Resumen

CAMACHO CALVO, Silvia. Influence of global educational policies on national educational processes: The case of the Dual Educational Modality in Costa Rica. Rev. Actual. Investig. Educ [online]. 2023, vol.23, n.1, pp.432-464. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v23i1.51441.

The objective of the essay is framed in addressing the way in which global educational policies have influenced Costa Rican educational processes, specifically in the Costa Rican Technical Vocational Education and Training (TVET), being the case of the introduction and implementation of the first pilot projects in the dual modality one of the most significant. This is approached from a critical reflection on the documents (documentary review), which present information on the path taken by the different sectors: educational, economic and trade union, towards the curricular planning and implementation of the proposal of the dual modality in TVET of the Directorate of Technical Education and Entrepreneurial Skills of the Ministry of Public Education (DETCE-MEP), initiated in 2017. The main arguments focus on the fact that TVET in Costa Rica has its foundations in the School of Arts and Crafts of a group of Salesian religious, to later consolidate as an Educational Modality in the Fundamental Law of Education of 1957, from this moment it is stated that this is characterized by responding to the needs of the country, in terms of professions and trades, this link with the employer sector has characterized this educational modality since its inception and remains in time. As Costa Rica has opted for an economic development model based mainly in the service sector, global economies have an impact on local economies, and these in turn have an impact on the TVET curriculum. From these processes of exposure to international trends is that the first proposal for a Dual Technical Education and Training Law arises, which is perceived as influenced by international educational models, for these reasons it finds citizen forces that manifest themselves against it, so an analysis from a critical perspective is proposed through which it is intended to demonstrate the need to place the global recommendations regarding educational systems. The main conclusion is the need for a dual educational modality that is contextualized and situated, and that establishes itself as a space of inclusion for the populations that opt for this educational path, contributing to social justice.

Palabras clave : technical education; dual educational modality; educational environment; educational modality.

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