Competencias en educación superior: un alto en el camino para revisar la ruta de viaje
This article is built about a set of questions that are considered able to direct someone who is being introduced to the subject of competence in education. The document includes the several meanings of the term competence and other related concepts as well, such as abilities, capacities, understand...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2009 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/18836 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/18836 |
| Access Level: | acceso abierto |
| Palabra clave: | Competencia Competencias básicas Educación basada en competencias Currículo basado en competencias Aprendizaje por competencias Competence Basic competences Competence- based education Competence-based curriculum Learning by competences |
| Sumario: | This article is built about a set of questions that are considered able to direct someone who is being introduced to the subject of competence in education. The document includes the several meanings of the term competence and other related concepts as well, such as abilities, capacities, understanding and knowledge. The author analyzes the emergence of the controversial concept of competences and, at the same time, identifies some of the possible reasons that can explain their current popularity in higher education. Finally, the author tackles some relevant ideas about how to teach and how to assess a competence-based curriculum. In view of the widespread dissatisfaction about the current educational systems and the pressures exerted by the market economy, the international concern about the reform of those systems is increasing. With this new state of affairs, competences appear as the solution to the issues in the formation of the students, but in practice this approach favors an instrumental rationality that restricts and impoverishes the scope of higher education. |
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