Modelo educativo por competencias ¿propuesta innovadora o una simulación de cambio en México?

Abstract

From a critical standpoint, this article addresses competency-based education and the implementation of said educational model in the global context with incidence in Latin America and the reforms undergone to achieve its implementation in Mexico, touching on some particularities and opinions expressed by various authors, that have analyzed similar situations and how intricate it has been to establish the modifications of the current traditional content-based study programs to a competency-based program in the context of Mexican higher education. To achieve this, an investigation by means of a qualitative design and documentary analysis, using the development of coherent conceptualization and theorization as a technique. The process is not easy, perhaps due to the fact that the implementation of competency-based education in lower grades (elementary, secondary and high school) has not yet been completed and; when it is decided to implement it by decree at higher education levels, with students and teachers whose educational development was a system by products or called "Teaching-Learning", and there is the main limitation since it is only limited to Teach-Learn-Evaluate. Although it is premature to make a balance about the results, it is visualized that the change will not achieve a true reform of university education, judging by the lack of experience and knowledge that only results in confusion among the authorities, the professoriate, and the student, about the meaning of competencies and how to develop them in the latter. Therefore, the challenge lies in how to achieve professionals who build knowledge and its application in a disciplinary way.