Post by account_disabled on Feb 25, 2024 1:19:12 GMT -5
Although the majority supports the
Goals proposed in the new model with a humanistic approach in educational matters, they consider that it is “ambitious” seen from two perspectives: one, as an inspiring goal, but on the other as little consideration of the inequitable conditions of the country's schools. School in the center. For the participants, the proposal for administrative relief for schools is an important success of the new approach, but they demand that it be implemented as soon as possible. Curricular approach. They support the intention to reduce the content load and deepen the quality of learning. However, in the SEP proposal they fail to identify what this decrease in the proposed content consists of. The majority supports the proposal for curricular autonomy in Basic Education (the possibility of teaching study programs according to the demands and conditions of each school); However, the participants insist on the need to know the guidelines and norms to achieve this and “not leave an open book where anyone can write.” Teacher training and professional development.
Among the demands is to renew the normal schools for the viability of the new educational proposal, strengthen the professionalization of teachers and "give high priority to the revaluation of the teaching profession." Inclusion and equity. There is concern about insufficient attention to the particular needs of educational services Bahamas Mobile Number List that serve the most vulnerable populations. Among the suggestions is incorporating educational care for the children of migrant day laborers and the children of migrants returning from the United States. Furthermore, the improvement in infrastructure privileges schools in disadvantaged contexts. Governance of the educational system. The participants consider that greater clarity is necessary about the responsibilities of the different actors involved in the governance of education and, therefore, request more specific definitions of shared responsibilities and coordination mechanisms. Achieve greater articulation between Basic Education and Upper Secondary Education, especially in three areas: define and conceptualize learning, that is, competencies and skills; the pedagogy to achieve it and the graduation profile at both levels.
More information. They demand a route plan with periods and objectives to be achieved because the absence of information on how and in what times it is proposed to implement the transition to the new educational approach, generates doubts among the participants about the viability of achieving the proposed purposes. Not all schools are the same. Among the reiterated points is addressing the needs of educational infrastructure, both technological (electricity, computers, connectivity) and learning spaces (classrooms, bathrooms, laboratories, sports fields, coexistence spaces), consistent with the new educational approach proposed by the SEP.
Goals proposed in the new model with a humanistic approach in educational matters, they consider that it is “ambitious” seen from two perspectives: one, as an inspiring goal, but on the other as little consideration of the inequitable conditions of the country's schools. School in the center. For the participants, the proposal for administrative relief for schools is an important success of the new approach, but they demand that it be implemented as soon as possible. Curricular approach. They support the intention to reduce the content load and deepen the quality of learning. However, in the SEP proposal they fail to identify what this decrease in the proposed content consists of. The majority supports the proposal for curricular autonomy in Basic Education (the possibility of teaching study programs according to the demands and conditions of each school); However, the participants insist on the need to know the guidelines and norms to achieve this and “not leave an open book where anyone can write.” Teacher training and professional development.
Among the demands is to renew the normal schools for the viability of the new educational proposal, strengthen the professionalization of teachers and "give high priority to the revaluation of the teaching profession." Inclusion and equity. There is concern about insufficient attention to the particular needs of educational services Bahamas Mobile Number List that serve the most vulnerable populations. Among the suggestions is incorporating educational care for the children of migrant day laborers and the children of migrants returning from the United States. Furthermore, the improvement in infrastructure privileges schools in disadvantaged contexts. Governance of the educational system. The participants consider that greater clarity is necessary about the responsibilities of the different actors involved in the governance of education and, therefore, request more specific definitions of shared responsibilities and coordination mechanisms. Achieve greater articulation between Basic Education and Upper Secondary Education, especially in three areas: define and conceptualize learning, that is, competencies and skills; the pedagogy to achieve it and the graduation profile at both levels.
More information. They demand a route plan with periods and objectives to be achieved because the absence of information on how and in what times it is proposed to implement the transition to the new educational approach, generates doubts among the participants about the viability of achieving the proposed purposes. Not all schools are the same. Among the reiterated points is addressing the needs of educational infrastructure, both technological (electricity, computers, connectivity) and learning spaces (classrooms, bathrooms, laboratories, sports fields, coexistence spaces), consistent with the new educational approach proposed by the SEP.