Activity 8 Plan Of Action Of The Educational Statutes

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Subject Educational Policies Teaching status in Colombia Activity 8: Sustainability of the action plan against teacher statutes Presents Karen Daniela Becerra…
Subject Educational Policies Teaching status in Colombia Activity 8: Sustainability of the action plan against teacher statutes Presents Karen Daniela Becerra Lizcano 552444 Angelina Flórez Triana 359886 Andrea Tapias Osorio 435252 Teacher Lic. José Ariolfo Ojeda Murcia October 06 de 2019 Bucaramanga, Santander Substantiation of the action plan against teacher statutes in Colombia The Colombian statutes and laws are intended to guarantee the rights and duties old teachers within the educational context, that state provides them in order to create proposals for improvement in terms of quality, equity, inclusion and access to education. From the theoretical framework, they appear to be well-founded decrees, it is also important to note that in Colombia there is a lack of education, capable of organizing all the shortcomings that currently exist within the educational environment, but although it is true that teory does not move anything towards the facts, action plans are null and void, to say the least, and educational coverage of quality issues in Colombia has declined considerably over the years. A large percentage of teachers in the public and private sectors consider it necessary to introduce proposals for improvement within the decrees 2277 of 1979 and 1278 of 2002 in order to guarantee a positive evolution in their pedagogical work, have the right to enjoy the rights and guarantees they offer to public sector teachers in the same way. Education in Colombia has been devalued by the state, society and other professionals, it should be considered a priority as well as medicine within the economic sector since, education is indispensable for the formation of individuals in an equitable, egalitarian and just society. But today, teachers have deficient salaries for their working hours, their studies and their efforts within the educational context, with guarantees that are never exercised within the teaching practice, thus diminshing the capacity of teachers to improve the quality of teaching in their educational work. For this reason, a series of optimal strategies are covered below as aplan of action to address the shortcomings in Colombia’s teaching statutes. Plan of action against the teaching statutes in Colombia Within the decrees 2277 of 1979 and 1278 of 2002, norms are created within the teaching profession in Colombia and the professionalization of the same, making known the regulations on which education is developed, defining the exercise of their functions within the educational context. While it is true, the shortcomings within education are clear and evident, but this document will only cover some that are considered essential to improve pedagogical work and thus build viable routes to improve quality, equity, inclusion and access within the teaching-learning process. The lack of equality presented in these two decrees is, in our view , the main problem, which must be given a plan of action according to the needs it presents, although it is clear within the teacher ascent that occurs through the ladders, salary increases and recognition of the state as opposed to teaching are guaranteed, but by benefiting only public sector teachers, it creates a gap o inequality within education, all teachers in both the public and private sectors should have the right to participate in the salary increase through upward mobility, to encourage them to improve their educational practice and thus demonstrate to them that education as part of their changes considers it essential to guarantee the rights of all teachers in Colombia in an equitable manner. As a strategy, the state should recognize the teaching work of all professionals in Colombia, regardless of whether teachers work in the public or private sector, because in the same way they are contributing to the Colombian citizenship in general aspects. The Ministry of Education, for its part, should carry out an anual control of all educational institutions within Colombia, to gain recognition that the teaching staff in kindergartens, schools and colleges are professionals and are trained to exercise their professionalization appropriately within the educational context. It is part of an appropriate plan do action to stregthen the quality of education, as opposed to teachers specialized in mathematics, natural sciences, English and Spanish. But, what do you really want to achieve with action plans as improvement strategies?¨ The action plans aim to guarantee the work of teachers and thus improve education in areas of quality, equity, inclusion and easy acess. By creating strategies that improve the educational work of teachers, the shortcomings within Colombia’s educational institutions are strengthened. These strategies, presented above, allow all teacher to be included in the participation in the ascent of the ladders, closing the gaps between public and private education despite their differences, the state and society at large must recognize education as a primary issue that must be developed in an appropriate way to form autonomous, competent and capable individuals capable of emerging posittively within society. The improvement plan within the decrees 2277 of 979 and 1278 of 2002, improve education, and therefore all its participants, as in this case would be; the teachers, the students, the community, the country and the parents. It is important to recognize that by creating strategies that change the current perspective of education, changes are occurring not only in teachers, if not therefore brings benefits in Colombia, students, parents and the community in general aspects. There is a large percentage of parents who say that the education they give their children is not the best, because there is Evidence of declining quality, professionals are not competent and the infrastructure is often inadequate. Thus, just as teachers have to exercise norms as presented in Decree 2277 of 1979, so the state and private education entities must improve the infrastructure of many educational establishments, which do not have adequate health and sagety recommendations to include children in an approppiate teaching-learning process, the inclusion is only writeen on a paper signed by several representatives of the state, but within the practice, the right to education is denied to children with cognitive, physical, social and medical conditions. What these improvement proposals are intended to achieve within the action plan is to include boith public and private sector teachers through out Colombia, improving in this way not only the quality of public education but on the contrary to be able to include professionals who are part of private education entities and those teachers who carry out their educational work within rural schools which have little coverage and enforcement of rights within the educational field. Yes, there are deficiencies in education in the urban area, in the rural area things are declining within the deficiencies that occur daily, in terms of coverage, quality and educational access. It is hoped that all competen professionals and children who have various needs within their educational process will benefit, so that equality can be mentioned within Colombia, and is exercised