Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process

In Colombia, the Ministry of National Education has adopted the Program of Acceleration of Learning [PAL], as a flexible model for people in special conditions. The study assessed the PAL in an educational institution from the city of Neiva, to determine whether the objectives for which it was imple...

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Tipo de recurso:: http://purl.org/coar/resource_type/c_6698

Fecha de publicación:: 2020

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.en-US.fl_str_mv	Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process
dc.title.es-ES.fl_str_mv	Evaluación del Programa de Aceleración del Aprendizaje: una apreciación estratégica hacia la educación inclusiva en el posconflicto
dc.title.fr-FR.fl_str_mv	Évaluation du Programme d'Accélération de l'Apprentissage : une appréciation stratégique de l'éducation inclusive dans le post-conflit
dc.title.pt-BR.fl_str_mv	Avaliação do Programa de Aceleração da Aprendizagem: uma apreciação estratégica para a educação inclusiva no pós-conflito
title	Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process
spellingShingle	Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process acceleration of learning vulnerability post-conflict inclusion evaluation Aceleración del aprendizaje vulnerabilidad posconflicto inclusión evaluación. accélération de l'apprentissage vulnérabilité post-conflit inclusion évaluation aceleração da aprendizagem vulnerabilidade pós-conflito inclusão avaliação
title_short	Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process
title_full	Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process
title_fullStr	Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process
title_full_unstemmed	Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process
title_sort	Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process
dc.subject.en-US.fl_str_mv	acceleration of learning vulnerability post-conflict inclusion evaluation
topic	acceleration of learning vulnerability post-conflict inclusion evaluation Aceleración del aprendizaje vulnerabilidad posconflicto inclusión evaluación. accélération de l'apprentissage vulnérabilité post-conflit inclusion évaluation aceleração da aprendizagem vulnerabilidade pós-conflito inclusão avaliação
dc.subject.es-ES.fl_str_mv	Aceleración del aprendizaje vulnerabilidad posconflicto inclusión evaluación.
dc.subject.fr-FR.fl_str_mv	accélération de l'apprentissage vulnérabilité post-conflit inclusion évaluation
dc.subject.pt-BR.fl_str_mv	aceleração da aprendizagem vulnerabilidade pós-conflito inclusão avaliação
description	In Colombia, the Ministry of National Education has adopted the Program of Acceleration of Learning [PAL], as a flexible model for people in special conditions. The study assessed the PAL in an educational institution from the city of Neiva, to determine whether the objectives for which it was implemented are being achieved, and whether the program can be a reference for the population that emerges from the post-conflict process. The approach of the study was qualitative, with a descriptive-evaluative scope, and cross-sectional, taking data between the years 2011-2016. Since the study evaluates the impact of the aforementioned program, the design of non-experimental cross-sectional research was adopted. To that end, documentary review and interviews were carried out. It was found that the PAL has guaranteed re-entry into the education system at the level of basic education, but it does not guarantee continuity in secondary education, due to different reasons that cause school dropout. The PAL can be classified as feasible for population that arises from the post-conflict process.
publishDate	2020
dc.date.accessioned.none.fl_str_mv	2024-07-05T19:04:29Z
dc.date.available.none.fl_str_mv	2024-07-05T19:04:29Z
dc.date.none.fl_str_mv	2020-01-03
dc.type.none.fl_str_mv	info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8207 10.19053/22160159.v11.n25.2020.8207
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/13500
url	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8207 https://repositorio.uptc.edu.co/handle/001/13500
identifier_str_mv	10.19053/22160159.v11.n25.2020.8207
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language	spa
dc.relation.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8207/8687 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8207/8861 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8207/9113 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8207/10347
dc.rights.es-ES.fl_str_mv	Derechos de autor 2020 Lina Maria Ortiz, Carolina Betancourt
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.coar.spa.fl_str_mv	http://purl.org/coar/access_right/c_abf199
rights_invalid_str_mv	Derechos de autor 2020 Lina Maria Ortiz, Carolina Betancourt http://purl.org/coar/access_right/c_abf199 http://purl.org/coar/access_right/c_abf2
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dc.publisher.es-ES.fl_str_mv	Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv	Praxis & Saber; Vol. 11 No. 25 (2020): Saberes e interacciones escolares; 97 - 110
dc.source.es-ES.fl_str_mv	Praxis & Saber; Vol. 11 Núm. 25 (2020): Saberes e interacciones escolares; 97 - 110
dc.source.fr-FR.fl_str_mv	Praxis & Saber; Vol. 11 No 25 (2020): Saberes e interacciones escolares; 97 - 110
dc.source.it-IT.fl_str_mv	Praxis & Saber; V. 11 N. 25 (2020): Saberes e interacciones escolares; 97 - 110
dc.source.pt-BR.fl_str_mv	Praxis & Saber; v. 11 n. 25 (2020): Saberes e interacciones escolares; 97 - 110
dc.source.none.fl_str_mv	2462-8603 2216-0159
institution	Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv	Repositorio Institucional UPTC
repository.mail.fl_str_mv	repositorio.uptc@uptc.edu.co
