the law has when it is tuned to the collective benefit but not with interests that involve conflicts of power and profit.
Palabras clave
Sistema de Educación Superior, Calidad, Ciencia, Educación, Higher Education System, Quality, Science