El sistema educativo finlandés modelo para el fortalecimiento de la enseñanza del inglés en el Instituto Nacional de Aprendizaje
Fecha
2020
Autores
Robles Leitón, Angie Marcela
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Editor
Universidad Nacional, Costa Rica
Resumen
La educación ha sido un agente vital para constituir una de las democracias más
estables y uno de los mercados laborales más calificados en América Latina, con los más
altos niveles de bienestar en la región. Costa Rica otorga anualmente un considerable
monto del PIB nacional a la educación. Sin embargo, persisten una serie de desafíos en el
sistema.
Una formación técnica bilingüe de calidad permite el alcance de la igualdad
salarial, a través de personas calificadas para el trabajo, lo que fortalece el ideal de
desarrollo social y productivo propuesto por el gobierno del bicentenario. Por tanto, el
decreto Alianza para el Bilingüismo (ABi) (2018), se genera en un contexto en el que el
gobierno establece alianzas de cooperación entre el sector público-privado para reordenar
el accionar y los lineamientos de la enseñanza del idioma inglés como prioridad nacional
en colaboración del Instituto Nacional de Aprendizaje (INA), para responder
eficientemente a la demanda del mercado laboral, alineado al primer Marco Nacional de
Cualificación de la Educación y Formación Técnica Profesional así como los Objetivos de
Desarrollo Sostenible y los principios de la Cooperación Oficial para el Desarrollo.
En este sentido, es vital analizar los beneficios de la cooperación técnica
finlandesa en la implementación técnico-pedagógica de los nuevos programas de
habilitación del inglés basados en competencias a implementarse en el INA, ya que este
país Nórdico es por excelencia un referente mundial de la calidad.
El objetivo de esta investigación fue analizar el sistema educativo finlandés como
modelo para el desarrollo de un proyecto de cooperación técnica que fortalezca la
enseñanza del inglés en el INA para la contribución al alcance del Objetivo de Desarrollo
Sostenible número 4 al 2030. Se implementó un análisis de brechas entre la enseñanza del
inglés en el sistema educativo finlandés y el costarricense para determinar las variables
necesarias para el diseño de la estrategia de cooperación entre Finlandia y Costa Rica.
iv
Esto permitió establecer mediante el método Delphi, las prioridades de
capacitación técnica-pedagógica de los docentes de inglés en el INA. Se establecieron las
prioridades a través de la unificación de criterios de los nuevos programas de estudio y los
objetivos propuestos desde ABi en Costa Rica dentro del marco de una estrategia de
cooperación técnica internacional finlandesa al 2030.
Education has been a vital agent in building one of the most stable democracies and one of the most skilled labor markets in Latin America, with the highest levels of well-being in the region. Costa Rica annually allocates a considerable amount of national GDP to education. However, a number of challenges persist in the system. Quality bilingual technical training allows the achievement of wage equality, through qualified people for work, which strengthens the ideal of social and productive development proposed by the bicentennial government. Therefore, the decree Alliance for Bilingualism (ABi) (2018), is generated in a context in which the government establishes cooperation alliances between the public-private sector to reorder the actions and guidelines of English language teaching as a national priority in collaboration with the National Learning Institute (INA), to respond efficiently to the labor market demand, aligned to the first National Qualification Framework for Technical Vocational Education and Training as well as the Sustainable Development Goals and the principles of the Official Development Cooperation. In this sense, it is vital to analyze the benefits of Finnish technical cooperation in the technical-pedagogical implementation of the new competency-based English proficiency programs to be implemented at INA, since this Nordic country is par excellence a world reference for quality. The objective of this research was to analyze the Finnish education system as a model for the development of a technical cooperation project to strengthen English language teaching at INA in order to contribute to the achievement of Sustainable Development Goal 4 by 2030. A gap analysis between English teaching in the Finnish and Costa Rican education systems was implemented to determine the variables necessary for the design of the cooperation strategy between Finland and Costa Rica. iv This made it possible to establish, through the Delphi method, the priorities for technical-pedagogical training of English teachers in the INA. Priorities were established through the unification of criteria of the new curricula and the objectives proposed by ABi in Costa Rica within the framework of a Finnish international technical cooperation strategy for 2030.
Education has been a vital agent in building one of the most stable democracies and one of the most skilled labor markets in Latin America, with the highest levels of well-being in the region. Costa Rica annually allocates a considerable amount of national GDP to education. However, a number of challenges persist in the system. Quality bilingual technical training allows the achievement of wage equality, through qualified people for work, which strengthens the ideal of social and productive development proposed by the bicentennial government. Therefore, the decree Alliance for Bilingualism (ABi) (2018), is generated in a context in which the government establishes cooperation alliances between the public-private sector to reorder the actions and guidelines of English language teaching as a national priority in collaboration with the National Learning Institute (INA), to respond efficiently to the labor market demand, aligned to the first National Qualification Framework for Technical Vocational Education and Training as well as the Sustainable Development Goals and the principles of the Official Development Cooperation. In this sense, it is vital to analyze the benefits of Finnish technical cooperation in the technical-pedagogical implementation of the new competency-based English proficiency programs to be implemented at INA, since this Nordic country is par excellence a world reference for quality. The objective of this research was to analyze the Finnish education system as a model for the development of a technical cooperation project to strengthen English language teaching at INA in order to contribute to the achievement of Sustainable Development Goal 4 by 2030. A gap analysis between English teaching in the Finnish and Costa Rican education systems was implemented to determine the variables necessary for the design of the cooperation strategy between Finland and Costa Rica. iv This made it possible to establish, through the Delphi method, the priorities for technical-pedagogical training of English teachers in the INA. Priorities were established through the unification of criteria of the new curricula and the objectives proposed by ABi in Costa Rica within the framework of a Finnish international technical cooperation strategy for 2030.
Descripción
Palabras clave
COSTA RICA, DEMOCRACIA, FINLANDIA, INSTITUTO NACIONAL DE APRENDIZAJE (COSTA RICA), POLÍTICA EXTERIOR, RELACIONES INTERNACIONALES, COSTA RICA, DEMOCRACY, FINLAND, FOREIGN POLICY, INTERNATIONAL RELATIONS, NATIONAL INSTITUTE OF LEARNING (COSTA RICA)