Percepciones de los aspirantes sobre el proceso de admisión a la universidad pública ecuatoriana

Abstract:

Within the framework of the higher education admission policies implemented in Ecuador,a matter that has become a social issue is the approval of the Higher Education Admission Test (ENES) as the only for admission into public universities. For this reason, the objective of this study was to learn about the perceptions of the applicants from a qualitative perspective. The study carried out two student focus group sessions: (1) High-school graduates admitted into the system’s levelling course, and (2) high-school graduatesthat, because of their grade, were not admitted into public higher education. The thematic data analysis allowed to learn that the participants agree with an admittance test for public higher education,university (institutional) control and management of the process, returning to the specialties system in secondary education, and the non-integral nature of the current admittance test, as it only assesses three types of reasoning –logical-mathematical, verbal, and abstract. The findings evince that this standardized test (device) contradicts constitutionalprinciples of equality of opportunity and social justice and equity because admittance into public higher education and the career of preference is conditioned by the grade students obtain in the ENES test, without consideration of the country’s diversity.

Año de publicación:

2018

Keywords:

• Admission process; higher education policies; Higher Education National Test (ENES); public universities
• Examen Nacional de Educación Superior(ENES); políticas de educación superior; proceso de admisión; universidad pública

Fuente:

rraae