https://doi.org/10.37955/cs.v6i3.275
Received: October 04, 2021 / Approved: March 23, 2022 Pages: 46-67
eISSN: 2600-5743
Orientations for the linkage with
Society in Master's Programs in
Educational Sciences
Orientaciones para la vinculación con la Sociedad en
Programas de Maestrías en Ciencias de la Educación
Roberto Milanés Gómez
D. in Pedagogical Sciences, University of Guayaquil.
roberto.milanesg@ug.edu.ec
https://orcid.org/0000-0002-6879-3559
Ana F. Celeiro Carbonell
D. in Pedagogical Sciences, Universidad de Guayaquil.
ana.celeiroc@ug.edu.ec
https://orcid.org/0000-0001-6554-0735
Alina Rodríguez Morales
D. in Pedagogical Sciences, Universidad de Guayaquil.
alina.rodriguezm@ug.edu.ec
https://orcid.org/0000-0003-3714-2638
Reynier Rodríguez Morales
D. in Pedagogical Sciences, University of Guayaquil.
reynier.rodriguezg@ug.edu.ec
https://orcid.org/0000-0002-4971-681
ABSTRACT
The Orientations for the linkage with Society in Master's Programs in
Educational Sciences constitutes a need for theoretical
systematization for the Coordination of Graduate Studies of the
Faculty of Philosophy, Letters and Educational Sciences, which is the
focus of this article. It is not intended to regulate, nor to stipulate
articulations that pretend to legalize a fundamental pedagogical
process that needs methodologies and didactic-curricular views for
its execution, more than articles and law designs, but to present a
result of how to act and do in the Linking of Society for the
postgraduate of the faculties of Educational Sciences. It is offered as a
Centro Sur Vol. 6 No. 4- October - December - Centro Sur Magazine - eISSN: 2600-5743
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methodological thought, from positions of the Pedagogy of Higher
Education to try to guide the directors, teachers and students of the
faculty in the process of Linkage with Society.
RESUMEN
Las Orientaciones para la vinculación con la Sociedad en Programas
de Maestrías en Ciencias de la Educación constituye una necesidad
de sistematización teórica para la Coordinación de Posgrado de la
Facultad de Filosofía, Letras y Ciencias de la Educación, en esto se
enfoca el objetivo del presente artículo. No se pretende normar, ni
estipular articulados que pretendan legalizar un proceso pedagógico
fundamental que necesita de metodologías y miradas didáctico-
curriculares para su ejecución, más que artículos y designios de ley, sino
presentar un resultado del cómo actuar y hacer en la Vinculación de la
Sociedad para el posgrado de las carres de Ciencias de la Educación. Se
ofrece en tanto un pensamiento metodológico, desde posiciones de la
Pedagogía de la Educación Superior para tratar de orientar a los
directivos, docentes y estudiantes de la facultad en el proceso de
Vinculación con la Sociedad.
Keywords / Palabras clave
University and Society, University Extension, University and Society
Relationship
Universidad y Sociedad, Extensión Universitaria, Relación
Universidad y sociedad
Introduction
Thinking about human education requires a systemic view of the act
that takes place, the subjects who teach, the subjects who learn and
the culture (taught and learned). In its essence, each educational
level is a complex reality, both at the level of its components and the
relationships that follow one another. In the particular case of
Postgraduate Education, the culture that is learned, starts from a
reality that must be analyzed, explained and transformed, in its own
sphere and in direct link with the society that generates the
educational process of the fourth level.
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The linkage with society in postgraduate programs, at present, at the
University of Guayaquil in general and in particular in the Faculty of
Philosophy, Letters and Educational Sciences are in a very early stage
of design and implementation and are in need of theoretical-
methodological reflections that facilitate their implementation
through permanent regulations.
