21st Century Curriculum (Pedagogical Development)
As a complementary work to that of the School of Teachers, academic strengthening articulates the efforts of the different dependencies of the school with the construction of a new curriculum. Currently, a roadmap is defined that will surely allow us to better guide administrative decisions and will help to close the gap between theory and practice. Curriculum does not mean the adoption of a standard that denies our diversity in the concert of education, something that limits academic freedom or inventiveness of students. On the contrary, a wide map is sought that prevents the diversity achieved over a hundred years from being lost along the way. It is about offering more points of contact for students to express their difference and creativity, and for the new teachers, new possibilities for their optimal development and performance. A curriculum, as Juny Montoya affirms, is an instrument that answers the big questions that every educational institution asks or must ask itself: why do we educate? how to educate? what to educate about and at what time? How do we evaluate?
From this IPE we want to build an innovative curriculum that responds to the demands of the 21st century through our foundations and our challenges, that allows us to train among all the leaders and graduates that we want.
To achieve these purposes, the school, based on the guidelines of this IEP, builds its Development Plan and an institutional Self-evaluation system that responds to an evaluation cycle. Likewise, as part of its internationalization efforts, the Development Plan contemplates that the school be certified by the most prestigious quality firms.
Based on this IEP, the school is currently carrying out a rigorous institutional self-evaluation process coordinated by José Rafael Toro, an external expert of the highest academic and technical qualities. By the end of this year, this Self-evaluation process will be specified in a rigorous and deep Development Plan. The most important elements of the IEP for this Plan can be synthesized in three sets of statements:
- Our Foundations
- Our Challenges
- Strategic Lines
Foundations (Chapter II) collects the foundational features of the school. Those that define its “personality”, that have remained throughout their history and must remain present in their future. Our challenges (Chapter IV) can be understood as general educational objectives of the school for Colombia in the 21st century. Likewise, the Strategic Lines can be understood as families of purposes and actions with which the school has been committed in recent years and which form a fundamental part of the management of the current administration as a proposal for the development of the fundamentals and general educational objectives.
For the elaboration of the Development Plan it is proposed to take the Strategic Lines as strategic axes around which the following activities are deployed:
- Projection or redefinition of strategic lines
- Projection or redefinition of working plans
- Projection of costs associated with the Self-evaluation made up of:
- Conceptual motivation of each strategic line designed as a natural development of the guiding foundations and educational objectives
- Specification of each Strategic Line in “simple” components, associated with specific work plans, resources and achievements.
- Analysis of achievements and constraints, which must be explained in terms of the characteristics and conditions of the various components of the system:
– Teachers and students, Gimnasio Moderno commnunity
– Academic processes: curriculum, methodologies, extra-curricular activities.
– Physical resources, information, infrastructure.
– Financial resources.
– Organizational structure and government.
As a final result of this analysis, a narrative must be constructed that responds convincingly and evidently based on the questions, what has been achieved in each Strategic Line? What have been the restrictions that limit the progress in each of the lines?
Projection or redefinition of strategic lines:
The self-evaluation must lead, in a reasonable and justified manner, to different positions regarding the Strategic Lines and / or their components, including: redefinition, reaffirmations or elimination of (some) strategic lines.
Projection or redefinition of working plans:
The work of the Gimnasio Moderno in recent years has been based upon working plans that respond to each of the Strategic Lines, with more or less emphasis. The self-evaluation is the instance of the process that must have exposed these results and the circumstances that determined them. This phase of the planning process should result in the following elements:
- Distinguish those working plans that must have continuity without major modifications.
- Distinguish those plans that require modifications, as well as the proposals for modification, which must be expressed in terms of actions on the various components of the system listed above (teachers, students, processes, resources, governance, and organizational structure).
- Approach of new working plans, which are necessary as a consequence of the self-evaluation processes and redefinition of strategic lines.
- Distinguish the working plans that must be suspended or postponed in their execution.
For all the aforementioned, it must be possible to set goals within a time horizon agreed with the school management. The goals finally require an evaluation matrix, agreed upon with the planning team that can answer the question: What type of evidence allows us to affirm that a certain goal has been achieved?
Projection of Costs
Finally, this plan translates into a study of operating or investment costs within the time horizon stipulated in the Development Plan. The feasibility of executing the Development Plan is directly related to having the estimated resources.
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