The pre-congress courses will be held virtually during the week of January 23-27. Each course has a value of 30 USD and grants 1 academic credit.
You can select more than one course and register in the Courses section of this platform. If you are a foreigner, the payment will be made through the payment gateway
Once you enroll in the course and make the payment, you will be sent the username and password with which you will have access. The course will be enabled on the platform from January 23.
In its development you will carry out the designed activities and will have a discussion session led by the teachers of each course through a forum on the 26th and 27th as appropriate.
It constitutes an essential requirement, for the completion of the course and delivery of its certificate, the realization of the planned evaluation activities.
Professionalization and specialization constitute an imperative for the performance of school directors in the face of the demands that contemporary society poses to the management of educational institutions. It is necessary for school directors to possess specialized management skills that allow them to effectively deploy the functions and roles that concern the processes and spheres that make up their professional management activity, direct the school with a vision of the future, and exercise effective leadership. . Parallel to the recognition of the need for professionalization and specialization of the directors of educational institutions, the consensus has also grown on the priority that should be offered to their specialized training, due to the role that this process plays. In the same way, coinciding with such recognition, the conception of competency-based training has made its appearance and has been linked to these processes. The objective of the course is to socialize research results related to training for school management and management skills in education, resulting from two research projects that are developed at the universities of Holguín and Las Tunas. It is structured in four parts in which scientific results are presented related to: 1) Preparation for school management during the initial training of university students in pedagogical careers, 2) specialized training of the school principal, 3) management competence in education and, 4) the management of the organizational socialization of new school directors from the system of work with cadres.
In the work, the essential characteristics of the III Improvement of the National Education System are exposed and it is explained how, within this process, the attention to Talent and the evaluation of the quality of Education are taken into account.
Although the Improvement of the SNE is assumed as a continuous process, certain stages appear in it that can be considered as deepening processes due to the way in which they are considered. These ideas that are characterized by more radical changes, the assumption of new curricular conceptions, new materials and even sometimes, new forms for the functioning of institutions. This is the case of the current III Improvement of the SNE.
In the educational process as part of the III Improvement of the National Education System, students with talent in the sciences, humanities, art, sports and other areas of knowledge are identified and developed, which represent a valuable potential for the future of our country. Attention to talent is the set of educational actions organized and developed by the National Education System with students with high cognitive advances or highly satisfactory results in one or several areas of knowledge, the arts and/or sports; It encompasses the performance of three basic tasks: identification, stimulation of their potentialities and talents and orientation towards their integral development. To do this, a strategy is formed that contemplates the elaboration of flexible pedagogical models to adapt them to their peculiarities, learning styles and that fundamentally consider the acceleration of the curriculum, the curricular enrichment and the grouping of these students.
Studies on the quality of education and with it the quality of the management of educational systems in the III Improvement of the National Education System should contribute to the monitoring of both educational policies and their implementation. The evaluation of the state of learning and of the factors that are associated with said achievements constitute the central object of said investigations. This line of research also considers the determination of quality indicators and procedures for the evaluation of the processes associated with the educational act such as: the direction of educational institutions, teacher training and community work, among others.
Work for life is a thing of the past, the validity of the knowledge acquired is less and less, “employment for life” gives way to almost permanent labor mobility. In this scenario, workers must not only possess the necessary qualifications to acquire a job, but also be versatile enough to maintain it, so that vocational training for life acquires a new dimension. Today it is about polytechnic schools not only preparing human capital for a job that is needed in labor entities, but also for the development of innovation based on diagnosis, as well as cooperative productions with different economic actors, such as methods to increase economic results. The topicality of the subject is justified by what pays its content to the Guidelines of the Economic and Social Policy of the country, as well as to the agreements of the 8th Congress of the PCC, based on the fact that the ETP must ensure the process of improvement, essential and unavoidable. , through an active and dynamic role of the polytechnics in the development of the qualified labor force, contributing to the technical-material base and curricular innovation for the generation of the competences of the productive forces. In order to advance these ideas, understand their implications and establish their relationships with the revitalizing nature of the economy, this course will address three basic elements: the first presents a brief characterization of the Vocational Technical Training system in Cuba, the second studies the revitalizing nature of the ETP in the transformations and its relationship with the new economic actors in Cuba. Finally, the conclusions we have been able to reach are presented.
The course delves into the current vision of inclusive education in Cuba, based on considering diversity as the expression of recognition of the differences of students, which constitute one of the main foundations for their education, in order to provide them with a educational attention that responds to their needs and potentialities. The course offers the theoretical-methodological references to face Inclusive Education for sustainable development with a critical and reflective attitude, from the socio-historical-cultural perspective that offers a solid and coherent argument for this analysis through the rich arsenal of concepts with wide possibilities of application. in this area, in order to promote an equitable and quality education for all. Emphasis is placed on the identification and elimination of barriers to learning and participation to promote coexistence in educational, family and community contexts. The course highlights the particularities of the Cuban educational system, revealing inclusion, equity and quality as its main guarantees through educational strategies, both personal and contextual, aimed at promoting the educational and social inclusion of people with specific support needs. The process of improvement of teacher training is addressed, from undergraduate and postgraduate, to enhance inclusive processes.
