The accompanying, necessity and reality tutories in the Metropolitan University of Ecuador
DOI:
https://doi.org/10.62452/hvgpwn83Keywords:
Tutorials, accompaniment, procedure manual, disabled, academic problems, behavior problems, communication problemsAbstract
organized and systematic work around the tutorials accompanying, based both on the standards established by the government bodies, control and accreditation processes in the Ecuadorian Higher Education Institutions and on the regulations and procedures manuals developed at UMET that regulate the planning, execution and assessment of these processes at an institutional level. It outlines the main ideas of the Accompanying Tutorial Procedures Manual that have been applied for the last four academic periods in the UMET and that have brought about a decrease on the dropout rates within students in the first years of their majors and a more integral follow-up for students either with disabilities or with academic, behavioral, or communication problems.
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References
Ecuador. Universidad Metropolitana. (2014). Reglamento de Régimen Académico. Consejo de Educación Superior. RPC-SQ-13-No.146-2014. Guayaquil: UMET.
Ecuador. Universidad Metropolitana. (2016). Reglamento de Tutorías. Guayaquil: UMET.
Ecuador. Universidad Metropolitana. (2012). Reglamento de Políticas de Acción Afirmativa. Guayaquil: UMET.
Espinoza Cordero, C. X. (2013). La UMET Hacia una educación inclusiva desde su propio contexto. Tendencias Pedagógicas, 22, 149-164. Recuperado de https://dialnet.unirioja.es/descarga/articulo/4657978.pdf
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Copyright (c) 2019 Freddy Montano Rodríguez, María Lucía Brito Vallina (Autor/a)
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