CÉSAR VALLEJO UNIVERSITY

Graduate School

THESIS

LEVEL OF TEACHER COMPETENCIES WITHIN THE FRAMEWORK OF PELA

THE EDUCATIONAL NETWORK 'SAN FRANCISCO' - TABACONAS, SAN IGNACIO
2014

TO OBTAIN THE DEGREE OF LICENSED

IN PRIMARY EDUCATION

AUTHORS

ADVISOR
DEDICATION

ii
 INDEX
DEDICATION ii
THANK YOU iii
PRESENTATION iv
INDEX v
SUMMARY vii
ABSTRACT eight
INTRODUCTION nine
CHAPTER I: RESEARCH PROBLEM
1.1. Problem Statement 12
1.2. Problem Statement 15
1.3. Justification 15
1.4. Limitations 16
1.5. Background 16
1.6. Objectives 25
1.6.1. General Objective 25
1.6.2. Specific Objectives 25
CHAPTER II: THEORETICAL FRAMEWORK
2.1. Theoretical framework 27
2.1.1. Approaches that support teaching performance 27
2.1.1.1. Competency Approach 27
2.1.1.2. Reflective Critical Approach 32
2.1.1.3. Pedagogical accompaniment model. 34
2.1.2. Dimensions of Teaching Performance 35
2.1.3. Conceptual definitions of teaching competencies 38
2.1.4. Themes Strength of the Variable teaching competencies 41
2.1.4.1. Framework for Good Teaching Performance 41
2.1.4.2. The competence-based approach and its implications in the 43
teaching practice
2.2. Conceptual Framework 47
CHAPTER III: METHODOLOGICAL FRAMEWORK
3.1. Variables 53
3.1.1. Conceptual definition 53
3.1.2. Operational Definition 53
3.1.3. Operationalization of variables 55v
3.2. Methodology 57
3.2.1. Type of Research 57
3.2.2. Design 57
3.3. Population and sample 58
3.3.1. Population 58
3.3.2 Sample 59
3.4. Research Methods 59
3.4.1. Inductive 59
3.4.2. Deductive 60
3.4.3. Analytical 60
 Synthetic 60
descriptive 60
3.5. Techniques and instruments for data collection 61
3.6. Statistical data methods and analysis 66
3.6.1. First Phase: Validation and Reliability of the Instruments 66
3.6.2. Second Phase: Simple Descriptive Analysis 66
CHAPTER IV: RESULTS
4.1. Description of the results in tables and graphs 68
4.2. Discussion of results 81
4.2.1. In relation to the General Objective 81
4.2.2. Regarding the Specific Objectives 81
4.2.3. Regarding the background 83
CONCLUSIONS 87
SUGGESTIONS 89
BIBLIOGRAPHICAL REFERENCES 90
ANNEXES 92
Annex No. 01
Annex No. 01
Annex No. 01

SUMMARY
I

The present research work titled: "Level of competencies"

teachers within the framework of the PELA of the Educational Network 'San Francisco' - Tabaconas,
San Ignacio 2014 has allowed us to get closer to pedagogical practice through
observation and analysis of the study variable: teaching competencies in its five
dimensions. The various investigations and evaluations carried out by organizations
international and national assessments of teacher performance highlight that
there are difficulties in the development of these competencies; since one does not reach the
expected level. Motivated by this problem, we decided to carry out this work
which aims to measure the level of teaching competencies in the NETWORK
Educational 'San Francisco' - Tabaconas, San Ignacio, 2014.

The research was conducted in the Educational Network 'San Francisco' - Tabaconas,
San Ignacio. Its design was simply descriptive, the same that allowed us to measure the level.
of teaching competencies. A sample population of 20 teachers was worked with.
from the primary level, and for the data collection, a checklist was applied.
The collected information was processed technically using descriptive statistics.
through tables and bar graphs using the Excel program, an instrument that
it was previously validated by expert judgment and statistically through the test
of Pearson and the Cronbach's Alpha reliability test.

