The institutional curriculum project As an alternative for improving education
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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.
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