Bibliographic citations
Ortiz, R., (2021). La educación en la Institución Educativa Andrés Avelino Cáceres N° 050106 y su incidencia en el desarrollo del distrito de Ocros, año 2016 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/6277
Ortiz, R., La educación en la Institución Educativa Andrés Avelino Cáceres N° 050106 y su incidencia en el desarrollo del distrito de Ocros, año 2016 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2021. https://repositorio.une.edu.pe/handle/20.500.14039/6277
@mastersthesis{renati/1020552,
title = "La educación en la Institución Educativa Andrés Avelino Cáceres N° 050106 y su incidencia en el desarrollo del distrito de Ocros, año 2016",
author = "Ortiz Huayapa, Reyder",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2021"
}
Education and development defines a set of actions to raise awareness and awareness of the problems affecting the country and especially to provinces such as Huamanga that have suffered the problem of subversion and their social development becomes slow and uneven in comparison with other departments in Peru; it is necessary that the different governments promote policies aimed at correcting the inequalities of education so that every citizen in the country has the same possibilities of inserting himself and facing the ever more demanding and competitive social demands. The educational situation in this part of the country is complex and requires a change of attitude at the individual and collective level that leads to a responsible commitment, which proposes a form of transformative education that contributes to building a society with equal opportunities, just and human. It makes sense to know the educational reality and see the causes of national educational inequalities and fosters basic values to promote spaces for reflection and social participation to achieve a quality egalitarian education. It is necessary to have a transversal and non-vertical view of education that favors all Peruvians alike, in a process where the transfer of visions, looks, ideas and resources prevails; in order to reach these objectives, educational dimensions have been considered as formal and non-formal education, which includes the actions that target the groups and people who are participating in the educational process and are oriented to the medium- and long-term attainment of a change of attitude in the learning of values related to participation and social commitment, informal education comprising the set of activities aimed at society in general with actions and information with the aim of arousing interest among citizens in situations of injustice and inequality to generate greater social commitment in this area; finally, political participation and advocacy that includes activities aimed at local, national and international public authorities and the people who have the capacity to take decisions, whose actions of vindication and denunciation with the objective of achieving political commitment and measures effective to achieve the full exercise of the right to equal education for all and quality.
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