Integral Perspective of the Costa Rican Educational Development

The purpose of this essay is to raise the educational development that has been experienced in our country, outlining influential frames such as political, social, religious and economical ones. It aims to report statistical data as indicators of the development of our educational system, in areas of coverage, average education, repetition, desertion, among others. It is imperative to achieve changes and restructuring in our education system at all levels, from kindergarten to university, so it should take into account the contribution of all stakeholders in the education sector, as the human resource is valuable and all the innovative proposals should be heard, especially those that seek to build together and not ideas imposed that hinder the development of education in our country. Improvements must be necessary because there is an existing desire by many people of improving and achieving a true enrichment in our education.

An Environmental Management Experience Within the Project: Improvement of Educational Opportunities in Rural Environmental Management in Sarapiqui and Guapiles’ Schools

A very important aspect of worldwide education and, particularly for Costa Rican education, is the environmental management as an educational strategy. For this reason, this article describes the experience of the project Mejora de la Oferta Educativa en Gestión Ambiental Rural (MOE-GAR) during its first stage in 2009. The population was comprised by teachers from different areas of the rural school districts of Guapiles and Sarapiquí. As a part of this project, we worked with teachers, different government and nongovernment institutions, throughout the 2009 school year; obtaining as a result, a process of knowledge development in environmental management. Based on this, several proposals were developed in different educational institutions.

The Support Educational Commitee Participation in the Pedagogical Approach of an Educational Integration

Educational services are essential to social and economical development of people, mainly to the progress of all sectors of society. Establishing actions that can promote the participation of various social groups is essential to improve their quality of life and building more respectful and fair human rights without any discrimination or exclusion. In recent years, the Costa Rican education system has undergone significant changes due to the pedagogical approach of inclusive education in which students with educational needs may require different support and specialized resources for training and development. For this, the Basic Educational Division of the Center for Teaching and Research in Education, generated a concern of investigating the participation of the Committee of Educational Support in the process of educational integration, thus, determine the functions performed in the educational context, under the rules of the 7600 Equal Opportunity Act for people with disabilities, which is the entity that corresponds to regulate access to education by identifying the support required for students with educational needs and, advice and trains, administrative staff in schools both public and private in the country. In addition, there is also a concern for exploring the role of the Special Education teacher for this Committee, as well as learning the perceptions of teachers and parents about the functions performed by the committee.

Keys on the Formation and Human Development in Pedagogy

This paper is based on the experiences of the author, who has worked in the various levels of the Venezuelan educational system. This has been a very important platform to understand the ideas of education and human development within the Venezuelan institutionality in the educational field. The idea of education that we have, as teachers, should be rethought in order to consider the personal stories of those who share with us their time, interests and willingness: children, young people or adults, all with particular identities, differences and coincidences. The teachers, the schools and the State cannot consider an education for someone they do not know. In this sense, we provide some reflections resulting from our ethnographic work, based on the school life, interviews, class analysis, observations, and stories, among others. Our thoughts are classified as formation, hope, dialogue, attitude, and school life.