PROPUESTA PARA LA CREACI��N DE UNA BIBLIOTECA VIRTUAL EN LA UNIVERSIDAD LATINOAMERICANA DE CIENCIA Y TECNOLOG��A ULACIT

La Universidad Latinoamericana de Ciencia y Tecnolog��a (ULACIT) es una universidad privada que fomenta el desarrollo de la ciencia y la tecnolog��a entre sus estudiantes. Adem��s, ULACIT participa en el proceso de acreditaci��n nacional ante SINAES��� (Sistema Nacional para la Acreditaci��n de la Educaci��n Superior).Pese a esto y conscientes de la importancia que conlleva una buena biblioteca en una instituci��n de educaci��n superior, se ha visto que la biblioteca de esta Universidad no re��ne las condiciones necesarias para responder a las demandas y exigencias que el usuario de hoy requiere de ellas. Por lo contrario, se carece de tecnolog��a actualizada para prestar servicios documentales de informaci��n y de interacci��n acad��mica, que se ajuste a los prop��sitos de la instituci��n.

LA OCUPACI��N DE DOCENTE UNIVERSITARIO Y LA REMUNERACI��N SALARIAL: caso de los profesores de la Escuela de Bibliotecolog��a, Documentaci��n e Informaci��n la Universidad Nacional de Costa Rica

Este art��culo muestra los principales resultados de una amplia investigaci��n sobre los salarios de los profesionales en bibliotecolog��a, motivo de preocupaci��n de las autoridades de la Escuela de Bibliotecolog��a, Documentaci��n e Informaci��n de la Universidad Nacional desde el proceso de autoevaluaci��n, realizado previo a la acreditaci��n de la carrera de Bibliotecolog��a y Documentaci��n por parte del Sistema Nacional de Acreditaci��n de la Educaci��n Superior (SINAES).En esta investigaci��n se ha demostrado la inequidad salarial que afecta al docente de la Universidad Nacional, con respecto a los salarios de los profesores de otras escuelas de bibliotecolog��a y, tambi��n, al personal que ocupa puestos administrativos tanto en la misma Universidad Nacional como en el sector p��blico. Los bajos salarios de los profesores y la falta de incentivos econ��micos en una funci��n fundamental para una instituci��n de ense��anza superior, no solo es motivo de disconformidad por el personal, m��ximo la elevada carga laboral a que es sometido en una escuela acreditada, sino que impide la contrataci��n de profesores altamente calificados.

The Acknowledgment of the Education in the Construction of the School Project

This article collects the main ideas constructed during a research process that allowed an approach to the study of the construction of school identities. The approach undertaken starts off not only from an analysis of the way in which the identities that converge in the dynamics of an educational institution and their relationship with the national educational proposal are constructed and articulated, but also the identification, starting from that analysis, of some possible lines of action on the formation of education professionals.

Andragogy as a Knowledge Driving Discipline in Higher Education

This paper exposes the diachronic (historical overview) of Andragogy (or Adult Education) and its introduction as a discipline in the context of university education. Based on the andragogical principles of the adult thought process and the work experience, this study sets out Adult Education as an education option to be implemented in higher education, in Costa Rica, to develop cognitive and meta-cognitive competencies in the university students, in the different academic areas simultaneously, by reproducing the Socratic maieutics, which is structured within the Kolb���s experiential learning cycle.

Conversation Circles as a Teaching Strategy: An Experience to Reflect on and Implement in Higher Education

The experience approached in this paper aims at reflecting, reasoning, planning and implementing the ���Conversation Circles��� as a teaching strategy in the PF-4237 course ���Theory of Education: Multiculturalism and Education��� of the Latin American Doctoral Program in Education, University of Costa Rica. This training experience, based on the communicative action theory, intended to integrate the assistance of the teacher, the confrontation to otherness and the building of knowledge, skills and social attitudes in higher education.

How to Achieve Professional Skills in Higher Education?

During the last decade, higher education has tried to focus education on the achievement of professional skills. It is interesting to see how the learning strategies implemented may facilitate or make more difficult the achievement of competencies. By dealing with the challenge of a competency-based education approach, higher education points out the need of knowing how to build such competencies, i.e. how to design a learning strategy. Not much importance has been given to this issue, probably because the competencies can be confused with abilities, skills and attitudes and, therefore, the model can be associated to in- or out-of-classroom activities without a strategy to articulate the knowledge acquired with the cultural, social and economic contexts of the community and labor spheres, i.e., as a whole (Tob��n, 2005). This paper analyzes the epistemological development of the competency-based approach in higher education, focusing on the implementation of professional competencies in the Sociology degree ���Licenciatura en Sociolog��a���, in two campuses of the Universidad Aut��noma de Baja California: Ensenada and Mexicali. This paper describes how competencies are built and explores different theoretical trends, their conceptualization and formation, based on in-depth interviews applied to students and teachers. It provides a mixed study to understand, based on the student���s point of view, the achievements of this study program in terms of professional competencies.