Validate skills and knowledge

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The universities, in their origins, sought to promote advanced students or train elites. This history leads us, necessarily, to ask ourselves to what extent the changes suffered by higher education institutions have revolved around their institutional dynamics or obeyed external factors. Thus, by basing ourselves on the great threats, internal and external, to which we are subjected as a public institution, legitimacy begins to play a central role, since permanent social changes force us to rethink ourselves.

This week, at the Uniquindian alma mater, we attended an event that clearly motivates these reflections. I am referring to the National Congress of Physics, in which students, professors, researchers and professionals interacted and from whose reciprocity valuable lessons emerge, one of which is inclusion. And it is that knowledge must be that, an act that allows the direct insertion of all the actors, above all when there are exceptional talents among them.

And it is precisely that the path we continue to travel to convert the University of Quindío into a university anchored in the territory, from which there is incessant dialogue with citizen and student expertise, allows us these academic processes. For this reason, we will continue to shape this strategy of democratic knowledge, in which government entities are also involved, such as the secretariats of education of the department and the municipality; in other words, the multiple helix in action.

It is also worth remembering, in this recognition of exceptional students and in seeking to help them break down the family, educational or social barriers they face, that the educational system has the obligation to open special care routes in terms of allowing them access to higher grades according to their interests, extensive management of their time and everything that facilitates them to enhance their cognitive exceptionality.

But this validation of knowledge cannot be restricted to those who are involved in formal education processes; It is a call for such ratification to become an institutional policy and higher education cannot be oblivious to this step, given successful experiences in this regard, such as what was once called the professionalization of empirical artists, legitimizing their aesthetic achievements. copies.

This does not mean removing the rigor of professional training; On the contrary, it puts us on the path of understanding that institutional autonomy is a legal resource that facilitates the encounter with the context, at the same time that it strengthens social validation, a regulatory objective that should always concern us, and in whose route learning permanent also has positive community effects.

Rethinking then the conditions for the offer of university education in the region, the country and the world, is an urgent commitment, the result of innovating solutions to modern problems.

Validate skills and knowledge