This is the intention of the work presented here as a paper:
"Orientations for the link with Society in Master's Programs in
Educational Sciences" written by the Postgraduate Coordination of
the Faculty of Philosophy, Letters and Educational Sciences. It is not
intended to regulate, nor to stipulate articulations that intend to
legalize a fundamental pedagogical process that needs methodologies
and didactic-curricular views for its execution, rather than articles and
designs of law.
It is offered as a methodological thought, from positions of the Pedagogy
of Higher Education to try to guide the directors, teachers and students of
the faculty in the process of Linking with Society.
Fundamentals of the process of linking with society
Postgraduate education is conceived as courses or research carried out in an
institution of higher education after the completion of studies corresponding
to the first cycle of that level. (UNESCO, n.d.). As an educational process, it
is a continuation of the training improvement of professionals who wish to
improve their knowledge, skills and modes of action in a given sphere of
society.
The postgraduate as a university formative process has three
substantive functions, namely: teaching, research and linkage with
society. (CES, 2019) through which they generate processes that facilitate
learning, the production of new knowledge and offers to the community of
the main results generated.
Graduate studies disconnected from society are an empty process and
alien to the reality in which the university is circumscribed. From the
above, the processes of linkage with society stem as a necessity of
Higher Education and each graduate program should conceive it as
one of its substantive functions; that is why the Organic Law of
Higher Education (Organic Law of Higher Education,
2010).stipulates:
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The Academic Regulations shall regulate the programs and courses related
to the linkage with society, as well as continuing education courses, taking
into account the characteristics of the institution of higher education, its
courses and programs and the needs of national, regional and local
development. (Art. 17).
In line with the aforementioned article, it is ratified in a very
pertinent way in the Regulations of the Academic Regime
(Regulations of the Academic Regime, 2019)by stating that:
Higher education institutions must have a model of linkage with
society that ensures the integration of the three substantive functions
of higher education: teaching, research and linkage with society; for
the management of knowledge based on their domains, lines of research,
current academic offerings and community needs at the local, national
and regional levels; responding to the principle of relevance (Art. 82).
From both legal provisions, it is evident regarding the bonding process
with society that:
Regulations are required for the process of linking with society in
Ecuadorian universities.
The following should be considered: the type of institution, its
courses, programs and the development needs of the context in which
the university operates.
There is a full relationship between the processes of teaching,
research, and links with society, expressed as a necessary synergy for
the development of the university's educational process.
A necessary question then arises: How to understand the process of
linking with society, the LOES itself specifies and determines that:
The link with society refers to the planning, execution and
dissemination of activities that guarantee the effective participation
in society and social responsibility of the institutions of the Higher
Education System in order to contribute to the solution of the needs
and problems of the environment from the academic and research
fields. (CES, 2019)
As a process of educational management - planning, execution and
dissemination - which concretizes one of the fundamental laws of
Pedagogy (Pla Lopez & Et.Al, 2010) the relationship of the social
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context with the educational process developed in the university, it is
evident that the linkage is also a process inherent to the graduate
program, which should be reflected, conceived and executed from a
logic that facilitates its practices and results. This process reveals
excellent dividends to all those involved in the educational act, within
the university and beyond its borders, as stated by the (CES, 2019):
The linkage with society, as a substantive function, generates
capacities and knowledge exchange according to the academic
domains of the IES to guarantee the construction of effective
responses to the needs and challenges of their environment. It
contributes to the relevance of educational activities, improving the
quality of life, the environment, productive development and the
preservation, dissemination and enrichment of cultures and knowledge.
These arguments allow each university to conceive the link with society,
in general and in particular in the postgraduate program, as a superior
need and an urgent reality for its development.
From these elements that legislate the process of linkage with society,
a question arises regarding the subject, which in some way becomes
the problem that guides this paper: what are the relationships
between the substantive functions of teaching and research and the
linkage with society?
Materials and Methods
It is proposed to carry out a research from an interpretative-
hermeneutic position of the texts that regulate the processes of
linkage with society in the University and the actions of those
involved, their experiences and motivations that allow understanding
how to transform such an important process or dimension of Higher
Education that facilitates to take outside the campus walls the
knowledge produced to society itself as a reliable consumer of the
culture generated. All of the above will offer some suggestive views
and perspectives on the way of linking with society, to the extent that
as they said (Barrero Espinosa et al., 2011). Educational practice can
be transformed if the way of understanding it is modified.
