Curriculum Design
Curricular design emerges as a response to educational problems, as well as economic, political and social problems (Díaz-Barriga, Lule, Pacheco, Rojas-Drummond and Saád, 2016). The curriculum is a specific process, of agreement and negotiation between the requirements of society, educational institutions and people, regarding comprehensive training and the development of skills in different areas of performance, with the purpose of promoting self-realization, the construction of the social fabric and economic development (Tobón, 2013).
To prepare the curriculum, at least the following questions must be answered:- •What type of person do you want to train?
- •What purposes and characteristics does the Educational Model under which the person is trained have?
- •What educational experiences does the Educational Model offer to carry out student training?
- •How are the objectives achieved?
- •How does the University manage to achieve this training?
Díaz-Barriga et al. (2016) point out that the foundation of the educational program is based on the results of a series of previous studies and research that support and support the reason for the creation, modification or updating of an educational program, and why the career that forms said program is the most appropriate to solve the problems detected. According to these authors, without a foundation the educational program would probably have no real connection with the pressing problems of the country or with the labor market, so the educational program would lack real value and the graduates would be destined for underemployment or to carry out their activities in a totally different area of their professional field. For this reason, to support the creation of a program, the results of studies of social relevance, feasibility, and references must be considered. For its part, the modification or update is based on the results of the external and internal evaluation studies of the educational program. In the case of the UABC, these studies are carried out using the methodology of foundation studies for the creation, modification and updating of undergraduate educational programs (Serna and Castro, 2018).
When recommendations have been specifically identified in the external and internal evaluation and can be resolved through learning unit programs (LEAs), the AUPs to be updated and those to be created must be determined.
For learning unit programs that will be updated, it is suggested to follow the following steps:
- Have the list of needs derived from the external and internal evaluation to be resolved.
- Analyze competencies and contents of all the PUAs of the program.
- Make a crossover between needs and AUPs to establish a possible relationship.
- Prepare a table that indicates the alignment between the needs and the existing mandatory and optional AUPs that will address them.
- The needs of the discipline that impact training must be addressed mostly by mandatory PUAs.
- Identify what needs cannot be met by existing AUPs, to determine the creation of elective learning unit programs. Integrate collegiate groups that meet the profile associated with the PUA. In curricula taught in a single academic unit, at least two academics will participate in updating each PUA, and two others will review it. In the case of approved plans, at least one teacher per academic unit where the program is offered must participate.
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