Student profile upon graduation from the initial level.

It is recognized as a person with the right to be treated with respect by others; children and adults of their family and community. Express naturally and creatively your ideas, feelings, emotions and experiences, in various languages and artistic and playful manifestations. Interacts and integrates positively with their classmates, showing attitudes of respect and appreciation of the social, cultural, intellectual and physical differences of others. Acts with confidence in himself and before others; participates in group activities, in an affectionate, constructive, responsible and supportive manner, seeking to solve situations related to their interests and needs, autonomously and requesting help. Demonstrates appreciation and respect for the contribution and work of self and others. It begins with the basic use and application of technological tools. He knows his body and enjoys its movement, demonstrates gross and fine motor coordination and assumes behaviors that denote care for himself, in dangerous situations. Act with respect and care in the environment that surrounds it, valuing its importance, exploring and discovering its natural and social environment. Demonstrates interest in knowing and understanding facts, phenomena and situations of daily life.

Objectives of Initial Education.

• Formulate and propose the policy, objectives and pedagogical strategies of the Initial Education level.
• Regulate, guide, monitor and evaluate the development of Initial Education models and services in Educational Institutions and Programs, in coordination with the Decentralized Educational Management Instances.
• Prepare and validate the national curricular design in what corresponds to the level and the pedagogical orientations of Initial Education, in coordination with the Directorate of Primary Education and the Directorate of Secondary Education.
• Guide, monitor and evaluate the processes of adaptation, diversification, implementation and curricular evaluation, as well as the production, acquisition, use and distribution of educational materials for the level.
• Formulate guidelines, policy actions and strategies for the promotion and development of innovation, research, pedagogical experimentation and the use of new technologies in Initial Education.
• Propose policy guidelines for educational materials in Early Childhood Education.
• Formulate policy guidelines, actions and strategies for the development and use of information and communication technologies applied to education, consistent with the modernization of the curriculum.
• Establish the teacher training needs that must be taken into account by the Initial Training System and in-service training for teachers, promoters and volunteers in charge of the school and non-school programs of Initial Education.
• Articulate Initial Education with social services that promote comprehensive development, according to the needs of children.
• Strengthen inclusive quality education for girls and boys with special educational needs, associated with disability or exceptional qualities. Generate awareness, participation and co-management mechanisms for parents and the community in Early Childhood Education.
• Promote and manage international cooperation projects aimed at increasing access and improving the quality of Early Childhood Education.
• Promote agreement and consensus on multisectoral actions with other State agencies, local governments, municipalities, companies, non-governmental organizations, institutions and associations, for the benefit of comprehensive care for girls and boys in Early Childhood Education.
• Elaborate norms and pedagogical and administrative orientations related to Initial Education.
• Regulate, implement, monitor and evaluate the technical guidelines on the pedagogical processes of curricular development, learning evaluation, tutoring and orientation, as well as education and curricular diversification at the Initial Education level.

The Educational Proposal in Primary is destined to offer an education that promotes the integral development of female students and establishes the bases for the academic demands in Secondary Education. Primary Education consists of three cycles and comprises six grades (1st to 6th). The first cycle includes 1st and 2nd grades. At this stage, our students will consolidate basic reading and writing techniques, enhance skills and enrich their cultural language. The second cycle (3rd and 4th grades), will strengthen what they have learned and face new goals: correct expression, both in oral and written language, problem solving applying basic operations, as well as knowledge of their reality to be a better citizen. The Third Cycle, includes the 5th and 6th grades, in this stage, in addition to increasing the knowledge acquired in all areas, special emphasis will be placed on the acquisition of organization and study habits. At the end of these three cycles, reading comprehension, spelling, abstract, verbal and numerical reasoning will be the domain of the student, these aspects being consolidated, since they will be of the utmost importance for success in the next school stage.

Objectives of primary education:

• Recognize each child as a person, subject to rights and responsibilities, with multiple possibilities to participate and contribute with increasing prominence in the social processes of the school and the community, as well as in their learning processes. Take advantage of the sociocultural, affective and spiritual experience of children and enrich it with knowledge of the multiethnic, multicultural and multilingual reality of the country, as well as of universal culture.
• Implement basic learning for the development of logical mathematical thinking, communication, sensitivity and artistic expression and psychomotricity. Likewise, operational learning about sciences, humanities and technologies, within the framework of comprehensive training. It includes the development of the ability to solve problems, negotiation, the desire for achievement and the sense of efficacy.
• Strengthen the autonomy of the boy and girl, the sense of coexistence with others, respect for differences and promote the understanding and appreciation of their family, social and natural environment to develop their sense of belonging.
• Offer diversified attention to meet the different rhythms and levels of learning and cultural diversity; and enrich the educational process by strengthening relations of cooperation and co-responsibility between school, family and community to improve the education and quality of life of boys and girls; therefore, it is concerned with the proper organization and use of school time.

Student profile upon graduation from the primary level:

• He recognizes himself as a person, positively values his biological, psychomotor, intellectual, affective and social characteristics.
• Communicates clearly, expressing their feelings, ideas and experiences, with originality, in different languages and artistic manifestations, respecting divergent opinions, in their interpersonal relationships.
• Accepts and shows attitudes of empathy and tolerance in the face of differences between people, recognizing them as legitimate, without discriminating against them based on their gender, age, race, socioeconomic status, ability, religion, and ethnic and cultural origin.
• Shows feelings of belonging, security and trust, in the interaction with their natural and social environment, responding positively to problematic situations, and offering alternative solutions.
• Provide your team with knowledge, skills and abilities, in carrying out productive activities, efficiently taking advantage of the technology available in your environment.
• Control and adjust the actions of your body, adopting habits of prevention and care of your comprehensive health in your relationship with the environment.
• It identifies with its natural and sociocultural, local, regional and national reality and with its history, and is aware of its present and future role in the process of development and defense of the country’s heritage and environmental biodiversity.
• Learn to learn, developing and applying intellectual and affective strategies to build knowledge and learn permanently

Objectives of secondary education:

Secondary Education achieves in students an integral development of their abilities, ethical and Christian values and attitudes to achieve their self-realization in a multicultural, supportive and democratic society, where productive and innovative performances, the culture of quality and entrepreneurship are valued. , in accordance with local, regional and national needs and potential for sustainable development.

Comprehensively train the student in the physical, affective, cognitive and spiritual aspects to achieve their personal and social identity, exercise citizenship and develop work and economic activities that allow them to organize a life project and contribute to the development of the country.

General objective of secondary education:

Raise student learning levels and the development of skills and values for life, work and citizenship, improving the quality, equity and relevance of Secondary Education, oriented towards sustainable human development and within the framework of an educating society. participatory.

Oriented Secondary Education:

The educational offers are defined according to the following guidelines:

• natural Sciences
• Economy and Administration
• languages
• Agro or Agro and Environment
• Communication
• Computing
• Physical education
• sightseeing
• Art (with different emphasis in: music, theater, dance, visual arts, design, audiovisual arts, multimedia or others)
• Letters*
• Physical Mathematics*
• Pedagogical*