Perfiles organizacionales en el proceso de implementación del Bachillerato General Unificado en el Colegio Nacional Ambato (2011 – 2013)
In the year 2011 the Unified General Baccalaureate (BGU) was implemented in Ecuador. This educative policy eliminates the specializations and implements a standardized curricle grid with a common initial trunk of subjects. The research orientates to determine gaps between policy design and what it o...
Wedi'i Gadw mewn:
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| Fformat: | other |
| Iaith: | spa |
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2017
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| Mynediad Ar-lein: | http://repositorio.iaen.edu.ec/handle/24000/4663 |
| Tagiau: |
Ychwanegu Tag
Dim Tagiau, Byddwch y cyntaf i dagio'r cofnod hwn!
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Ychwanegu Tag | Crynodeb: | In the year 2011 the Unified General Baccalaureate (BGU) was implemented in Ecuador. This educative policy eliminates the specializations and implements a standardized curricle grid with a common initial trunk of subjects. The research orientates to determine gaps between policy design and what it obtains through the implementation in the educative institutions respect of its organizational profiles. It analyzes the legal base and makes an actor’s mapping to define its position. It uses the theoretical concepts of the roll that plays the institutions in the final setting of the policy to check out that in fact it generates gaps in differential application of the curricle grid for effects of a lacking socialization and training that probe the hypothesis. |
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