5 research outputs found

    Currículo priorizado con énfasis en competencia digitales, comunicacionales, matemática y socioemocionales en el aprendizaje de los estudiantes del Ecuador.

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    The 2020 Prioritized Curriculum with an emphasis on communication, digital, mathematical and socio-emotional competencies, is in accordance with skills with performance criteria and evaluation indicators, the new curricular proposal with an emphasis on competencies promoted by Ecuador focuses on the development of communication skills. For students to be competent in their lives, educational institutions must contextualize and make it more flexible by assessing their reality and institutional autonomy, which is why this paper aims to analyze the prioritized curriculum with emphasis on digital, communication, Mathematics and socio-emotional learning in the students of Ecuador. For this, a descriptive systematic review of original articles in Spanish and English was developed, applying a documentary design, a search strategy was drawn up with descriptors and inclusion and exclusion criteria to sift and select the most relevant studies. With the compilation of investigations, it was obtained as a result that 63% of teachers use the new educational model from the first educational semester, they also indicate that 53% of teachers have difficulty in digital learning since it is the medium where they return. classes from Covid-19. Regarding the new changes that occurred in the planning of the curriculum with an emphasis on competencies, 80% of the teachers indicated significant changes. In conclusion, it is detailed that the prioritized curriculum with emphasis on competence will allow the teacher to create new study methodologies for the benefit of the students and through them achieve academic excellence.  El Currículo priorizado 2020 con énfasis en competencias comunicacionales, digitales, matemáticas y socioemocionales, está conformado por destrezas con criterios de desempeño e indicadores de evaluación, la nueva propuesta curricular con énfasis en competencias impulsada por el Ecuador se centra en el desarrollo de las capacidades de los estudiantes para que sean competentes en sus vidas, las instituciones educativas lo deben contextualizar y flexibilizar mediante la valoración de su realidad y autonomía institucional, es por ello que el presente trabajo tiene como objetivo analizar el currículo priorizado con énfasis en competencia digitales, comunicacionales, matemática y socioemocionales en el aprendizaje de los estudiantes del Ecuador. Para ello se desarrolló una revisión sistemática de tipo descriptivo de artículos originales en idioma español e inglés, aplicando un diseño documental, se trazó una estrategia de búsqueda con descriptores y criterios de inclusión y exclusión para cribar y seleccionar los estudios más relevantes. Con la recopilación de investigaciones se obtuvo como resultado que 63% de los docentes utilizan el nuevo modelo educativo a partir del primer quimestre educativo, además indican que el 53% de los docentes presentan dificultad dentro del aprendizaje digital ya que es el medio donde se retornó las clases a partir del Covid-19. Respectos a los nuevos cambios que se dieron en las planificaciones el currículo con énfasis en competencias el 80% de los docentes indicaron cambios significativos. Como conclusión se detalla que el currículo priorizado con énfasis en competencia le permitirá al docente crear nuevas metodologías de estudios en beneficio a los educandos y a través de estos alcanzar la excelencia académica

    Proceso de enseñanza- aprendizajes en la planificación curricular institucional (PCI) de los estudiantes del Ecuador.

