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The Peruvian state has developed national policies that largely address the population seeking access to Technical Productive Education (TPE). However, these efforts prove insufficient in addressing the complex public issue of accessing elementary-level technical education. A significant portion of the population aiming to enter the National Center for Technical Education (CETPRO) as a prominent alternative does not necessarily find optimal conditions, leading to the perception of CETPRO as an unattractive option. Moreover, considering CETPRO as an integrated modality, the transition from elementary to higher education is not viewed as a viable opportunity to cultivate a competitive workforce in the labor market. [ABSTRACT FROM AUTHOR]

The main objective of this study is to assess the relevance of the competencybased approach in teaching practices within technical and vocational education in the Dominican Republic. The focus is on two institutions: the Instituto Técnico Superior Comunitario (ITSC) and the Instituto Nacional de Formación Técnico Profesional (Infotep). The study participants included both students and teaching staff from these institutions. The findings reveal that both ITSC and Infotep are highly regarded across the measured indicators, particularly in the category of pedagogical aspects. [ABSTRACT FROM AUTHOR]

Copyright of Pasado y Memoria. Revista de Historia Contemporánea is the property of Pasado y Memoria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Perceived social support is defined as the subjective evaluation of the effectiveness of social support and its resources, and addiction to social networks is a compulsive dependence on the use of digital platforms. The objective of this study was to determine the relationship between perceived social support and addiction to social networks in university students. The sample used was 135 students with an age range between 18 and 25 years from the Faculty of Human Sciences and Education of the Technical University of Ambato. The research had a quantitative-non-experimental approach with cross-sectional and correlational scope. To measure the variables studied, the MOS Questionnaire of Perceived Social Support (MOS) developed by Sherbourne and Stewart (1991) and the Addiction to Social Networks Questionnaire (ARS) made by Escurra and Salas in 2014 were used. The results showed that there is a slight negative correlation between the dimensions of perceived social support and addiction to social networks and in terms of gender means, there were statistically significant differences between the means of men (41.2) and women (34.5). In conclusion, as perceived social support increases, social media addiction decreases. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía Profesional is the property of Universidad de Ciencias Pedagogicas "Enrique Jose Varona" Facultad de Ciencias Tecnicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of the article is to problematize the conception of the relationships between the world of work and training. It ends with a 'provisional order' of knowledge that are mobilized in the various spheres of work(s). The article starts with a brief characterization of the structure of paid work in Argentina, which is the legitimate reference to the knowledge for the work force; secondly, an approach to the diversity of worlds of work (paid, domestic and community) is organized where relationships and ways of knowing in production are developed; in the third step, the tensions between hierarchies of knowledge and production processes are presented whereof, in the following section, the intersections between spheres of work and the crossing of knowledge between them are elaborated; it ends with a provisional ordering of types of knowledge in relation to the different worlds of work. [ABSTRACT FROM AUTHOR]

The article analyzes the influence of technological tools on the digital skills of CETPRO teachers. The need for continuous training in the use of information technologies to improve learning is highlighted. The importance of teacher preparation in the use of Information and Communication Technologies (ICT) to promote student independence in their educational performance is suggested. The importance of teacher training in digital skills in technical and productive education is emphasized, and the influence of technological tools on teachers' digital skills is mentioned. The results of a study conducted with teachers from CETPRO YACHAYHUASI are presented, highlighting teachers' access to technologies and their use in teaching. [Extracted from the article]

The research objective considered examining the perception of chilean teachers about entrepreneurship, innovation and gamification through a non-experimental study of a transversal nature, with a quantitative approach and a descriptive-correlational scope. 106 teachers from six educational establishments were surveyed through a Likert-type questionnaire and a comparative analyzes of mean differences were carried out through ANOVA, t-tests, and Pearson was used to examine the relationships between variables and sociodemographic data. The main findings support the idea that the promotion of innovation, entrepreneurship and gamification in education should not be considered in isolation, but rather as complementary components that can strengthen each other to enrich the teaching-learning process and encourage the development of essential skills in students. It is concluded that there is a solid commitment to innovation in teaching, but it is necessary to consider improvements in the field of entrepreneurship and gamification. [ABSTRACT FROM AUTHOR]

The article analyzes the legislative and curricular history of the Analytical Geometry course in secondary education in Colombia. The importance of this subject in the development of spatial and temporal thinking is highlighted. The article seeks to understand the international context that gave rise to this subject and its evolution in Colombia. The general objectives of the course, the principles and standards established by the NCTM are mentioned, and the approach of mathematical education in Colombia is compared with the standards proposed by the NCTM. The lack of a consistent approach in the teaching of Analytical Geometry in Colombia is also mentioned, and possible areas of future research are proposed. Additionally, the importance of spatial thinking and geometry in scientific and technical education is emphasized, and the inclusion of analytical geometry in the secondary education program in Colombia is mentioned. The document compiles a list of bibliographic references related to the teaching of mathematics in Colombia and other countries. [Extracted from the article]

