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EXPERIENCE Let's play

Quineche Daniel Meza

If you, teacher, wants to explore students' prior knowledge or assess their progress in understanding some particular concept, he may appeal to the activity described below.

Organization .- Propose students to form teams of six each and to choose an entertainer. Resources

.- Each team receives 30 blank cards (7 x 10 cm) and each student should have a pencil or pen. Required for the full old papers and tape.

Procedure .-
- The / The teacher opened the meeting and raised the subject of study. For example: The rural community tourism.
- are presented each team member and receive 5 cards each.
- Then each student was asked to express in each of letters (verbal or graphically) an idea of \u200b\u200b"rural community tourism."
- Then, the host team collects all the cards, shuffles and redistributes 5 to each team member.
- Each student sorts the cards according to their preferences and available to play.
- The game consists of throwing on each of the letters and expressing an argument ("Echo this letter because ...."). It suggests starting with the least important. Each student kept for the final round the letter which, in its view, best expressed what defines a rural community tourism.
- After placing the last card-table, opens a dialogue on the computer on their content to forge consensus on ideas that best define the rural community tourism.
- Finally, in full, all teams face each other the respective results have been obtained. Highlight their similarities and differences.
- The / The teacher closes the session. Recommendations .-


- Remember and fully realize the game!
- Promote and make explicit that the "why" of each play. Keep only read what is written. Advantages .-


- Offers the opportunity to take into account the ideas of others.
- Allows you to highlight the really important from the perspective of students.
- Awarded to confront different views on the same topic.
- Enables address other issues. Reference

.-
SNAEP. 1980/82. pastoral animation techniques for youth groups from 11 to 15 years . Santander. Ed Sal Terrae.

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LETTERS A LOOK AT THE SCHOOL CURRICULUM FROM THE CULTURAL AND DEMOCRACY (1)

Quineche Daniel Meza

Lima, 08.01.2009

POINTS FOR REFLECTION

Globalization and Diversity
• Interculturalism
• Democracy
• school curriculum from multiculturalism and democracy

GLOBALIZATION AND DIVERSITY

Thanks to new information technologies and communication today the world has "shrunk" and is increasingly possible for us to relate to more people from different places, languages \u200b\u200band cultures.

Contrary to what is believed that globalization would bring us to the tendency of universal culture and monolingual what is happening is an increase in the visibility of ethnic minorities.

These ethnic groups, their languages \u200b\u200band cultures are increasingly raising their voices, demanding the right to difference, question the homogenizing nature of nation states and propose building multicultural or multinational states.

The present challenge is to advance the construction of a multicultural country. In that sense, the first step is to assume, recognize and become an asset of enormous cultural diversity of the country. The second is to end cultural discrimination, non-recognition and exclusion; which is key to the promotion of intercultural education.

CULTURAL

One way to approach the concept of multiculturalism should do next distinguishing two concepts, that of multiculturalism and the mixture, while interacting with them.

multiculturalism in the key word is respect. Since the recognition of the right to be different is commanding respect among different cultural groups that are relatively separate. To be effective this respect calls for concrete in the equalization of social opportunities of these groups. This means matching require specific policies when this does not happen because of events past or present of domination. However, it is a descriptive concept, which tells us that in a given area groups with different cultures coexist and therefore does not concern the relationship between cultures.

The key word is fusion or synthesis mixture. What is sought is a culture that it overcomes the synthesis of cultures coming into relationship. History shows that the breed is the result of conditions of domination, therefore unwanted impositions, and then brought to reaction and rebellion social. However, the mixture may be a desired horizon and unforced synthesis strategies, leading to achieve a common culture enriched by the contributions of various groups and enablers multiple multiple personal development, which could end the ethnocentric perspectives and different ethnic conflict.

The key word is intercultural dialogue. Interculturalism multiculturalism takes in part, in the sense that dialogue must assume mutual respect and equal dialogue between people. Furthermore, it also resumes in the sense that to be consist of creative dialogue, all cultural group need some separation, ie the cultivation of their own defining characteristics in specific areas and institutions. But unlike multiculturalism, from multiculturalism is advocated the meeting of cultures, it is seen as a vehicle for creative development of the cultures that are involved in it and as an expression of solidarity between them. In this sense, multiculturalism also states that the groups involved are mutually recognized cultural capacity building, recognizing that no culture fully realized the possibilities of human beings and that all potential contributors deserve to be taken into account. That is, respect is deeply here empathic.

Interculturalism also takes part miscegenation in the sense that as a result of dialogue and contact it brings, can be incorporated elements from the cultures with which it interacts. But away from the mixing in the relationship with the other does not intend to merge his identity with him in a unique cultural identity, by contrast, seeks to strengthen creative and severally their own identity. Interculturalism is thus a specific mode of self-affirmation etnoidentitaria.

Interculturalism implies that among the different cultural groups exist in a relationship as equals. Interculturalism admits no asymmetries, ie inequalities between cultures mediated by power, the benefit of a cultural group over another or others. As aspiration, multiculturalism is part of a national project.

human beings have recently become convinced of the positive condition of the practice of multiculturalism and human relations strategy with a view to a harmonious and creative development of human societies.

in practice Interculturalism is a cultural behavior to function in relation to cultural contexts. It is a behavior of people or human groups in terms of multiculturalism. The question is handled between members of different cultures with whom they interact (Solis, 1999).

Like all cultural phenomena, cultural behavior is learned as a member of a particular cultural, or group of cultures in contact. The first condition for the existence of multiculturalism is the contact of cultures. But for multiculturalism is a behavior, what should happen is a learning process, whether natural, as part of the socialization of people, or planned, that is, formally.

Interculturalism means an education that respects both differences and emphasizes the cultural exchanges, mutual fertilization, influences, the hybridities (Degregori, 2001).

The objectives of intercultural education are:

- End homogenizing education / acculturated, open to pluralism, recognize that other cultures' hegemonic "have the same rights are part and enrich the cultural heritage of the country,

- while avoiding unnecessary polarization, highlighting the inter agency bridges and different cultures.

Implement this education intercultural is a great challenge:

- designers of school curricula and educational managers.

- the teachers and education managers in service.

- trainers of teachers and education managers

- educators and trainers in the various national education system

DEMOCRACY

Democracy is currently considered as a central element of a global civic culture in the making.

Democracy At its core is based on Human Rights, expressed in the concept of free and autonomous, responsible for their choices and respect the rights of others.

