Abstract
The impact of the COVID-19 pandemic has evidenced the fragility of the education system at all levels, which is why the call of the United Nations through the Sustainable Development Goals (SDGs), Agenda 2030, specifically Goal 4, is especially relevant. Additionally, Pope Francis, at the end of the year 2020, proposes to the world a Global Pact on Education, in view of the increase of the social debt due to the unprecedented affectation of the educational system. This disruption in the lives of all people due to compulsory isolation gave way to a change of era and surprised the face-to-face education supply, which had to adjust to a new way of educating. The capacity for resilience made it possible to evaluate, analyze and visualize transformation processes in education, whether in the management of the educational service and/or in the teaching-learning systems. Therefore, this work aims to identify the perception of teachers and students regarding the educational service and quality assurance in COVID-19 time, of an accredited and certified Administration career, belonging to a prestigious university in Ecuador with Ignatian educational model, during the year 2020.
Highlights
Francis, at the end of the year 2020, proposes to the world a analysis of the students' information shows that the Curricular
The findings identify the Curricular Plan criterion as management of the educational service and/or in the teaching- the fundamental aspect of the educational service for quality learning systems
The Holy Father in his message at the Symposium for the launch of Mission 4.7 and the Global Pact on Education, organized by the Pontifical Academy of Social Sciences and the UN in Vatican City notes, "...at the heart of the Sustainable Development Goals is the recognition that quality education for all is a necessary foundation for protecting our common home and fostering human fraternity." it states that governments must ensure inclusive, equitable and quality education, promoting lifelong learning opportunities, and for all (VATICAN NEWS, 2020)
Summary
The Institutional Environment criterion should provide support to the three substantive functions (CACES, 2017). The sub-criterion Context focuses on Bibliographic fund and, Laboratories, simulation centers the direction, strategic planning, and participation in the and workshops. When so if one considers the character of confinement averaging the values of the Relevance criterion, it can be experienced by the students due to the pandemic. This established that the teachers consider it important and is followed by the academic management subcriterion very important with 94.51%. For students the average value of the criterion relevance is 63.19%, in the options satisfied and totally satisfied. For 68.16% of students in the sample, the bibliographic fund is relevant, followed by academic management with
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