From the analysis of the statistical tables and graphs of the research conducted
it yielded the following results: at the very good level, the dimension evaluates to
student who obtained the highest percentage with 40%, followed by the dimension
identify the learning with 35%, then the dimension teaching strategies with
15%, followed by the time management dimension at 10%, and finally the dimension
use of resources and educational materials with 5%; likewise, at the good level
they obtained the highest percentage in time management dimensions and identify the
learning with 55%, followed by the dimensions evaluates the learning and
didactic strategies with 50% and the dimension of educational resources and materials with
25%, while the regulatory level had the highest percentage in the resources dimension.
educational materials with 40%, followed by the dimensions of didactic strategies and
time management with 30% and the dimensions identifies the learnings and evaluates the
student with 10%; finally at the deficient level they obtained the highest
percentage of the dimension of resources and educational materials at 30%, followed by the
dimensions of teaching strategies and time management with 5%; which means that
most teachers they have reached a good level of development in the
teaching competencies.

ABSTRACT vii

Let an English teacher translate the summary.

 INTRODUCTION eight

The competencies teachers are defined from an approach by

competencies as a way of acting, using knowledge in a particular context in
function of a goal and/or the solution to a problem. This know-how must be
relevant to the characteristics of the situation and to the purpose of our action. In such
sense, with the aim of raising the level of development of teaching competencies and
the pedagogical practice, this research study was conducted consisting of
measure the level of teaching competencies in the 'San Francisco' Educational Network
Tabaconas, San Ignacio 2014, who receive pedagogical support in the
framework of the Budget Program Learning Achievements.

Various studies have determined that in our country the system

education is in crisis, due to many factors, one of the most relevant is that in
In the various Educational Institutions, teachers develop their pedagogical practice.
with routine and decontextualized strategies based on content transmission,
where it is difficult for students to develop their skills. To get out of this
educational crisis the Ministry of Education has launched support
pedagogical as a training strategy in service centered on the school. Its
the purpose is to improve the teacher's pedagogical practice, to elevate the
level of development of teaching competencies.

Indeed, this research report is presented in four chapters with the

purpose of making known the approach, theoretical framework, methodology, results,
conclusions, suggestions, and bibliographic references.

In Chapter I, Research Problem, it refers to the issue, to the

deficiencies presented by the teachers of the aforementioned Educational Institution in
the teaching performance in such a way that the research problem is formulated from the
next way: What is the level of teachers' competencies in the NETWORK?
Educational "San Francisco" - Tabaconas, San Ignacio 2014?
The issue is complemented by the background that in some way allows
clarify the research. Other important aspects of this chapter are the
justification, the objectives, general and specific that somehow guide the study. nine

In Chapter II, Theoretical Framework, disciplinary contents related to

the study variables; teacher competence and other fundamental aspects
referred to a better understanding and guidance of our research work
variable, giving validity and significance to our study.

In Chapter III, Methodological Framework, the process followed is described and explained.
research, the variable with its respective conceptual and operational definitions, as well
such as its operationalization, the Methodology, Population and Sample, method of
research, techniques and instruments for data collection and the method of analysis of
data.

In Chapter IV, the results of the research are presented.

they have obtained through statistical analysis, according to the established considerations
for a descriptive research work. The statistical tables are
presented systematically in relation to the specific objectives of the measured variable and
understands simple and percentage frequency tables by domains and items, of the average
arithmetic and the performance level according to the established scale. The statistical analysis
informs about performance globally in both the arithmetic mean and in the
performance coefficient and the level of performance, finally the respective one is presented.
discussion of results. Conclusions and suggestions of the case are also considered,
arrivals at the end of our research. In the final part of the report, the
bibliographic references consulted and the corresponding annexes that support the
research work.
THE AUTHORS

CHAPTER I
RESEARCH PROBLEM
 eleven
1.1. STATEMENT OF THE PROBLEM:

At the international level.

In Europe, Finland has the best teachers.

world leaders with a high level of teaching performance, because
the policymakers decided that if they invested in teachers
very talented, they could allow schools more autonomy to make
decisions about what and how to teach. Since it is one of the countries with the highest

