|
Article |
El proyecto curricular institucional
Como alternativa para la mejora de la educación
Darío Cuicapuza Salazar[*]
Abstract
The purpose of
this article is to highlight the impact of the Institutional Curriculum Project
(PCI) as an alternative for improving educational quality in regular basic
education institutions. Research was conducted using a quantitative
exploratory-descriptive approach, applying Cronbach's alpha and
Kolmogorov-Smirnov reliability scales to 30 teachers from five educational
institutions in the Tayacaja-Huancavelica Local Education Management Unit
(UGEL). The results of the survey and analysis have determined that PCI
planning is in "process"; this assessment differs from the teacher
self-assessment, where the variability ranges from "absent" to
"achieved." According to the evidence recorded on the PCI planning
process, the vast majority of educational institutions in rural areas face
difficulties in the construction and development of the PCI. Having this
management tool is relevant and a fundamental pillar of the current educational
proposal as a fundamental element for strengthening institutional pedagogical
management.
Keywords: Institutional curriculum project, educational quality,
teaching and learning.
Resumen
El artículo tiene como
propósito dar a conocer el impacto del desarrollo del Proyecto Curricular
Institucional PCI, como alternativa para mejorar la calidad educativa, en
Instituciones Educativas de Educación Básica Regular. Se ha realizado una
investigación centrada en el enfoque cuantitativo de tipo
exploratorio-descriptivo, utilizando escalas de medición y confiabilidad Alfa
de Cronbach y Kolmogórov-Smirnov, aplicadas a 30 docentes de cinco
instituciones educativas de la UGEL Tayacaja-Huancavelica. Los resultados de la
encuesta y análisis han determinado que la planificación del PCI se ubica en
"proceso", esta valoración se difiere de la autoevaluación docente,
donde la variabilidad oscila entre "ausente" y "logrado".
De acuerdo con las evidencias registradas sobre el proceso de planificación del
PCI, la gran mayoría de las instituciones educativas del ámbito rural enfrentan
dificultades en la construcción y desarrollo del PCI, contar con este
instrumento de gestión es relevante y pilar fundamental de la propuesta
educativa actual como elemento fundamental para el fortalecimiento de la
gestión pedagógica institucional.
Palabras clave: Proyecto curricular institucional, calidad educativa, enseñanza y
aprendizaje.
Introduction
Internationally, education is recognized as one of
the essential rights found in the Universal Declaration of Human Rights (UN,
1945). However, opportunities to learn and teach have not been equitable in
terms of quality and adequacy to the needs and particularities of all citizens.
When nations adopt a single curriculum, the educational goals of that
curriculum are determined to apply to all students, regardless of their
personal or contextual circumstances. The education system in any nation is
seen as a key element for progress, the comprehensive training of human
capital, as well as for raising the culture and standard of living of the
population and, in general terms, meeting the expectations of society.
International organizations such as the OECD, the
World Bank, UNESCO, and PREAL play a decisive role in the development and
promotion of education and educational reforms in countries seeking to respond
to the demands of the sector by shaping their systems and the quality of those
systems. In Peru, the proposal for an Institutional Curriculum Project (PCI)
requires changes that are reflected in concrete actions, greater participation
not only from teachers, but also from all sectors and social actors who are
consumers and users of educational services, taking into account the evaluation
process integrated into curriculum development. The project is conceived from a
holistic perspective, which encourages the interaction of all elements in the
training and development of participants in the educational process. It
consists of adapting and contextualizing the National Basic Education
Curriculum (CNEB) to the needs, interests, and characteristics of students,
educational institutions, and their environment, taking into account local,
regional, national, and global issues.
The problem observed in the educational institutions
under study is the lack of knowledge and training among teachers regarding the
guidelines and standards established for the PCI, as well as difficulties in
planning pedagogical management, which implies optimizing and enriching the
National Basic Education Curriculum (CNEB) in order to respond appropriately to
the needs, demands, and characteristics of students from diverse social,
cultural, and geographical backgrounds in different areas. It is clearly imperative
to verify and ensure that educational development is consistent with each
situation and with national goals through adequate pedagogical management
planning, especially among primary school teachers in the Tayacaja Local
Education Management Unit (UGEL), located in the Huancavelica region.
