Learning results time

Abstract

In spite of the changes to education norms in our country in the last ten years, where we have tried to integrate the different curriculum components in teaching and learning design, it is still typical to detect (1) curriculum plans that encourage rote learning and (2) teachers that continue teaching in the same style in which they were taught as students, and/or simply copying the textbook, even though sometimes it doesn´t provide the appropriate teaching and reliable assessment which meets the needs of our society. The insufficient academic training of (1) teachers, superintendents, and education authority members and (2) staff assessment that assures the best teaching practices in the classrooms, may be contributing to the inability to improve our education system. With respect to these deficiencies, we may come to the conclusion that the inclusion of these competencies in the curriculum and evaluation is a superficial action to fullfill European education requirements, more than a real plan to improve teaching and learning processes, and therefore, learning results in our country.