Aplicación del Punto de Umbral en la Educación no Presencial y la Educación Convencional, en el caso de la Carrera de Licenciado Agropecuario / Application of the Threshold Point in Non-Presential Education and Conventional Education, in the case of Bachelor of Science in Agriculture

Claudio Rafael Vásquez Martínez, Felipe Anastacio González González, Erik Moisés Betancourt Núñez, Sergio Esteban Rodríguez Ramírez, Joaquín Torres Mata

Resumen


Las Instituciones de Educación Superior, tanto públicas como privadas, procuran llevar a cabo una política universitaria que trata de remediar dificultades académicas, administrativas, docentes y económicas, rechazan el procedimiento de aquellas condiciones que explican tales adversidades. En el mejor de los casos, se observan dificultades demasiados concretas, como la falta tradicional de elementos y equipo, la escasa formación del personal de ciertos niveles administrativos, la incongruencia de locales, elaboración de módulos, presentación de asesorías, y obviamente se establece una relación directa entre la magnitud de estas dificultades y la carencia de recursos financieros. Este estudio aplicó la técnica “Punto de Umbral”, de los Valores en Educación No Presencial y Educación Convencional en Instituciones de Educación Superior. El estudio presenta la relación de Valores Fijos y Valores Variables además de la influencia que tiene el número de alumnos en el Valor Total Semestral por Programa, en el caso concreto de la Carrera de Licenciado Agropecuario. Concluyendo que la educación no presencial es menos costosa que la educación convencional.

Palabras clave


Técnicas comparativas, Educación presencial, Educacion no presencial, Punto de Umbral.

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DOI: http://dx.doi.org/10.23913/ride.v7i14.273

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