within the teaching practice, Ensuring the promotion of all teachers, there by creating motivation and recognition within educational practices there by demonstrating that education and the professionals who are part of it, we really want a positive change to change what for many years has been in decline education. These strategies are expected to be developed over a three-year working period, where the improvements are integrated into these two decrees and thus make the state and society aware of the need to improve education on the basis of quality, equity, inclusion and access. It is necessary that all teachers in the public, private and rural sectors have the same iniciative in order to improve the guarantees and recognition that the Colombian state must provide, in the course of these 3 years it is expected that these strategies to improve quality will be included with competen professionals for each area and the promotion of teachers from the rural and public sectors as well as the private sector. Contextualization of the place where it is intended to implement It is clear that for greater coverage and success of the action plans against the improvement of the teaching statutes, it is necessary to start from the departamental zone to take this way to cover the whole country, it is necessary to start these strategies within Santander, in public, private and rural schools to observe whether within the trial period the shortcomings that are being improved really guarantee that education in aspects of quality, equity, inclusion and access improve the teaching statutes and decrees that cover education in general subjects. For this reason, in order to achieve the success of these strategies, there should be teachers who agree to implement these strategies within the decrees 2277 of 1979 and 1278 of 2002, including the opinions of teachers from the public, private and rural sectors to generate in an equitable way the proposals for improvement to change not only the urban area but also the rural area of Santander. The state must provide the Ministry of Education with funding for the needs of the schools and the lack of educational material that each of them presents. But, the reality is that ala those economic resources congressmen, senators, governors, councilmen and mayors tend to steal the resources, which is why to have a secure funding, the support of large national companies will be rough to finance the expenses arising from the desire to improve professionalization and promotion of teachers, as well as providing economic resources for rural schools to have the implements and material and physical resources necessary for quality education in coverage and inclusion issues. But how do we really know if the objective within the action plan is actually being achieved? It is necessary to carry out an educational census in which the shortcomings of educational institutions are recgonized and the alternatives of ecological and optimal solutions can be implemented through financial resources to guarantee access and educational quality. There must also be strict control over the studies and constan learning of the professionals within education, in order to prevent anyone from being hired in a school and dictating subjects of which they have no experience or kneowledge. With regard to the issue of teacher ranks, a plan should be created to accopany and recognize teachers in the public and private sectors, in order to have knowledge about the decrease or increase in his salary according to the level of which he is part for this studies and for his years of experience within the teachings task. The evaluation must be diagnostic, formative and useful, that is to say, it must have a main problem in which one must work through the orientation of which are the deficiencies within the education and which are the viable routes to eradicate this problem, should also be a trainer within the teaching and pedagogical task in which teachers carry out a self-evaluation of their performance within education and the contributions they make to their careers as qualified professionals, forming individuals capable of recognizing shortcomings and proposing proposals for improvement from the classroom to society. For its part, it should be useful in recognizing the appropriate solutions that should be presented within the educational context. Having as an evaluative base a quasi evaluation model, which generates results against specific issue or problem, this evaluative model makes it posible to recognize shortcomings and integrate diverse solutions that can adequately cover the problem that is becoming evident within education. This evaluation bases the objectives as studies, where participants need to create changes for their realization. The best way to show if the objective that was really set was achieved is to see the change in the quality of education, the improvements in teacher equity from the ranks and the coverage that education has from the access for all individuals within Colombian society, but it is also possible to create surveys for teachers, who will respond if they feel that the strategies mentioned statutes, and what they believe may be other viable proposals to improve education in Colombia. Diagram of general teacher characteristics and regional gaps 18000.00% 16000.00% 14000.00% 12000.00% 10000.00% Poverty 8000.00% Managers 6000.00% Educators 4000.00% 2000.00% 0.00% Public sector Private sector Colombia Rural areas This diagram represents teacher coverage within te public, private, and rural sectors as well as figures in general terms within Colombia, principals, and poverty within the regional gaps according to DANE in 2018. Statistics on the teaching staff in Colombia Educators 4 3.5 3 2.5 2 educators 1.5 1 0.5 0 0 0.5 1 1.5 2 2.5 3 3.5 Graph showing the statistic of teachers who benefit within the ranks of teachers, the principals who are part of that benefit, and the decline within the private sector teachers who are not recgonized by the state. Currently in Colombia, a large number of schools are abandoned, neglected and forgotten by the state. As can be seen below: Educational infrastructure: government non-compliance (Semana Magazine) The government’s educational non-compliance. (Magazine week) The failures of three official schools in Bogotá. (The spectator) Bibliographic References Carolina, C. (2014). Impacto del nuevo estatuto de profesionalización en la función docente en Colombia. Análisis de los dos estatutos vigentes. Recuperado de: Decreto 2277 de 1979 y Decreto 1278 de 2002. Revista Colombiana de sociología 37 (2) Recuperado de: Decreto 2277 de 1979: Por el cual se adoptan normas sobre el ejercicio de la profesión docente. Diario Oficial N°35374. Recuperado de: archivo pdf.pdf Decreto 1278 de 2002: Por el cual se expide en el Estatuto de Profesionalización Docente. Recuperado de: 86102 archivo pdf.pdf Bautista, M. (2009). La profesionalización docente en Colombia. Revista Colombiana de sociología. Recuperado de: El espectador. (2017). Las fallas de tres colegios oficiales en Bogotá. [Image]. Recuperado de: colegios-oficiales-de-bogota-hasta-ratas-habia-en-uno-de-ellos-articulo-686430 Revista Semana. (2019)¿Por qué fracaso el plan de infraestructura escolar? [Image]. Recuperado de: los-incumplimientos-del-gobierno-santos/615187 Vargas, A. (2004). La evaluación educativa: Conceptos, periodos y modelos. [Ebook]. Costa Rica. Recuperado de:
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