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    The Institutional Curricular Planning, also known as PCI, constitutes a document that is carried out every 4 years with the purpose of analyzing the teaching-learning process in a certain educational institution. Therefore, it is an obligation of both its authorities and its teachers. That is why this paper aims to analyze the teaching-learning process in institutional curricular planning (PCI) of Ecuadorian students. For this, a descriptive systematic review of original articles in Spanish and English was developed, applying a documentary design, a search strategy was drawn up with descriptors and inclusion and exclusion criteria to sift and select the most relevant studies. The participants were 50 teachers who applied the questionnaire to validate the research. With the compilation of research, it was obtained as a result that functional learning based on skills with performance criteria established in the PCI correspond to 36% effectiveness, and 80% state that they are useful for the teaching-learning process. . In conclusion, it is detailed that this management instrument contains the medium and long-term planning of the entire educational institution, and is carried out in order to guide the educational, institutional and administrative processes of the educational institution.La Planificación Curricular Institucional, también conocido como PCI, constituye un documento que se realiza cada 4 años con el propósito de analizar el proceso de enseñanza – aprendizaje en una determinada institución educativa. Por lo tanto, es una obligación tanto de sus autoridades como de sus docentes. es por ello que el presente trabajo tiene como objetivo analizar el proceso de enseñanza- aprendizajes en la planificación curricular institucional (PCI) de los estudiantes del Ecuador. Para ello se desarrolló una revisión sistemática de tipo descriptivo de artículos originales en idioma español e inglés, aplicando un diseño documental, se trazó una estrategia de búsqueda con descriptores y criterios de inclusión y exclusión para cribar y seleccionar los estudios más relevantes. Los participantes fueron 50 docentes se les aplico el cuestionario para dar validez a la investigación. Con la recopilación de investigaciones se obtuvo como resultado que los aprendizajes funcionales en base a las destrezas con criterio de desempeño establecidas en el PCI corresponden a un 36% de efectividad, y el 80% manifiesta que son de utilidad para el proceso de enseñanza- aprendizaje. Como conclusión se detalla que este instrumento de gestión contiene la planificación de mediano y largo plazo de toda la institución educativa, y se realiza con la finalidad de orientar los procesos pedagógicos, institucionales y administrativos de la institución educativa

    Global economic burden of unmet surgical need for appendicitis

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    Background There is a substantial gap in provision of adequate surgical care in many low- and middle-income countries. This study aimed to identify the economic burden of unmet surgical need for the common condition of appendicitis. Methods Data on the incidence of appendicitis from 170 countries and two different approaches were used to estimate numbers of patients who do not receive surgery: as a fixed proportion of the total unmet surgical need per country (approach 1); and based on country income status (approach 2). Indirect costs with current levels of access and local quality, and those if quality were at the standards of high-income countries, were estimated. A human capital approach was applied, focusing on the economic burden resulting from premature death and absenteeism. Results Excess mortality was 4185 per 100 000 cases of appendicitis using approach 1 and 3448 per 100 000 using approach 2. The economic burden of continuing current levels of access and local quality was US 92492millionusingapproach1and92 492 million using approach 1 and 73 141 million using approach 2. The economic burden of not providing surgical care to the standards of high-income countries was 95004millionusingapproach1and95 004 million using approach 1 and 75 666 million using approach 2. The largest share of these costs resulted from premature death (97.7 per cent) and lack of access (97.0 per cent) in contrast to lack of quality. Conclusion For a comparatively non-complex emergency condition such as appendicitis, increasing access to care should be prioritized. Although improving quality of care should not be neglected, increasing provision of care at current standards could reduce societal costs substantially

    Global economic burden of unmet surgical need for appendicitis

    No full text
    Background There is a substantial gap in provision of adequate surgical care in many low- and middle-income countries. This study aimed to identify the economic burden of unmet surgical need for the common condition of appendicitis. Methods Data on the incidence of appendicitis from 170 countries and two different approaches were used to estimate numbers of patients who do not receive surgery: as a fixed proportion of the total unmet surgical need per country (approach 1); and based on country income status (approach 2). Indirect costs with current levels of access and local quality, and those if quality were at the standards of high-income countries, were estimated. A human capital approach was applied, focusing on the economic burden resulting from premature death and absenteeism. Results Excess mortality was 4185 per 100 000 cases of appendicitis using approach 1 and 3448 per 100 000 using approach 2. The economic burden of continuing current levels of access and local quality was US 92492millionusingapproach1and92 492 million using approach 1 and 73 141 million using approach 2. The economic burden of not providing surgical care to the standards of high-income countries was 95004millionusingapproach1and95 004 million using approach 1 and 75 666 million using approach 2. The largest share of these costs resulted from premature death (97.7 per cent) and lack of access (97.0 per cent) in contrast to lack of quality. Conclusion For a comparatively non-complex emergency condition such as appendicitis, increasing access to care should be prioritized. Although improving quality of care should not be neglected, increasing provision of care at current standards could reduce societal costs substantially
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