NÚCLEO PROBLEMÁTICO (POLÍTICAS EDUC

NÚCLEO PROBLEMÁTICO (POLÍTICAS EDUCATIVAS OCULTAS EN LA IMPLEMENTACIÓN DE MEDIA FORTALECIDA CON ÉNFASIS EN INGLÉS EN UNA INSTITUCIÓN PUBLICA DISTRITAL)

La educación en Colombia, en especial la educación pública, ha sido siempre el foco de experimentación de “nuevos” modelos que aparentemente funcionan en otros lugares del mundo. No es ajeno el caso de la implementación de la Media Fortalecida en la institución distrital objeto de esta investigación, como una continuación del plan de desarrollo 2008-2012, cuya meta era brindar mayores condiciones a los estudiantes de los grados décimo y undécimo, de tal manera que se les garantizara el ingreso a la educación superior. La Media fortalecida se enmarca en el proyecto 891 “Media Fortalecida y mayor acceso a la educación superior”“ Este hace parte del programa “Construcción de saberes. Educación incluyente, diversa y de calidad para disfrutar y aprender” de la Administración Distrital, en el marco del Plan de Desarrollo “Bogotá Humana 2012-2016”. Su objetivo es transformar y fortalecer la educación media distrital, mediante la consolidación de una oferta diversa, electiva y homologable con la educación superior que promueva la continuidad de los estudiantes en este nivel educativo, para generar en los estudiantes mayores oportunidades en el mundo socio – productivo”. Proyectos como éste, no se han hecho voluntariamente, siempre se han visto afectados por políticas del Banco Mundial; ente que a partir del análisis de resultados de las pruebas PISA 2006, concluyó sobre la necesidad de mejorar la calidad de la educación colombiana: el banco se enfocaría en programas de bienestar tanto de salud, como de educación e invertiría en familias de escasos recursos, procuraría conceder becas en educación primaria, secundaria y terciaria, según sus ingresos. Así mismo, garantizaría mayor formación de los docentes, crearía políticas de evaluación tanto de maestros como de estudiantes. En cuanto a educación media y la implementación de media fortalecida, que es el tema central de esta investigación, se equiparía a la juventud con una formación adecuada para la garantizar la participación tanto en el trabajo como en la sociedad, teniendo en cuenta que la media es un punto de transición entre la básica y la educación superior; es un punto clave para el establecimiento de políticas educativas que mantengan la hegemonía de los países que las imponen.(Colombia. The Quality of Education in Colombia.An Analysis and Options for a policy Agenda, World Bank, 2008).En este tipo de modelos educativos subyace una educación por competencias, una educación utilitarista, según Gimeno Sacristán (2008), la expresión enseñanza por competencias expresa más bien una aspiración que un concepto con una definición clara, pues en un afán de adentrarnos en un mundo globalizado, hemos decidido implementar sistemas nuevos, sin evaluar los existentes. Así, su narrativa pretende articular todo el sistema educativo. Sacristán considera que aunque no existe teoría, estudio epistemológico, sistema de evaluación, al proceso de enseñanza, al proceso de aprendizaje, a la construcción de conocimiento, este tipo de enseñanza simplemente se impone por los resultados obtenidos por los países subdesarrollados en las pruebas internacionales PISA; a su vez define las competencias como el saber y saber hacer, pero jerarquizando el cómo hacer sobre el qué hacer, sistema implícito en la Media Fortalecida. La implementación se está haciendo sin mayor inversión económica del gobierno distrital.

Results (English) 1:

PROBLEMATIC CORE (HIDDEN EDUCATIONAL POLICIES IN THE IMPLEMENTATION OF MEDIA STRENGTHENED WITH EMPHASIS IN ENGLISH IN AN INSTITUTION PUBLISHES DISTRICT)In Colombia, especially public education, education has always been the focus of experimentation with "new" models that apparently work elsewhere in the world. The case of the implementation of the strengthened Media in the district institution subject to this investigation, as a continuation of the development plan 2008-2012, whose goal was to provide greater conditions students in tenth and eleventh, grades in such a way is to ensure admission to higher education is no stranger. The strengthened Media is part of the 891 project "Media strengthened and greater access to higher education" "this is part of the programme"construction of knowledge. " Education inclusive, diverse and quality to enjoy and learn"of the district administration, within the framework of the Development Plan"Bogotá human 2012-2016". Their goal is to transform and strengthen education media district, through the consolidation of a diverse, elective and comparable offer with higher education that promotes the continuity of students in this educational level, to generate opportunities worldwide socio - productive students." Projects like this one, have not been made voluntarily, have always been affected by policies of the World Bank; entity that from the analysis of the PISA 2006 test results, concluded on the need to improve the quality of the Colombian education: the Bank would focus on both health and education welfare programs and invest in poor families, he would try to grant scholarships in education primary, secondary and tertiary, according to their income. Likewise, it would ensure further training of teachers, create policies of evaluation both teachers and students. In terms of secondary education and the implementation of enhanced media, which is the central theme of this research, it would furnish youth with adequate training to the guarantee of participation both at work and in society, taking into account that the average is a point of transition between the basic and higher education; It is a key point for the establishment of educational policies that maintain the hegemony of the countries that imposed them. (Colombia. The Quality of Education in Colombia.An Analysis and Options for Policy Agenda, World Bank, 2008). In this type of educational models underlying education competency, a utilitarian education, according to Gimeno Sacristán (2008), teaching competency-based expression expresses more an aspiration than a concept with a clear definition, as in a desire to get into a globalized world, we have decided to implement new systems, without assessing the existing. Thus, its narrative aims to articulate the entire educational system. Sexton believes that although there is no theory, epistemological study, evaluation system, to the process of education, to the process of learning, knowledge construction, this type of teaching is simply imposed by the results obtained by the developing countries in the international PISA; at the same time defines competencies as knowledge and know-how, but nesting how do on what to do, implicit in the strengthened Media System. The implementation is being done without greater economic investment District Government.

