From the Córdoba administration they indicated that the objective is the participatory review of the educational community of each region seeking to promote study proposals that are consistent with the productive, social, cultural, scientific and technological needs of the place where the school is located.
“This decision is anchored in the awareness that 21st century education poses a far-reaching challenge in terms of preparing new generations for the challenges of the present and the future”pointed out the management of Martin Llaryora.
Córdoba modifies its study plans for 2025
The authorities pointed out that the process will begin with a set of schools of each level and modality (approximately 200) until 100% of the institutions are completed. In this same sense, the PROA experiences, Secondary Schools with Vocational Training, and the PIT 14-17 (Educational Inclusion and Termination Program 14-17) will continue to be deepened and improved. to generate more and better learning opportunities for all Cordobans.
On the other hand, the Integrated Education Centers for youth and adults will be expanded so that people over 18 years of age can finish primary and secondary school and/or take vocational training courses.
Experimental proposals to improve Rural Education will be enabled, as well as the experimental updating of teachers’ study plans will begin, and multidisciplinary teachers such as Technological Education and Educational Sciences will be implemented in order to articulate and enhance processes as a provincial educational system.
The participating institutions “They will redesign their proposals” through the design and management of their own innovation plan that will be accompanied by the ministry’s technical teams to consolidate achievements and address continuous improvement in favor of more and better learning.
These schools – more than 200 – will be the precursors that will have the challenge of planning, executing and evaluating innovation processes, sharing the experience with the rest of the educational institutions of the provincial educational system.
This renewal process has a fundamental pillar in the teaching and management teams, which is why not only job continuity is guaranteed, but work will also be done, for example, on the concentration and increase of hours of Secondary Education teachers. the hierarchy of the managerial function.
“In the same way, this Ministry contemplates accompanying actions throughout the process with technical assistance, teacher training, improvements in infrastructure, and the provision of resources and equipment for the institutions of the educational system. An example of this is the technological equipment that has been distributed in 2024 and that will continue to be delivered in the first quarter of 2025,” they stated.
At the end of the consultation, 32,005 students participated; 39,778 teachers; 31,710 citizens, 4,100 educational institutions; 11 universities; 129 school cooperators; 156 student centers; 289 Municipalities and communes; 103 Companies; 278 NGOs, among others.
Main points
Among the main points, from Initial Education to Higher Education, literacy is and will be a priority. “Our greatest challenge is in advanced initial and academic literacy,” they noted.
That is to say, the great objective of lifelong learning proposed by TransFORMAR@Cba: begins its journey at the initial level, is consolidated in primary education, strengthened in secondary education and deepened in higher education.
Progressive learning is promoted in Language and Mathematics, plus sciences (social and natural), technology, citizenship, humanities, arts, languages (with special emphasis on the teaching of English) and sports.
Knowledge integration experiences will be promoted by approaching education for Sustainable Development from the expanded STEAM approach, linked as in this school year with Science, technology, arts, movement and innovation fair, with actions to strengthen initial and continuous teacher training from this perspective.
The use of technologies in education will be emphasized. Determining how they are used and for what purposes, with questions about how digital and computational technologies are linked to pedagogical and social innovation.
Likewise, a horizon is included with learning and content that addresses programming, robotics, AI, and computer science content in the school curriculum. Integration of technologies to improve teaching and learning processes at all levels and modalities.
Source: Ambito
