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Educación Superior

versión impresa ISSN 2518-8283

Resumen

BRIEGER ROCABADO, Sonia Patricia. Evaluation of non-presential doctoral program at CEPIES as an educational innovation. Edu. Sup. Rev. Cient. Cepies [online]. 2019, vol.6, n.2, pp. 69-78. ISSN 2518-8283.

Abstract The objective of this article is to explain the reasons why the doctoral candidates of CEPIES are unable to bring to completion their degrees under the current guidelines of the non-presential education model. The steps for analysis: FIRST. - Elaboration of FODA by the CEPIES doctoral program of UMSA, founded upon the training model of European Higher Education, which was implemented beginning with a mutual agreement with the University of Bremen of Germany (2005). SECOND. - The creation of an overall performance graphic detailing the typical activities of the doctorate program (2014-2017). The recent data shows the current situation regarding the progress made, in research, which is concluded with a doctoral thesis. Exposition of the level of progress made by doctoral students who are in the process of self-formation and self-management. THIRD. - Conducting a survey which demonstrates the reasons due to which the doctoral candidates cannot bring their research to a conclusion. Analysis and comparison between informal, non-presential education, as a model of recent application in this country, which reproduces a form of education that is more open, non-traditional, multidimensional and centered on self-management by the students as opposed to traditional and scholastic education. With more than a decade since the application of this model, the desired results were not achieved; for this reason, we must analyze the results and work on a proposal which would enable doctoral candidates to achieve the objectives of their research and empower them to bring their doctoral thesis to a conclusion. The doctoral candidates require the maximum support in the realization of their thesis, even though the international tendency is actually to search for "non-presential" models.

Palabras clave : Presential Education; Non-presential Education; Self-management; Self-training; Synthesis of Knowledge.

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