Hence the importance of this article entitled
"The Institutional Curriculum Project as a strategy for improving
educational quality in Regular Basic Education." Its objective is to raise
awareness of the impact and importance of the IPC as a strategy and alternative
for improving educational quality in RBE institutions. This involves valuing
the diversity of students, their families, and their context; that is,
considering all the expressions with which the educational institution
interacts: age, gender, health status, ethnic origin, culture, native language,
talent, background, disability, conditions of vulnerability, among others.
Therefore, when developing the PCI, it is suggested that the following
questions be taken into account: Where and how is the educational institution's
pedagogical proposal oriented? What are the principles, values, approaches, and
guidelines that will guide the educational institution's pedagogical proposal?
What student profile is expected at the end of basic education in the educational
institution? What role does each actor in the educational community assume?
What and why learn and teach? What and why assess? How and when learn, teach,
and assess? What resources do we have in our educational institution to promote
the development of competencies in our students?
Over the last few decades, many efforts and
initiatives have been made to improve education in our country. In this
context, there is a need for each educational institution to have its own PCI
as a pedagogical management tool to guide the direction of the institution.
Many efforts and initiatives have been made in recent decades to improve
education in our country. However, the opportunities offered by the teaching
and learning process do not respond to the characteristics and needs of
students, teachers are not involved in the project, and most educational
institutions do not have an updated PCI. Hence the importance of the
Institutional Curriculum Project (PCI) in improving educational quality,
promoting coherent and diversified PCI planning that guides the pedagogical and
learning processes established in the CNEB, and guiding the planning,
execution, and evaluation of teaching and learning processes based on updated
diagnoses, characteristics, needs, and interests of students. In addition, it
is important to implement effective pedagogical interventions and proposals for
student development and learning.
Vallejo (2002) points out that the Institutional
Curriculum Project (PCI) should be at the heart of the new educational
proposal, as the core for strengthening the autonomous pedagogical management
of the educational institution and the means of interrelating the school with
the local and regional community where it is located, thus making the most of
its resources to achieve effective social and pedagogical action and outreach.
According to this source, the PCI pursues autonomy in the curricular sphere, with
each school adapting the National Basic Education Curriculum (CNEB) to its
regional and local needs and in the sphere of efficient pedagogical management.
(p.117).
According to SINEACE (2016), the Institutional
Curriculum Project is coherent, diversified, and guides pedagogical processes.
It establishes specific pedagogical guidelines that guide the planning,
execution, and evaluation of teaching and learning processes. These
institutional activities include the organization, sequencing, and articulation
of the national curriculum competencies aligned with the identity and
objectives of the educational institution. In addition, it incorporates
elements of the regional, local, family, and institutional reality based on the
characteristics and needs of the students and integrates competencies in all
areas, maintaining high expectations in relation to learning standards (p.3).
The PCI should guide and facilitate the treatment of
curricular adaptations in accordance with the needs and interests of students
and the conditions of the context, planning anticipatory actions. This involves
drawing up a research hypothesis, devising tasks that can be carried out with
the students, selecting or adapting the most advantageous elements for
teaching, and deciding how to proceed. Where planning facilitates the constant
adaptation of teaching, it provides teachers with a secure platform, allowing
them to predict, in part, what will happen in the classroom and reducing
insecurity. From this perspective, planning regains its meaning (SINEACE,
2016).
Currently facing the challenge of developing and
implementing the Institutional Curriculum Project as a strategy to improve
educational quality in Regular Basic Education, this must undoubtedly be a
priority for education today, requiring a change in the organizational and
management structure of each school. Within the framework of the ongoing
implementation of the National Curriculum, this represents a significant step
forward in overcoming this situation. In addition to the fact that the PCI is
consistent with the PEI, it diversifies the national/regional curriculum while
maintaining high expectations for teacher performance and guides the
implementation of pedagogical processes that support comprehensive development,
especially for the exercise of the teaching role, which must organize and lead
the efforts of the educational community towards the achievement of results
through the management of operating conditions, especially in the educational
institutions of the Tayacaja-Huancavelica Local
Education Management Unit (UGEL).