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spelling	2020-01-032024-07-05T19:04:29Z2024-07-05T19:04:29Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/820710.19053/22160159.v11.n25.2020.8207https://repositorio.uptc.edu.co/handle/001/13500In Colombia, the Ministry of National Education has adopted the Program of Acceleration of Learning [PAL], as a flexible model for people in special conditions. The study assessed the PAL in an educational institution from the city of Neiva, to determine whether the objectives for which it was implemented are being achieved, and whether the program can be a reference for the population that emerges from the post-conflict process. The approach of the study was qualitative, with a descriptive-evaluative scope, and cross-sectional, taking data between the years 2011-2016. Since the study evaluates the impact of the aforementioned program, the design of non-experimental cross-sectional research was adopted. To that end, documentary review and interviews were carried out. It was found that the PAL has guaranteed re-entry into the education system at the level of basic education, but it does not guarantee continuity in secondary education, due to different reasons that cause school dropout. The PAL can be classified as feasible for population that arises from the post-conflict process.En Colombia, el Ministerio de Educación Nacional ha adoptado el Programa de Aceleración del Aprendizaje [PAA], como modelo flexible para población en condiciones especiales. El estudio evaluó el PAA en una institución educativa de Neiva, para determinar si se está cumpliendo con los objetivos por los cuales fue implementado y si puede ser un referente para la población que surge del posconflicto. El estudio se abordó desde un enfoque cualitativo, con un alcance descriptivo-evaluativo, de corte transversal, que toma datos entre los años 2011 y 2016. Como es un estudio que evalúa el impacto del programa, se adoptó el diseño de investigación no experimental-transversal. Se realizaron revisión documental y entrevistas. Se encontró que el PAA ha garantizado el reingreso al sistema educativo en el nivel de educación básico, pero no garantiza la continuidad en la educación media, por diferentes causas que ocasionan deserción escolar. El PAA se puede catalogar como viable para la población que surge del proceso de posconflicto.En Colombie, le Ministère de l'Éducation Nationale a adopté le Programme d'Accélération de l'Apprentissage [PAA], en tant que modèle souple pour la population vivant dans des conditions spéciales. Cette étude a évalué le PAA dans un établissement d'enseignement à Neiva, afin de déterminer si les objectifs pour lesquels il a été créé ont été atteints et s'il peut être un point de référence pour les sociétés de post-conflit. L'étude est abordée sous une approche qualitative ; elle a une portée descriptive-évaluative et une analyse transversale. Elle prend des données des années 2011 à 2016. Étant donné qu'il s'agit d'une étude évaluant l’impact du programme, la méthode de recherche non-expérimentale transversale a été adoptée. Une analyse documentaire et des entretiens ont été réalisés. Il a été établi que le PAA a assuré le retour au système d'éducation au niveau de l’enseignement de base mais il ne garantit pas la continuité dans l'enseignement secondaire de deuxième cycle à cause de divers facteurs provoquant l'abandon scolaire. Le PAA peut être considéré viable pour la société de post-conflit.Na Colômbia, o Ministério de Educação Nacional tem adoptado o Programa de Aceleração da Aprendizagem [PAA], como modelo flexível para população em condições especiais. O estudo avaliou o PAA numa instituição educativa de Neiva, para determinar sim se está a cumprindo com os objetivos pelos quais foi implementado e se pode ser um referente para a população que surge do pós-conflito. O estudo abordou-se desde um enfoque qualitativo, com um alcance descritivo-avaliativo, de corte transversal, que toma dados entre os anos 2011 e 2016. Como é um estudo que avalia o impacto do programa, se adoptou o desenho de pesquisa não experimental-transversal. Realizaram-se revisão documental e entrevistas. Encontrou-se que o PAA tem garantido o reingresso ao sistema educativo no nível de educação básica, mas não garante a continuidade na educação média, por diferentes causas que ocasionam deserção escolar. O PAA pode-se catalogar como viável para a população que surge do processo de pós-conflito. application/pdftext/htmlapplication/epub+zipapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8207/8687https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8207/8861https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8207/9113https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8207/10347Derechos de autor 2020 Lina Maria Ortiz, Carolina Betancourthttp://purl.org/coar/access_right/c_abf199http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 11 No. 25 (2020): Saberes e interacciones escolares; 97 - 110Praxis & Saber; Vol. 11 Núm. 25 (2020): Saberes e interacciones escolares; 97 - 110Praxis & Saber; Vol. 11 No 25 (2020): Saberes e interacciones escolares; 97 - 110Praxis & Saber; V. 11 N. 25 (2020): Saberes e interacciones escolares; 97 - 110Praxis & Saber; v. 11 n. 25 (2020): Saberes e interacciones escolares; 97 - 1102462-86032216-0159acceleration of learningvulnerabilitypost-conflictinclusionevaluationAceleración del aprendizajevulnerabilidadposconflictoinclusiónevaluación.accélération de l'apprentissagevulnérabilitépost-conflitinclusionévaluationaceleração da aprendizagemvulnerabilidadepós-conflitoinclusãoavaliaçãoEvaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict processEvaluación del Programa de Aceleración del Aprendizaje: una apreciación estratégica hacia la educación inclusiva en el posconflictoÉvaluation du Programme d'Accélération de l'Apprentissage : une appréciation stratégique de l'éducation inclusive dans le post-conflitAvaliação do Programa de Aceleração da Aprendizagem: uma apreciação estratégica para a educação inclusiva no pós-conflitoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6698http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a282http://purl.org/coar/version/c_970fb48d4fbd8a85Ortiz, Lina MariaBetancourt, Carolina001/13500oai:repositorio.uptc.edu.co:001/135002025-07-18 11:43:55.198metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process

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