During the research process, we interacted with the teachers and
students of the postgraduate Master's in Educational Sciences offered
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at the University of Guayaquil, a population that is reduced in its
study to a specific sample of 18 teachers of subjects and students (27)
of the A1 parallel of the Master's program in Basic Education.
Attention to the bibliographic sources conceived in two groups
should not be neglected: the normative documents of the process of
Linkage with Society in the Ecuadorian University and the sources of
information related to the subject that at national and foreign level
have been written on the basis of studies and contributions that can
be systematized in this article.
Within the research methods and techniques, the methods of
information gathering related to the interview of teachers and
students of the master's degree program and the documentary analysis
of regulations and scientific articles on the link with society stand out.
The interview will facilitate the collection of information on the
motivations of teachers and students about the process of linkage, as well
as their interests and most relevant considerations that will allow
understanding, planning and directing the interaction of the
university with society (linkage).
Documentary analysis is a determining process in the research
approach followed, as it will facilitate the collection of significant
information (interpretation) on the linkage with society, embodied in
regulations and research results that will allow its understanding
(hermeneutics) to be able to transform from the offering of this
article an innovative practice of the process of linkage with society.
All of the above will lead to the triangulated analysis of the
information and the writing of the research results that follow.
Results
The (Regulations of the Academic Regime, 2019) and the (Model of
External Evaluation of Universities and Polytechnics 2019, 2019)
have been similarly projected by unveiling a systemic relationship
between these substantive functions by referring: The linkage with
society is articulated with the substantive function of teaching, for the
comprehensive training of students, which complement theory with
practice in the teaching-learning processes, promoting spaces for
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experiential experience and critical reflection. (CES, 2019) , (CACES,
2019, p. 19)This can be better understood by looking at Figure # 1.
Figure 1. Relationship between teaching and society.
This teaching-society relationship expresses the complementarity
between the culture learned through the curriculum and its
retribution to the context where the student works, as ways of
socializing what has been learned and as ways to generate new
learning and educational practices.
Regarding the relationship of the substantive functions of research
and linkage with society. (CES, 2019) , (CACES, 2019) they
congruently refer that: it is articulated with research, by enabling the
identification of needs and the formulation of questions that feed
research lines, programs and projects; by propitiating the social use
of scientific knowledge and knowledges; as summarized in Figure#2.
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Figure 2. Relationship between research and society
From this relationship flows the generation of knowledge and its
socialization necessary to regulate scientific processes and forge new
lines and areas of development in social research from the University.
In the analysis of these relationships, the necessary harmonization
between what is taught and researched in the university and the
products that can be delivered to society in the theoretical and
practical work of the postgraduate as the maximum expression of
relevance, as an essential quality principle of the university,
expressed in the response of Higher Education to "the expectations
and needs of society, national planning, and the development regime,
the prospective of scientific, humanistic and technological
development worldwide, and cultural diversity" is consummated.
(National Assembly, 2010) and continues this article by stating that:
higher education institutions will articulate their teaching, research
and outreach activities with society as a compulsive and vital need in
their development.
It is necessary to note that in the update of the Academic Regulations
of the Academic Regime of the year (CES, 2019)five operational lines
of linkage with society are proposed, which are presented in a general
way, i.e., it does not specify what refers to the undergraduate and
graduate, so it is assumed that it is valid for both, they are:
Continuing education
Pre-professional internships
Specialized projects and services
Research
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Dissemination and results of application of scientific
knowledge
Execution of innovation projects
Execution of community or social service projects
For its part, in this regard, the (Model of External Evaluation of
Universities and Polytechnics 2019, 2019). refers to the following:
Community services, provision of specialized services, consultancies,
continuing education, network management cooperation and
development, dissemination and distribution of knowledge (p. 19).