For Minedu (2019)
the Educational Institution's Curriculum Project is
the management tool that guides the educational institution's pedagogical
processes for the development of learning established in the National Basic
Education Curriculum, as well as the guidelines for educational service models,
as appropriate. It is developed within the framework of the educational
institution's pedagogical proposal and curriculum documents, taking into
account the characteristics, learning needs, and interests of students in their
diverse contexts (RVM 011, p. 5).
Finally, the Institutional Curriculum Project (PCI)
is the fundamental part of the Institutional Educational Project (PEI), and is
a proposal for education, specifically aimed at students, which must be agreed
upon by all stakeholders. They must feel involved and responsible for achieving
the stated objectives. The PCI is a document that guides the management of
learning in an educational institution. It is important because: It specifies
the institution's pedagogical proposal. It analyzes the teaching-learning
process. It guides pedagogical, administrative, and institutional processes. It
adapts to the educational needs of students. It adapts to the demands of the
community and the school environment. It encourages collective analysis and
reflection on practice.
If the PCI is a component of the Institutional
Educational Project (PEI). It must be developed based on the institutional
diagnosis and is the responsibility of the institution's authorities and
teachers, considering the following objectives: Develop critical reflective
learning in students. Strengthen interpersonal relationships between students
and teachers. Develop students' research skills. Strengthen teachers'
competencies. Develop a virtual learning platform.
Carcuz Cay (2021) In his thesis on Pedagogical Planning in accordance with
Guatemala's National Core Curriculum (CNB), he points out that teachers working
at the school carry out and deliver planning based on competencies, complying
with the structure promoted by the Ministry of Education, but with a gap in
practice that leads to problems at the time of implementation inside and
outside the classroom. This thesis is very important because it encourages
planning as a process that allows for anticipating, organizing, and deciding on
varied and flexible courses of action that promote specific learning in
students. Understanding that curriculum planning is the sequential and
chronological organization of the teaching units that will be carried out
during the year.
Aponte (2021) in his research on Curricular
Adaptations for the Learning of Students with Special Educational Needs in
General Basic Education students at the Hogar de Jesús Educational Unit in
Guayaquil, Ecuador. He seeks to strengthen the attention given to SEN and thus
respond to the learning needs of this population, respecting the pace and needs
of the students. He designs a proposal that allows for strengthening the
educational attention given to students with SEN through a training program on
the development of curricular adaptations, thereby improving student learning.
Benavides (2021) in his thesis Proposal for
Institutional Curriculum Planning for Child Development Centers with an
Ignatian Pedagogical Paradigm, Quito, Ecuador 2022, proposes alternatives for
change, but not necessarily implementing the proposal based on this criterion.
That is why our research will use projective research, as we will design a
proposal to provide a solution for strategic curriculum planning, a viable
means in structural processes and innovative changes that place the student and
educator at the center of the entire restructuring process, accompanied by a
true sense of life in which respect, love, and service are fundamental values
in educational practice.
Jaen Ayma
(2020) In his thesis Educational Planning and Pedagogical Management of Primary
School Teachers in the District of Yanatile, Calca, in Cusco, he describes how
educational planning relates to the pedagogical management of teachers. He
points out that if teachers do not engage in educational planning, this would
imply improvisation in the development of their teaching work, which would also
affect the level of teaching, failing to meet learning standards.
Chaupis (2019) in his thesis on Strategic
Educational Management and Pedagogical Management at the Simón Bolívar
Educational Institution 2026 in Comas, Peru. This allows us to foster the
relationship between variables and a favorable environment in the school, where
teachers are motivated, sensitized, updated, guided, and encouraged to work
collegially, beginning with strategic educational management and institutional
pedagogical management, which must be in accordance with the guidelines
established by the higher educational body. It also allows us to constantly
supervise the work of teachers in the classroom, verifying compliance with the
plan and providing the necessary support in order to improve the quality of
teaching practice and, therefore, student learning.