Copyright of Tesla Revista Científica is the property of Puerto Madero Editorial Academica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Gestión de las Personas y Tecnologías is the property of Revista Electronica Gestion de las Personas y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyzes the Argentinian technical school, from one of its training devices for work: the professionalizing practices and their reconfiguration during pandemic. Its aim is to understand the meanings of the world of work that these practices promote from the analysis of interviews made to jurisdictional directors from two provinces of the Argentine Republic, and from school regulations produced during pandemic. A predominance of simulation and project design as didactic proposals is evident, the theory-practice relationship is discussed, and diverse worlds of work are enabled in relation to the articulations of the actors' interactions being promoted. [ABSTRACT FROM AUTHOR]

The preparation of teachers is currently an aspect necessary to integrate the environmental theme to the professional pedagogical process of technical disciplines. The contextualization and integration of environmental education to the contents of the subjects that make it require a methodological procedure that associates with professional life and new workways. It is objective to socialize a methodological guide for the treatment of environmental education in the discipline Project, Construction and Conservation of Civil Works. Actions are identified for the orientation towards methodological work, aspects of environmental education, skills and values to form. It is a contribution in the homogeneity of work for teachers and a viable conception of the educational process. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The discipline History of Cuba in Technical and Vocational Education has, among its requirements, the link with the other subjects of the curriculum, due to the wide range of contents that it deals with and the opportune relationships that are established between them. This link is a current need and is not dealt with methodologically in current programs, in order to achieve comprehensive development in students. Based on the opportunities offered by the interdisciplinarity this proposal was made, in the Faculty of Medical Sciences Enrique Cabrera between the subject History of Cuba in Technical Education and its professions, without losing the essence of the content of the subject. The proposal demonstrated deficiencies on the part of the teachers to establish interdisciplinary links and the need to make the discipline more attractive, suggestive and innovative to achieve more interest, give a coherent output to the graduate profile and sense of belonging. [ABSTRACT FROM AUTHOR]

Introduction: The Ave Maria Casa Madre Eco-School has run the international Litter Less Campaign to reduce and prevent paper waste in our school. Paper waste has been monitored and weighted along the 2020/21 school year in every single classroom. This Eco-School methodology agrees to the didactical approach of an outdoor teaching set by Mr. Andres Manjon. Method: We have used a travel digital luggage weigh scale to measure each paper waste per classroom. All data have been collected on an Excel sheet. Results: We have collected 140 kg of paper waste along the school year. Primary School classrooms have achieved the heaviest waste (53 kg), followed by the Teachers´Lounges (50 kg), Secondary School classrooms (21 kg), Bachillerato classrooms (15kg), Basic Technical Education FPB (2 kg) and Preschool -Infantil (0 kg). Conclusions: The amount of paper waste and its quality have been certainly improved along the school year due to the implementation of the Litter Less Campaign. This project has encouraged students and teachers to a more responsible paper consumption at our EcoSchool. [ABSTRACT FROM AUTHOR]

An analysis of the scenario of research on the integration of OER in the teachinglearning process is systematized. 118 studies produced in Brazil between 2002 and 2019 were analyzed, comprising a set of 25 theses, 57 academic dissertations and 36 professional dissertations. The texts were extracted from the databases: CAPES Theses and Dissertations Catalog and from the Theses and Dissertations Digital Library (BDTD). The outlining of the scenario started from the aggregation of results focusing on: a) temporal evolution of the research; b) locations; c) administrative dependency of the educational institutions and d) area of knowledge. Complementarily, the findings from the four guiding questions made it possible to conclude that there were few studies that investigated the integration of OER in the teachinglearning process, mainly in the context of Technical and Vocational Education (TVE) and Postgraduate. In addition, the study revealed that among the 5Rs of OER, the practices most encouraged by research within the teaching-learning process are reuse, which is directly associated with retain and redistribute. This signals the need to expand and strengthen continuing education actions aimed at practicing the other two R's, which are revise and remix. Finally, the study pointed out the need for research that articulates with educational public policies, so that they can generate creation and sharing, in addition to consolidating the international movement of Open education. [ABSTRACT FROM AUTHOR]