As a starting point (CES, 2019) highlights that: The linkage with
society promotes social transformation, dissemination and return of
academic, scientific and artistic knowledge, from a focus on rights,
equity and social responsibility, this is a generalizing approach; however,
when making social linkage, each faculty must be clear that it can be
disseminated to society according to its objects of studies and acting
curricula, therefore linkage actions must be particularized in their content,
form and structure according to the university processes that are
directed.
Since these are the general references that support the process of
linkage with society at a meso level (IES), it is essential to specify and
contextualize this process at a micro level, which corresponds to the
functional structure of the Faculty, in which the regulations to
develop the corresponding Programs of Linkage with Society are
crystallized.
Thus, based on the analysis of the two legal references mentioned
above, it is necessary to proceed to define which ones are related to
the Faculty and what arguments exist for their determination as
essential operational lines for the linkage of graduate programs in the
area of Educational Sciences.
The question then arises: what are the essential ways in which the
link with society can be developed, in the particular case of the
Faculty of Philosophy, Letters and Educational Sciences.
In order to determine the operative lines of the linkage with society in
the Faculty, the following should be considered: the academic
domain, its mission and vision; indicators that will reveal the
strengths and essential processes that are developed.
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It is not idle to cite (Larrea De Granados, n.d.) that an academic
domain consists of the scientific, technological, humanistic and
artistic strengths demonstrated by an HEI, based on its academic and
research trajectory, highly qualified academic staff, scientific
infrastructure and relevant knowledge management.
The University of Guayaquil has determined that the School of
Philosophy, Letters and Educational Sciences is linked to the
Academic Domain: Integral and Inclusive Educational Models.
For its part, the Mission of the Faculty is directed to: Training,
improvement of human resources of the national education system,
(...) trained to generate science, technology and art in the field of
education, (...); while the Vision demands: Comprehensive training of
the education professional in function of the National Education System,
(...) open to (...) the realities of their environment (...).
The Faculty of Philosophy, Letters and Educational Sciences, on the basis
of its academic domain, its mission and vision, will be able to offer society:
results of the educational action generated and actions for the
improvement of human talent and the processes of the National
Educational System.
The above are the operational lines of the social linkage of the
postgraduate program for the Faculty of Philosophy, Letters and
Educational Sciences (FLCE):
Continuing education courses.
Dissemination and application results of scientific knowledge.
Both operational lines can be developed as forms of linkage with
society based on the consideration that: "the institutions of the
Higher Education System will carry out programs and courses of
linkage with society guided by the academic staff. In order to be a
student in them, it will not be necessary to meet the requirements of
a regular student". (National Assembly, 2010) This argument allows
for training courses in educational institutions through agreements
with the graduate program to improve a group of pedagogical and
educational shortcomings that are diagnosed in the professional
practices of the student or in his or her performance. (CES, 2019)
practices or in their pedagogical performance.
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Also the LOES (2010) states that: "Universities and polytechnic
schools may carry out, within the framework of the link with the
community, continuing education courses and issue the
corresponding certificates". (National Assembly, 2010)
Therefore, the continuing education courses, as an operative line of
the linkage with society, are presented as relevant for the
development of the programs of linkage with society in the
postgraduate programs of the Faculty.
In the case of the operational line: dissemination and results of the
application of scientific knowledge, the current Academic
Regulations are very pertinent when they state that:
Academic and scientific research generates results that can be used in
proposals for linkage with society that benefit the quality of life and
social development. In turn, the linkage with society identifies needs and
generates relevant questions for research. (CES, 2019)
The above reveals the dual nature of this operational line of linkage
with society as an enhancer of new research and as a facilitator of the
communication of scientific results in which the masters, through
publications, participation in scientific congresses, presentations of
results can socialize the university work of the program and in turn
contribute to the improvement of the educational processes of the
country.
