Relevance study in the accreditation process of a university degree in the Ecuadorian context

Abstract

The analysis shows that the vast majority of countries frame their process of evaluating the quality of higher education based on standards, i.e. with areas, criteria and indicators adapted to local or regional contexts. It should be noted that the criteria of relevance, organization, professors, curriculum and students are common in many of the cases studied, while the other criterion holds that the analysis of quality should be done by models and through the use of variables and dimensions that tend to be more specific at the time of evaluation, regardless of the path chosen for the evaluation process, it is positive, from every point of view, to know in what conditions an institution is in, even more so if the field is educational and also because they direct us to the decision making and actions that must be taken after being notified of the result, it is possible after the process to choose the appropriate corrective measures that will be applied in the improvement plan. In addition, this article considers in a practical way the author's experience in several years as director of the career Pedagogy of Experimental Sciences of Mathematics and Physics at the University of Guayaquil, Ecuador, and that he is immersed in evaluating each and every one of the criteria in the process of accreditation and educational quality assurance