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Recent Submissions
Plan de mejora del proceso de auditoría de la Institución Educativa Escuela de Educación Básica Santo Tomas de Aquino
(2025) Martha Aracely MURILLO GARCÍA; Viviana Margarita DUQUE MORÁN
opportunities, weaknesses and threats, performing a fundamental analysis to improve and
strengthen educational quality. The audit practice focuses on the exhaustive review of the 55
quality standards. For this purpose, a thorough review of various documents stored in the
educational institution Escuela de Educación Básica "Santo Tomas de Aquino" has been carried
out, according to the dimensions of the standards. These documents contain evaluation indicators
that include categories such as 'does not meet', 'in process', 'satisfactory' and 'outstanding'.
Therefore, an active methodology is proposed as a guarantee of educational quality, based on the
analysis and study of the documents that address the pedagogical structure of the institution. This
will make it possible to show both positive and negative and intermediate results in the
development of the institution's educational process, with the ultimate goal of achieving quality
education.
Procesos de Asesoría y Auditoría Educativa y su incidencia con los Estándares de calidad en la Unidad Educativa Particular Santiago de las Praderas UESPRA del cantón Guayaquil.
(2025) Jorge Luis MERCHÁN ESCALANTE; Fanny Virginia PARRALES BAIDAL
The objective of this Improvement Plan in response to the Educational Audit Report is to establish how the Educational Consulting and Audit processes affect the Quality Standards in the institutions that are part of the Educational Network of the Archdiocese REA; especially in the Santiago de las Praderas UESPRA Educational Unit in the city of Guayaquil. Through the application of the compliance matrix of the 55 Educational Quality Standards composed of 4 dimensions: Administrative, Pedagogical, Coexistence and School Safety using indicators: does not comply, in process, achieved and outstanding. The results of the Educational Audit Report indicated that there is an evident need for monitoring and verification of the processes proposed by the Ministry of Education that the Authorities of educational establishments must comply with.
Plan de Mejora Institucional Basado en la Auditoría de Estándares de Calidad Educativa en la Unidad Educativa San Juan Bosco Silva, Riffo
(2025) Sharon Arlehin Silva Espinoza; Zinnia Arlette Riffo Narvaez
This article reports the results of an external educational audit conducted at Unidad
Educativa Fiscomisional San Juan Bosco in 2026, with the aim of evaluating
compliance with the quality standards of Ecuador's Ministry of Education
(MINEDUC) and designing an evidence-based institutional improvement plan.
The study adopted a mixed-methods, descriptive-propositional approach structured
around four dimensions: administrative management, pedagogical management,
school coexistence and participation, and school safety. Results show largely
satisfactory performance across three of the four dimensions, with a critical gap in
pedagogical management—particularly regarding an outdated Institutional
Curricular Plan (PCI) in effect since 2022—and a specific weakness in monitoring
the Institutional Educational Project (PEI). The proposed improvement plan
prioritizes curricular updating and the implementation of systematic institutional
monitoring mechanisms. These findings are situated within a three-cycle audit
history (2022, 2023, and 2026), whose trajectory demonstrates that educational
auditing, far from being a control mechanism, constitutes an effective tool for
continuous improvement when its results are translated into systematic
institutional action
Informe de Auditoría y Plan de Acción de la Gestión Educativa a la U. E. Cardenal Bernardino Echeverría Ruiz
(2025) Ingrid Virginia VEINTIMILLA JURADO; Mariuxi Leticia GARCÍA QUICHIMBO
This paper presents the results of the educational audit conducted at
Unidad Educativa Cardenal Bernardino Echeverría Ruíz, based on
Ecuador's 55 quality standards. The methodology employed follows a
mixed approach (qualitative and quantitative), which is used for data
collection and information analysis. The following techniques were
utilized: document analysis, interviews, classroom observations,
evaluation matrices (as outlined in the Quality Standards Implementation
Manual), surveys, and interview scripts for focus groups. Based on these,
an improvement plan was developed to enhance institutional
development
Impacto de una intervención basada en capacitación docente y mentoría universitaria sobre el desarrollo de competencias emprendedoras: evidencia experimental con enfoque de género en estudiantes de Bachillerato en Guayaquil, Ecuador
(2025) María Alejandra LOOR PLAZA; Jean Pierre GARCÍA CISNEROS
This study evaluates the effectiveness of a hybrid educational intervention based on teacher training and university mentoring for the development of entrepreneurial competencies. Using a quasi-experimental pretest–posttest design, data from teachers and students were analysed through inferential statistics. The results show significant improvements in creativity, feasibility, and communication, whereas innovation showed no significant changes. These findings suggest that applied competencies respond more rapidly to educational interventions. The importance of active methodologies and assessment in real-world learning contexts is also highlighted.