Democracy embodies the idea of \u200b\u200bpolitical autonomy and empowerment of people and presupposes pluralism. It is a strategy for making precisely in terms of complexity, where thoughts and guidance are different. Thus, democracy is stated in the participation, where are the people themselves to decide. Democracy demands

know and respect other views. Knowledge of other views is important to form their own opinion. Otherwise, the trial itself is limited and self-centered, problem for the state itself that stands in a democracy.

Democracy is a value in itself and is related to other important values \u200b\u200bsuch as human rights, development and peace.

Democracy provides a substantial basis to safeguard the fundamental rights of citizens. Under pressure from public opinion, governments are forced to take action prevention and justice. Giving voice to those expressing dissatisfaction increases the probability of preventing major social catastrophes.

democracy ensures the successful development and in turn, development can only create the conditions necessary for democracy to flourish . The development is an enterprise that requires the active participation of all members of society . The people are more motivated to make contributions if they consider themselves true citizens whose opinion is taken into account when deciding the direction the country should take and the priorities to be taken. Also, the demand for political participation becomes an obligation when the development, particularly human development, beyond a certain level of distribution of benefits in nutrition, health and education, and when consolidating a middle class educated and politically conscious.

Democracy can be an important factor of international stability, it is less likely to initiate military action democratic societies together. However, internally this stability is more precarious. But, if democracy takes root, reduce social conflicts in the long term.

In the current conditions of our country, with a strong cultural asymmetry, although free and fair elections and regular information and freedom of press and freedom of association are basic elements of democracy and free civil society, democratic procedures require constitutional guarantees that protect political minorities, ethnic or other against the tyranny of the majority .

democracy in practice is manifested in the processes and democratic social organizations.

A democratic education seeks the involvement and participation of students in democratic processes and social organizations.

FROM THE SCHOOL CURRICULUM CULTURAL AND DEMOCRACY.

At this point in the history of the country, the vast majority of the population is aware that are a country of great diversity, not only biogeographic but also ethnic, linguistic and cultural.

The Constitution and basic laws of the country so recognized. However, in fact, the inclusion of the ethnic, linguistic and cultural is still a work in progress.

Two of the key functions of education is socialization or, rather, the integration of the inhabitants of a country, and inculturation, ie, assessment and continuity of cultural events that reinforce the identity of a country in its relations with other countries in the world.

The new General Law of Education proposes special attention to intercultural education.

In its eighth article assumes, among its principles of multiculturalism and democracy.

"Interculturalism, which contributes to the recognition and appreciation of our diversity cultural, ethnic and linguistic dialogue and exchange between different cultures and the establishment of harmonious relations."

"Democracy, which fosters full respect for human rights, freedom of conscience, thought and opinion, the full exercise of citizenship and recognition of the popular will, and that contributes to mutual tolerance in relations between individuals and between majorities and minorities and strengthening the rule of law. "

In its ninth article proposes objectives include:" Helping to build a democratic society, compassionate, fair, inclusive, prosperous, tolerant and forge a culture of peace that affirms the identity sustained by national cultural, ethnic and linguistic ... "

Under this mandate is expected to be promoted at least two educational policies:

a) The first aimed at suppressing the asymmetry school. This asymmetry is showing that indigenous peoples are those who have less access to school, with more difficulty passing through, the more drop, the least progress from level to level. More seriously, the school is the asymmetry that explains why Indians learn less from school, and learning why that serves little for their present and future life. Therefore, it requires a quality education, from the paradigm of diversity, quality must be achieved by most appropriate ways, which differ among cultural groups and population contexts.

b) The second aimed to reverse the asymmetry in valuation. This asymmetry is what helps explain why there is a majority culture that considers itself superior, culturally, to others. And, through the mechanism of racism introjected also explains why minority groups, at times, especially in situations unrelated to the dominant culture, they consider themselves as inferior. It is clear that the origin of this asymmetry in the population of the dominant culture. Therefore, intercultural education should be for everyone.

Under this framework, intercultural education and democratic and is not directed only at indigenous populations but the majority of the population, the non-indigenous, today has paved the way for this education.

This approach to education is embodied in the curricula of national education system, which remains the biggest challenge in moving from discussion to action.

In the current EBR DCN, at the level of discourse is reads:

"Today's Peru claims a DCN inclusive significant, responsive to cultural diversity and the demands of twenty-first century. "

" The EBR DCN contains the learning that students must develop in each grade, in any area of \u200b\u200bthe country, to ensure educational quality and equity . At the same time, considers the human, cultural and linguistic diversity, as expressed in the intercultural approach that characterizes it and which is manifested in the skills considered in the three educational levels and in different curriculum areas, as sociolinguistic contexts. "

"The DCN promotes understanding and respect for diverse cultures of our country and the world recognizes the imperative to convert the contact between cultures as an opportunity to learn and contribute from our particularities. We have to reach intercultural practice, promoting intercultural dialogue, recognizing the dynamic and continuing evolution of each culture. "

How does the school practice these good intentions? The DCN offers two ways to do so.

First, the introduction of the Training Area and civic citizenship in the secondary, which is aimed at developing skills and attitudes to strengthen the identity of Peruvians from the knowledge, appreciation and respect for our cultural diversity, from a intercultural perspective and citizen participation from the knowledge of state institutions and civil society organizations and their role in the democratic system.

The second consists in a reaffirmation of the diversification process of the curriculum in order that the curriculum is relevant to the needs, demands and characteristics of students and the social, cultural and linguistic, economic, productive and geographical each of the regions and localities of our country.

However, we can move even more. From the perspectives raised above, the completion of an education intercultural and democratic to be done at all levels: national, regional, local and institutional. Some steps (Schmelkes, 2006) to move in that direction would be: Education

1. multiculturalism and democracy in the whole population is knowledge of diversity. can not ask anyone to respect what is not known. As the basis of multiculturalism is respect, we must start by knowing what is expected to be respected. Our educational system has not led to an understanding of the cultural diversity of the country. The graduates of basic education does not know how many indigenous groups there, nor where they are. Much less known contributions made by these groups into national life. It is therefore necessary knowledge, skills, values, artistic productions of indigenous daily also part of what students learn in school, at all levels. This requires the participation of indigenous peoples themselves in the design of the curriculum at all levels of detail: national, regional, local and institutional. It is they who can best contribute by proposing what their culture should be aware of all Peruvians (relationship with nature, holidays, view of history, community organization, work and training, etc.). This will introduce the indigenous established across all areas in all grades of basic education.