Currently there are many texts that systematize what are called trends (or emerging trends) to learn and teach in virtual environments. An analysis of them shows that many times the so-called trends are addressed as excluding aspects and without establishing the differences between those that constitute approaches, models, methodologies or technologies, with which, far from clarifying, they contribute to the increase in the confusion prevailing in the contemporary pedagogy. In this course we reveal a taxonomy that allows us to order current and future pedagogical trends under the principle that designing a hybrid teaching-learning process implies appropriating a pedagogical approach, selecting or building a techno-pedagogical model, adopting the didactic models and methodologies that best are adapted to the needs of the students for each process, and select technologies that are properly integrated into the built ecosystem. The course is derived from the book The infinite school. Learning and teaching in ubiquitous environments, in which its authors propose a new model of universal schooling and explain how to learn and teach in a hybrid way in the 21st century.
The course characterizes the training of education professionals in Cuba in the current process of improving the National Education System, with an approach focused on human rights, justice, peace and inclusion, as a priority for the Cuban educational system, that allows the education required for the 21st century to be achieved, taking into account the set of challenges facing the world, as well as the development opportunities they offer. Aspects related to the initial teacher training that takes place in pedagogical schools are specified and, in turn, offers the main results of the research project about the conceptual, methodological and practical foundations of the pedagogical conception of Education for Life. citizenship, which has as essential components the patriotic-identity, moral, political and legal values of the Cuban socialist society in its historical continuity, as part of the curricula of both the Cuban School and teacher training.
It opens a space for the exchange of experiences and provides methodological tools with the use of information and communication technologies, particularly preparation for the production of audiovisual materials for educational purposes in education for civic life.
With this course we want to demonstrate the role of families in current Cuban society and towards the future, as part of our project for the rule of law and social justice. Since the gestation and popular approval of the 2019 Constitution, the popular debate sought to unite Cubans and at the same time confront prejudices from the past, still rooted in traditional culture. The recent contributions in the popular construction of the new Family Code allowed Cuban men and women to become aware of the current reality of families, in all their diversity.
The professionals who contributed to the preparation and analysis of the successive projects of the Code also counted on the educators, because they know first-hand the needs of children, adolescents, parents and other family members. The Family Code is distinguished, among other aspects, by the dignified treatment given to people with disabilities and their socio-educational inclusion, which is valid for other situations that can cause exclusions and discrimination.
In these years, Cuban families have strengthened their social awareness and their inclusive practices. We move towards a more universal vision of social justice and law. The course will analyze good practices in the socio-educational inclusion of people with disabilities.
Understanding education for sustainable development, health and well-being as a public policy, in connection with the Cuban educational system, means exalting the role of the environmental dimension and health education in the curriculum of the different educational levels. All this, within the framework of the Sustainable Development Goals and which, particularly in Cuba, is addressed in synergy with the State Plan known as “Tarea Vida”, the “Plan for Food Sovereignty and Nutritional Education”, the Law 148 “Food Sovereignty and Food and Nutrition Security” and the Cuban strategy for the prevention of arbovirosis and emerging epidemics such as the Coronavirus, caused by Sars COV-2.
Given the increase in epidemics in the world, the irreversible effects that humanity has generated on the planet, the loss of biodiversity and the low perception of risk that prevails, as well as the transforming role of educational institutions, the purpose of this course is to exchange on good practices in the educational context, as a response to the urgent challenges facing the planet to prevent actions that put our well-being and our very survival at risk.
Therefore, it constitutes an invitation to managers and teachers to socialize their learning in relation to updating and monitoring these prioritized topics, essential tools in educational work to strengthen the comprehensive training of girls, boys, adolescents and young people, the experiences in terms of to the linking and preparation of the families of the students, the systematic monitoring of the epidemiological behavior in educational institutions, as well as the study and updating of regulations and the strengthening of alliances that include, among other aspects, the formation of inter-institutional and intersectoral plans , based on education for sustainable development, health and well-being.
Numerous contradictions characterize the relationship of early childhood with audiovisuals, among them the indiscriminate, multiple and frequent use of all types of screens and the risks that excessive exposure to some irrelevant content may represent; or between the need to have quality audiovisuals for early childhood and the scarce national production. An educational approach that corresponds to the aspiration to achieve the maximum possible comprehensive development is the one assumed by this course, where results and recommendations of various research projects carried out in recent years are integrated.
The role that Educational Sciences play in the transformation of educational practice is unquestionable, in that scientific results and innovation provide the essential ways in the production of knowledge to produce the desired changes. In most of the studies consulted, the evaluation process aimed at measuring the results of the interventions, in quantity, quality and extension according to pre-established rules, appears under the name of impact evaluation. Outcome measurement, the main feature of impact evaluation, makes it possible to compare the degree of achievement achieved with the degree of achievement desired and measures changes in the well-being of individuals that can be attributed to a specific program or policy and its consequences. The objectives are to provide information and help improve its effectiveness. In this way, the planning is compared with the result of the execution. It is about, from specifying the criteria and indicators, as well as the quality standards, for the educational processes, to assess how the quality of education is produced. To monitor, quantitative and qualitative methods are used, in combination, depending on the characteristics of the program to be evaluated, the type of participants, and the evaluation approach designed.
Hence, the importance of this course that bases a methodology, for the transformation by scientific means, of educational practice.
