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Society is changing rapidly and the educational system is not following a parallel path, generating an urgent need for educational renewal. In this sense, integrated science, technology, engineering, arts and mathematics education (i-STEAM) represents an educational approach in full expansion which is postulated to be aligned with the educational needs of society; proof of this is the continuous increase of publications in this line of research. There is a clear predominance of empirical studies on this approach, while its theoretical foundation is less developed, which raises a problem in defining its educational potential. In this study we identify and review the different theoretical models developed for i-STEAM published in high impact journals with the aim of making a critical reflection and assessing the real scope of this approach. The results obtained show that, although there are some papers that show relevant theoretical aspects, there are still few works with theoretical frameworks that could provide a robust and holistic foundation (considering epistemological, psychological and didactical aspects) for i-STEAM education. In light of these results, we emphasize the need to continue working on the theoretical support of this approach, which would allow teachers to implement it effectively. [ABSTRACT FROM AUTHOR]

This paper presents an analysis Data mining in the educational field. In the literature review the articles published in the databases and indexes were analyzed: Springer Link, Scielo, Ebsco, Redalyc, Google Académico, Dialnet, Researchgate, Scopus, Latindex. We focus on texts that refer to Latin America as a region or to a set of countries, rather than to particular countries in the region. We have also focused on texts exclusively based on research in education. And as a result have a reference material on the state of the art of the topic Data Mining in Education or Educational Data Mining in its acronym in English. In conclusion, data mining in the educational field is a new resource to reach the detection and forecast of phenomena in the educational field. [ABSTRACT FROM AUTHOR]

This paper presents an investigation on the strategies of higher education teachers to adopt academic activities to virtuality in times of pandemic. An exploratory study was conducted, conducted interviews with university professors from South American countries in order to learn about the different realities. The results suggest that the strategies in the different countries were similar, but in Brazil there was a great distinction between public and private institutions. Most of the teachers moved their classes for remote activities, being that they perceive that the difficulties of connection and access to digital technologies is an intervening factor for the continuity of classes and the attention to students. It is also concluded that students are more collaborative and tend to maintain or increase relationships with other students to overcome the barriers and difficulties imposed by social isolation. [ABSTRACT FROM AUTHOR]

The general objective of this paper is to describe the pedagogical experience in BA in Education of the Social Sciences classes during the COVID-19 pandemic in the year 2020, within the framework of the INAES-MEC cooperation. The methodology used consists of a bibliographic review, complemented by a questionnaire on the experiences of students and teachers of the BA in Education of the Social Sciences. The pedagogical action developed within this framework consisted in the design of didactic guides and explanatory videos on the different skills and contents of the study plan of the Social Sciences Area to be provided through the Digital Portal of the Ministry of Education and Sciences for teachers of different subjects. This experience represents a significant learning space for future teachers who assumed the commitment to respond to the need of the social call, which is a characteristic of committed teaching. [ABSTRACT FROM AUTHOR]

The Paraguayan education system has undergone several national and international evaluations in recent decades and all of them seem to agree in the critical state of mathematics learning at all levels of formal education. Therefore, it is necessary that universities contribute to the generation of scientific evidence, which in turn serves as a basis for the formulation of public policies in education. This paper presents a qualitative analysis of eight researches carried out at postgraduate level at the National University of Concepción between 2016 and 2017, and in different educational centers throughout the country. The analysis is organized in three dimensions: curriculum, educational practice, and innovative didactic proposals in mathematics education. The results points to the need for an evaluation of the Mathematics curriculum, in order to identify factors of poor understanding of the methodological orientations given by teachers and educational institutions. Likewise, evidence is presented on the improvement in students' attitudes and motivation towards mathematics, with the implementation of dynamic and collaborative student-centered didactic strategies. It also concludes on the need for a review of the curricular and teacher training elements that hinders change in the culture of assessment in the Mathematics classrooms. [ABSTRACT FROM AUTHOR]

In high education, reading and writing is a basic skill for correct oral an written transmission in the future professional. In Paraguay, standardized assessments at the end of secondary education as TERCE (Ministerio de Educación y Ciencias 2015) and PISA-D (MEC 2018) show that only between 5 - 20% of students pass them, and literacy skills is not internalize at the educational level. In higher education, students do not interpret readings, identify or relate ideas and articulate new content. The reading and writing skills in students of the professional cycle of Facultad de Ingeniería, Ayolas of Universidad Nacional de Asunción were analyzed at three levels: lexical, semantic and argumentative from a instrument developed by De la Peza, Rodríguez, Hernández, Rubio (2014). It evidenced that most of the students have a low level of literacy skills in short use of words, reduced interpretation of central ideas and regular capacity for argumentation because they were not able to incorporate their own ideas in personals documents after reading papers and journals. [ABSTRACT FROM AUTHOR]

Nowadays, there is an open discussion regarding the consequences of globalization in education. Some experts consider the existence of transnational influences that drive to a progressive harmonization of educational policies in a worldwide level. Other experts consider that the States continue being a key factor in the configuration of education systems. The objective of this paper is contributing to such discussion, analysing the current models of school system evaluation in two countries with characteristics very well differentiated, as are Mexico and Spain. In order to achieve this goal, it has been set up a research based on comparative method that allows to note the similarities and the differences between both models. The results indicate a convergence between Mexico and Spain that, despite their different contexts and educational problems, have adopted models of evaluation practically homogeneous. Even though these results are limited to these two countries and cannot be generalized, the analogies found seem to strengthen the existence of a process of educational standardization in a global perspective. Therefore, the streams of thought that emphasize the primacy of international influence over national levels in educational policies are reinforced. [ABSTRACT FROM AUTHOR]

