{"id":4178,"date":"2021-12-07T23:57:01","date_gmt":"2021-12-07T23:57:01","guid":{"rendered":"https:\/\/transforminghigher.education\/?p=4178"},"modified":"2022-01-18T15:13:57","modified_gmt":"2022-01-18T15:13:57","slug":"mexican-committee-for-agronomic-education-accreditation-comeaa-and-the-higher-education-transformation-project-join-efforts-to-promote-continuous-improvement-in-agricultural-science-educational-prog","status":"publish","type":"post","link":"https:\/\/transforminghigher.education\/es\/mexican-committee-for-agronomic-education-accreditation-comeaa-and-the-higher-education-transformation-project-join-efforts-to-promote-continuous-improvement-in-agricultural-science-educational-prog\/","title":{"rendered":"COMIT\u00c9 MEXICANO DE ACREDITACI\u00d3N DE LA EDUCACI\u00d3N AGRON\u00d3MICA (COMEAA) Y EL PROYECTO DE TRANSFORMACI\u00d3N DE LA EDUCACI\u00d3N SUPERIOR UNEN ESFUERZOS PARA IMPULSAR LA MEJORA CONTINUA EN PROGRAMAS EDUCATIVOS DE CIENCIAS AGR\u00cdCOLAS"},"content":{"rendered":"

Diciembre 2021<\/strong>La Confederaci\u00f3n Global de Asociaciones de Educaci\u00f3n Superior en Ciencias Agr\u00edcolas y de la Vida (GCHERA) y el Comit\u00e9 Mexicano de Acreditaci\u00f3n de la Educaci\u00f3n Agron\u00f3mica (COMEAA) establecieron una alianza de cooperaci\u00f3n para el impulso de las acreditaciones de carreras relacionadas a la agronom\u00eda en M\u00e9xico y Centroam\u00e9rica.<\/p>\n\n\n\n

Para el proyecto, la integraci\u00f3n del COMEAA en su red de aliados es sumamente importante, pues contribuye a los esfuerzos de incorporaci\u00f3n y visibilizaci\u00f3n de los cinco elementos del \u00e9xito a los programas de estudio de estas carreras.<\/p>\n\n\n\n

Carlos Maycotte, presidente del COMEAA nos brind\u00f3 una entrevista, en la que podemos conocer mejor el enfoque de la instituci\u00f3n y sus aspiraciones para la educaci\u00f3n universitaria en la regi\u00f3n.<\/p>\n\n\n\n

  1. \u00bfC\u00f3mo fueron sus acercamientos con GCHERA?<\/strong>

    El acercamiento fue a trav\u00e9s de la Universidad EARTH, ya que cuando fui director del Instituto de Ciencias Agropecuarias promov\u00ed la firma de un convenio de colaboraci\u00f3n con dicha Universidad para impulsar la movilidad acad\u00e9mica entre ambas instituciones.

    Posteriormente, al dejar el cargo de director del instituto me incorporo a COMEAA trabajando en procesos de evaluaci\u00f3n de la calidad de los programas educativos de ciencias agropecuarias. Actualmente, este organismo acreditador establece estrategias para crear sinergias con socios estrat\u00e9gicos a nivel internacional para fortalecer los procesos de calidad de los programas educativos, gracias a esto tuve la oportunidad de conversar con el Dr. Jose Zaglul como presidente de GCHERA e hice patente el inter\u00e9s de unir esfuerzos en beneficio de la educaci\u00f3n agr\u00edcola superior y de ser parte de la red. Por lo tanto, se present\u00f3 una solicitud formal para pertenecer a la Confederaci\u00f3n, la cual, afortunadamente fue aprobada en la asamblea general de GCHERA en 2020.

    <\/li>
  2. \u00bfPor qu\u00e9 decidieron ser parte de la red de miembros asociados?<\/strong>

    Una de las caracter\u00edsticas de COMEAA es que hemos establecido estrategias enfocadas para impulsar a los programas de ciencias agropecuarias para que evolucionen, se transformen y se adapten a las nuevas condiciones del sector productivo y por l\u00f3gica vayan m\u00e1s all\u00e1 de lo establecido. Fomentamos este cambio a trav\u00e9s de un marco de referencia basado en la evaluaci\u00f3n de proceso, resultados e impactos, donde el programa educativo, entre otras consideraciones, debe evolucionar permanentemente y contar con un documento de mejora continua y aseguramiento de la calidad, ya que el conocimiento es din\u00e1mico y no est\u00e1tico.

    En ese sentido, el proyecto de Transformaci\u00f3n de la Educaci\u00f3n Superior no es aislado y existen muchas organizaciones decididas a impulsar el cambio de los programas educativos de ciencias agr\u00edcolas y GCHERA coincidentemente es una de esas organizaciones, as\u00ed que lo m\u00e1s l\u00f3gico es unir esfuerzos y crear una sinergia donde todos ganan y se optimicen los recursos.

