el enfoque de sistemas aplicado a la educación: el caso del centro de … · 2019-11-29 · el...
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El enfoque de sistemas aplicado a la educación: el caso
del Centro de Estudios Justo Sierra, CEJUS
Jaime Jiménez1, Ramón Marín2
1Instituto de Investigaciones en Matemáticas Aplicadas y en Sistemas, Universidad
Nacional Autónoma de México (MEXICO)2Academia Mexicana de la Ciencia de Sistemas A.C. (MEXICO)
Tercer Seminario de Pensamiento Sistémico y Análisis de
Sistemas26 de mayo, 2014. 13:30 horas
Laboratorio de Sistemas, Tercer piso del Departamento de Ingeniería
de Sistemas, Edif. Bernardo Quintana Arrioja, Facultad de Ingeniería,
UNAM.
INTRODUCTION
• TAKES PLACE IN A SMALL RURAL COMMUNITY: SURUTATO.
• UP IN THE MOUNTAIN RANGE OF SINALOA, NORTHWEST MEXICO.
• DIFFICULT TO REACH.
• WITH ABUNDANT NATURAL RESOURCES.
• 2500 INHABITANTS, 29000 HECTARES OF COMMUNAL PROPERTY.
INTRODUCTION
• WHEN STARTED, 1978: THERE WAS NOT:
– ELECTRICITY, PIPED WATER, SEWAGE, TELEPHONE, MAIL, TELEGRAPH.
• TO SEVEN HOURS OF NEAREST URBAN SETTLEMENT.
• SURUTATO PARENTS PERCEIVED AN IMPORTANT COMMUNITY PROBLEM.
• WHAT WAS THE PROBLEM?: EDUCATION.
– ONLY ELEMENTARY SCHOOL.
– ONE TEACHER FOR SIX DEGREES.
– TEACHERS FREQUENTLY ABSENT.
– NEXT LEVEL OUTSIDE THE COMMUNITY.
– THOSE WHO LEFT BECAME ALIENATED.
– PARENTS WANTED THEIR CHILDREN REMAIN IN THE REGION.
– DOING AGRICULTURE, CATTLE RAISING.
• IMPORTANCE: EDUCATED KIDS PROBABLY WON’T JOIN DRUG MAFIAS.
• THE EXPERIENCE INVOLVES TWO ED. PROJECTS:
• CEJUS: JUSTO SIERRA STUDIES CENTER, AND
• CIDE: CENTER FOR INNOVATION AND EDUCATIONAL DEVELOPMENT.
• CEJUS: LOCATED IN SURUTATO INSIDE THE: “GOLDEN TRIANGLE”.
THE GOLDEN TRIANGLE
Creation of CEJUS
• PARENTS NEGOCIATED WITH THE ED. MINISTRY AUTHORITIES:
- ELEMENTARY SCHOOLS WERE NOTABLY IMPROVED.
- GOT OFFICIAL SUPPORT TO DESIGN THEIR OWN EDUCATIONAL PROJECT: CEJUS
- WITH THE HELP OF A PARTICIPATIVE PLANNING MODEL.
‐ AND A SMALL REVOLVING FUND.
• A 4-YEAR POST-ELEMENTARY SCHOOL WAS DESIGNED.
• THE 4TH YEAR FOR SOCIAL SERVICE. STARTED IN NOV. 1978.
Some Results
• CEJUS LEARNED AND ADAPTED THE PARTICIPATIVE PLANNING MODEL.
• CREATED THEIR OWN EDUCATION MODEL.
• EVENTUALLY CEJUS PROVIDED EDUCATION FROM PRE- TO HIGH-SCHOOL, WITH THEIR OWN DESIGN.
• AFTER FINISHING A 6-YEAR STUDY PERIOD, THEY ARE PREPARED AS COMMUNITY EDUCATION PROMOTERS (CEP).
• THE CEPs WORK WITH SIMILAR PROJECTS IN OTHER RURAL COMMUNITIES OF SINALOA.
THE CIDE:
renewed struggle for higher education
A “NEW” MODEL OF HIGHER EDUCATION –LEARNING GEARED TO RESEARCH.
• IT COMBINES:
– LEARNING BASED ON PROBLEMS,
– SELF-STUDY,
– FLEXIBLE CURRICULUM,
– INTENSIVE USE OF ICT’s,
– ACQUISITION OF GENERIC COMPETENCIES FOR RESEARCH.
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CIDE
• CIDE’S SOME EXPLICIT OBJECTIVES:
– TO DEVELOP AN INNOVATIVE MODEL OF RESEARCH WHERE PROJECTS ARE LINKED TO SOCIAL NEEDS.
– TO REACH AN INTERNATIONALLY COMPETITIVE LEVEL IN THE RESULTS OF RESEARCH THROUGH SCIENTIFIC PRODUCTION IN VISIBLE PUBLICATIONS.
– TO PRODUCE SCIENTIFIC KNOWLEDGE THAT WILL AID NATIONAL DEVELOPMENT BY THE SEARCH FOR SOLUTIONS TO THE PROBLEMS RELATED TO THE NATURAL ENVIRONMENT.