2. Educating multiculturalism and democracy is to learn to respect one another or others. Once known for diversity, we must work to respect it. The best way to do this is through education in values \u200b\u200bthat respect everyone's right to choose their own scheme of values, but recognizes the obligation of the school to present the fundamental values \u200b\u200bunderlying coexistence and human rights. This forces work very closely with those designing the curriculum of civics and ethics (curriculum areas: Personal Social and Citizenship and Civic Education).

3. Educating multiculturalism and democracy is growing appreciation of the other or others. Appreciation is achieved when the experimental work of learning and enrichment of different ones. When we have diversity in the classroom, as in multicultural contexts, we can use directly. But if not, we can work the appreciation - of course the respect and interest in listening to others - opening our classrooms to the representatives of different others to experience intercultural dialogue.

To conclude these reflections can be said in the realization of a curriculum with intercultural and democratic approach is instrumental the teacher and the teacher. For It is therefore important to refine the training process and to incorporate the teaching service in multicultural contexts. Have better teachers is not due to reach the note fourteen for admission to teachers' training centers. This measure says discrimination and homogenizing character education is not sought. Personal qualities are needed primarily related social and multicultural contexts where there is the educational act.

(1) Paper presented at the Fourth International Congress on Education, organized by the Graduate School of César Vallejo University in Lima, from 31 July to 2 August 2009.

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SKILLS AND EDUCATION SYSTEM LOCAL EDUCATION PROJECT

Daniel Quineche Meza

In the period between the end of the second millennium and the beginning of the third millennium have been a series of rapid changes in various dimensions of life on Earth .

Perhaps the most significant change was observed in the field of communications as a result of the application of new technologies has led to Internet settings [1] , where each day opens up new possibilities, unthinkable, and large impact on the diversity of existing societies.

The impact of new information technologies and communications are shown in various scenarios such as:

a) The economy. At the beginning it seemed that the only change would be on increasing the speed for processing information and thereby reducing the time and distance between transmitters and receivers. However, the change was greater with the creation of electronic commerce, which is leading to recreate the entire production and marketing system and to change consumption habits. Today no one doubts that we face a global economy and its consequences, as the current financial crisis.

b) The organization, particularly the production. Productive enterprises feel the pressure of accelerating change and are forced to respond by increasing their productivity and reducing operating costs, ie increasing their efficiency and effectiveness (competitiveness). These new targets are only achievable based on the committed participation of all members of the organization, leading to the flattening of organizational structures in order to faster access to critical issues and take appropriate decisions. Is the era of total quality systems.

c) Knowledge. As far as we knew and domain knowledge was a people's own potential. The creation of the printing press was the first step in the de-corporation of knowledge, but for a long time access to knowledge was very limited. Today the Internet has not only completed the process of de-corporation knowledge but that facilitates accessibility and more has even led to the emergence of new actors in the creation and dissemination of knowledge. Hence the new age is called "knowledge era."

d) Innovation. The history of mankind is marked by scientific and technological innovations. But what is now impressive is the pace of continuous innovation, intensity and rapid dissemination and application. For example, the transistor at 3 years of his invention was already in the shops. This is the time in labs and universities are constantly producing scientific and technical innovations, their results immediately enter part of the production, work and life of people.

changes that are occurring are so deep that the best way of putting it is that we are undergoing a cultural paradigm shift. This change will demand profound changes in ways of how to perceive and act in the world, as the knowledge, skills and attitudes acquired by individuals can not be the same as in the past.

If this is summed up in one phrase the attitudes, knowledge, skills and behaviors that should characterize modern man would be flexibility. This implies that people should have an open mind, take the inquiry as vital attitude, tolerate ambiguity and uncertainty, being willing to learn continuously.

The challenge facing education systems today is to be flexible people able to participate as citizens and producers in an era where little sense of stability, dogmatism, regulated and rigid behavior, defense the status quo. Educated people are needed, more functional, more ethical and social responsibility, a readiness for teamwork, therefore, more communicative and willing to learn along lifetime.

From this perspective has challenged the training model of education systems. The historical pattern to form first and then use what has been learned and that there is a time for training and another for work, today was overwhelmed. Also, not enough massive influx of people into education systems but the quality of training offered.

The answer to these challenges has been to propose a new approach to understand and deal with training people so that they are better able to live in this highly dynamic scenario changes. Thus has been outlining the approach to competency-based training.

The first step was taken in the productive field. Mertens and colleagues raised the need to design training proposals that meet the needs of the productive organizations so that they can improve their productivity and market positioning. Its basis was the studies indicating that business strategies towards competitiveness is based on building networks of collaboration between the production function and other actors such as suppliers, consultants, contractors, customers, employees, etc. Made clear that the important thing was no longer physical assets but financial and other valuable intangibles such as knowledge, training, innovation capacity, market management, motivation systems, etc. In short, one of the key components in the new business organization is the human factor, its contribution to make towards the objectives of the company. Therefore, the rise of labor competency approach is linked fully with the competitive strategy, given the need for companies to differentiate themselves in the market from developing its workforce.

pressure changes also extend to the upper levels of the education system and schools of higher education have begun to adopt the new approach to training based on competencies and focus their training activities in the development of professional skills. The most important step has been taken at European universities from the Bologna agreement [2] . All academic institutions in most European countries have been engaged in a process of profound transformation to achieve what is known as convergence of university systems by 2010. One of the main characteristics of this change is the introduction of a new credit system (ECTS [3] ) that guides the design of curricula of various degrees and makes consistent across countries, thereby facilitating student mobility and recognition of studies. In this scenario is that the powers proposed to make visible achievements.

Today it is recognized that the skills are not only justified to foster closer relations between vocational training and the production system but because:

• The integrated nature of the concept of competencies allows the realization of the four pillars of the twenty-first century learning: knowledge and learning to learn, know how to be and know how to live in peace with others (Delors Report, 1999).
• Power curricular renewal to address the curriculum in a comprehensive manner as proposals (plans and curricula and materials), teaching practices (curriculum implementation) and evaluation of learning.
• provides a methodology and a common language that will enhance the legitimacy, comparability and competitiveness of professional qualifications.
• provides the basis for the comparison of the net curriculum and professional certification and recertification.

Finally, we have come to the realization that there is a set of common skills (cross) all the offers of employment and professional fields to be developed from the earliest ages. These are the basic skills , which are the focus of all education systems in the level of basic training and which I will later.

