Training processes at URACCAN
By: Neylin Calderón
From the training of human talents that highlight participation in participatory learning and being able to demonstrate the skills, experiences, principles and values of teachers, URACCAN University trains teaching staff to deepen topics involving their personal training in academia, in this walk, the Intercultural Community University during its 25 years has promoted quality and relevance in education.
Continuing to strengthen the university's continuing training processes, whether full-time or scheduled, is the end of the training that runs at the Bilwi campus, as expressed by Professor David Patterson Vanegas, facilitator of the topic on Didactic Planning.
URACCAN achieves upgrade processes in the formations of human talent, who demonstrate interest and motivation to learn, enrich their knowledge, knowledge and practices and also achieve the mission and vision of URACCAN, through joint efforts.
As part of the fulfillment of institutional planning, in URACCAN, Bilwi campus two 6th-year trainings are carried out with the aim of strengthening the capacities of teachers in classrooms. Teacher Ivonne McLean, the campus's academic secretary, said that "within didactic planning we are focusing on two topics that have to do with the sylabus, which is the planning of the entire semester and the daily class plan," she said.
For the URACCAN faculty, such trainings are important because they strengthen common criteria for daily work; according to Professor Silvio Peter, from the area of Education Sciences, the topics covered in this conversation have managed to intensify their skills, in addition to serving to have coexistences and changes of experiences with all teaching staff, whether schedules or permanents.
Having students from different cultures, different thoughts and practices in classrooms, is one of the challenges in fulfilling the teaching plans, but through these training processes, strategies are sought to strengthen the quality of intercultural higher education, which guarantees community relevance and maintain an environment of efficiency, in addition to building teacher-student accompaniment and achieving good living , based on the processes of respect and tolerance from classrooms.