Within the framework of scientific research development of HEIs,
scientific dissemination activities, contributions to the improvement
and updating of local, regional and national development plans, and
the transfer of knowledge and technology will be considered as
linkage with society.(CES, 2019).
Scientific dissemination consists of transmitting results, advances,
ideas, hypotheses, theories, concepts, and in general any scientific or
technological activity to society; using the appropriate channels,
resources and languages so that they can be understood and
assimilated by society. (CES, 2019).
From the above, it is suggested that each graduate program of the
Faculty of FLCE:
Diagnose in the local context what are the shortcomings in the
educational system that can be addressed by the program.
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Consider which operational lines will be developed in your
relationship with the community.
What inter-institutional agreements are needed for the
development of the linkage with society.
Elaborate the macro linkage project of the program that
defines fundamental thematic lines that will generate linkage
projects with society.
Each graduate program must define its thematic lines to develop
linkage projects that depend on the academic domain (strengths of
the institution that generates the linkage), needs of society
(weaknesses of the environment that require linkage), academic
content of the program (teaching that will be received), research
projects that the graduate program will generate (scientific research and
its socialization).
These lines must be argued in the program and constitute the essential
content to be worked on in the operational lines of linkage with society
that the master's student decides to include in his or her project.
On the basis of these arguments, the model ideas of the linkage with
society in the Master's programs in Educational Sciences
implemented in the faculty of FLCE can be put forward.
Model of linkage with society for Master's Programs in Educational
Sciences.
Model of linkage with society for Master's Programs in Educational
Sciences.
Thinking about the link with society entails modeling its
organizational levels on which processes for its implementation and
development must be generated. From a dialectical logic of the
general, the particular and the singular, which is well explained in the
Model of External Evaluation of Universities and Polytechnic Schools
(2019), by outlining:
The institution has regulations and/or procedures, approved and in
force and with responsible instances, to plan, follow up and evaluate
the programs and/or projects of linkage with society, coherent with
its educational model and that allow it to generate answers to the
requirements and needs of the environment from its academic
domains. (CACES, 2019)
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From where a harmonic logic is inferred between the regulations of
the linkage with society (general), the programs of linkage with
society (particular) and the projects of linkage with society that these
generate in the different master's degree programs in question
(singular). This deductive derivation has its concretion in the
instances of direction at faculty level, which can be assumed in
general from the postgraduate coordination, in particular from the
postgraduate program and in the singular from the projects that are
generated within the latter (Cfr. Figure # 3).
Figure 3. Management bodies and organizational levels of the
linkage with society.
Faculty Graduate
Management FLCE
Partnership Process
Regulations for linking
with society
Social outreach program
Project of linkage with
society
Management bodies for
liaison with society
Organizational levels of
the linkage with society
From the analysis of what is shown in this illustration, it is possible to
infer the concrete responsibilities to be assumed as activities of
linkage with society by the subjects that participate in it and that
should be modeled, namely: by the FCLE Faculty Graduate
Coordinator as the main responsible for determining the regulations,
their implementation and regulation in practice, the Master's
Program Coordinator as its manager and with the teachers who
participate directly in the linkage.
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From the Coordination of Postgraduate Studies of the School of
Philosophy, Letters and Educational Sciences.
Determines from the legal and conceptual framework the norms that
regulate the planning, execution and control of the relationship with
society.
Develops methodological guidelines for the planning, execution and
evaluation of the linkage with society.
Monitors in the master's degree programs the process of developing
links with society in relation to the teaching and research functions.
Advises graduate program directors on methodological guidelines for
the linkage with society and its implementation in the design and
pedagogical practice of the graduate program.
Self-evaluates the process of linkage with society in postgraduate
programs.
From the Graduate Program Coordinator.
Elaborates necessary guidelines for teachers and students regarding:
actions of linkage with society, their planning, execution and
evaluation.
Manages agreements and alliances with public and/or private
institutions for the development of social outreach projects in its
graduate program.
It carries out the call for linkage projects in the first semester of the
postgraduate program.