---

[1] In 1989, physicist Tim Berners-Lee introduced the directors of the European Centre for Nuclear Research (CERN) a proposal for information management in order to develop A software tool for the international community of particle physicists, scattered all over the world could share their scientific knowledge to quickly and easily. The following year he named his proposal as a World Wide Web (WWW), one of the greatest revolutions of all time.

[2] 1999 Bologna Declaration, member states undertake to adopt a comparable degree system to promote job opportunities for students and greater international competitiveness.

[3] European Credit Transfer and Accumulation System.

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Quineche

Daniel Meza

"Nobody discover new lands, you do not have the courage to lose sight of the beach."

The situation in which we live is a time of increasingly rapid changes. Today's society is characterized by novelty, complexity and uncertainty.

generally throughout society, there is an awareness that authoritarianism, centralization, fragmentation, conservatism and optics to divide and conquer, to win and lose are out of place, lead to waste by inaction, inconsistent activism, the irresponsible acts and their results and, ultimately, to social stagnation and the failure of their institutions.

These facts compel us to change the way how we see reality and how we participate in it, building it day by day. This change, which some call a paradigm shift is marked by a strong tendency to adopt ideas and practices of interactive, participatory and democratic, dynamic and characterized by global movements. In determining the characteristics of new products and services, interact with leaders, staff and users, establishing partnerships, networks and associations, seeking solutions to problems and expanding horizons.

In this scenario, the school contributes very little in the development of that consciousness, in the sense that society requires to do so. That's why the school is now in the spotlight of society.

Currently, there is recognition that education in a global society and economy based on knowledge, is of great strategic value for the development of any society, as well as an important condition for quality of life people. Although this approach is fully adopted and taken into consideration, and practice, yet, to be guided by the old and weak and demand paradigm, rather than participation, He has a great impact on what happens at school, which today more than ever, is subject to social demands of the most diverse orders. At the same time, there is increasing interest groups and organizations to collaborate with the school, this area constitutes a fertile ground for the implementation of partnerships for education for the development of society. These facts, therefore, are a major challenge for school managers, and they require new attention, knowledge and skills.

Urgent changes are demanded in schools, in order to ensure competent training of students, so they are able to meet creatively, with entrepreneurship and critical account of the increasingly complex problems of society. Education in the school, also becomes more complex and requires redoubled efforts and greater organization of educational work and community involvement in carrying out this undertaking, so it can be effective, it is not enough to prepare students to higher levels of schooling, since what he needs is to learn to understand life, himself and society as necessary conditions for responsible actions in the practice of citizenship. The school environment as a whole should offer this experience.

education, therefore, given its complexities and increasing growth, is no longer seen as the sole responsibility of the school. The school no longer "society" to become "society." The company itself, although often not clear what kind of education needed by their members, and is not indifferent to what happens in schools. Requires not only that she is competent and show the public that competition, with good results in student learning and good use of their resources, but also begins to be available to contribute to the realization of this process and decide on themselves. There are now several Examples of existing partnerships at the national inter-governmental organizations and businesses with the school and the effective participation of the parent-teacher organizations.

All this movement of change of meaning and concept of education, school and related school / society, involves a special effort of management, that is, school organization and its joint talent, skills and human energy, resources and processes with a view to promoting learning experiences for students, able to transform them into participating citizens of society. This is a new experience, without above parameters for which we must develop sensitivity, understanding and skills, new and open. This is because all that was before is certainly doomed in the new situation.

The current legal framework of education in Peru (Law No. 28044 and its regulations) oriented in that direction, hence that the main innovations include decentralization, democracy, participation and autonomy in educational management.

Thus the law establishes the following levels of education management decentralized, participatory bodies and educational projects:

• Educational Institution - Institutional Education Council - Institutional Educational Project.
• The Local Education Management Unit - Participatory Local Board of Education - Local Educational Project.
• The Regional Directorate of Education - Regional Participatory Council of Education - Regional Educational Project.
• The Ministry of Education - National Board of Education - National Education Project

The educational project in substance is the vision shared by all individuals and organizations in a given community, the school, local, regional or national level.

The vision is the visualization of a future situation and desirable, which aims to achieve a more distant horizon, but not necessarily be clear the way for it.

The shared vision is a powerful factor of motivation and commitment to community members.

The shared vision is the creation of a course linking people (shared course) and encourages people to fulfill their deepest aspirations. The shared journey is a collective perception of what is important and why. When vision is imposed from above, people can accept it passively or feel resentment, but does not feel compromised. But when members of all levels have had the opportunity to actively consider what vision and purpose makes sense for them and everything changes.

From there, its construction is not an issue confined to the technical planning of education or teaching, but it is a task which involved the majority of the members community in general.

What is important to residents in a metropolitan district and Surco, a district of contrasts between modern and traditional. In this regard, I would suggest the following five points as hubs for reflection from the perspective of the education we want for children in the district:

a) pollution (waste management of all types and role of individuals and organizations),
b) safety (values \u200b\u200band respect for the rights of citizens),
c) productivity (entrepreneurship, the dynamics of employment and sustainable livelihoods to meet the satisfaction of basic needs),
d) urban culture (the culture of democracy and the rights of citizens as a basis for coexistence, and the right to the creation and dissemination of cultural events throughout order), and
e) the prime focus of early childhood and older adults because of their high vulnerability condition.

In many districts of the country have already taken action in this regard. The district is making the window and we hope soon Groove is in the same way.

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THE PROFESSOR AND THE IMPROVEMENT OF EDUCATION QUALITY

Quineche Daniel Meza

We are all aware, to a greater or lesser extent, the quality of education we promote in our schools, especially public ones, not the best. Hence the constant criticism that we face in various forums, seminars and conferences and the media are responsible for disseminating.

If young people do get jobs, is because the school does not prepare them for work, if young people are aggressive and violent gangs is because schools do not teach values \u200b\u200bor human rights, if young people commit suicide, is that in schools not attended psychologically, if young people take drugs is that schools do not do any prevention; or if the girls get pregnant, it is because schools do not teach sex education, if you lose the Peruvian football is because schools are not driving the sport base. As you can see the string of dissatisfaction about school is endless. According

PH Coombs, the current education crisis has become global, unprecedented in human history and is nourished by it, as a consequence of the evolution of civilization itself. The world educational crisis is, in essence, a crisis of growing mismatch between the education systems inherited and rapidly changing world around us. As a reaction to these approaches, generally accepted, schools and even more quality thinkers who look to them, have been proposing various models of quality education.

