pmesut_EN

Educational continuity in Peru

Universities

Teachers and technicians trained

Students trained

Virtualized model courses

The Program to support the design and implementation of strategies for educational continuity to guarantee higher education was created by the UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) for 13 public universities in Peru to train more than 2,170 teachers, virtual education support technicians and students in the development of competencies necessary for non-face-to-face education.

The objective of the teacher training program was to provide teachers with the knowledge and skills necessary to design, develop and evaluate university learning sequences in non face-to-face environments. Always following the pedagogical, technological and organizational principles necessary to guarantee quality in the the learning process. The training actions were carried out synchronously and asynchronously, with the support of 28 seminars for the deepening and leveling of the contents covered in the course to train teachers and technicians in the development of competences for non-face-to-face teaching-learning environments.

General objectives

To provide teachers with the knowledge and skills necessary to be able to design, develop and evaluate university learning sequences in non face-to-face environments, taking into account pedagogical, technological and organizational principles necessary to create quality experiences.
To train technical support teams and recognize their specific role within the training process to guarantee the quality of the academic service in this new non-face-to-face education environment.
Train students in the development of time management skills, digital skills to improve the use of the distance learning process and enhance the use of technology to strengthen active learning.

Phases

Diagnosis of institutional capabilities

The objective of the first phase is to obtain a multidimensional diagnosis of the technological, organizational and digital capabilities of each university of the 13 participating public universities for non face-to-face education.

Caracterización de planes y cursos

Esta segunda fase consistirá en la reprogramación académica. Se identifican qué cursos pueden ser impartidos de forma no presencial y cuáles no, a fin de que sean incluidos en el plan de recuperación de clases o trasladar su oferta a otro ciclo o periodo académico. Para ello, primero se procederá a la revisión de sílabos y planes de estudio para determinar el modelo institucional implementado para la continuidad del servicio.

Paralelamente, se identificarán 35 cursos susceptibles de ser virtualizados para ofrecer una asesoría en el proceso de transformación y replanificación de los mismos.

Characterization of plans and courses

This second phase will consist of academic reprogramming. It identifies which courses can be taught in a non-face-to-face manner and which cannot, in order to be included in the class recovery plan or to transfer their offerings to another cycle or academic period. To this end, first the syllabi and study plans will be reviewed to determine the institutional model implemented for the continuity of the service. At the same time, 35 courses susceptible of being virtualized will be identified in order to offer advice in the transformation and replanning process.

Adoption of the non-presential adaptation plan

Through this phase, the program will contribute to the development of digital competencies of the agents that make up the university. This development of competencies aims to contribute to the improvement in the values of digital competencies of teachers and their pedagogical application, through self-assessment tools and increased use of the platform.

In the case of students and technical staff, the aim is to improve digital competencies and their application to learning through self-assessment instruments and increased use of the platform.

Design and development of model courses

In this stage, model distance education courses will be developed to guarantee continuity of service and be exemplary in terms of their pedagogical quality, so that they may serve as a reference for the subsequent design of other courses.

Monitoring and evaluation of the model courses

The objective is to develop mechanisms to evaluate the quality and relevance of the adapted courses. A monitoring system for the virtual courses and the design of an evaluation instrument for the set of virtualized activities will be established.

Slide

“The biggest challenge for teachers is to continue acquiring the necessary digital competencies for the benefit of our students.”

Carlos Arévalo
Teacher, National Agrarian University de la Selva

Slide

"The course is strengthening our digital skills. It is providing us with resources such as the use of forums, which is proving very useful for creating discussions among students. These tools are facilitating communication with our students.”

Ruth Torren
Teacher, National Autonomous University Madre de Dios.

Slide

“One of the most important challenges as a teacher at UNJ is to continue acquiring the necessary digital skills and competencies that will make our work easier. To keep learning constantly for the benefit of our students.”

Candy Ocaña
Teacher, National University of Jaén

Universities