At a global level, companies are looking for qualified professionals who can be directly employed in certain occupations, however, sometimes finding this skilled labor becomes difficult, and the productive sector is in need of reforming or strengthening the training of the person to be hired. Access to an attractive vocational training, which responds to the needs of the students in the sense of the construction of professional paths aligned with the needs of the productive sector, are challenges that are addressed by the National System of Professional Qualifications. Furthermore, it also seeks provide a response to the diversity and dispersion of supply and investment in training for students, their families, the State and the productive sector itself. On the other hand, it seeks to redefine the training based on professional profiles and qualification levels that respond the demand of skilled labor, ensuring the quality in education with a view to certifications, accreditations and recognition of knowledge. This paper presents current results and future goals. [ABSTRACT FROM AUTHOR]

There is now an emphasis on the quality of the results generated by institutions receiving public funding. Institutions are accountable to society regarding their management and higher education institutions (IES) do not escape this requirement. The Economic field presents concepts such as efficiency, where (proposed not to repeat) that a system is better than another when it produces results of equal quality with the use of fewer resources. Thus, the need to generating evidence for the management of the institution in order to obtain achievements by ensuring the availability of complete and updated information. This paper aims to present the importance of Integrated Information Systems (SII) as tools for organizational development (OD) at the National University of Asuncion. Based on the scope and importance of information in terms of evidence of institutional activity, as a means of improving institutional management through new Information and Communication Technologies (ICTs). The advance of new technologies facilitates the development and integration of information systems (IS) in organizations. The application of the SII allows the optimization of each SI component and its results contributing to the OD, in this manner, information management increases organizational efficiency. This is a prerequisite in today's world, characterized by intense competition at national and international level. At the National University of Asuncion the SII are the main tools for promoting OD by facilitating the management of information generated which allows driving the design, planning and implementation of actions that promote the quality of the education and institutional improvement that facilitates accountability to society regarding the received state resources allocated by the university. [ABSTRACT FROM AUTHOR]

This paper begins by proposing that it will not be possible that the educational institution recover their own space of authority by just having that space in the past or by the importance of the mission which was awarded to the institution. The recovery of power of the educator and the school only can be attain, for each individual school, in accordance with the desires of their community translate in the willingness to provide the power required to carry an educational role. Thus, what it is at stake in school management is neither more nor less than the construction of a quality response to the requirements of a context that does not recognize an institutional authority which exists a priori. In the complexity of a scenery that requires the daily construction of legitimacy and trust, it is necessary to question about the processes that should be promoted from the micro- politics of the school in order to develop a sensible and effective institutional organization able to answer, efficiently, to new challenges. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze certain theoretical peculiarities about the "educational management" in the Latin American context, thus we will attempt to deploy an analysis from a critical perspective of educational administration, from which the field of institutional management arises. When referring to a critical perspective we do by situating the Latin American reality itself, as opposed to what we call in this article a foreign reality. Therefore, for management is require a sensitive knowledge and attitude towards reality itself. From this perspective any assessment, definition or conceptualization about educational management entails facing reality from a pedagogical and political position. This requires rethinking education management from a Latin America perspective rather than a theoretical one, which in many cases, is foreign to this specific contextual reality. [ABSTRACT FROM AUTHOR]

Traditionally, education within the university system has placed emphasis on instruction and the notion that the student is a passive recipient of the knowledge and information imparted by professors. However, currently, as a result of demands imposed by knowledge society education experts, students/learners are viewed as the center of educational activity and professors/teachers assume the role of active mediators. Therefore, learning exchanges highlight the existing autonomy of knowledge and functionality of those involved. The challenges that knowledge society imposes on educational activities imply transformation and shifts within teaching contexts. This assumption is supported by the doctoral dissertation that is the basis for this paper where doctoral adviser and advisee share authorship of the reflections that are presented in this work. [ABSTRACT FROM AUTHOR]

The topic of political strategic necessity when considering social justice issues, and the progressive and equal inclusion of a nation's citizenry into higher education, implies the need to take into account, during the planning and construction of educational policies, the challenges of ensuring, through respective educational policies, visibility and transformation of inequalities and differences that produce exclusion and social cohesion inequities. Neither the educational system, or the Ministry of Education, nor the universities, public and private, are isolated from the demands of society, in a given historical context. The problem that is presented in this paper refers to a public policy of social inclusion of sectors and marginalized groups (excluded because are vulnerable), either by economic conditions (inequality), or differences (extra-economic inequalities such as gender and ethnicity). This work presents a synthesis of the fundamentals, objectives and action items of an international collaborative project between countries in Latin America and the European Union (EU) under the denomination - Programa Marco Interuniversitario (PMI) para una Política de Equidad y Cohesión Social en la Educación Superior (RIAIPE) - that comprises institutional and national research proposals of intervention, from individual universities, and the development of an agenda that aims to have a national impact. The RIAIPE program encompasses university management (access-permanence), international cooperation (Latin America-European Union) and social engagement (inclusion and cohesion). [ABSTRACT FROM AUTHOR]