Quality of a Master's Degree in Education in Ecuador

This research investigates the quality of a Master's Degree in Education program offered in Ecuador from 2017 to 2019. This program was a collaborative effort between the Ecuadorian Ministry of Education (MINEDUC), the National University of Education of Ecuador (UNAE), and the University of Barcelona (UB). The study's context is rooted in Ecuador's 2014 initiative to transform its education system, creating high-quality public universities and a blended training program for secondary education teachers in collaboration with Spanish universities. The UB was selected to participate, training 345 Ecuadorian teachers. A significant aspect of the Ecuadorian context is the "Buen Vivir" (Good Living) philosophy, emphasizing human integration with the natural and social environment. This philosophy is deeply embedded in the 2008 Constitution and influences educational reforms, aiming to foster personal development and social integration. The Master's Degree program aimed to enhance Ecuadorian teachers' professional development using a blended learning approach combining online learning and face-to-face sessions. The program comprised three modules: Social, Psychological and Pedagogical Foundations; Professionalization and Specialization; and Research and Innovation. A total of 458 Ecuadorian in-service teachers participated. The study focuses on evaluating the quality of the UNAE Master's Degree in Education and its subsequent double degree option at the UB.

The study draws upon existing literature on quality in higher education, acknowledging its multifaceted nature and the importance of considering both external (organizational) and internal (teaching) factors. The authors review definitions of quality that incorporate aspects like organizational structure, efficiency, efficacy, excellence, and student satisfaction. The study emphasizes the need for a multidimensional approach to quality assessment, incorporating organizational quality, teaching quality, and trainee satisfaction with professional development outcomes. Several assessment models for evaluating course satisfaction are discussed, including outcome-oriented, process-oriented, and integrated models. The study highlights the use of student opinion surveys as reliable instruments to reflect student experience and inform quality improvement initiatives. The authors also touch upon the Kirkpatrick and Kirkpatrick (2000) four-level assessment model (satisfaction, learning, transfer, and impact), noting that the first two levels are most frequently studied. The research acknowledges the growing concern for quality development driven by factors such as OECD requirements for accountability and control in public spending.

The study employed a quantitative and qualitative approach using an online survey administered to 308 trainee teachers who completed the Master's Degree program between 2017 and 2019. The survey, developed and validated by experts, measured three dimensions of quality: academic and administrative organization, teaching quality, and trainee satisfaction with professional development. The questionnaire included both closed (Likert scale) and open-ended questions. The closed questions assessed aspects such as the efficiency of academic and administrative processes, quality of teaching materials and practices, and the degree's relevance to professional development and the philosophy of Buen Vivir. The open-ended questions allowed for richer qualitative data regarding participants' experiences and suggestions for improvement. SPSS V. 27 was used for quantitative data analysis, focusing on descriptive statistics (measures of central tendency and deviation). Nvivo12 software was employed for qualitative data analysis, performing text segmentation, coding, and comment writing to identify key themes and patterns. The sampling method was non-random, utilizing all teachers who had passed the UNAE master's degree in 2018.

The findings indicated high levels of satisfaction across all three dimensions of quality. Organizational quality was highly rated (average 9.72/10), with participants praising the efficiency of administrative procedures, quality of human resources, and effective communication between the collaborating institutions. Qualitative data highlighted the responsiveness of administrators in resolving issues. Teaching quality also received high marks (average 9.83/10), attributed to excellent trainers, high-quality materials, and engaging methodologies. Qualitative data revealed that participants valued active learning approaches, such as group work and the use of ICTs. Suggestions for improvement included better advance notice of venue changes for face-to-face classes, adaptation of schedules to the needs of students living outside of session cities, and increased access to materials and resources to promote more autonomous learning. Finally, satisfaction with the professional value of the course was equally high, with 91.5% strongly agreeing that the degree improved their teaching practice and school situation, and 88.7% affirming the transfer of learning to colleagues. The strong correlation between the degree curriculum and the principles of Buen Vivir was also observed (92%). Qualitative data emphasized the positive impact of the training on teachers' professional development and its alignment with the philosophy of Buen Vivir, emphasizing holistic student growth and social responsibility.

The findings strongly suggest that the Master's Degree program achieved a high level of quality across organizational, teaching, and professional development aspects. The high ratings across all three dimensions validate the blended learning approach and the collaborative efforts of the three institutions. The positive feedback supports the efficacy of the program in equipping Ecuadorian teachers with up-to-date skills and knowledge. The integration of the Buen Vivir philosophy into the curriculum proved successful, as evident in the high level of perceived alignment and positive impact on teachers' professional practice. However, the findings also highlight areas for improvement. The need to adapt course content more closely to the Ecuadorian context underscores the importance of culturally relevant pedagogy. The recommendations for structural and scheduling improvements in the face-to-face sessions point toward the necessity for ongoing program evaluation and adjustment based on student feedback.

This study demonstrates the successful implementation of a high-quality, collaborative Master's Degree in Education program in Ecuador. The findings provide evidence of the program's effectiveness in improving teachers' professional practices and aligning with the national philosophy of Buen Vivir. The study's recommendations include adapting the program to better reflect the Ecuadorian context, improving the organization of face-to-face sessions, and establishing ongoing self-evaluation mechanisms within the participating institutions. Further research could explore the long-term impact of the program on student learning outcomes and the sustainability of the professional development gains. The success of this program also emphasizes the potential for international collaborations in teacher education.

The study's limitations include its non-random sampling method, which may limit the generalizability of the findings. The reliance on self-reported data from a single survey might also introduce bias. The relatively short timeframe between program completion and the survey administration could limit the assessment of long-term impact. The study's focus on trainee teachers' perspectives does not include feedback from the trainers or students taught by the program graduates.