Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The improvement of the process of psychopedagogical tutoring, at the State Technical University of Quevedo, constitutes one of the fundamental purposes that can certainly contribute to the development of its educational model, since it favorably affects the results of the integral training of university students. To achieve these purposes, it is necessary to determine the initial state of this process, so the research was carried out with the objective of characterizing the current situation of the psycho-pedagogical tutoring process at the State Technical University of Quevedo, Ecuador. Part with a theoretical study of the research object, which allowed to take advantage of the main characteristics to be taken into account in the operational definition of the variable, on which six dimensions were determined, related to the types of tutoring; its programming; tutor preparation; use of techniques and instruments; motivation and satisfaction of those involved. A student survey, interview for teachers-tutors and analysis of documents was applied to a sample of the population universe, made up of 350 students and 64 teachers who agreed to participate. The tabulation and analysis of the surveys was carried out using the Statistical Package for the Social Sciences (SPSS) program. The aim was to generate alternatives that identify university institutional circumstances, with similar situations that occur in the country and in Latin America.

Secondary education, especially within its compulsory period in Ghana, aims at promoting the fundamental development of the individual. This being so, the extension of the compulsory education and the establishment of a basic and common education for all the citizens necessarily implies a non-selectivity principle and its non-discriminative condition. This means the implementation of a curricular inclusive arrangement that offers various learning opportunities and experiences to all the students. This is why we consider teacher training is a key element, for it can provide our teachers with the knowledge, skills and attitudes necessary so they can engage in the inclusive process. This article is a review on both the catering for diversity in secondary education as well as on the teacher training process, which is held responsible for offering that educational answer.

Faced to the challenges proposed by the Sustainable Development Goals approved internationally in the 2030 Agenda, the key role of the University in its achievement is recognized. In order to evaluate the contributions of the Center for Environmental and Natural Resources Studies, of the University of Pinar del Río "Hermanos Saíz Montes de Oca" , Cuba, in the period 2017-2018, in favor of the Sustainable Development Goals, a qualitative investigation was conducted through theoretical methods; the analysis / synthesis, and the documentary analysis as procedures and research techniques respectively. Perceived postgraduate and research activities that responded to the Sustainable Development Goals in the period evaluated were identified and quantified. 434 actions were carried out that paid 52.9% of the Objectives. Objective 4 "Quality education", Objective 11 "Sustainable cities and communities" and Objective 15 "Life of terrestrial ecosystems" were the most significant, with 160, 80 and 70 activities respectively. The graduate contributed 50 courses and 24 master theses; while the research paid tribute to 48 publications, 11 projects, 24 awards and 133 papers, of which 42 were presented at national and international scientific events. It is concluded that through the training and research processes, the Study Center was able to advance in the implementation of the Sustainable Development Goals with emphasis from environmental education; however, it is necessary to strengthen actions that respond to all the objectives, as well as increase awareness and training activities.

The teacher management must promote activities that allow the student to learn to communicate, adjusted to the demands of the professional activity for which they are trained. The present work is aimed at evaluating teachers' perception of the application of the system of problema-based methods described in Jurado, Bravo and Avello (2017). In this line, the present work is the result of the third phase of a PhD research that proposes a system of problema-based methods for interpersonal communication in the teaching-learning process of the Bachelor of Education career. In the observation of classes and group interviews with the participating teachers, it is evident that the proposed system sequences the problem methods that allow establishing the relationships between the teaching-learning process and interpersonal communication; and that it is this condition that favors the appropriation of the contents of the subjects and the use of verbal and non-verbal communication resources, creating a communicative situation that fosters the exchange between teacher-students, student-student and student-group.

The present work proposes a look at education in Colombia and the subject Social Sciences in the national panorama to deepen its qualities as a science and its practice within the Colombian education system. For the analysis of the historical and theoretical references of the object of study, as well as of its current tendencies, the research from which the work is derived, used the historical logical method, direct observation, the method of analysis and synthesis, together with the method of induction and deduction. The research allowed us to approach the problem of how the social sciences can contribute to propitiate scenarios more related to peace for a territory so vulnerable due to themes of conflict and violence; the possibilities that education opens up to glimpse through socio-critical thought a route that can contribute to a well-founded formation that prepares reflexive, critical and conscious subjects of their present, with a view to having the capacity to contribute to the future of the society in which they live. It is shown how from education and by means of the subject Social Sciences it is possible to contribute favorably to the harmonic development in the national panorama.

The article describes how outstanding teachers through their questions, can develop cognitive skills in their students. The research was carried out, from a qualitative methodological approach, of a descriptive nature with a non-experimental design with an intrinsic case study, since the interactions through the questions formulated in classes, between teacher and students of the subject of Language and Communication of fourth and fifth year of basic education according to Chilean legislation. The results show that teachers, through the questions they ask in class, stimulate in their students, preferably the development of rote memory skills, with questions that promote low cognitive demand prevailing, over higher level cognitive skills.

The objective of the study is to determine the technical efficiency of the 12 most representative ports in the countries of Southeast Asia during the period 2005-2015, through Free Disposal Hull (FDH) model with output orientation. To have greater robustness in the results, bootstrap statistic is applied. In a second moment, the FDH model is compared with DEA model. In FDH model it was found that on average, no year was efficient. The year in which the highest level of efficiency was presented was 2007, with an average of 0.82, while the least efficient year was 2013, where an average of 0.58 was reached. In the comparison of the FDH with the DEA model, the port of Singapur was the most efficient while Yangon in Burma and Sihanoukville in Cambodia were the ports with the lowest efficiency index.

This project was written out of the necessity that CELEX students had regarding their Japanese textbooks (The Genki Series) being written in English, and how such a situation happens in a Mexican university context. The following situations were analyzed: the state of the Genki book used in the CELEX programs of the University of Guadalajara, the students’ English knowledge status needed to work with the material, and what CELEX teachers should consider when adapting, re-purposing, and/ or replacing this textbook in their classes. These issues were tackled through a qualitative kind of research as both a case study and a need analysis evaluation (from which an online survey was applied to know the students’ opinions in certain topics). The results were mixed among the students concerning their personal language competence perception, feelings towards having a Japanese textbook in English, as well as opinions concerning teachers’ material development complementing the book’s contents.