University Educational Quality
University Higher Education of the 21st century faces a series of challenges and difficulties, as a product of the changing environment (globalization and its ideal of effective positioning in the knowledge society). The Peruvian University is no stranger to this reality and to insert itself in this competitive scenario, strategies that lead it to overcome these challenges must be considered, the same ones that are linked to the search for competitiveness that must overcome the quality of teaching, research and better services. The evaluations referred to accreditation actions by the Peruvian regulations show us to the Higher Council of the National System of Evaluation, Accreditation and Certification of the Quality. Educational quality (SNEACE) and to its operating body The Evaluation, Evaluation and Accreditation Council of Higher Education (CONEAU) are necessary to: eliminate old lags, vices and nonsense, conquer new achievements and consolidate institutional successes that could deteriorate, by the need to anticipate future challenges and adapt to the vertiginous changes that print the hemispheric integration, allowing a finer monitoring of the current higher education policies and ensuring the quality of the services it offers through a model in the systemic approach, Applying to each of the processes involved in the cycle: "Plan-make-verify-act" designed to improve the quality of teaching in professional careers. Accreditation, in its various modalities, is today one of the most appropriate mechanisms for evaluation and social control to guarantee university quality. Evaluation and accreditation are not ends in themselves, but means to promote the improvement of higher education. Both are differentiable and complementary processes, keeping close relationship.
Universities in Latin America include a system of scientific and technological development, which have an important endowment of qualified human resources, as well as equipment and laboratories. These, unlike what happens in most developed countries, carry out almost all of the national research work. That is why, due to its training and investigative action, as well as for its direct relationship with the productive sector, in terms of technical assistance and technology transfer, it is one of the most important resources that our countries have to achieve sustainable development.
The company and particularly the State, meanwhile, will be committed to giving constant resources whose adequate use must be cautious, so that public faith is not disappointed in its expectations in its relationship with the correspondence of the results of the university action The current needs of individuals and the community. Therefore, the growing concern for university evaluation and accreditation is explained, in particular the teaching quality, due to the fundamental importance of the university in reorienting its social function, experiencing important changes, expanding strongly Your scope of action. In particular, its commitment to the solution of the country’s social problems, its role as the main generator of useful knowledge to national development and their responsibility in the training of cultured professionals, with technical, political and social capacity appropriate to their reality.
The observation of the higher educational reality of our continent allows us to affirm that, although there are many partial and local experiences and generalized interest in addressing the problem, the truth is that, in most countries there is an absence of systematic mechanisms of educational evaluation; This is the case in countries such as Mexico, Colombia, Chile, Cuba, Argentina, Peru, Bolivia, Ecuador and Dominican Republic.
In Latin America, self-assessment and evaluation in universities has not been a common practice, as in developed countries. Which is a mechanism that allows institutions that provide the educational service accountable to society and the State, the accreditation process is to ensure the improvement of service quality.
In the world, UNESCO is the only specialized institution of the United Nations that has a mandate in higher education and, for this reason, facilitates the elaboration of empirical basic policies in matters of higher education. In accordance with the goal of the Sustainable Development Objective “by 2030, ensure access under conditions of equality for all men and women to a technical, professional and higher quality training, including university education” with the objective of encouraging cooperation and creation of networks between universities with a view to reinforcing institutional capacities through the exchange of knowledge and joint work.
The main objectives of higher education are: new emerging challenges and roles for human and social development, they constitute the latest in terms of knowledge, research, experiences and good practices to consider and propose new routes for the exchange of values between education institutions superior and society. This can be achieved if we reconsider the role we assign to higher education in terms of its contribution to human and social development in the economic, political, social, environmental and cultural areas. Developing principles of study at each university:
- In South Korea, education is characterized by being very strict and rigorous promoting critical and analytical thinking; and the development of interpersonal relationships.
- In Finland it is characterized by experience based on experience and at the same time demanding promoting extracurricular activities to foster talent.
- In the United Kingdom, education is characterized by the cult in the exchange of permanent ideas, the originality of thought and autocracy as a starting point in which the vast majority of universities are financed, totally or partially by the State.
- In Germany the teaching focuses on the scientific base that must be developed along with the cultural training of the individual.
- In North America, democratized teaching is encouraged to meet the needs of the nation forming special
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