Government Administration

OBJECTIVES VS POWERS. Gabriel Hernandez Santamaria globalization, governed by three substantive areas: a) the laws of the market, b) the so-called society of knowledge and c) knowledge as part of the production factors, put on the table for discussions what must be the final product or goal of educational evaluation: objectives or educational competences. The issue isn’t just semantics or synonymy, involves a different conception of education. The goals represent a change of conduct, a domain of the curricular content to assume a new behavior. Educational competencies, on the other hand, are based on the achievement of an attitude to life; in a learning for life; to solve the problems posed by daily or academic life.

The pressure of the country’s educational authorities impose teacher competency-based education has puzzled him, since it was formed in the context of ideological Behaviorism. Le they taught during their training as a teacher, educational objectives serve to ensure that the student succeeds through educating action, learning, knowledge that has the program or curriculum, as well as the training of skills, attitudes and values. The confusion arises in the teacher because confronts a new educational paradigm that where imported is not change behaviour but an attitude to learn how to learn, learning to be and learning to do that it claims of a very different from its vocational training teaching practice. Confusion also includes the educational system of basic education by the contradictory attitude of the education authorities, on the one hand they present official mainly primary and secondary basic education study programmes based on objectives; at the time that is is demanding teacher to exert his teaching work in the context of educational competences. The confusion goes to hubris, when the evaluation of academic achievement in schools It is made with an instrument (link) structured under the principle of ideological Behaviorism that Busaco behavioral change not the ability of the student to solve problems with the knowledge acquired in school and respective grade. Before this sea of contradictions, is not anything unusual that criticism faculty are increasingly older, questioning his role as promoters of a good quality education, even disqualifying them as elements of the educational process. The solution of the problem lies not only in choosing between objectives or competencies, but plan for the development of national education, with educational policies that promote the educational system to enter in a comprehensive and equitable to the new culture of the knowledge society that demands the globalization of our here and now. And that education and teaching preparation of teachers not dependent of Government propaganda, interested in take political advantage of the educational system, as it has happened in the last forty years. While this keep going, not It will be nothing strange keep watching every change of Government Administration educational patches, short-term measures or ideas that have emerged in the field of the immediacy of those who direct or regentean education.

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