Results (English) 2:

CORE PROBLEM (HIDDEN EDUCATION POLICY IN THE IMPLEMENTATION OF MEDIA STRENGTHENED WITH EMPHASIS ON ENGLISH ON A PUBLIC INSTITUTION DISTRICT) Education in Colombia, particularly public education, has always been the focus of experimentation of "new" models that seem to work in other around the world. No stranger For the implementation of the Media strengthened in the district institution under investigation, as a continuation of the development plan 2008-2012, whose goal was to provide better conditions for students in tenth and eleventh grades, so so that they are guaranteed admission to higher education. The strengthened Media is part of the project 891 "Media Strengthened and increased access to higher education," "This is part of the" Building knowledge program. Inclusive, diverse and quality to enjoy and learn "from the District Administration, under the Development Plan" Bogota Humana 2012-2016 "education. Its aim is to transform and strengthen the district middle school, by consolidating a diverse, elective and homologous offer higher education that promotes the continuity of students at this level, to generate in students greater opportunities in the social world - productive ". Projects like this have not been made ​​voluntarily, they have always been affected by World Bank policies; being that from the analysis of test results PISA 2006, concluded on the need to improve the quality of education in Colombia: the bank would focus on wellness programs both health and education and invest in low-income families, seek to provide scholarships for primary, secondary and tertiary education, according to their income. Also, ensure further training of teachers, create policies evaluation of both teachers and students. As for secondary education and the implementation of media strengthened, which is the focus of this research, it would equip the youth with adequate training to ensure participation both at work and in society, considering that the average is a transition point between basic and higher education; It is a key for setting educational policies to maintain the hegemony of the countries imposing point. (Colombia. The Quality of Education in Colombia.An Analysis and Options for a Policy Agenda, World Bank, 2008) .In this type of educational models lies a competence education, a utilitarian education, according to Gimeno Sacristán (2008), the term teaching skills expresses an aspiration rather than a concept with a clear definition, as in an effort to get into a globalized world, we have decided implement new systems without assessing existing. So, his narrative seeks to articulate the entire education system. Sexton believes that although there is no theory, epistemological study, evaluation system, the process of teaching, the learning process, to build knowledge, this type of education is imposed simply by the results achieved by developing countries in international tests PISA; in turn defines the powers and knowledge and expertise, but nesting on how to do implicit in the Middle Strengthened system. The implementation is being done without major financial investment the county government.

Results (English) 3:

Core problemÁtico (hidden in the implementation of educational policies strengthened with emphasis in Middle English in a public institution district)

education in Colombia, in particular the public education has always been the focus of testing of "new" models that appear to operate in other parts of the world.It is not the case of the implementation of the institution in the district average strengthened object of this research, as a continuation of the Development Plan 2008-2012, whose goal was to provide students more conditions to the tenth and eleventh grades, so as to guarantee them access to higher education.The media is part of the strengthened project 891 "media strengthened and greater access to higher education", "This is part of the program" construction of knowledge. Inclusive education, diverse and quality to enjoy and learn "of the district administration, within the framework of the Human Development Plan 2012-2016" Bogot á ".Its objective is to transform and strengthen secondary education district, through the consolidation of a diverse offering elective and one higher education to promote the continuity of students at this level of education, to create students more opportunities in the world – productive partner ". Projects like this one, have not done voluntarily,Always have been affected by policies of the World Bank; entity from the analysis of test results of the PISA 2006, concluded on the need to improve the quality of education in Colombia: the Bank will focus on wellness programs such as health, education and invest in low-income families, would grant scholarships in primary education,Secondary and tertiary according to their income. It would ensure further training of teachers, create evaluation policies both teachers and students. With regard to secondary education and the implementation of media strengthened, which is the central theme of this research.Will equip the youth with adequate training to ensure participation both at work and in society, bearing in mind that the average is a transition point between the basic and higher education; it is a key point for the establishment of educational policies to maintain the hegemony of the countries that impose. Colombia.The quality of education in Colombia. An analysis and options for a policy agenda, World Bank, 2008). This is a kind of educational models for competence education, utilitarian education as Gimeno Sacrist á n (2008), the term teaching skills is more an aspiration than a concept with a clear definition.In order to get into a globalized world, we have decided to implement new systems, without assessing the existing. Well, his narrative is intended to articulate the whole education system. Verger finds that although there is no epistemological theory, study, evaluation system, the process of teaching, the learning process, to the construction of knowledge.This type of education is simply imposed by the results obtained by the developing countries in the international PISA test; in turn defines competence as the knowledge and know-how, but highlighting how to do on how to do, implicit in the average system strengthened. The implementation is done without greater economic investment of District Government.