EDUCATION
The International University of La Rioja (UNIR) has participated in the National Forum for Education organized by the Ministry of Education, with the aim of socializing and publicizing the new curricular framework to which teachers have to adapt from of 2025.
UNIR supports learning by competencies in the National Forum for Education
The meeting, held at the Technical University of Manabí, in Portoviejo, had as its main axes the importance that teaching professionals should give to the transition of the curriculum, use of relevant materials, as well as promoting the National Plan from reflection criticism and strengthening safe communities in an environment free of violence.
Daniel Calderón, former Minister of Education, presided over an intense day, structured in three keynote conferences, presentation of educational strategies and a work workshop, with the active contribution of national and international organizations and institutions. It had a hybrid format with the presence of almost 800 people and could be followed via streaming through the Facebook and YouTube accounts of the Ministry of Education.
Representing UNIR, Elena Martínez Carro, dean of the Faculty of Education, had a relevant role as one of the three main speakers of the program. Her keynote lecture, ‘Renewing the Ecuadorian educational model and the person-centered curriculum based on competencies: a historical necessity?’, had as a reference the Learning Competency Curriculum Framework.
UNIR supports learning by competencies in the National Forum for Education
Thus, he argued about pedagogical strategies, evaluation techniques based on data and experiences in different countries and what challenges must be faced for better educational practices for the benefit of students.
keynote lecture
The first point that the Spanish academic addressed in her dissertation was the historical milestone that the Declaration of the Rights of the Child represented in 1989, “for considering the dignity of the child from all perspectives and, most especially, the educational perspective,” she stressed.
It influenced the balance of a regulated and equitable education that contemplates the mandatory nature of schooling in the elementary stages, together with child development plans; with the fundamental objective of achieving the happiness of children.
The dean of UNIR highlighted progress in the system: “Attention to diversity and some scientific achievements in education, such as child brain development and its application to child neuropsychology, have allowed for reflection on the way in which teachers should teach.” “, he pointed. Hence, she placed emphasis on learning basic subjects to improve children’s knowledge, especially focused on ‘core’ subjects, such as reading, mathematics and science.
These elements, transferred to the educational realities of the countries of Latin America and the Caribbean, gave way to the second part of his presentation, supported by the PISA report, the main source of comparative analysis to understand the development of good educational practices at the national level. international. This is how data revealed the learning crisis in the region after the pandemic, with Mexico in the worst position and Chile as the most prominent country in the environment, although below the average established by the OECD.
In his conclusions, Martínez Carro advocated for competency-based learning to improve current educational systems. “In a digital and constantly changing world it is not just about ‘knowing’ content, but about achieving transversal, dynamic and comprehensive learning.”
Likewise, it recommended the application of essential competencies that must permeate all subjects of the curriculum, which are established in the National Curriculum Directorate 2023 in Ecuador. In the opinion of the dean of UNIR, this framework is more global and comprehensive than the European one, “by placing two fundamental competencies at the center, communicative-linguistic and logical-mathematical, and clearly including socio-emotional competencies, key to the development of children and adolescents.”
Finally, to achieve these objectives, Martínez Carro appealed not only to comply with educational legislation, but also to involve teachers at different stages in skills training from teacher schools and universities. “In addition, it is advisable to face some challenges, such as maintaining a balance between the pencil and the computer, the balance between playfulness and the concentration necessary for minimal memorization, as well as between the ease and effort that any learning requires. Nor can we forget reading, the basis for good learning and the development of our brain,” he concluded.
Person-centered competency-based curriculum
The Ministry of Education, in the figure of its highest representative, had space on the day’s agenda to hold a masterful presentation focused on the right to education and the recognition of a person-centered curriculum based on competencies.
The head of Education emphasized the importance of reformulating the education system through the implementation of the “5A of education”, which includes affordability, accessibility, acceptability, adaptability, and openness and accountability. He highlighted that “education must be conceived as a collaborative effort that generates new knowledge” and stressed that “schools must reflect society, not be separate entities.” Likewise, he emphasized the need for schools to be more transparent and open to the community, encouraging greater community participation in the educational field.
Furthermore, the former minister mentioned the relevance of observing international experiences to understand that “curricular change is essential.” He highlighted that “the people-centered approach to competency education is the direction that today’s society demands.” He highlighted that countries such as Canada, Finland, Spain, Singapore and several countries in the region are already making significant changes in the flexibility of their study plans. In this context, he emphasized the importance of the curriculum focusing on individual competencies and not only on the completion of subjects, opting for an education adapted to the particular needs of each student. Global visions that justify the change in the curriculum that is currently being developed were also present at the event.
Thus, Ernesto Vladimir Mirt, education specialist at the United Nations Educational, Scientific and Cultural Organization (UNESCO), offered a technical point of view and synthesized some practical strategies for teachers in the implementation of the curriculum focused on person based on competencies.
In the opinion of the representative of the international organization: “It is essential to revalue and rethink the teaching profession as a collaborative effort that not only transmits knowledge, but also generates new knowledge. Teaching must be understood as a broader process than simply directing students through activities in a closed classroom. “It is crucial to support the autonomy and freedom of teachers, allowing them to actively participate in the public debate about the future of education.”
He also added that a key instrument of public policy is the promotion of experiential and meaningful learning, which actively involves students in their educational process. “In this way,” he concluded, “a more inclusive education adapted to the needs of today’s society is promoted.”
Presentations and round tables
Prior to the three keynote conferences, a video was viewed about the Curriculum Framework Training Plan and its implementation stages. Next, the presentation of the launch of the course “Training Plan for the Competency-based Curriculum Framework for Learning” was made, by Lorena Morocho, undersecretary of Educational Professional Development; and Nelson Villegas, former Undersecretary of Educational Fundamentals.
During the presentation, several important points of the Competency Curriculum Framework Training Plan were highlighted. This plan consists of five phases, starting with the National Forum “Educate in Skills”, which represents the starting point for a comprehensive training plan. Such an approach is based on a critical reflection of current pedagogical practices.
Standing next to the lectern, Lorena Morocho, undersecretary of Educational Professional Development, and Nelson Villegas, former undersecretary of Educational Fundamentals. Standing next to the lectern, Lorena Morocho, undersecretary of Educational Professional Development, and Nelson Villegas, former undersecretary of Educational Fundamentals.
Subsequently, meetings will be held to form zonal circles, where needs will be identified and inputs will be provided to strengthen the training plan. This will be complemented with three hybrid training courses, in which experiences will be shared with education specialists, who will discuss the implementation of the new curricular framework, in addition to conducting pedagogical webinars.
Finally, learning circles will be established to give a voice to more than 150,000 teachers in the implementation of the new curricular framework. In total, this plan includes a training of 310 hours, supported by three courses that will support the transition and implementation process towards this new curriculum.
The day was completed with the organization of work tables that, as activities, were able to practically address some of the issues raised during the event and in which all the facilitating and systematizing participants interacted. In this multidisciplinary and dynamic space, it was possible to delve deeper into the topics addressed during the event, encouraging the exchange of ideas and experiences between participants, facilitators and systematizers.
The workshops offered the opportunity to reflect on how to effectively implement the strategies and concepts presented, as well as to identify possible challenges and solutions for practical application in the educational field. The exchange and collaboration at these tables contributed to enriching learning and strengthening the educational community as a whole.