However, I believe that the real problem of education revolves around the teacher's action. Is this who has the power to run the machinery of local strategy, regional and national level, whatever it is, with its daily actions in the classroom.

This seems simple is not. Crosby, an influential thinker of the quality, says: "Quality does not cost, but it is not free." The real problem is often masked in the fallacy of the "lack of resources", which by are usually scarce and invites us to expect that to happen to start the upgrade. However, more resources do not become "automatically" in improving education. The jump is needed is how teachers can implement the education strategy, and this has to do with a change in attitudes and convictions.

The teacher carries out its work in an organizational setting that is school. In it, today is not unusual for work to start proposing and discussing the vision of it. However, all waiting to go and after considerable effort to define the vision is translated into educational realities and nothing more. The most important power of a vision is what we "make do." Without action, a vision is not relevant. The teacher is strategic because it does. Builds, develops and builds through actions. Its essence is in stock, and therefore the vehicle is able to realize the vision in the classroom. The action can contain the full picture, and it is impossible to sustain by evidence and practice. Hence, if the action in the classroom is able to incorporate the complete educational vision, apply continuous improvement tools of the action is at least desirable and in its ultimate sense, a responsible act.

From this point of view, the quality of a teacher is a journey inward, not toward outside the person and consequently, the most important thing is the experience of the person, their thoughts and concerns, and his convictions about the need to improve.

A study by UNESCO in Mexico, Chile, India and Guinea concluded that good teachers are distinguished from bad by the following characteristics:
- attend classes regularly, are punctual.
- Uses work plans and prepare their lessons in advance.
- Have an active style of teaching.
- Allocate tasks to do at home and gives them individual correction.
- They report their findings to parents.
- work in schools that have controls and teaching aids.

why the current administration of the Ministry of Education insists that improving quality will result per se in the evaluation of teachers? And why does he insist that training teachers with emphasis on reading comprehension and logical-mathematical thought will have a positive impact on the quality of education?. Besides being centralist policies go against the grain of the spirit of the new General Law on Education stressed the autonomy of educational institutions and the decentralization of education management.

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SWINE FLU AND EDUCATION

Daniel Meza

Quineche
03/05/2009

The outbreak of swine influenza virus (A/H1N1) in Mexico caused the disappearance of the mass media system's financial crisis and its impact on emerging . News abounded to prevent its spread, which is good. However, very few of us wonder how it originated, less what impact does. In other words, not just simply wear a mask.
Acts such as this, in the educational setting, are a great opportunity to treat it as a cross. Indeed, today some immediate consequences are "discrimination disease (swine flu Mexican flu, nobody wants to run into a Mexican and even intends to suspend all travel to Mexico) and another to become the economic lifeline of the influenza vaccine manufacturers (the two major Swiss Laboratories, Roche and Novartis, then be affected by the recent financial crisis, are now mobilized either for the production of Tamiflu and a vaccine against swine flu, and thus experience a sudden improvement in their economic health.) As to the origin, of course it has to do with genetic mutation of the virus, however, the cause of spreading directly affects health policy. A look at how it in Mexico requires us to compare it with that which is being implemented in Peru, demagogic policy as the Comprehensive Health Insurance (insurance for all) that leads to scarce resources in the sector do not reach for preventive actions in the social sectors increased vulnerability.
The school is a center not only transfer knowledge but to promote learning through observation (what's going on?), Reflection (why and for what?) And action (what and how to do).

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table Debate: Education in science in the EBR

The Pour Magisterial, the French Embassy and the Universidad Antonio Ruiz de Montoya organized the Discussion Board on Science Education in Basic Education. Acadçemico This event will be held Wednesday April 15, 2009, from 6-9 pm in the auditorium of the Magisterial Shed, located at Avenida Gregorio Escobedo 598, Jesus Maria.

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Primner Intercampus de La Cantuta 2009

National University of Education Enrique Guzmán y Valle, La Cantuta, has invited all graduates cantuteños Prime Intercampus for the exchange of educational experiences in order to lay the groundwork the new task of the Cantuta century.

expected contributions from participants the following items to be used to develop the new proposal:
- Educational innovations that have occurred in the educational work of the graduate.
- Impact, limitations and perspectives of ICTs (Information and Communication Technologies) in plans to improve the quality of Peruvian education.
- The bibliographical materials, learning tools, standards, etc., Produced by the Ministry of Education.
- Relevance and usefulness of the various processes of training, assessment and literacy, developed by the MED.
- functionality and consistency of organs and organizational structures of the education system: The Ministry of Education, Educational Region, the UGEL (Local Education Management Unit) and educational institutions.
- Municipalization process of education.

Duration: From 17 to April 18, 2009.
Headquarters: Campus Universitario de la UNE.
Coordinator: Dr. Jorge Jhoncon

Why Do I Have Cramps At 5 Dpo

WHAT SHOULD STUDENTS LEARN BASIC REGULAR? *

Quineche

Daniel Meza, 25 February 2009.

Until the late twentieth century, the question we asked ourselves was what teachers must teach students?. The answer was the Ministry of Education through the Curriculum, Plans then called curriculum. These were unique and valid for the whole country. As these plans were a substantive set of issues organized under the logical sequence of scientific or humanistic discipline that served as a support. Therefore, in practice, only the teacher enough doses or, rather, to distribute the items according to the available time and complexity (easier in deeper primary and secondary) to carry out their work in a school year. In this way the teacher know in advance what to teach and, therefore, his only creative effort focused on teaching methodology. It added that in regard to the latter only two options: from theory to practice or practice into theory. In fact, theory and practice ran on parallel tracks, with a predominance of the theory.

The dynamics of events in modern times has led to increasing education should meet the learning needs of people, both individually and collectively. The trend is taking hold is that of a student-centered education and, above all, in their learning. From this point of view is relativized the importance of the topics and highlights the skills of individuals. A student is responsible not only when acting with different efficiency circumstances, but has criteria for deciding on the quality of their performance, both from the standpoint of its scientific, technological and humanistic, his abilities and skills, values \u200b\u200band personal principles as the framework conditions and prospects where it operates.

On the other hand, the country has begun a process of decentralization of education that goes by two nearly parallel tracks: the regionalization and municipal level, and has implemented a policy that promotes inclusive education and attention to diversity ( "Today, Peru calls for a National Curriculum Design (DCN) inclusive, meaningful, responsive the socio-cultural diversity and the demands of twenty-first century. ").

