Diagnóstico en la formación del ingeniero civil basada en competencias, caso: FNI/Oruro
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Edu. Sup. Rev. Cient. Cepies
Abstract
La implementación de la formación basada en competencias en las universidades de Bolivia contrasta con las quejas de los profesionales sobre una brecha existente entre lo laboral y lo académico que implican la existencia de falencias en las competencias desarrolladas. Para indagar más a profundidad este problema, se necesita delimitar las competencias por categorías para consultar a los profesionales del área e identificar el tipo de competencia con mayores problemas en los nuevos profesionales, identificándose que existe conformidad con el conocimiento teórico adquirido en la universidad y siendo que el mismo se relaciona a las competencias específicas, por lo cual se escogen las competencias genéricas para una segunda encuesta partiendo del listado establecido por el Proyecto Tuning para América Latina en la ingeniería civil y recogiendo opiniones sobre el grado de formación según los mismos estudiantes, y el grado de relevancia para los profesionales para cada competencia del listado definido. Se identifica de esta forma que de entre las competencias con menor grado de desarrollo según los estudiantes, aquella que coincide con las competencias más relevantes para los profesionales, se tiene "la capacidad para formular y gestionar proyectos", misma que necesita ser reforzada por las universidades en Oruro.
The implementation of competency-based training in Bolivian universities contrasts with the complaints of professionals about an existing gap between work and academics that imply the existence of deficiencies in the competencies developed. In order to investigate this problem in more depth, it is necessary to delimit the competences by categories to consult the professionals of the area and identify the type of competence with greater problems in the new professionals, identifying that there is conformity with the theoretical knowledge acquired in the university and being that the same is related to the specific competences, for which the generic competences are chosen for a second survey starting from the list established by the Tuning Project for Latin America in civil engineering and collecting opinions on the degree of training according to the students themselves, and the degree of relevance for the professionals for each competence of the defined list. It is thus identified that among the competencies with the lowest degree of development according to the students, the one that coincides with the most relevant competencies for professionals is "the ability to formulate and manage projects", which needs to be reinforced by the universities in Oruro.
The implementation of competency-based training in Bolivian universities contrasts with the complaints of professionals about an existing gap between work and academics that imply the existence of deficiencies in the competencies developed. In order to investigate this problem in more depth, it is necessary to delimit the competences by categories to consult the professionals of the area and identify the type of competence with greater problems in the new professionals, identifying that there is conformity with the theoretical knowledge acquired in the university and being that the same is related to the specific competences, for which the generic competences are chosen for a second survey starting from the list established by the Tuning Project for Latin America in civil engineering and collecting opinions on the degree of training according to the students themselves, and the degree of relevance for the professionals for each competence of the defined list. It is thus identified that among the competencies with the lowest degree of development according to the students, the one that coincides with the most relevant competencies for professionals is "the ability to formulate and manage projects", which needs to be reinforced by the universities in Oruro.
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Vol. 8, No. 1