Organizes the projects of linkage with society according to:
operational lines to be developed, number of students, relationship
with the subjects and lines of research to be developed.
Monitors compliance with the guidelines for the design of linkage
projects and their fundamental characteristics in relation to the
academic domain, the operational lines and the expected result as a
contribution to society.
Systematically regulates the fulfillment of student assignments linked
to graduate program projects.
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Maintains the information of the projects of linkage with society that
are executed.
Of the professor of liaison with society in the postgraduate program.
Manages with the direction of the graduate program the planning of
the projects of linkage with society.
Decides with the students of the graduate program the operational
lines of the linkage with society to work according to the needs of the
environment, the number of students, the academic domains and the
relevance of the actions to be carried out.
Assists students in the documentation, substantiation and development
of the planning, execution and evaluation of the linkage with society.
Advises the graduate program director on the elements of the linkage
that must be regulated to achieve the proposed objectives.
Compiles the information generated by the projects of linkage with
society as evidence of the process carried out.
Of the students who participate in the linkage with society
Diagnose the needs and causal problems of linkage with society.
Select a project of linkage with society according to the operational
line of the graduate program.
Conceives the actions to be carried out in the project of linking with
society.
Executes the actions of linkage with society, according to the plan
conceived and its execution times.
Fulfills the number of hours established for the linkage with society
according to the graduate programs they study.
Deliver the documents generated by the process of engagement with
society in its planning, execution and evaluation stages, as well as all
the evidence needed to argue the logic of the development of the
process.
The professional roles of the subjects that participate in the linkage
with society interact in the postgraduate educational process from a
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processual mode of action that has stages, through which the linkage
is developed and this "is developed through a set of programs and/or
projects planned, executed, monitored and evaluated systematically
by the HEIs." (CACES, 2019)
From the previous reference, the stages of the process of linkage with
society are assumed as planning, execution and evaluation of the
achievements obtained, according to the operative lines (methods)
and the thematic lines (contents) assumed in each graduate program
to develop the programs and projects of linkage with society (Cfr.
Figure # 4).
Figure 4. modeled representation of the process of linking with
society in the postgraduate program.
Thematic lines of the
partnership linkage
Planning of the linkage with society
in the postgraduate program
Execution of the linkage with
society in the postgraduate program
Achievements of the link with
society in the postgraduate program
Operational lines of
partnership linkage
Society Outreach Planning
The linkage with society as an educational process and in accordance
with its organizational levels (Cfr. Figure # 3) requires planning at
the curricular design level the program of linkage with society,
according to the details provided by the guide for the presentation of
projects of graduate programs (CES, 2014) in section 3.6 of
Curricular Planning (CES, 2014) Section 3.6.7 Community Outreach
Component. (CES, 2014) . Here the coordinator of the graduate
program and its collaborators must, according to the operational
lines defined in these methodological guidelines and the thematic
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lines conceived by their graduate program, coherently carry out the
mesocurricular planning as stipulated by the CES for these programs.
As it expresses (Model of External Evaluation of Universities and
Polytechnics 2019, 2019). Regarding the planning of the linkage with
society:
The institution has regulations and/or procedures, approved and in
force, and with responsible instances, to plan, follow up and evaluate
the programs and/or projects of linkage with society, coherent with
its educational model, and that allow it to generate answers to the
requirements and needs of the environment from its academic
domains.(CACES, 2019)
The planning process is the preconception prior to the development of
the relationship with society and requires the logical organization of
Definition of the programs and/or projects of
linkage with society to be executed according to the
operational lines.
Relationship of the program and/or linkage project with the
educational model, academic domains, national, regional or
local plans and cultural requirements of the environment.
The graduate program plans the monitoring and regulation of the
programs and/or projects of linkage with society, in accordance with
the subjects received and the lines and/or projects of research
developed in the master's program.
Agreements are established with entities for the development of links
with society, which may lead to the execution of postgraduate
internships.
