Abstract
Introduction. In order to encourage more flexible working environments and establish generators of sustainable development for participating countries through an educated society, various international organisations that intervene in the quality dimension within the framework of a systemic approach to Higher Education, including the World Bank, have made multiple efforts to establish various recognitions, certifications and credits pertaining to competency-based education. Materials and Methods. The research, featuring a study of theoretical-interpretative design, was based around the qualitative paradigm. Information was obtained by means of semi-structured interviews with 14 lecturers from different universities in the city of Quito in Ecuador. The data obtained were triangulated with a review of the literature carried out by the researchers. Results. The informants considered cognitive competencies to be the most relevant within the context of teacher formation. Research, planning and organisation skills were not established in importance due to university professionalisation. Additionally, the need to establish curricular changes in the Ecuadorian university pedagogy was confirmed. Discussion and Conclusion. After contrasting the opinions of university professors and formation theories, a theoretical reflection is presented in which the importance of unifying professional formation and investigative competencies is emphasised. This unification allows the quality of higher education centred around the teacher as the main actor to be increased.
Highlights
In order to encourage more flexible working environments and establish generators of sustainable development for participating countries through an educated society, various international organisations that intervene in the quality dimension within the framework of a systemic approach to Higher Education, including the World Bank, have made multiple efforts to establish various recognitions, certifications and credits pertaining to competency-based education
The university sector has been extensively preoccupied with the introduction and use of new information and communication technologies (ICT), which comprise a first-class instrument for use by university students as a consequence of innovative strategies involving the use of these technologies in the development of new knowledge applications, in the expansion of secondary education to higher education and in the increasingly dynamic field of research
A need to stimulate specialised knowledge discourses through teacher formation and research skills is becoming more evident in the increasingly universal educational orientation of universities. International organisations such as the Organisation for Economic Cooperation and Development (OECD), the World Bank and the United Nations Educational and Cultural Organisation (UNESCO) have proposed a re-evaluation of the role of higher education in the educational, economic and social development of the relevant countries. This central concern for the role of education in delivering research advances and innovations has been extensively discussed in recent studies on university and curricular policy, according to which education is seen as a dynamic factor in social development and the transformation of society
Summary
In order to encourage more flexible working environments and establish generators of sustainable development for participating countries through an educated society, various international organisations that intervene in the quality dimension within the framework of a systemic approach to Higher Education, including the World Bank, have made multiple efforts to establish various recognitions, certifications and credits pertaining to competency-based education. A need to stimulate specialised knowledge discourses through teacher formation and research skills is becoming more evident in the increasingly universal educational orientation of universities In this regard, international organisations such as the Organisation for Economic Cooperation and Development (OECD), the World Bank and the United Nations Educational and Cultural Organisation (UNESCO) have proposed a re-evaluation of the role of higher education in the educational, economic and social development of the relevant countries. International organisations such as the Organisation for Economic Cooperation and Development (OECD), the World Bank and the United Nations Educational and Cultural Organisation (UNESCO) have proposed a re-evaluation of the role of higher education in the educational, economic and social development of the relevant countries This central concern for the role of education in delivering research advances and innovations has been extensively discussed in recent studies on university and curricular policy, according to which education is seen as a dynamic factor in social development and the transformation of society
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