Alcántara (2018) in his research work on Curriculum
Project Management at the Fe y Alegría 22 – San Luis Gonzaga Educational
Institution in the city of Jaén. He proposes strategies to enhance the
professional skills of teachers at the educational institution, enabling them
to improve their teaching practice and achieve better learning outcomes. The
aim is to have an impact on the development of teachers' skills, the promotion
of institutional identity, and the quality of learning.
Sotelo (2018) In his research Educational Management
and Pedagogical Management in the Jorge Chávez Mixed Educational Institution
No. 6044, Surco 2018 in Lima, he seeks to establish the relationship between
educational management and pedagogical management. It is relevant because it
brings together the shortcomings that affect educational management and
pedagogical management in educational institutions. It also proposes the
strengthening of educational projects in institutions, which help to maintain institutional
autonomy and enrich pedagogical processes in order to respond to the
educational needs of educational institutions.
Cabrera (2018), in his thesis on Pedagogical
Management and Its Influence on the Performance of Teachers at the Babahoyo
Educational Unit, Babahoyo Canton, Los Ríos, Ecuador, reveals how pedagogical
management influences the performance of teachers at the educational unit. He
points out that the pedagogical management of the principal is a process that
leads to curricular improvement through teacher performance, seeking curricular
improvement and innovation, as well as the professional and personal development
of teachers.
Materials and methods
An exploratory-descriptive quantitative study was
conducted using Cronbach's alpha and Kolmogorov-Smirnov reliability scales,
applied to 30 teachers from five educational institutions in the
Tayacaja-Huancavelica Local Education Management Unit (UGEL). The results in
each table of the teacher survey and the analysis of the PCI by educational
institution have determined that PCI planning is "in progress." This
assessment differs from the teacher self-assessment, in which teachers'
opinions show variability ranging from "absent" to
"achieved," according to the results and evidence found. Teachers
have difficulty in the process of planning and executing the PCI, and most
educational institutions do not have updated PCIs.
This research, according to its purpose, is a
quantitative approach focused on quantifying the collection and analysis of
data from the Institutional Curriculum Project variables as a strategy to
improve educational quality in Regular Basic Education, in a detailed and
in-depth manner, in line with Sampieri (2014). Therefore, this research used
data collection to test hypotheses based on numerical measurement and
statistical analysis to establish patterns of behavior, guided by the context,
the situation, the available resources, its objectives, and the problem under
study.
The
non-experimental cross-sectional design was descriptive and
correlational-causal in nature. Surveys and questionnaires were used as
instruments to collect information from 30 teachers, including administrators and
teachers from five educational institutions, considering the number of teachers
as a representative sample of the selected population of teachers from various
levels of multigrade and multi-subject rural primary education in the
Tayacaja-Huancavelica Local Education Management Unit (UGEL). Teachers from
educational institutions surveyed.
Table 1. Teachers from educational institutions surveyed.
|
Level and modality |
Teachers |
Total teachers |
|
|
V |
M |
||
|
31,344 30,962 - 31,380 |
1 |
8 |
9 |
|
30936 30954 |
7 |
14 |
21 |
|
Total |
8 |
22 |
30 |
The online questionnaires consisted of 28 items for
the Institutional Curriculum Project variable on the following aspects:
Principles and context, prioritization of pedagogical issues, curriculum
planning, teaching strategies, and formative assessment. The second variable,
pedagogical management planning, was aligned with the following aspects: Annual
planning, teaching units, and learning sessions from . Forty items with
reliability and content validity were evidenced through expert judgment, while
ensuring the representativeness and feasibility of the instrument.
In this study, statistical reliability tests were
carried out on the instruments using Cronbach's alpha, as well as an assessment
of the goodness of fit of the population in question. As a first step in the
fieldwork, the researcher constructed the research instruments. To measure the
Institutional Curriculum Project variable as a strategy for improving
educational quality in Regular Basic Education, surveys and observation were
used as techniques, and a questionnaire that underwent validation, reliability,
and feasibility processes was also used as an instrument. Validation of
instruments
For the validation of the research instruments, we
had the support and collaboration of the following doctors who are specialists
in the field of our research study:
Dr. Jadira del Rocío Jara Nunayalle.
