Pedagogy And Didactics In Education In The 21st Century

Pedagogy and didactics in education in the 21st century

The challenges posed by the 21st century is an education that develops the ability to acquire and transform knowledge and skills, the ability to innovate and apply knowledge in solving.

At the same time, education must offer alternatives to address the other face of scientific and technological progress: environmental problems and social inequalities. The horizon of this reflection forces us to think about what is the role that education must play in the 21st century, to form competent citizens, and how to carry it out.

In spiteNew education model that means a deep change in the Ecuadorian education system, to promote the development of new education in the country and build a paradigm of schools of the future.

Based on the criteria analyzed, I allow myself to expose a curricular proposal taking into account that the output profile of the future high school must be with competent intellectual training and with fundamental values such as justice, innovation and solidarity whose central objective is in its initial initial stages, basic, baccalaureate and superior to form the future citizenship: with their own personality, autonomy, critical vision, questioning and proposition of reality.

Of the educational system

• Initial and basic education must be free.
• Ensure that all children of 4 to 5 years have access to compulsory initial education, for which the State must create in each school initial education, which will be directed by a teacher with training in Pluvularia.

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• Provide supplies and materials to education levels.
• Increase the items for the hiring of parvularios and teachers of basic education formed (AS) and trained (as) in the higher and / or universities of the country.
• Provide greater coverage to children in terms of school lunch and free school supplies, as stipulated in the Constitution of the Republic.

Of the evaluation

• I think that the evaluation through written and oral tests should not exist in our education system. That is, invalidate bimonthly, quarterly exams, questers, etc., and give way to the evaluation for skills and skills that are continues, as much as possible and quantitative.
• In the educational institution after determining students who did not reach the minimum qualification to be promoted, pedagogical recovery is carried out.

Of teaching staff

• For the performance of teaching functions at the levels of initial, basic and high school education, they must prove a profession granted by, higher normal institutes and universities.
• Teaching staff and/or facilitators must have fourth level of education to exercise administrative and teaching functions in Polytechnic Universities or Schools.
• Teaching staff at initial education levels. Basic and high school, they must carry out the improvement courses for the respective promotions and continuing education, which will be paid by the State, this incentive will allow the teacher to be interested and improve his professional role in education.

Of the budget for education

• Progressively increase public spending in initial, basic and high school education from 0.5 % that is carried out to 5 % of annual GDP in 4 years.
• Reform the salary and administrative salary regime, based on the years of service, training, performance, achievement of objectives and goals, this will allow to value the teaching work in all educational schools in the country, favoring with a greater increase in salary to thestaff working in rural and insular sectors.

Conclusions

Taking the concepts of the Ministry of Education that mentions: the central object of educational practice is that the student achieves the maximum development of their abilities and not to acquire in isolation the skills with performance criteria proposed in each of the areas,since these are an element of the curriculum that serves as an instrument to facilitate learning.

I must add that the component of reading as something inescapable in the educational process will allow to expand the horizons of knowledge of both students and teachers, since this will allow facilitating research. It is necessary and urgent that a curricular proposal both in infrastructure and in pedagogical practices come true, since prioritizing education is to move towards the development that we long for so much. I see with great concern that education is not a priority in our country, that everything remains in mere political decisions violating rights enshrined in the Constitution. It is time to join as citizen groups and fight for quality education.

Bibliographic references

• Arcos, c. (2008). Public policy and educational reform in Ecuador. Ecuador: FLACSO.
• Andes news agency. (2015, October 5). President of Ecuador: Education will always be an investment and not an excessive expense. Recovered from http: // www.Andes.Info.EC/ES/NEWS/PRESIDENT-EDUCATION-SOVEREFORE-SERA-INVERSION-NO-GASTO-EXCESTIVE.HTML
• Erreyes Barrera, H., Barragan Garcia, T., & Ortega Zurita, G. (2017). Ecuadorian educational reality from a teaching perspective – PDF. Retrieved 10 November 2019, from https: // docplayer.ES/71781563-LA-REALITY-ECUATORIAN-DE-A-UNCECTIVE-DOCENT-EDUCATIVE EDUCATIVE.HTML
• "Education transforms lives". (2019). Retrieved 12 November 2019, from https: // es.UNESCO.Org/Themes/Education.