• CIDE’S TEACHING/RESEARCH GROUP:
– UNIVERSITY PROFESSORS,
– FROM DIFFERENT PUBLIC INSTITUTIONS,
– MORE THAN 25 YEARS EXPERIENCE.
• CIDE’S SHORT HISTORY:
– STARTED AS AN EDUCATIONAL EXPERIMENT BETWEEN
UAM-X AND THE U. OF COLIMA IN 1982.
– EXPERIENCED A LONG PERIOD OF INSTABILITY.
– FINALLY IT BECAME STABLE BY ASSOCIATING WITH CEJUS IN 2003.
• CIDE HAS NO PHYSICAL INFRASTRUCTURE.
• NO SALARY FOR THE PROFESSORS/ADVISORS.
• STUDENTS AND ADVISORS MEET ONCE A MONTH FOR TWO FULL DAYS TO SOCIALIZE KNOWLEDGE AND ADVANCE THE STUDENTS’ PROJECTS.
• THE STUDENT APPROACHES CIDE WITH SOME ACADEMIC UNREST.
• GENERALLY, WITH SOME LOCAL/REGIONAL PROBLEM FELT BY THE COMMUNITY HE/SHE WISHES TO SOLVE.
• CIDE’S STUDENTS:
• UNABLE TO JOIN A CONVENTIONAL PhD PROGRAM.
• GENERALLY TEACH FULL TIME IN EDUCATIONAL INSTITUTIONS.
‐ MAKE THEIR OWN CONTACTS WITH SCIENTISTS WORKING AT THE FRONTIER OF KNOWLEDGE.
‐ THROUGH INTENSIVE USE OF ICT’s.
‐ AVERAGE AGE IS 48 YEARS.
‐ WORK IN PUBLIC INSTITUTIONS (86%).
THE SYSTEMS APPROACH FEATURES OF
THE CIDE-CEJUS MODELS
CIDE-CEJUS Characteristic Systemic Characteristic
Community responsibility,
identity, and commitment.
Focus on what is wanted now,
not on what is not wanted or
what is wanted in some distant
future.
Self-learning and group work. Development is a matter of
learning, one cannot do it for
another. The only kind of
development possible is self-
development. However, one can
facilitate the development of
another by encouraging and
supporting their learning.
CIDE-CEJUS Characteristic Systemic Characteristic
Education related to the rural
environment.
Helping youth to improve the
quality of life in their
community.
Educational system should be
viewed as an institution that
has certain social functions.
Accepting the rhythm and
dynamics established by the
community. All participants,
men, women and children
wrote down on a card the
problem they considered to be
most important affecting them.
Governance: Participative
democracy. The governed
should be self-governing.
CIDE-CEJUS
Characteristic
Systemic Characteristic
The need for some type of
post-elementary education,
more related to local
economic needs.
Reformations are concerned with
changing the means systems
employ to pursue their objectives.
Transformations involve changes in
the objectives they pursue…a
difference between doing things
right (the intent of reformations) and
doing the right thing (the intent of
transformations).
Education would lead to
development. The real
development could not
come from the outside, it
had to be generated from
within, and it had to be a
product of collective
decisions and actions.
It is only through creative thought
and innovation that society can be
transformed into one that provides a
more equitable distribution of
wealth, quality of life, and
opportunities for development.
CIDE-CEJUS Characteristic Systemic Characteristic
Maintain students'
disposition to trade skills,
encouraging awareness of
their own environment.
Schools should connect to the real
world and especially to the larger
learning process that occurs outside
the schools.
Establishment of
workshops and knowledge
of technologies oriented
toward community
development needs. Based
on a community decision,
CEJUS was built
collectively, utilizing local
materials and technology.
The initiation of development in a
less developed society or community
is not just a matter of more resources
for the less developed. It is one of
enabling less developed to use
whatever resources they have
access to in a way they (not others)
believe will most accelerate their
development.
CIDE-CEJUS Characteristic Systemic Characteristic
The production cooperative
is administered by the
students themselves with
the object of providing them
with the skills necessary to
manage productive
businesses.
Education is maximized when it is
coordinated an integrated with work,
play, and inspiration.
Participative educational
planning process.
All the stakeholders in a system
should participate in its idealized
redesign.
CIDE-CEJUS
Characteristic
Systemic Characteristic
Educational emphasis
was changed from
teaching to learning,
based on personal
and group study
carried out by the
students, supervised
by professors-
advisors, and flexible
curriculum.
Socialization of
knowledge with other
students.
What is learned in school is not nearly
as important as learning how to learn
and being motivated to do so
continuously.
The role of the “teacher” should be that
of giving others an opportunity to learn
by practice, encouraging them to do so,
supporting them when they fail,
recognizing success when it occurs,
and offering to try to provide whatever
type of assistance they request.
Teaching others encourages and
enables students to learn on their own
and consolidate what they have
learned.
CIDE-CEJUS Characteristic Systemic Characteristic
Research projects were
linked to social needs.
Growth is an increase in size or
number. Development is an increase
in competence, the ability to satisfy
ones needs and desires and those of
others.
Growth is a matter of earning;
development is a matter of learning.
THANK YOU!!!