Dr. Giovanni Crovetto Castro.
Dr. Salomón Marcos Berrocal Villegas
Table 2. Instrument validation results: Institutional
Curriculum Project
|
Category |
Expert 1 |
Expert 2 |
Expert 3 |
Total |
|
Failed |
- |
- |
- |
- |
|
Observed |
- |
- |
- |
- |
|
Approved |
Yes |
Yes |
Yes |
Yes |
In the research, the survey and questionnaire were
initially applied to a group of 30 teachers with the same characteristics. In
order to validate reliability, data and information were collected from each
teacher at the targeted educational institutions. The surveys and
questionnaires were then coded, the data was manipulated and analyzed, and the
hypotheses were converged to corroborate the veracity or reliability of the
variables using Cronbach's alpha. Teachers were monitored through communication
channels such as phone calls and videos via cell phone, especially WhatsApp,
and through technological tools such as Zoom, Jitzi
Meet, and others. Methodological sequence
Results
The results of each table in the teacher survey and
the documentary analysis of the PCI by educational institution show that
teachers find planning difficult. According to the analysis, PCI planning is
"in progress," This assessment differs from the self-assessment, in
which teachers' opinions vary from "Absent" to "Achieved."
The study concludes that the PCI has a significant influence on pedagogical
management planning, given the Pearson values and significance shown in the
tables.
Table 3. Levels of self-assessment of the Institutional
Curriculum Project in primary education institutions in the Tayacaja-Huancavelica
Ugel 2022.
|
Institutions |
Self-assessment
levels |
|||||||
|
Absent |
In
progress |
In
progress |
Achieved |
|||||
|
N |
% |
N |
% |
N |
% |
N |
% |
|
|
31344 |
1 |
3.6 |
7 |
25.0 |
18 |
64.3 |
2 |
7.1 |
|
30,962 - 31,380 |
0 |
0 |
12 |
42.9 |
16 |
57.1 |
0 |
0.0 |
|
30,936 |
0 |
0.0 |
8 |
28.6 |
20 |
71.4 |
0 |
0.0 |
|
30954 |
0 |
0.0 |
0 |
0.0 |
28 |
100.0 |
0 |
0 |
According to Table 3, we can see that all
institutions have the highest percentage in the process level, followed by the
initial level in the self-assessment of the institutional curriculum project.
Graph 1 Levels of self-assessment of the Institutional
Curriculum Project in primary education institutions in the Tayacaja-Huancavelica
Ugel 2022.
Table 2. Levels of the Institutional Curriculum Project in
primary educational institutions in Ugel Tayacaja-Huancavelica 2022, according to the evaluator.
|
Institutions |
Self-assessment
levels |
|||||||
|
Absence |
In
progress |
In
progress |
Achieved |
|||||
|
N |
% |
N |
% |
N |
% |
N |
% |
|
|
31344 |
4 |
14.3 |
18 |
64.3 |
6 |
21.4 |
0 |
0.0 |
|
30,962 - 31,380 |
2 |
7.1 |
10 |
35.7 |
12 |
42.9 |
4 |
14.3 |
|
30936 |
1 |
3.6 |
12 |
42.9 |
15 |
53.6 |
0 |
0.0 |
|
30,954 |
0 |
0.0 |
2 |
7.1 |
10 |
35.7 |
16 |
57.1 |
According to Table 2, we can see that all
institutions have the highest percentage at the "in progress" level,
followed by the "starting" level and, finally, the "absent"
level in the evaluation of the institutional curriculum project.
Graph 2 Levels of the Institutional Curriculum Project in
Primary Education Institutions in Ugel Tayacaja-Huancavelica 2022, according to the evaluator.
