Evaluación del diseño y procesos de implementación en los años 2019 y 2021 del Programa Nacional de Innovación Educativa (PNIE) del Ministerio de Educación Pública de Costa Rica
Fecha
2024
Tipo
tesis de maestría
Autores
Garro Umaña, Jesús Alberto
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Resumen
Se evaluó la pertinencia y coherencia del diseño de la teoría de intervención del Programa Nacional de Innovación Educativa y la eficacia de sus procesos de implementación durante los años 2019 y 2021, en función del Acuerdo 01-05-2006 del CSE que institucionalizó el programa, para generar información que oriente mejoras en su gestión. La evaluación se desarrolló desde un paradigma pragmático y un enfoque basado en la teoría, con un diseño metodológico mixto concurrente en el que se recolectó información a través de entrevistas semiestructuradas, revisión documental y encuesta autoadministrada aplicada a 33 personas directoras, 836 docentes y 157 técnico-docentes.
En términos de pertinencia, se encuentra que el diseño del PNIE responde a las necesidades del país en el fortalecimiento de la competencia comunicativa en inglés y el desarrollo de habilidades digitales entre los estudiantes, especialmente en zonas con bajos índices de desempeño en competitividad. Además, el modelo de CIE se alinea con las políticas educativas actuales y buenas prácticas en innovación educativa, fortaleciendo así su pertinencia desde la perspectiva del Estado como garante de una educación de calidad. En cuanto a la coherencia, se destaca que el modelo de CIE es coherente con la modalidad educativa, pues su implementación incide en el uso de TIC en la mediación pedagógica, la motivación de docentes y estudiantes, así como en la capacidad innovadora en la insti tución. Se identifican desafíos relacionados con la sobreoferta curricular en algunos cen tros educativos y la carencia de delimitación específica de modalidades para los CIE. Al respecto, la unificación de la gestión de las intervenciones orientadas a la inclusión de TIC en la DRTE en el marco del MITDE (MEP, 2022) y PATDE (CSE, 2021a) es un avance significativo en la gobernanza coherente de tres intervenciones complementarias: PNIE, PNTM y PRONIE.
En términos de eficacia, se destaca la implementación exitosa del modelo de CIE en la consolidación de sus estructuras propias. Sin embargo, persisten desafíos en la apropiación de recursos tecnológicos y humanos transferidos a los centros educativos, así como en la gestión de recursos tecnológicos e infraestructura. Se resalta la importancia de abordar el bajo conocimiento sobre el modelo de CIE entre el personal docente mediante una mayor socialización. Asimismo, se evidenció un incremento en la cantidad de instituciones con CIEI conformados entre los años 2019, 2021 y 2022.
Se identificó oportunidades de mejora en la gestión de los recursos tecnológicos y de infraestructura transferidos a las instituciones en garantizar el acceso a redes de internet por parte del estudiantado, incrementar la disponibilidad de los equipos para que sea suficiente para la población estudiantil que los utiliza, y en la socialización efectiva de las funciones del personal técnico y los reglamentos internos para el uso y administración de los recursos con el fin de contribuir al aprovechamiento democrático y solidario de los recursos y la implementación eficaz del modelo de CIE en cada centro educativo beneficiado.
The relevance and coherence of the intervention theory design of the Programa Nacional de Innovación Educativa and the effectiveness of its implementation processes during the years 2019 and 2021 were evaluated based on the Agreement 01-05-2006 of the CSE that institutionalized the program, to generate information that guides improvements in its management. The evaluation was developed from a pragmatic paradigm and a theorybased approach, with a concurrent mixed method design in which information was collected through semi-structured interviews, document review, and a self-administered survey applied to 33 school principals, 836 teachers, and 157 technical-teachers. In terms of relevance, it is found that the design of the PNIE responds to the country's needs in strengthening English language communication skills and developing digital skills among students, especially in areas with low competitiveness performance. Additionally, the CIE model aligns with current educational policies and best practices in educational innovation, thus strengthening its relevance from the perspective of the State as guarantor of quality education. Regarding coherence, it is highlighted that the CIE model is coherent with educational modality as its implementation impacts the use of ICT in pedagogical mediation, motivation of teachers and students, and institutional innovative capacity. Challenges related to curriculum over-supply in some schools and the lack of specific modalities for the CIE are identified. In this regard, the unification of the management of interventions aimed at including ICT in the DRTE within the framework of the MITDE and PATDE that represents a significant advance in the coherent governance of three complementary interventions: PNIE, PNTM, and PRONIE. In terms of effectiveness, the successful implementation of the CIE model in consolidating its own structures is highlighted. However, challenges persist in the appropriation of technological and human resources transferred to educational centers, as well as in the management of technological resources and infrastructure. The importance of addressing the low knowledge about the CIE model among teaching staff through greater socialization is emphasized. Likewise, an increase in the number of institutions that formed CIEI between the years 2019, 2021, and 2022 was evidenced. Opportunities for improvement were identified in the management of technological and infrastructure resources transferred to institutions to ensure student access to internet networks, increase the availability of equipment sufficient for the student population that uses them, and in the effective socialization of the functions of technical staff and internal regulations for the use and administration of resources to contribute to democratic and solidarity-based resource utilization and effective implementation of the CIE model in each benefiting educational center.
The relevance and coherence of the intervention theory design of the Programa Nacional de Innovación Educativa and the effectiveness of its implementation processes during the years 2019 and 2021 were evaluated based on the Agreement 01-05-2006 of the CSE that institutionalized the program, to generate information that guides improvements in its management. The evaluation was developed from a pragmatic paradigm and a theorybased approach, with a concurrent mixed method design in which information was collected through semi-structured interviews, document review, and a self-administered survey applied to 33 school principals, 836 teachers, and 157 technical-teachers. In terms of relevance, it is found that the design of the PNIE responds to the country's needs in strengthening English language communication skills and developing digital skills among students, especially in areas with low competitiveness performance. Additionally, the CIE model aligns with current educational policies and best practices in educational innovation, thus strengthening its relevance from the perspective of the State as guarantor of quality education. Regarding coherence, it is highlighted that the CIE model is coherent with educational modality as its implementation impacts the use of ICT in pedagogical mediation, motivation of teachers and students, and institutional innovative capacity. Challenges related to curriculum over-supply in some schools and the lack of specific modalities for the CIE are identified. In this regard, the unification of the management of interventions aimed at including ICT in the DRTE within the framework of the MITDE and PATDE that represents a significant advance in the coherent governance of three complementary interventions: PNIE, PNTM, and PRONIE. In terms of effectiveness, the successful implementation of the CIE model in consolidating its own structures is highlighted. However, challenges persist in the appropriation of technological and human resources transferred to educational centers, as well as in the management of technological resources and infrastructure. The importance of addressing the low knowledge about the CIE model among teaching staff through greater socialization is emphasized. Likewise, an increase in the number of institutions that formed CIEI between the years 2019, 2021, and 2022 was evidenced. Opportunities for improvement were identified in the management of technological and infrastructure resources transferred to institutions to ensure student access to internet networks, increase the availability of equipment sufficient for the student population that uses them, and in the effective socialization of the functions of technical staff and internal regulations for the use and administration of resources to contribute to democratic and solidarity-based resource utilization and effective implementation of the CIE model in each benefiting educational center.
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EVALUACIÓN DE PROYECTO, INNOVACIÓN EDUCACIONAL, COSTA RICA