Publication: DISEÑO DE MALLAS CURRICULARES PARA CARRERAS TÉCNICAS. CASO APLICADO CARRERA TÉCNICO UNIVERSITARIA EN MANTENIMIENTO AERONÁUTICO
No Thumbnail Available
Date
2020-05
Authors
YÁÑEZ PINO, JAVIERA ALEJANDRA
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
En los desafíos que actualmente tiene la Educación Superior en Chile está poder generar articulación curricular, una oferta atractiva acorde a las necesidades de la industria, menores duraciones de las carreras y acompañamiento a sus diferentes estudiantes evitando la deserción. Dado lo anterior, es posible considerar el proceso educativo como un generador de oportunidades de crecimiento personal y profesional, un catalizador de la movilidad social y una manera de que las sociedades avancen. Considerando lo anterior, es que la Universidad Técnica Federico Santa María ha promovido en sus carreras técnicas la innovación curricular, donde se realiza una revisión del plan académico enfocado en: (i) reducir los semestres, (ii) traspasar los créditos a la normativa internacional (SCT), (iii) determinar el nº máximo de asignaturas por semestre y asegurar una cantidad mínima de asignaturas prácticas y teóricas, todo esto acompañado de las sugerencias aplicadas en las respectivas acreditaciones. El caso analizado en este trabajo, fue la carrera de Técnico Universitario en Mantenimiento Aeronáutico la cual, dado su último proceso de acreditación y la nueva circular de la Universidad respecto a las carreras técnicas, se desencadena un proceso de innovación curricular. Para esto, se efectúan diversos procesos que logran dar cumplimiento a los requisitos internos, normativas aeronáuticas (DAN 147), normativas gubernamentales (lineamientos MINEDUC) y materializar las necesidades recopiladas de los actores principales (estudiantes, profesores, ex-alumnos, industria, mercado y empleadores). A raíz de lo último, se obtiene un plan curricular que contempla las siguientes caracteristicas: (i) 26 asignaturas, (ii) 1.466 horas cronológicas, (iii) 1.955 horas académicas, (iv) 4 semestres, (v) 25 asignaturas fusionadas, (vi) 8 nuevas asignaturas, (vii) 4 asignaturas eliminadas, (viii) 320 horas de práctica industrial. Éstas, fueron definidas considerando adicionalmente 3 dominios de acción práctica de la ejecución de la profesión, y apuntando hacia un perfil de egreso con 16 competencias y un perfil profesional con 12 competencias, ambas incluyendo el sello propio de UTFSM. Finalmente, se ha generado un esquema del flujo de trabajo para poder diseñar una innovación curricular adaptado para la industria bajo estudio. Éste, corresponde a una generalización del modelo UTFSM utilizado y considera el cierre de brechas detectadas en la aplicación del proceso en el caso aplicado. Además de apuntar a la definición del valor agregado por la modificación curricular así como la mejora continua que se puede aplicar en la próxima iteración del plan de estudios.
The challenges that Higher Education currently faces in Chile are being able to generate curricular articulation, an attractive offer according to the needs of the industry, shorter career durations and support for its different students, avoiding dropouts. Given the above, it is possible to consider the educational process as a generator of opportunities for personal and professional growth, a catalyst for social mobility and a way for societies to advance. Considering this, UTFSM has promoted curricular innovation in its technical careers where a review of the academic plan is carried out focused on: (i) reducing semesters, (ii) transferring credits to international regulations (SCT), (iii) determine the maximum number of subjects per semester and ensure a minimum number of practical and theoretical subjects, all accompanied by the suggestions found in the respective accreditation processes and audit. The case analyzed in this work was the Aeronautical Maintenance Technician career which, given its last accreditation process and the new circular from the University regarding technical careers, triggers a process of curricular innovation. For this, various processes are carried out that achieve compliance with internal requirements, aeronautical regulations (DAN 147), government regulations (MINEDUC guidelines) and materialize the needs collected from the main actors (students, teachers, alumni, industry, market and employers). The obtained curriculum includes the following: (i) 26 subjects, (ii) 1,466 chronological hours, (iii) 1,955 academic hours, (iv) 4 semesters, (v) 25 merged subjects, (vi) 8 new subjects, (vii) 4 subjects eliminated, (viii) 320 hours of industrial practice. These were defined considering additionally 3 domains of practical action for the execution of the profession and pointing towards an exit profile with 16 competences and a professional profile with 12 competences, both including the UTFSM own seal. Finally, a workflow scheme has been generated in order to design a curriculum innovation adapted for the industry under study. This is a generalization of the UTFSM model and considers gaps closing processes of those detected in the case study. In addition, this aims to define the generated value of a curricular modification and to express the relevance of being aware and implement continuous improvement action plans that can be applied in the next iteration of the curriculum.
The challenges that Higher Education currently faces in Chile are being able to generate curricular articulation, an attractive offer according to the needs of the industry, shorter career durations and support for its different students, avoiding dropouts. Given the above, it is possible to consider the educational process as a generator of opportunities for personal and professional growth, a catalyst for social mobility and a way for societies to advance. Considering this, UTFSM has promoted curricular innovation in its technical careers where a review of the academic plan is carried out focused on: (i) reducing semesters, (ii) transferring credits to international regulations (SCT), (iii) determine the maximum number of subjects per semester and ensure a minimum number of practical and theoretical subjects, all accompanied by the suggestions found in the respective accreditation processes and audit. The case analyzed in this work was the Aeronautical Maintenance Technician career which, given its last accreditation process and the new circular from the University regarding technical careers, triggers a process of curricular innovation. For this, various processes are carried out that achieve compliance with internal requirements, aeronautical regulations (DAN 147), government regulations (MINEDUC guidelines) and materialize the needs collected from the main actors (students, teachers, alumni, industry, market and employers). The obtained curriculum includes the following: (i) 26 subjects, (ii) 1,466 chronological hours, (iii) 1,955 academic hours, (iv) 4 semesters, (v) 25 merged subjects, (vi) 8 new subjects, (vii) 4 subjects eliminated, (viii) 320 hours of industrial practice. These were defined considering additionally 3 domains of practical action for the execution of the profession and pointing towards an exit profile with 16 competences and a professional profile with 12 competences, both including the UTFSM own seal. Finally, a workflow scheme has been generated in order to design a curriculum innovation adapted for the industry under study. This is a generalization of the UTFSM model and considers gaps closing processes of those detected in the case study. In addition, this aims to define the generated value of a curricular modification and to express the relevance of being aware and implement continuous improvement action plans that can be applied in the next iteration of the curriculum.
Description
Keywords
INNOVACIÓN CURRICULAR , CARRERAS TÉCNICAS UTFSM , CARRERAS SISTEMA CURRICULAR , TÉCNICOS EN MANTENIMIENTO AERONÁUTICO