Table 3. Levels of self-evaluation in the planning of
pedagogical management in primary educational institutions in Ugel Tayacaja-Huancavelica 2022.
|
Institutions |
Self-assessment
Levels |
|||||||
|
Absence |
In
progress |
In
progress |
Achieved |
|||||
|
N |
% |
N |
% |
N |
% |
N |
% |
|
|
31344 |
0 |
0.0 |
22 |
55.0 |
18 |
45.0 |
0 |
0 |
|
30,962 - 31,380 |
0 |
0 |
37 |
92.5 |
3 |
7.5 |
0 |
0.0 |
|
30936 |
2 |
5.0 |
35 |
87.5 |
3 |
7.5 |
0 |
0.0 |
|
30954 |
0 |
0.0 |
37 |
92.5 |
3 |
7.5 |
0 |
0 |
According to Table 3, we can see that all
institutions have the highest percentage at the initial level, followed by
institution 31344 with a level in progress with 45% in the self-assessment of
Pedagogical Management Planning.
Graph 3 Levels of self-assessment in Pedagogical Management
Planning in Primary Education Institutions in the Tayacaja-Huancavelica
Ugel 2022.
Table 4. Levels of Pedagogical Management Planning in Primary
Education Institutions in Ugel Tayacaja-Huancavelica
2022, according to the evaluator.
|
Institutions |
Levels
of Self-Assessment |
|||||||
|
Absence |
In
progress |
In
progress |
Achieved |
|||||
|
N |
% |
N |
% |
N |
% |
N |
% |
|
|
31344 |
4 |
10.0 |
19 |
47.5 |
17 |
42.5 |
0 |
0 |
|
30,962 - 31,380 |
0 |
0 |
31 |
77.5 |
9 |
22.5 |
0 |
0.0 |
|
30936 |
0 |
0.0 |
19 |
47.5 |
21 |
52.5 |
0 |
0.0 |
|
30954 |
0 |
0.0 |
34 |
85.0 |
6 |
15.0 |
0 |
0 |
According to Table 4, we can see that all
institutions have the highest percentage at the initial level, followed by the
ongoing level in the evaluation of Pedagogical Management Planning.
Graph 4 Levels of Pedagogical Management Planning in Primary
Education Institutions in the Tayacaja-Huancavelica Ugel 2022, according to the evaluator.
Discussion
The data obtained show that teachers find planning
difficult. According to the analysis, it has been established that the planning
of the Institutional Curriculum Project is in "Process." This
evaluation differs from the self-evaluation, in which the teachers' opinions
vary between "Absent" and "Achieved." The statistical
tables also show that there is a significant influence of the IPC in some
educational institutions.
Likewise, it has been noted in the responses given
by the majority of the teachers interviewed that there are two trends in
defining the IPC: one as a curriculum organization document that enables the
contextualization of the curriculum, based on collaborative work carried out by
teachers with reference to the needs that arise in their educational context;
And another as an administrative compliance document to be presented to higher
authorities, which is prepared by a minority group of teachers. However, according
to the teachers' statements regarding the phases of PCI development and its
components, it can be observed that greater priority is given to planning and,
secondarily, to its implementation, with less time devoted to the evaluation
phase.
Regarding the particularities of the PCI, it was
found that the teachers interviewed stated that only some of them begin with
the diagnosis of students through situational analysis, which allows them to
carry out the process of diversifying the skills, knowledge, and attitudes that
are worked on together and put into plenary, in order to include the following
aspects: The prioritization of pedagogical issues, curriculum planning,
teaching strategies, and formative assessment, as well as the planning of pedagogical
management aligned with annual planning, teaching units, and learning sessions.
The Institutional Curriculum Project must also be a
means of linking the educational institution with the community, promoting the
participation of parents, representatives, neighbors, and other members of the
social environment in the teaching and learning process. It generates actions
that involve cultural production that is disseminated and allows for the
recovery of the activities, traditions, and needs of the community, seeking
answers from the school environment. The PCI, as a pedagogical management tool
formulated within the framework of the National Basic Education Curriculum
(CNEB), must be developed through a process of curriculum diversification,
based on the results of a diagnosis, the
characteristics of the students, and their specific learning needs.
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dario.cuicapuza@unmsm.edu.pe https://orcid.org/0009-0005-8694-4225