ACACIA

This project aims to foster university integration based on the design and validation of a system of Vocational Education and Training Support Centers in Latin America through intra and inter-institutional cooperation in the production and development of didactic and technological resources and in the generation of development strategies socio-affective to populations at risk of university exclusion

Main objectives of the project:

• Design and validate:
  • the Empodera module, to develop the autonomy of teachers and responsible staff in the creation and appropriation of accessible and customizable contents and adaptations in communities of practice environments.
  • the Innova module, for the development of innovation capabilities in the proper use, reuse and creation of applications and devices aimed at meeting the specific educational needs of populations at risk of university exclusion.
  • the Cultiva module, for the development of didactic competence of teachers and students for teachers in the design, management and appropriation of learning environments and accessible didactic proposals that incorporate affectivity, based on the curricular referents defined in the ALTER-NATIVA project .
  • the Apoya module, to develop institutional competence with a system of detection, monitoring and support of emotional needs and socio-cultural differences in students, with a differential approach for the improvement of academic performance and reduction of student abandonment.
  • the Convoca module, for the development of institutional competencies in the management of Vocational Education Development and Support Centers and in intra-institutional and inter-institutional solidarity, based on the integration of all the modules of the Center in the production and communication of information on solutions and educational research.

• Create three pilot centers in: Peru, Colombia, Nicaragua that deliver the project are a network type device that allows:
  • The LAC region and each of these countries have a student desertion observatory that provides statistics and relationships among students’ affective states, didactic-technological strategies, and dropout. That is to say, there is an accurate tool to face the phenomenon of desertion.
  • The universities of the region have a model in execution for the creation of similar centers with systems of laboratories, which strengthen the formation and the creation of innovative solutions in educational technology, in accessible didactics, in uses of systems of detection of emotions and of resources innovators. In other words, there is a favorable space for the interaction of inter-institutional groups that combine efforts in solutions to common educational problems.-The professors, students, administrators and administrators of these three universities and of the partner universities, have an institutional space, which offers resources for its professional updating in processes of learning of vulnerable populations and the development of an innovative and unique professional profile in the region. That is, they are empowered professionals in education.

• The existence of a CADEP ACACIA design with the corresponding designs of each module that delivers the project, allows the universities of the region to have a replicable model that besides offering a reliable structure, accelerates the institutional processes of CADEP creation