Since September, a project has been applied that will be evaluated this month in both the Costa-Galapagos and Sierra-Amazon regimes.
10-year-olds who do not have the ability to read and understand simple text The mathematical mastery with high level of achievement dissatisfied are some of the results of evaluations made in research in the educational system before the pandemic in Ecuador, while the learning gap it has increased during the health crisis.
According to a study done by the Ministry of Education in 2021, in a sample of 2,566 students out of 19 educational institutions, 5 out of 10 students have difficulties in solving mathematical problems, 4 out of 10 have difficulty in reading comprehension, skills that should have been developed at previous levels.
According to this state portfolio, in order to reduce the educational gap and gaps, the focused plan called “Learn in Time”, that contemplates leveling and recovery of learning with emphasis on Language and Literature and Mathematics. It is aimed at students who have a low level of learning in these subjects.
Out of 2,000 invited educational institutions, 1.552 who have already approved the return to classrooms enrolled in that project, with the requirement that it be applied in the presence. They are educational institutions with a low level of learning achievement or reopened institutions.
The plan has a web page https://educacion.gob.ec/aprender-a-tiempo/, guides and implementation guidelines, videos, webinar, a calendar of activities. There will also be a bank of questions or activities to measure knowledge, among other resources.
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In addition, as part of the “Learn in Time” plan, a curriculum with emphasis in literacy, logic-mathematics, socio-emotional, prevention of school dropout, which applies to any educational institution with autonomy.
Some of the methodologies are to perform every day 30 minute read In any subject, do playful and biosafety activities every fifteen days or be aware of possible dropouts every day.
Daniel Crespo, Undersecretary of Specialized and Inclusive Education of the Ministry of Education, mentioned that a policy of learning recovery It must have three elements: focus because not all educational institutions are in the same situation, that it be monitored and with constant accompaniment.
“Learning cannot be recovered, of everything at the same time, there are more urgent things and that is why the focus is on language, mathematics and the socio-emotional ”, he said, and clarified that entities can privilege what they consider most important.
For teachers there have been training through platforms and then strengthened with pedagogical visits in places where connectivity is not the most optimal.
For Nelly Miño, exrector of a public educational institution, to perform a leveling to students, classes must be scheduled with exercises, readings, group discussions to reinforce knowledge.
“If it is necessary to return to the topics that have already been discussed and it is detected that the course requires it, it is done in a generalized way; if it is only for a small group, it must be treated individually ”, explained Miño, who finds it difficult to give individualized attention.
She added that the teacher himself knows which aspects of the academic curriculum require further treatment. Besides that the teacher is privileged time for pedagogical tasks without distracting him in administrative matters.
In other educational entities that still maintain virtuality, according to a first year high school student, they have been given entrepreneurship and math boosters with exercises.
“When classes are over they make reinforcements of some past kind or to turn in overdue homework, “said the student.
Despite the fact that the return to the presence of some groups of students was postponed, the implementation of the plan continues depending on the return planning that the institution has.
“Learning is recovered in person (…), if there is no presence, the gap increases (…), despite learning, we must also protect health, “said Crespo, about the fact that the return to classrooms was left for February 2022 for certain segments of students due to the coronavirus and the threat of the omicron variant.
For Claudia Tobar, director of Institute of Teaching and Learning from San Francisco University, is a good opportunity to prioritize the most important skills of reading and basic arithmetic, but not pretending to validate two academic years.
“Trying to pressure them with a abrupt leveling where we have to recover all the content that was not given, what is really going to do is make the students disappointed, ”said Tobar.
At the moment, more than 11,000 educational institutions, a 68 %, continue with face-to-face classes progressively, which represents 1,200,000 students. In the educational system there are about 4’300,000 students and 16,290 institutions.
COE suspends return to face-to-face classes for students who had to enter in December and January due to the threat of the omicron variant
The second and third week of December, the Ministry of Education will make a first evaluation of apprenticeships to both the Coast-Galapagos regime and the Sierra-Amazonía regime, to see how the students have progressed.
The evaluation will be repeated in February on the coast and in March and June in the Sierra. Student learning and possible adjustments in the plan will be evaluated until 2022. (I)
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