Teachers in charge, students by type of social outreach projects,
economic, human and material resources necessary for their
execution are designated.
The documentation that supports the planning process of the linkage
with society consists of: agreements with institutions, documentation
that supports the need for linkage with society, plans and
methodologies for the linkage with society, projects of linkage with
society in connection with the operational lines that support the
graduate program, programmed budget. (adapted from CACES, 2019,
p. 67) Annex 1 provides the forms for planning the linkage with
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society; the rationale for the need of the project of linkage with the
community and the proposed schedule of the project of linkage with
society by objectives, tasks and expected results.
Execution of the linkage with society
For the execution process of the linkage with society in the
postgraduate program: "The institution executes the programs
and/or projects of linkage with society articulated to its academic
domains, with the participation of professors, students and
stakeholders; it follows up and evaluates them, through responsible
instances" (CACES, 2019). (CACES, 2019)
They constitute actions to be carried out during the period of execution
of the linkage with society: (CACES, 2019)
The program and/or project of linkage with
society is executed in relation to one of the two
operational lines of the postgraduate linkage of the
faculty of FLCE.
The coordination of the graduate program systematically
monitors the execution of community outreach projects and
regulates actions to achieve the proposed objectives.
If professional internships are conceived in the graduate
program, they are developed in its outreach component within
the framework of the projects conceived in the outreach
program with society.
The teachers involved in the programs and/or projects related
to the relationship with society have the respective hourly load,
according to the distribution of activities and the number of
students to be monitored in the relationship projects.
Control of allocated budgets and their optimal use.
In relation to the actions for the execution of the process for the
implementation of the linkage with society, the following are
conceived as essential document management for this stage: (see
annex 2)
Monitoring strategy
Control of the time dedicated to social engagement
Summary of activities of the project coordinator and
participants in the planning and execution of the project.
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Achievements of the linkage with society in the postgraduate
program
For the development of this stage or process of the linkage with
society in graduate programs, it is consistent with what is referred to
by the (CACES, 2019) when stating that: The results obtained from
the programs and/or projects of linkage with society, meet the
planned objectives and have generated responses to the requirements
and needs of the environment.
They constitute actions to be carried out during the period of
evaluation of the achievements of the linkage with society: (CACES,
2019)
The evaluations of the projects of linkage with
society make it possible to verify the fulfillment of
the proposed objectives and to identify the
achievements attained.
Evidence of responses to the needs of the educational context
that generated the linkage project is compiled, which is
contrasted by external actors who receive the executed action.
Evidence of the relationship between the link with society and
the contents of the teaching-learning process of the graduate
program and the research carried out therein.
Contribution or recommendations offered by the linkage with
society executed to the generation of new linkage projects,
regeneration or continuity of the one carried out in its various
thematic lines proposed by the postgraduate program for the
linkage with society.
In relation to the actions for evaluating the achievements of the
process of execution of the linkage with society, the following are
conceived as essential document management for this stage: (see
annex 3)
Evaluation form for the fulfillment of objectives, verifiable
products and impact of the project of linkage with society.
Impact of the project of linkage with society
Document of evidence of linkage with the teaching-learning
process and research in the postgraduate program
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Evaluation form of students participating in the linkage with
the society
Summary of beneficiaries
Proposals of topics or reformulation of continuity to projects
of linkage with society in the postgraduate program.
Final report of the linkage project and its evidences
These arguments for the development of the process of linkage with
society can be adapted and regulated in each graduate program
according to the characteristics of its own curricular design and the
adjustment to the guidelines defined here, after coordination with the
graduate direction of the faculty of FLCE, in order to permanently
regulate these methodological guidelines.
Conclusions
The normative documents reveal the intentions of the process of linking
with society and establish the relationships with the rest of the
university's formative processes. There is a theory that explains and
guides these processes, contextualized in the Ecuadorian context. The
process of linkage with society should rescue and evidence the results
with which the master's students contribute to their processes,
demonstrating the potential of the postgraduate program.
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