worldwide reference, as it has been demonstrated according to the results

from the latest PISA evaluations. The current basic national curriculum is a
a more concise document that replaced hundreds of pages of
very specific pre-registrations due to the description of a small number of
skills and fundamental concepts for each school grade. For example,
the set of mathematics standards for all grades comes
described in approximately 10 pages. This guides the teachers to
collective development of curricula and local evaluations.
 Forum on Latin American Development, 2014) Latin America and the
Caribbean teachers have a very unsatisfactory performance.
shows the average performance in learning of the countries in the region
in all international tests of the last 40 years is lower than that of
any other region. Of the 65 countries that participated in the PISA test of
2012, the 8 countries of Latin America and the Caribbean that participated obtained
grades below the average corresponding to their income level per
per capita. The difference of nearly 100 points between the average score in
OECD mathematics (494) and that of the participating countries in America
Latin America and the Caribbean (397) represents a disparity in knowledge
Excellent Teachers: How to Improve Learning in America
Latin America and the Caribbean over two complete years of teaching of
mathematics. The gap with Shanghai, whose students scored a
an average of 613 represents a difference of more than five years in
mathematical knowledge. In the countries of Latin America and the Caribbean that
They participate in the PISA test, the difference between the abilities of the best
the performance (Chile) and that of the one who obtained the worst score (Peru) is so great

like the one that exists between Chile and Sweden in mathematics and between Chile and

United States in reading. The regional tests show that the countries
those that do not participate in the PISA test are even further behind: countries like

Honduras, the Bolivarian Republic of Venezuela, and Bolivia are very far away in
regarding the relevant learning volume from the point of view
international that is generated in a school year.

The contrast with the East Asian countries is notable. Singapore,

The Republic of Korea, China, and Japan maintain deliberately
relatively high student-teacher ratios, in order to have
resources that allow for better salaries, having longer class days
and make effective non-salary investments based on costs. In these
In countries, teacher salaries are quite high on average and are
differentiated according to capacities and performance, which attracts
most talented individuals.

At the national level

According to (PISA, 2012) the test applied at the secondary level, Peru
obtuvo 373 puntos en ciencia, 384 puntos en lectura, 368 puntos en
mathematics, which places Peru in last position among 65 evaluated countries.
With these results at both the secondary and primary levels, it is left
It has been demonstrated that there is a big problem both among teachers and students.

for the improvement of learning, this is added to the lack of commitment and
dedication of teachers to fulfill the functions of good
work performance, which leads us to reflect on our daily actions
in the pedagogical task.

(MINEDU, 2012) the definition of criteria for Good Teacher Performance

the Marcos for Good Teaching as a first step in the process of
construction and implementation of public policies aimed at strengthening the
profession as well as actions for teacher training, evaluation, and development to
national level, and a step forward in the achievement of the third objective
strategic of the National Educational Project: "Well-prepared teachers
They professionally engage in teaching.” This new educational policy is in
service of the three policies prioritized by the Ministry of Education as of 2016:
quality learning and closing gaps, teacher development based on
agreed criteria for good teaching, and modernization and decentralization
of educational management.

The reports from specialists of the UGEL San Ignacio, 2013 to various
educational institutions highlight that in some of the
Educational Institutions under the UGEL San Ignacio, the teachers
they carry out their teaching by developing decontextualized strategies,
 imposed in an authoritarian manner, where students are absolutes
information receivers.

For the present study on the level of teaching competencies, there

it takes as a study object the Educational Network 'San Francisco' of the district
from Tabaconas, province of San Ignacio.

The reason is that in this Educational Network we carry out the

pedagogical support, within the framework of the 'Education Program'

Student Learning Achievements of the EBR - PELA, through
two forms of intervention: classroom visits, whose process starts from the
class observation, critical reflection, counseling, and finally agreements and
commitments, in relation to the five prioritized competencies by the PELA.
Similarly, micro-workshops are developed, where there is a dialogue about a

observed teaching experience during classroom visits to discuss it,

contrast it with the theory and the development of consensuses.

1.2. FORMULATION OF THE PROBLEM:

What is the level of teacher competencies in the Educational Network?

San Francisco - Tabaconas, 2014?

justification

The research was justified based on the following aspects:

From a theoretical point of view, research is justified because in

the Educational NETWORK "San Francisco" of the Tabaconas district, province of San
Ignacio 2014, it is evident that teachers develop their practice
pedagogical with routine strategies, and decontextualized based on
content transmission, without effectively developing the competencies
 prioritized teachers in pedagogical support; likewise, for
based on the information obtained, measure the level of teaching competencies
in the Educational NETWORK "San Francisco" - Tabaconas, San Ignacio, 2014 in order to
raise the level of development of teaching skills and improve the
teacher performance.

