Una exploración auto-etnográfica de la evaluación curricular de la educación superior en África: implicaciones para el sistema educativo
DOI:
https://doi.org/10.37293/sapientiae111.06Palabras clave:
Auto-etnografía, Evaluación curricular, Educación SuperiorResumen
A pesar de la importancia del currículo para el desarrollo y el bienestar social, se ha prestado muy poca atención a su evaluación en relación con las estrategias y el impacto en la sociedad y el sistema de educación superior africanos. Este estudio etnográfico cualitativo exploró las reflexiones de cuatro académicos de educación superior sobre la esencia y el impacto de la evaluación curricular en la sociedad y el sistema educativo africanos, así como las estrategias para dicha evaluación. Se trata de una investigación auto-etnográfica colaborativa. Se empleó la técnica de muestreo intencional para seleccionar a cuatro académicos con experiencia de instituciones de educación superior de Nigeria y Sudáfrica. Los investigadores fueron la herramienta de recopilación de datos. Los resultados se analizaron y recopilaron de forma reflexiva y crítica mediante una plataforma específica de WhatsApp. Se utilizaron actas literales para comunicar los hallazgos del estudio. Los hallazgos revelan que la evaluación del currículo de educación superior lo dota de las expectativas de lo que debería ser, además de cumplir con los estándares globales, la competitividad y las necesidades sociales; la evaluación curricular requiere una transformación positiva en el nivel general de educación. Las estrategias para su evaluación son diversas y se adaptan al contexto. Para que un currículo de educación superior cumpla con las expectativas del siglo XXI, su evaluación debe ser realizada de forma regular y colectiva por los actores educativos. Es urgente abordar los desafíos que impiden una evaluación eficaz y regular del currículo de educación superior en África.
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