DCN-2008 In determining the decentralized education management bodies for the diversification of the curriculum. That is how the regional level competition is to provide guidelines for curriculum diversification regional, and local level is to provide guidelines for curriculum diversification. In this regard, they call attention to two points: a) the inclusion of two headings, the first on guidelines for regional diversification and the second instance on local guidelines for the diversification of the curriculum ("beyond the atavistic attachment of centralism, is there any other justification for this inclusion?; b) the claim that the regional document to be called: Regional Curriculum Design, Curriculum Proposal Regional or Regional Curriculum Guidelines (this uncertainty regarding the title of the document drafting is not a problem but a problem of design and content of the .) These pearls reinforce the idea that the Ministry of Education there is no clarity on the national policy to diversify the curriculum, the scope of each of the instances of decentralized management in the curriculum aspect, beyond geographically, and above all, on the joint of them all. Concern increases when the Ministry of Education provides that the DCN is applied from the current school year. Perhaps they know what is happening in reality, or if known, he disavows. Every law, a loophole reaffirms the voice of the people. The fact is that this year educational institutions across the country will have to develop their curricula with the only frame of reference the DCN (continuity of a pedagogical practice whose origins are lost in time).

But let's see how items are available for teachers to develop the proposed curriculum of the school and their curriculum for the school year. Components basic whole curriculum are its purposes and its contents.

About purposes. In the literature of DCN extract the following categories:
- Purposes of the EBR to 2021. These statements draw a picture of a young man with domains in overall dimensions (identity, communication, mathematical thinking and scientific and technological culture, creativity, innovation and appreciation) and discipline (English, geography and natural history, production, TIC). A striking distinction is between "the rule of Castilian to promote communication among all Peruvians" and "preserve the language breastfeeding and promote its development and practice. " Does it recognize the diversity of our peoples if for the Peruvian State Castilian remains the official language. Also, there remains the translation of these purposes on targets and indicators that allow measuring their progress and achievements. Children who are now 3 years, barring any interruption, in 2021 are culminating the EBR.
- educational achievement of students (features expected of students at the end of the EBR). These statements underscore the basic skills to be developed by students throughout the EBR.
- Educational attainment by level (Beginner, Elementary and Secondary). While acknowledging the need for joint stresses the differentiation of levels. "In addition to the specialties of the current teachers, there is some other explanation for it?;
- Powers and area per cycle (Early Childhood), competencies by area and by cycles (Primary and Secondary). What is the justification for leaving the logic of power on the cycle to pass competence in areas?, Why does it become us strengthen the curricular areas where the training sequence of cycles is EBR?.

Although it seems a problem of form, is not it, basically it is a problem in the design of the training of students and lack of clarity in formulating the formative intentions. Some observations:
- The organization of the EBR by level, courses and degrees. If the EBR to look like a whole, then proceed to narrow sections formative function, for example, levels of student development. As they continue the practice of developing the curriculum for levels will remain an expensive forward to his "joint." This situation is aggravated when the system of teacher training, and continuing, by level has not changed.
- The foliage of the purposes or intentions curriculum. Is there any justification for proposing a tree so lush of purpose or intent curriculum?. When a teacher, with much initiative and effort succeeds in awakening the interest of their students to know and understand the natural phenomena of their environment and appreciate how human activity is modifying endangering even their very existence, surely that action has been guided by the "powers of the area / cycle", the "educational attainment level," the "educational attainment of the student" and the "purposes of the EBR to 2021." What is the real contribution of the whole body of purposes to good pedagogical practice that promotes learning? This logic brings the memory of educational technology of the 70's when he described the need for a body of educational objectives at different levels of graduation. The clarity of a pedagogical proposal writing is not won more. In practice, the teacher will be guided by their own understanding of the curricular purpose, so that everything else is pure literature.

And what about the content, "learning" (learning content)? According to the literature of the DCN are:
- Cross-cutting themes. Defined as a response to current issues of concern affecting society and require priority attention. It mainly reflected values \u200b\u200band attitudes. Are planned and developed across all curriculum areas.
- Values. Assuming the situation of crisis of values \u200b\u200bin modern society (corruption, discrimination, social violence), it is proposed to work, from education, training oriented to the development of values, emphasizing three fundamental principles: respect for life , respect and democracy, and four fundamental values: justice, freedom and autonomy, respect and tolerance and solidarity.
- curricular areas. The curriculum organizes what learning areas in order to operationalize. Although the CSD does not define clearly the areas are understood as groups of learning content that will enable the development of skills. It is not easy to define the learning content directly from expertise because they refer to all dimensions of personal development and therefore do not refer directly to the disciplines is organized knowledge. Accordingly, disciplinary knowledge are not the only means for the development of skills. Other content such as attitudes and values \u200b\u200bthat are fundamental to the development of skills. However, to structure all learning content using some disciplines as relevant concepts without leading to confusion that the area is a particular discipline. From this perspective, the areas are organized into three components: skills, knowledge and attitudes. In this regard the DCN does not define or explain the reason for their inclusion or less how they are articulated between them.
- Capacities. Are expressed as statements that describe outstanding performances of students in the management of knowledge in the area, ie, are called procedures or procedural content. Examples: Match the animal picture and sound associated with producing and onomatopoeic imitation Initially, write original texts, considering its context and imagination-Primary, "examines the factors causing traffic accidents -Secondary.
- Knowledge. Are expressed as statements that define areas of disciplinary knowledge. For example: Number Relations, Force and Motion, Grammar and Spelling.
- Attitudes. Are expressed as statements that describe the student's behavior through which international stands ready emotionally about his own actions or those of their peers against certain situations. For example: Shows interest against communicative situations, is safe and persevering in their arguments; respects the views different from theirs.

What to do? is the question being posed by the classroom teacher. Now more than teachers never an educational institution have a team to face the challenge of building the proposed curriculum of the school and their respective programming (Mandate of the General Law of Education). To do their referents have to be the characteristics of their students (and potential learning needs), the characteristics of natural and socio-cultural context of school (current situation and development prospects) and the most significant elements of the institutional educational projects, local, regional and national (including the DCN). As a result of a deliberate act, the proposed curriculum of the educational institution must identify one or more themes that serve to articulate the educational proposal of the EBR (For example, production and entrepreneurship, health and nutrition, the duties and rights). These axes are used to discern the contribution training areas, either independently or articulated. Therefore, in this way establish certain criteria for grouping a variety of learning content (skills, abilities, knowledge, attitudes and values) that are graded according to developmental levels of students (units, projects or modules). The next step is to propose a set of learning activities that serve as vehicles for students work (identify, understand, implement or assess) the learning content and to organize the use of space and time available in reality. This proposal is being carried into the classroom and negotiated with students to decide the way forward in a job training where teachers and students collaborate to achieve the set goal.