From the methodological point of view, the present research

sought to know the level of teaching competencies of all the teachers
members of the Educational Network "San Francisco" in the Tabaconas district,
San Ignacio province 2014, referring to the development of competencies
teachers; those who receive pedagogical support within the framework of
Budget Program with Results-Based Approach "Learning Achievements"
of the Regular Basic Education Students - PELA 2013 - 2016. This
it was achieved through the active participation of teachers through design
development and execution of evaluation instruments like a list of
comparison that allows measuring the level concerning teaching competencies.

From a practical point of view, the research allowed the

teachers to take a critical and reflective position in relation to strengthening
teaching competencies within the framework of PELA, since they are always

understood in a constant evaluation of their performance.

LIMITATIONS

In the development of our research, we have found limitations.

related to:

The bibliographic, virtual, and linkographic sources, however, do not

There are research studies that are directly related to our work on
Research. Situations that were overcome with the support of some.
professionals who are in charge of pedagogical management in institutions
educational.
 Limited signal in the internet service in our locality, which
it complicated the data transfer to access information related to the
research variable. This difficulty was partially overcome by accessing
internet booths during off-peak hours, especially
at noon and after eleven o'clock at night.

1.5 BACKGROUND:

Although the research related to measurement of the level of the

teacher competencies are relatively scarce, there are some studies
that are related to the study variable. Among these, the following stand out:

1.5.1. International

(Sánchez, 2011), in order to obtain the Bachelor's degree in

Education Mention Basic Integral, in her Thesis: "The performance
teacher in the significant academic performance of children
Primary Education. University of Los Andes. University Campus
Rafael Rangel Trujillo - Venezuela. The study aims to:
Determine the teacher's performance based on student achievement.
significant schooling in primary education children. Study
focused on determining the performance displayed by the teacher, in
function to generate significant academic performance in children
in primary education. We worked with a population of six (6)
primary education teachers of the U.E. Dr. 'José Gregorio'
Hernández
multiple answers, which was validated by expert judgment. The
The research is descriptive in nature, with a field design. As
data collection technique uses document review, the
observation, and as an instrument a questionnaire is designed. The
the conclusions they reached were:
The performance of the teacher present in relation to performance
significant schooling of children in primary education, is
focus on the role as facilitator; mediator; interactor; consultant;
model; manager. In most teachers, this role is achieved,
although it can be improved to achieve optimal performance
significant school.

Regarding the description of the teacher's role in the

process of the significant academic performance of children
primary education is based on lesson preparation;
course planning; design of teaching strategies
learning; search, preparation of resources and materials
didactic; student motivation; management of development of the
classes maintaining order; information proportion; facilitation
of the understanding of basic contents and promotion of
self-learning; promoting student participation;
advisory on the use of resources; evaluation; execution of tasks
with the students; assessment of the results obtained; training
continue. However, some teachers require training
especially in facilitating the understanding of content
basics and planning, as well as in the motivation of the
boys and girls. Therefore, this aspect affects the performance of
teacher.

Regarding the relevance of teaching performance with the

significant school performance of children in education
elementary, it was observed that perception and image are taken into account;

satisfaction; of the teacher towards the boys and girls, likewise,

they evaluate the factors that affect school or student performance;
the problems of school or student performance; behavior;
scarcity of educational supply, which allows them to establish
 strategies to improve significant school performance.

This research is considered for its contribution that

provides, since the proposed recommendations allow for meditation,
reflect and integrate efforts to design or organize activities
that lead to a favorable teaching-learning process and
this will achieve better teacher performance and outcomes
most significant school

(Mata, 2012), to obtain the Master's degree in Development

Educational, in his Thesis: “Application of the Competency-Based Approach

in Primary Education”. University of Los Andes. Core

Rafael Rangel University - Chihuahua. Mexico. Study focused on the
analysis of the study plans and programs of 2009 and 2011 of
primary education in Mexico and the findings in educational work of
the primary school teachers from the school zone 18 and 15 T. M. and zone
school 16 TV, to determine the application of the approach by
competencies in Primary Education. The techniques used are the
observation, field diary, the interview and the survey and the
ethnographic cutting methodology, situated in the paradigm or approach
qualitative focused on determining how the teacher carries out their
labor before this new educational proposal, recovers the ideas,
beliefs and assessments they have about this process that impacts their
professional and even personal life. Aiming to: Know the
the way primary education teachers implement the
competency-based approach in their daily practice. Likewise, identify the
implications when applying didactic methodological strategies
specific in competency-based work and the significant changes
in teachers who perform their work by competencies.

