Who defines the quality of education?

Alejandro Zegarra | DR. UNIFRANZ SANTA CRUZ Vice-President

Talking about the quality of education is not a simple matter. This concept is so broad and fundamental that it needs to be considered from multiple angles in order to truly grasp its essence and propose significant improvements.

In this sense, addressing the quality of education requires at least three key perspectives: relevance and relevance according to the needs of the labor market, and relevance of the training process and the development of students’ character. These three axes are interrelated and complementary and are essential to building a sound and meaningful education system.

The first perspective is to view the quality of education as a guarantee of full employment, to cultivate talents who can solve major human problems and meet social needs, and to ensure entry into a new stage of development.

This means aligning education with the skills required by organizations, fine-tuning the skills required by society, and incorporating the skills of learning how to learn. It is important to note that quality is not a static concept but a dynamic one, which requires a permanent change in the student-centered approach.

The second perspective implies a change in teaching, not just in what is taught, but fundamentally in how it is taught. A focus solely on the “what” of content runs the risk of becoming prematurely obsolete, as the speed at which knowledge changes requires higher education institutions to have the ability to accelerate and the obligation to become continuous learning organizations, and therefore to manage knowledge.

The whole process requires constant support and training of teachers. As facilitators of the learning process and guides for students, they must adapt their practice, teaching and methodological choices and, of course, apply forms of assessment that accompany the development of competences. In addition, we should think about a more flexible education, combined with technology, as a means to make the teaching-learning process more effective and efficient.

The third perspective requires a humanistic education that cares about students and how they conduct themselves as human beings, the development of character, and the incorporation of values ​​taught, promoted or reinforced throughout professional training into the profile of graduates.

Issues of sensitivity and perception of the SDGs must always be addressed and addressed.

Quality certification and accreditation developed by various educational institutions and organizations should not be considered as an end in itself or a panacea for solving problems of organization and standardization of educational processes. Compliance with a set of guidelines or standards should not be confused with quality.

Judging quality involves the judgment of the evaluator and the subjectivity of the interpretation and application of the criteria. However, the organization itself must develop a plan for continuous improvement in a process of self-evaluation and institutional reflection, constantly striving for excellence in education, a fantasy that must inspire permanent improvement in education to achieve a more humane world.

Speaking of the quality of education, it is about carrying out teaching processes that foster the development of competences, skills and character, allowing professionals with high technical performance, but committed to jointly building a better world, to respond relevant and relevant to the real problems and needs of society.

Excellence in education must be pursued, and accreditation and certification are a means by which the mission of continuous and permanent improvement in the quality of education in the country can be achieved collaboratively.