Elementos sustanciales para la evaluación de la calidad en la educación


The dream of the universalization of primary school was generated in the late nineteenth century and the educational systems of Latin America were built over the course of the 20th century.
During the 1960s, the governments of Latin American countries concentrated their efforts on educational policy, trying to extend as much as possible the access of children, adolescents and young people to education.
Today there is a growing consensus that it is necessary, not only that all children attend a school, but also that in that school they effectively incorporate the knowledge and skills necessary to perform and participate in the society in which they live.
In a time of transformations as accelerated as the current one and of so demanding demands on the scholastic apparatus, the rigidity of an educative system is considered like an element of delay, more than of progress. This leads to a very special emphasis on characteristics such as flexibility or ability to adapt and respond to the needs of the development of societies.
In effect, traditional control and administration were based on two central processes: first, the elaboration of regulations of different rank and scope; secondly, the control of compliance with standards, generally through hierarchical supervision and inspection services.
The work that is presented has among its objective to contribute to the creation of a system of characteristics of critical study and creative application by teachers, leaders and researchers, which will undoubtedly emerge the system of evaluation of quality in education that is needed , we hope that the text will serve as complementary help to all those teachers who are faced with the task of educating.
In the preparation of this book, the following aspects, among others, were taken into account:
The evaluation, strategies for the practical application, the metaevaluation, when considering the didactic principles of the teaching-learning process and the quality of the education.
It establishes a clear, precise, close and enjoyable language that, without losing scientific rigor, allows teachers to appropriate the necessary theoretical-conceptual basis through illustrations and demonstrative examples. The work can also be used in selected teaching topics. half.
We hope that the work contributes to improving the quality of education at the basic and middle level.
We would appreciate all the contributions that you can make us, in turn, to improve this didactic tool.