The conclusions they reached were:

Despite the fact that the Comprehensive Reform of Basic Education is in

 marches in all the primaries in the country, this study shows that not
there are advances regarding its application, since despite the fact that
it has a curricular design, there is still a need to strengthen the work
pedagogical and above all a true training for the teacher,
also that there is greater willingness for change than there
requires in planning, work in the classroom and evaluation, since if
the diploma did not clarify what they must do, there is information
sufficient on the internet, which could support teachers, and
also that all schools would have all the materials that
they suggest in the Articulating Guides, Study Plan 2009 and 2011

The competence-based approach could reveal its treasures if it

manages to incorporate models into the teaching task in a real way
focused on performance, leaving behind the models centered on
information, but these changes demand new perspectives of
teacher's actions, and greater participation of students and parents
of family.

Working by competencies is not just about changing standards,

it is a pragmatic, methodical, and systematic change by itself
it will change the teaching work, leading us to build our
own competencies. The teachers really show a
difficulty or resistance to changing the role, usually being the one who
directs the teaching process, when it should be the guide or
companion, the one who fosters the student's learning, according to
to the competency-based approach.

This research is considered for the contribution that

provides for the development of teaching competencies. Since we
allows to determine that teachers who perform their work for
competencies achieve significant changes in their practice and improvements in the
educational process; but based on the understanding that the most important
for change, it is the teacher's commitment to modify the practice
 educational to be able to respond to the set challenges, set aside the role
as a transmitter of knowledge, to face the challenge of being
a promoter of the development of critical and complex thinking, as well as
from collaborative work, in addition to appropriating the new
study programs, for which it must be aware of the
indispensable for continuous training to improve your work day by day
in the teachers that are carried out.

1.5.2. Nationals

(Huarca, 2010) to opt for the academic degree of Master in

Education in the Mention of Evaluation and Accreditation of Quality
Education, in its thesis "Effectiveness of teacher performance of
primary education in the classrooms of network N°04 ventanilla.
San Ignacio de Loyola University - Lima. Peru. Presents a
research focused on identifying the level of effectiveness that exists in
the primary education teachers from the I.E. of Network No. 04 of
Window. For this, a self-assessment scale was developed that was
applied to 96 teachers from 7 Educational Institutions and a questionnaire
of student evaluations of their teachers that was applied to 158.
The type of research that has been applied is descriptive design.
simple and its substantive variable is teaching performance; which its
results were analyzed using the statistical software SPSS
(Version 15), with the Chi-square distribution and it was possible to determine the

effectiveness level of teaching performance at the primary level through

its dimensions, when evaluated, resulted in the highest percentage being
a medium level with 48.8%, the high level with 28.1% and the low level with
26% of a total of 96 surveyed teachers.
 (Bazán, 2010) to obtain the academic degree of Master in
education administration, in its research "Application of the
360º evaluation to measure competency-based performance
teaching and administrative staff of the I.E.P. Jesús y María of the
City of Laredo - 2010. César Vallejo University - Trujillo. Peru.
It presents a quantitative correlational research focused
in evaluating the performance or management of personnel and professionals
all the collaborators of the Private Educational Institution 'JESUS AND
MARÍA from the City of Laredo, and based on that propose strategies
to improve the entire educational system of the Institution.

(Callomamani, 2013) Callomamani, (2013) in his research

to obtain the Academic Degree of Master in Education with a mention
in Education Management, in her thesis "Pedagogical Supervision and
the work performance of the teachers at the Educational Institution
7035 from San Juan de Miraflores. National University of San
Marcos - Lima - Peru concludes as follows:

Both Rivas P, Sovero, Relationship between the dimension

pedagogical support in the work performance of teachers.

Hinostroza Franklin and Dean Joan define pedagogical accompaniment
it is the act of providing ongoing advice, the deployment of strategies and
technical assistance actions, through which a person or
specialized team visits, supports, and provides ongoing advice
to the teacher on topics relevant to their practice, for improvement of the
quality of student learning and teacher performance.
Thus, the consultancy, the technical assistance focused on pedagogical practices.

improves the level of teacher performance. This is affirmed by the study

carried out by Balzán Sánchez where he obtained a result of 73.40%
between always and almost always. In the study we have conducted in the
Educational Institution 7035 of San Juan de Miraflores reaffirms this.
 0.800 relationship between the dimension of pedagogical accompaniment and

teacher job performance, with 64% of the job performance variable

The teacher's work is being explained by the pedagogical support.
to the teacher.

