Pertinencia de la Educación Técnica y Tecnológica en el Ecuador

Abstract

echnical and technological education has been commonly considered in Ecuador as a short training process, lacking in quality, rigor or an alternative for people with a low socio-economic level, while in countries like Germany or Switzerland, it has a higher social prestige and valuation, it is even known that a technician can have a higher salary than a manager. In short, technical and technological training is socially undervalued, however, in a contradictory manner, since 2009 and formally in 2013, efforts have been joined for the construction of a social, solidary and sustainable economic system called "change of the productive matrix", having as purpose the evolution of productivity, going from the scheme of raw material exporter to be the manufacturers of the final product. In response to this transformation, technical and technological education is given prominence, in such a way that in 2011 the process of separation of higher technical education institutions from secondary education began, in 2013 a reconversion project was carried out to strengthen the training of technologists and in 2018 technical and technological institutions were recognized as third level education institutions, but what has been done to ensure their relevance? The purpose of this essay is to present in a general way the measures taken to guarantee the relevance of technical and technological education since 2012 as a measure of the Council for Evaluation, Accreditation and Quality Assurance of Higher Education (CEAACES) to ensure educational quality.