The development of capabilities in elementary school students: necessity or possibility
DOI:
https://doi.org/10.62305/alcon.v5i3.572Keywords:
capacities; development; students; basic educationAbstract
This article aims to contribute to informed reflection and decision-making in student capacity development. It is developed based on bibliographic research supported by inductive-deductive methods and documentary analysis, which led to the following conclusions: Capacity development is an urgent need and a real possibility in Ecuador; progress has been shown, but significant challenges persist in the development of fundamental capacities; Ecuador's performance in regional comparison is mixed: In some cases, the country is at or slightly above the Latin American average (third-grade reading, sixth-grade mathematics and science in ERCE), but in other key areas (sixth-grade reading, mathematics in PISA) it is below. Inequality gaps are a determining factor; teacher training and infrastructure are critical areas for improvement; a comprehensive and sustained approach is required; Capacity development assessment remains a challenge: At both the national and regional levels, better tools and methodologies are needed to effectively assess the complex capacities sought to be developed in students, and Ecuador is at a crucial point in its journey toward improving educational quality. While progress has been made, it is essential to recognize and address persistent challenges to ensure that all basic education students in the country develop the capacities necessary to thrive in the 21st century and contribute to the development of Ecuadorian society.
Downloads
References
Brackett, M. A., Rivers, S. E., & Salovey, P. (2022). Emotional literacy in the classroom: Fostering social and emotional learning through the RULER approach. Phi Delta Kappan, 103(5), 8-13.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
Delors, J. (1996). La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la Educación para el siglo 1 XXI. UNESCO.
Duncan, G. J., & Murnane, R. J. (Eds.). (2017). Whither opportunity?: Rising inequality, schools, and children's life chances. Russell Sage Foundation.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
El Comercio. (2022, Septiembre 7). Estos son los resultados de evaluación educativa para Ecuador. https://www.elcomercio.com/sociedad/estos-resultados-evaluacion-educativa-ecuador.html
García, E., & Weiss, E. (2020). Inequalities at the starting gate: Cognitive and noncognitive skills gaps between 2010-11 kindergartners from high- and low-socioeconomic-status backgrounds. Economic Policy Institute.
Griffin, P., McGaw, B., & Care, E. (Eds.). (2018). Assessment and teaching of 21st century skills: Methods and approaches. Springer.
Johnson, D. W., & Johnson, R. T. (2009). An updated meta-analysis of cooperative learning outcomes. Psychological Bulletin, 135(6), 813-840.
Loveless, A. M. (2019). Creativity, technology and learning – a review of recent literature. British Educational Research Journal, 45(1), 1-13.
Larmer, J., & Mergendoller, J. R. (2015). Project-based learning handbook: A guide to creating rigorous and engaging projects. Buck Institute for Education.
Marzano, R. J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD.
Nussbaum, M. C. (2011). Creating capabilities: The human development approach. Belknap Press of Harvard University Press.
OCDE. (2018). The future of education and skills 2030. OECD Publishing.
Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9(5), 1-6.
Rychen, D. S., & Salganik, L. H. (2003). Key competencies for a successful life and a well-functioning society. Hogrefe Publishing.
Swartz, R. J., & Perkins, D. N. (1990). Teaching thinking: Issues and approaches. Educational Leadership, 47(7), 18-21.
UNESCO Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO Santiago). (2008). Segundo Estudio Regional Comparativo y Explicativo (SERCE): Resultados en Lenguaje, Matemáticas y Ciencias. [Buscar en UNESCO OREALC]
UNESCO. (2015). Education 2030: Incheon declaration and framework for action. UNESCO.
UNESCO Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO Santiago). (2016). Tercer Estudio Regional Comparativo y Explicativo (TERCE): Informe de resultados. https://unesdoc.unesco.org/ark:/48223/pf0000243533
Organización para la Cooperación y el Desarrollo Económicos (OCDE). (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. [Buscar en el sitio web de la OCDE PISA]
Otra Educación. (2019, Diciembre 12). El Ecuador en las pruebas internacionales de educación. https://otra-educacion.blogspot.com/2019/12/el-ecuador-en-las-pruebas.html
Voogt, J., Fisser, P., van Veen, W., & Tondeur, J. (2019). Technological pedagogical content knowledge (TPACK) in teacher education: A systematic review of literature. Journal of Computer Assisted Learning, 35(4), 591-608.
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2007). Handbook of social and emotional learning: Research and practice. Guilford Press.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Scientific Journal of Educational Innovation and Current Society "ALCON". ISSN 2960-8473
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