1.5.3. Regional
(Fernández, 2014), to obtain the Master's Degree in
Administration of Education, in its Thesis: 'Application of a Plan'
Strategic based on Human Talent Management to Improve
the Motivation and Performance of the Teachers of the Institution
Primary Education N°16077 'Santa Rosa de Lima', Bellavista -
Jaén, 2013, Jaén. Peru, The population composed of teachers and
executives of educational institution N° 16077 "Santa Rosa de Lima of
Bellavista-Jaén district, The Show was characterized by being non
probabilistic, made up of 15 teachers. Type of Research
explanatory, every time he/she sought possible causal relationships between the
variables involved in this work. The design corresponds to the pre-type
experimental type pre-test - post-test with a single group, the
data collection techniques and instruments considered the guide of
observation, survey test, and observation technique. The objective was:
Determine a strategic plan based on human talent management
to improve the level of motivation and performance of the teachers
the Primary Educational Institution No. 16077 'Santa Rosa de Lima'
Bellavista – Jaén, 2013. Reaching conclusions:

The execution of the strategic plan based on talent management

human to improve the motivation and performance of teachers,
has made significant progress in the sample involved in
this research work, in the dimensions of identity,
work outside the classroom and community projection work in which
it has reached 100%, 93% and 93% respectively which give a
positive response, given that it has currently strengthened its
 motivation and performance that allow the teacher to achieve a better
productivity and professional development in your educational institution.

It has been proven that the strategic plan based on management of

human talent, produces a significant improvement regarding the
motivation and performance of the teachers of I.E. No. 16077 'Santa
Rosa de Lima, Bellavista in the sense that 100% of teachers are
he/she committed to its development and implementation, currently
they perform better regarding their identity, work in the
classroom, professional development and community outreach work.

The present research work is considered for its contribution to

teaching performance regarding human talent management as
emotional support for the teacher, because we believe it is important
effective and efficient development in pedagogical practice and therefore, for
the achievement of a quality education for young students from
our community and why not say, of our country. Likewise
we consider it necessary to implement programs that help to
improve educational tasks from the classrooms, such as the program of
optimal use of ICT to improve teaching performance.

1.5.4. Locales

(Guevara, 2011), in his research to obtain the degree of

Master in Public Management at Cesar Vallejo University, San
Ignacio - Cajamarca-Peru titled "Relationship between self-esteem and the
"teacher job performance", whose objective is to determine the
relationship between self-esteem and job performance of the staff
teacher concludes that:

Good self-esteem promotes better performance in the

teaching work; contributing to the achievement of learning and goals
proposed in the vision of our Network. It also allows participation
 strategies to improve significant school performance.

This research is considered for its contribution that

provides, since the proposed recommendations allow for meditation,
reflect and integrate efforts to design or organize activities
that lead to a favorable teaching-learning process and
this will achieve better teacher performance and outcomes
most significant school

(Mata, 2012), to obtain the Master's degree in Development

Educational, in his Thesis: “Application of the Competency-Based Approach

in Primary Education”. University of Los Andes. Core

Rafael Rangel University - Chihuahua. Mexico. Study focused on the
analysis of the study plans and programs of 2009 and 2011 of
primary education in Mexico and the findings in educational work of
the primary school teachers from the school zone 18 and 15 T. M. and zone
school 16 TV, to determine the application of the approach by
competencies in Primary Education. The techniques used are the
observation, field diary, the interview and the survey and the
ethnographic cutting methodology, situated in the paradigm or approach
qualitative focused on determining how the teacher carries out their
labor before this new educational proposal, recovers the ideas,
beliefs and assessments they have about this process that impacts their
professional and even personal life. Aiming to: Know the
the way primary education teachers implement the
competency-based approach in their daily practice. Likewise, identify the
implications when applying didactic methodological strategies
specific in competency-based work and the significant changes
in teachers who perform their work by competencies.

The conclusions they reached were:

Despite the fact that the Comprehensive Reform of Basic Education is in