This proposal aims and content of learning is the basis for students to show and appreciate their own learning achievements against those responsible for their training, their family and society. What is the DCN approach this?

The DCN is placed in a traditional position by associating with rating assessment, ie measurement. Are all student learning are measurable?, "Attitudes are measurable? The evaluation is to apply tools to collect information on student progress so that their achievements are measured with a rating scale. The rating score or note again, in practice, to be the ultimate goal to achieve. The teacher returns to its status evaluator. So why all this discourse on the aims and intentions and curricular levels. Suffice to say that the purpose of the EBR is that students meet the qualification of A or AD or 20. What is the minimum qualification for promotion from grade? Given the

limitations of the curriculum policy, reflected in the DCN, the teachers who for decades have been looking for and putting into practice pedagogical alternatives most relevant to the current situation of students and the reality of their communities and innovative to meet the challenges development and sharing in it, have to face the following tasks: assert in their best practices, continue searching for alternatives, open space for exchanging experiences, creating opportunities for internships for students and teachers form partnerships between institutions educational and community, participate in the design and implementation of project local and regional education and create space for the educational institution accountable for its achievements to the community.

What students learn from EBR is decided by the educational institutions which are distributed throughout the national territory, in a variety of geographic and socio-cultural scenarios. Of course, that this decision will be more relevant if the community participates in the school environment.

* Published in: Educational Day. Lima. IPP. Year XIV. No. 97. March 2009. P. 2-9.

Analog Thermostat Analog Wirin

Science at what your children play?

On Friday 6 February, the students of 3 º and 4 º ESO attended a lecture - lecture on the subject that appear on the insert, or in other Similarly, on the extreme care that our sons and daughters must have with the use of new technologies.

It is true that the technologies make our lives more comfortable, easy and simple, but it is also true that we are the people who can make these technologies a hell for ourselves.

Therefore, given the importance of mobile telephony, internet and video games have on our youth, we decided to take the Vuena will María José Vázquez, a countryman of ours, our family of a student, who lives in the Canary Islands taking advantage of a rental was offered to us to guide our students in managing these technologies.

Our sincere thanks María José.

Decalogue for parents

The AEP, English Association of Pediatrics proposes the following recommendations to parents and young people for responsible use of Internet

1 .- Only let your son surf the Internet at home if you are an adult.

2 .- Do not put your computer to your child's room-a or at least put the screen so that it is visible who enters or is in the room.

3 .- Be able to use the computer at least the same skill level to your son, so be aware that we are capable of power control.

4 .- Use all protection systems currently available to prevent access to sites not approved for children.

5 .- Talk regularly with your son to respect the "navigation" on the Internet, trying to get information about what is and what consultation, trying to show any reluctance.

6 .- Teach your son that when connecting to the chat should not give or ask, address, telephone number or any identifying information. Be clear, not alarm, about the potential risks to chat with strangers. 7 .- Avoid

your son to be online (especially in chat) over night. Alert you should notify your parents, when a "friend chat "insist regard to information or personal habits or his family.

8 .- Navigating and sometimes chat with your son-a, to induce greater confidence to parents regarding the content of their conversations on the network.

9 .- Try, as far as possible, to prevent your son to have his own e-mail from which only she knows the password from acceso.10 .- Building next to your son to "rules agreed" to browse the Internet, not impose them.

Translate Hawaiian To English Phrases

CURRICULAR DIVERSITY PROGRAM AREA FOR SCIENCE, TECHNOLOGY AND ENVIRONMENT

Daniel Quineche, 15/02/1909

over a decade and a half is being promoted in country a new approach to school curriculum. Beyond the curriculum by subject and curriculum based on objectives (curriculum focused on teaching teachers) is to guide the compulsory basic education under the curriculum competency approach (curriculum focused on student learning.)

The turning point of a curriculum is competency-based education conceives of its relevance, in view of the needs and interests of students and social groups. To this remark emphasizes the competencies required to develop and be able to show basic education graduates. Ie trace the horizon which graduate to perform with success in facing the challenges of urban life, employment or academic post-basic.

competencies, although are embodied in the making or performance of individuals, they are the result of the development of cognitive skills for managing knowledge, concepts, theories and methodologies and psychomotor skills to perform manipulations and procedures practical as well as attitudes and values \u200b\u200bfaced their own and their impacts. However, the manifestation of these powers is also conditioned by the context in which it carries out the training period. From

this perspective, educational content, ie what to learn, grow rich as they not only have to learn the knowledge and procedures but also be aware of how attitudes and values \u200b\u200bunder which actions are performed.

Design National Curriculum of Basic Education (DCN), 2009 version has the following purposes:
1 .- Development of personal identity, social and cultural development in the framework of a democratic society, intercultural and ethical in Peru. 2 .- Domain
Castilian to promote communication among all Peruvians. 3 .-
language Preserving and promoting development and practice. 4 .- Knowledge
English as an international language.
5 .- Development of mathematical thinking and scientific and technological culture to understand and act in the world.
6 .- Understanding and appreciation of the geographical environment, history, present and future of humankind through the development of critical thinking.
7 .- Understanding the natural environment and its diversity, and development of environmental awareness-oriented risk management and wise use of natural resources in the context of modern citizenship.
8 .- Development of production capacity, innovative and entrepreneurial, as part of the construction project life of every citizen. 9.-Development
body and maintenance of physical and mental health.
10.-Development of creativity, innovation, appreciation and expression through the arts, humanities and sciences. 11.-domain
Technologies of Information and Communication Technology (ICT).