Copyright of H-Industria: Revista de Historia de la Industria Argentina y Latinoamericana is the property of H-Industria, Revista de Historia de la Industria Argentina y Latinoamericana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista de Psicología (Santiago) is the property of Universidad de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The crisis generated by the Covid-19 pandemic forced the organization of non-face-to-face educational alternatives; a situation that in Technical Education affected one of its central axes: learning from practice. This forced the generation of new strategies to sustain the activities of workshops and professionalizing practices. This article aims to examine how previous and emerging inequalities, linked to territorial heterogeneities, to the governance of the system and to the implementation of practices, configured different scenarios for the deployment of policies and strategies at the level of jurisdictions during the pandemic crisis. Based on an investigation focused on the testimonies of jurisdictional referents of Technical and Vocational Education and on secondary descriptive data, different regions of the country are contrasted. The article shows the way in which the aforementioned heterogeneities are themselves the conditions of possibility to face the pandemic crisis and, therefore, the capacity to mitigate or not, its effects on the continuity of education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Conexxión is the property of Red Univercom, S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the quarantines suffered in most countries during the first months of the pandemic, one of the specific problems of lecturers was to maintain the interest of their students in unfavorable conditions. In this context, gamification is a methodology that, in the teaching field, favors the involvement of students in their learning thanks to playful components that keep the participants motivated. In this work we analyze a comprehensive gamification experience for students of various engineering degrees designed for face-to-face teaching and its adaptation to the online environment. The main results observed were the existence of a correlation between the active participation of the student in the program and taking the exam, as well as an improvement in the learning of the concepts and methods of solving problems of the subject, which resulted in an increase in the percentage of students who passed the subject with respect to the total number of students who took the exam when comparing them with the control groups. The students' perception of the experience indicates that they feel more committed to the subject and consider that it has served to improve their learning. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article derives from a broader investigation carried out as part of the doctoral research “Digital relations between families and school. Technologies and social participation for learning in High School” which took place at Colegio de Bachilleres del Estado de Hidalgo (COBAEH), México, Téllez campus. The inquiry that followed a qualitative perspective from action research had the participation of 35 students and their families and was carried out from March to June of the year 2020. Regarding the methodology and from the research perspective, questionnaires were used to approach the students as well as to review the grades obtained in the subject taught. The health crisis caused by the appearance and spread of SARS-COV-2 led to the use of technology for educational purposes, to cover a subject at the upper secondary education level, it was possible to use the Schoology learning management system that allowed the process to continue training of students during the health contingency. Thus, the most significant findings are presented based on school achievement, failure rate and opinions of the analysis group that made it possible to know the achievements of the intervention. [ABSTRACT FROM AUTHOR]

The present investigation emphasizes the educational work that the school must carry out with the family to guarantee that diversity and gender socialization can be carried out correctly. Achieving this implies changes both in the educational process that takes place in the classroom, and in the daily life of each student. This article presents the proposal of a training strategy aimed at the family on gender diversity in the framework of the transformations that are carried out in Cuba, in the subsystem of Technical and Professional Education, for which the methods were used. analysis-synthesis, induction-deduction, historical-logical, systemic-structural, documentary analysis, observation, surveys, interviews, as well as statistical and mathematical processing methods, obtaining as a result an increase in the level of family support in terms of to the treatment of gender diversity, which contributes to the improvement of the educational teaching process. [ABSTRACT FROM AUTHOR]

Health communication strategies are regularly based on technical models proposed by international organizations such as the World Health Organization (WHO), the Pan American Health Organization (PAHO), the Centers for Disease Control (CDC), among others. These strategies are developed under a reproducible model in order to be adjusted in the different countries, cities and communities where they will be applied. However, the local experience of learning through the construction of a health communication strategy to prevent respiratory diseases leaves many reflections on technical versus participatory constructions. The story of Paco HerrE.R.A, is a health communication strategy for the prevention and promotion of acute respiratory disease that began as a technical task of a student based on the guidelines of world organizations; however, the immersion of the researchers in the community derived the conception of the development of technical strategies to a participatory methodological construction that achieved unexpected results in the community. This reflection invites professionals to consider health education from qualitative participatory approaches in which knowledge is built in interaction with communities. [ABSTRACT FROM AUTHOR]

The Faculty of Philosophy, Letters and Sciences of the Education of the Technical University of Manabí, has been developing diverse projects of connection with the society that foment the education in the different institutions pertaining to the one of the educative system of the province. Proof of this is the growing strengthening of pedagogical processes led by teachers, where it involves students and parents, contributing significantly to the development of a better society for all. The present work pretends to enunciate the different results of the Projects of Linkage with the Society, highlighting the role of the actors that intervene in it. The socialization of the results obtained in the community of the Portoviejo canton in the Province of Manabí is considered of vital importance, which contributes to a greater performance of the students who carry out this important work in their area. [ABSTRACT FROM AUTHOR]

The Higher Technical and Technological Institutes from Ecuador developed their activities under agreements or resolutions issued by the Ministry of Education until mid-2013, currently they are managed by the National Secretariat of Higher Education, Science, Technology and Innovation. The substantive functions oriented towards professional training in these institutions were developed with limitations, especially deficiencies in connection with society and research, this being the main cause for not achieving a positive impact of graduates in society; Therefore, the objective of this work is to expose the particularities of management model for the link with society for the Ismael Pérez Pazmiño Higher Technological Institute, and a strategy for its implementation that coherently articulates the substantive processes. From a socio-critical perspective, theoretical, empirical and statistical methods were applied, qualitative methods gave richness to the information presented. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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