    <\/li>
  3. \u00bfPor qu\u00e9 es importante modificar los modelos educativos actuales?<\/strong>

    El modelo educativo que tenemos actualmente fue creado hace 200 a\u00f1os, aproximadamente, donde exist\u00edan condiciones sociales, econ\u00f3micas y pol\u00edticas que son completamente diferentes a las actuales. Por lo tanto, en estos 200 a\u00f1os hemos vivido tres contratos sociales por la educaci\u00f3n:
    El primero enfocado a la adquisici\u00f3n de competencias b\u00e1sicas como matem\u00e1ticas, lenguaje, historia.
    El segundo donde se promov\u00eda la adquisici\u00f3n de competencias t\u00e9cnicas asociadas al desempe\u00f1o de una profesi\u00f3n, que se obten\u00edan por medio del estudio de una carrera, y
    El tercero donde la adquisici\u00f3n de competencias gen\u00e9ricas clave en el siglo XXI, como habilidades blandas son la prioridad para aprovechar las oportunidades y para enfrentar la incertidumbre de los vertiginosos cambios en el mundo laboral.

    A trav\u00e9s de estos contratos hemos podido constatar que los conocimientos, habilidades y destrezas han sido diferentes entre cada uno de ellos, las necesidades sociales y de empleabilidad han sido diferentes, las condiciones tecnol\u00f3gicas han sido diferentes, por lo tanto, la educaci\u00f3n debe ser diferente. El cambio es garantizado.

    Un punto clave de la transformaci\u00f3n superior es entender que los estudiantes son el centro de la educaci\u00f3n y no el profesor o el eje acad\u00e9mico. Y que la idea es que ambos, profesor y estudiante, aprendan uno del otro al hacer sinergia. \n\nSi el modelo anterior privilegiaba la ense\u00f1anza a trav\u00e9s de la memoria y la magistralidad de las clases, ahora se pide a trav\u00e9s del proyecto que las clases sean innovadoras, creativas y ayuden al estudiante a descubrir sus talentos.

    <\/li>
  4. \u00bfCu\u00e1les son los beneficios de estos modelos educativos basados en los cinco elementos del \u00e9xito?<\/strong>

    Los cinco elementos clave de \u00e9xito son importantes en el proceso de ense\u00f1anza-aprendizaje ya que se impulsa la adquisici\u00f3n de conocimientos, habilidades, destrezas y valores propios para enfrentar los retos y desaf\u00edos del siglo XXI, por ejemplo:

    El aprendizaje experiencial<\/strong>es de particular importancia ya que las metodolog\u00edas de aprendizaje vivencial fomentan la integraci\u00f3n del aprendizaje propositivo y la adquisici\u00f3n de destrezas y competencias pr\u00e1cticas en el contexto de los problemas del \u201cmundo real\u201d. \n\nAl relacionarnos con la comunidad, se fortalece la identidad de la instituci\u00f3n en las localidades, aumenta el \u00edndice de empleabilidad, generas actividades que atienden la necesidad del sector productivo de la zona, generas sinergias que permiten identificar de manera realista si los esfuerzos de la instituci\u00f3n en materia productiva funcionan o no, para hacer los ajustes necesarios al programa educativo y en los procesos de ense\u00f1anza-aprendizaje.

    Por otra parte, el emprendimiento<\/strong>. No todos los estudiantes van a ser empleados del gobierno. Esto fomenta que el alumno entienda su potencial y por s\u00ed mismo decida si es capaz de formar su propio negocio. Las nuevas empresas son responsables del desarrollo de innovaciones radicales que generan mercados completamente nuevos o perturban sustancialmente los mercados existentes, al encontrar nuevas oportunidades sin explotar o soluciones innovadoras a una variedad de problemas identificados.

    Finalmente, cuando hablamos de \u00e9tica y valores<\/strong>van de la mano con la nueva sociedad, que requiere la adquisici\u00f3n de destrezas (las ganas de seguir aprendiendo, la curiosidad, el manejo de personal, el manejo de las emociones, el respeto, la anticorrupci\u00f3n, el amor por los recursos naturales, entre otras), que fomentan el desarrollo de actitudes para sobrellevar los cambios del mundo laboral.

    <\/li>
  5. \u00bfCu\u00e1l es el plazo establecido para la alianza entre GCHERA y COMEAA?<\/strong>

    Nuestra alianza no tiene plazo establecido porque la educaci\u00f3n y el proyecto son continuos en el tiempo. Los elementos del \u00e9xito est\u00e1n siendo implementados en carreras agr\u00edcolas, actualmente, pero tienen un alcance que puede abarcar cualquier disciplina.

    Nuestra alianza es por convicci\u00f3n ya que debemos pasar de una agricultura tradicional a una agricultura del conocimiento, ya que el futuro de la alimentaci\u00f3n, el cumplimiento de los objetivos de desarrollo sostenible, el respeto por la biodiversidad, el combate al cambio clim\u00e1tico, entre otras acciones, dependen mucho de la transformaci\u00f3n de la educaci\u00f3n superior. \n\nHemos pasado de una sociedad agr\u00edcola a una sociedad de trabajadores industriales, posteriormente a una sociedad del conocimiento y ahora estamos inmersos en una sociedad de creadores. La Transformaci\u00f3n es permanente.<\/li><\/ol>\n\n\n\n

    <\/p>","protected":false},"excerpt":{"rendered":"

    December 2021. The Global Confederation of Higher Education Associations for Agricultural and Life Sciences (GCHERA) and the Mexican Committee for Accreditation of Agronomic Education (COMEAA) established a cooperation alliance to promote accreditations of agricultural careers in Mexico and Central America. 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The Global Confederation of Higher Education Associations for Agricultural and Life Sciences (GCHERA) and the Mexican Committee for Accreditation of Agronomic Education (COMEAA) established a cooperation alliance to promote accreditations of agricultural careers in Mexico and Central America. 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