Articulación de la educación técnica y los sectores productivos para el desarrollo local :bachillerato Técnico Ecuatoriano: Experiencias de vinculación y ejes estratégicos para el diseño de una política pública.
In this research, the scope of the main reforms developed in Ecuador technical education is determined. These reforms were carried out the period 2004-2010 with the aim of improving the quality and relevance of this educational offer in order to become a social and individual citizen‘s promotional i...
| Autor Principal: | Castillo Robalino, Iveth del Rocío |
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| Formato: | masterThesis |
| Idioma: | spa |
| Publicado: |
2015
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/10358 |
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| Sumario: |
In this research, the scope of the main reforms developed in Ecuador technical education is determined. These reforms were carried out the period 2004-2010 with the aim of improving the quality and relevance of this educational offer in order to become a social and individual citizen‘s promotional instrument in a given context.
The regulations that guide the national education system of Ecuador and the Ministry of Education as lead agency are determined within the framework of the Democratic State Reform, until reaching the initiatives of the National Directorate of High School to articulate the Technical Education with the Productive Sectors. The main objective is to devise strategies or inputs for the design of a specific public policy for Technical High School since these initiatives.
To achieve this work some people and organizations involved in the field and in the educational and productive sectors took part with its contingent, criteria and reflections, allowing to know the expectations, constraints and experiences of coordination between these actors in society. Also my personal contribution by being immersed in the processes of Technical High School allowed visualizing the main needs of this important choice of secondary education.
From the conducted study is evidenced that articulation efforts have been limited, isolated, poorly supported and ineffective, they have failed to be inserted into an overall public policy proposal. Thus it is necessary to reconsider the action from a sensitive view to the urgent needs of the Technical High School; include the participation of direct and indirect actors in decision-making throughout the construction cycle of public policy; strengthen the action of the National Directorate of High School and educational institutions with technical bid; support the restructuring and political dialogue between the Technical High School and the Productive Sectors, in order to constitute the Technical High School as an strategic partner for improving the quality and pertinence of the offer and contributing to the change of the productive matrix and local development. |
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