These aims can only be achieved if all curricular activities are oriented in those directions. For example, there will be a good understanding of the natural environment if it is not dominance of Castilian, English and mother tongue, if applicable. Nor if there is no ICT skills, creativity and innovation, without knowledge of the history and development of mathematical thinking, and less without an identity development. It also proposes a

educational attainment for each of the educational levels, among which the following for Secondary Education:
a) is recognized as a person in the process of biological and psychological changes and strengthens their identity and self-asserting their interests and aspirations of personal, familial, social and cultural act coherently from a strong set of values.
b) Communicates assertively and creatively their ideas, feelings, emotions, preferences and interests, through various forms of interaction and oral expression, written in different languages, demonstrating ability to resolve dilemmas, listening, reach agreements, build consensus.
c) Put in place a democratic way of life, in full exercise of their duties and rights, developing attitudes of tolerance, empathy and respect for differences, rejecting all forms of discrimination and contributing in building a united, from diversity.
d) demonstrates safety, personal mastery and confidence in making decisions to solve everyday situations and conflict, emphasizing dialogue and consensus to act with determination and autonomy over their future and others.
e) assesses the individual and the team as part of their personal and social development, demonstrating entrepreneurial attitude for the workplace, applying their skills and knowledge in the formulation and implementation of productive projects. He is interested in the progress of science and technology.
f) Rate and practice a healthy lifestyle and is responsible for its own integrity, is interested in caring for the environment.
g) demonstrates their potential, emphasizing their creative and critical care of their natural and social environment, building a Life Project and Country.
h) Learning to learn by reflecting and analyzing their cognitive processes, social-emotional and metacognitive knowledge building, innovating and researching permanently.

These achievements highlight the learning attitudes and values, bringing into play of emotional intelligence. Should also be addressed in its entirety in the entire curriculum development.

addition, the DCN is organized in terms of curricular areas requires a structure which is capable of displaying knowledge organized and prepared so far, needed to facilitate significant information processing and learning. The purpose is not to provide all the knowledge available, because this is impossible given their rapid growth and evolution. It is, to delineate the areas of knowledge so that students develop in them those capabilities that enable an efficient way to access that knowledge and make a useful and productive performance. In other words, is to represent the knowledge of objects or phenomena knowable, so that this representation share common elements with the "mental representation" that students create for themselves when they have learned.

One such area is called "Science, technology and environment." This area was conceived (1996) on the understanding that it was not enough to learn the science but also how they underpin the procedures to manage and even transform natural objects, and especially to be aware of their impact on the environment, unique habitat humanity (McLuhan), which includes himself and his organizations.

In the DCN, the area of \u200b\u200bCTA, still shows its limitations out of the classic organization of Physics and Chemistry (Physical World), Biology (Living World) and Anatomy and Physiology (Integral Health). The new is limited to that proposed as parallel lines in the two cycles or five grades of secondary education.

With this framework, the next step is for teachers to develop the program curriculum to guide learning actions of students during a school term. Officially, this step is called diversification of the curriculum. But in fact the construction of a curriculum under the Institutional Education Project and Local or Regional. For this there are two important requirements:
- Knowledge of the weaknesses and potential for student learning.
- Knowledge of the natural and cultural reality where the school is located and prospects of development to improve the quality of life in the locality or region.

Meanwhile, the curriculum and not a list of scientific topics to be developed (either by the teacher or student), than it is to identify situations "key" for understanding reality or development the place involving a set of "studies" (inquiries) that students will be addressed in different sessions characterized by the interaction of reality-(inquiry)-theory-(application)-actually.

Some examples:

Route 1 .-
Pollution-types-contaminated water-source-water cycle (temperature and state changes)-properties of water (solvent, hydraulic pressure)-properties and chemical structure of water- molecule-atom-atomic-periodic table of chemical elements.

Route 2 .-
Deforestation-cycle life of the tree-species tree-forest ecosystem-food chain components biogeochemical cycles-abiotic-chemical energy-energy-chemical structure.

Undoubtedly, today we face a great opportunity to reverse the scientism and the lack of relevance of the previous curriculum. Now there are those who "claim" the task of the teams of teachers from each and every one of the country's educational institutions. This is the time to strengthen the networks of teachers. His action and reflection can be advanced. This blog also binds to this cooperative effort to benefit our youth.

Cartman Joins Nambla Chase Scene

ADVANCES IN THE TEACHING OF NATURAL SCIENCES PERU

Quineche

Daniel Meza, 18 January 2009.

On Thursday 16 January was held in the auditorium of the Graduate School of National University of Education Enrique Guzmán y Valle "(UNE), a seminar, which took as its main attraction, the introduction of four innovative teaching experiences in the areas of math and Science, Technology and Environment of Secondary Education. This presentation was conducted by classroom teachers themselves, the protagonists of these experiences with their students, as a token of their achievements during the PRONAFCAP 2008 under the technical assistance of the UNE team.

The experiences presented were:
1. Turning the mobile beam (Mathematics, 4th. Grade). Teacher: Nelida Rebatta Summer.
2. The square (Mathematics, 2nd. Grado). Professor: Martha C. Condori.
3. The circulatory system (CTA). Professor: Juan Astocóndor Masgo.
4. Rectilinear uniform motion (CTA, 4th. Grade). Professor: Jorge Sayritupa Siancas.

All these experiments were conducted at the school Chimpu Ocllo Isabel San Martin de Porras, Lima, under the guidance of teachers: Alisván Sánchez and Lucía Núñez Zavala.
More information can be found by visiting the following addresses:
http://www.chimpuocllo.blospot.com/
http://wiki.pupc.edu.pe/nelidarebatta/

COMMENTS
In my capacity as a guest at the table of commentators put in relief the following:
1. The use of problematic situations in real life as a starting point for the beginning of the learning session. Supplemented with practical situations or readings.
2. The role of students to focus their attention and action on a particular topic of the learning session. Which emphasizes teamwork, the use of a working guide, and the combination of knowledge intraárea and inter-area curriculum.
3. The use of the Internet and its resources as complementary elements to support student learning (extension information simulated experiences and self).
4. The variety of instruments to assess learning, using arrays for its design and objectives and measurable indicators of various aspects of the authority. I believe that progress is also promoting the fact that the student attempts repeatedly meet the same assessment until you feel it has given all he can give.
5. However, there are some skills that have not worked hard and they are substantive in learning science. This is the case of the formulation of hypotheses, which is nothing else than the result of questioning what is known. The student should not be limited to rediscover the known but to face the unknown, inexplicable. This competition is substantial in a changing world where uncertainty is the constant.
6. In the same line of thought above, it is noteworthy that even the evaluation is grounded in the correct answer. That is fine but it kills the illusion. Questions like: what would happen if? or how do you assess that act or decision? or what else can you do? should begin to take place in the assessment instruments, which requires changes in the form of qualifying and set the level of achievement.

finished my statement by expressing my most sincere congratulations to the students, teachers and management of the educational institution Isabel Chimpu Ocllo and teachers and the authorities of the Universidad Nacional de Educación Enrique Guzmán y Valle "for work done under the PRONAFCAP promoted by the Ministry of Education of Peru.