HomeOpinionCompetencies in the curricular reform of the UCV

Competencies in the curricular reform of the UCV

With greater seriousness, the rector's team of the UCV assumed the always postponed task of executing a curricular reform of the up to now 68 undergraduate courses taught in its classrooms, but the welcome initiative is inscribed in a concept and execution methodology that could distort its scope and even distance it from the obligation to find and propose solutions to the country's problems.

Nothing simple. The UCV belongs to the incommensurable group of universities in the world characterized by the elephantine bureaucratic academic slowness, fostered by the extremist and deviant use of the enlightened and indispensable dialogic space of Academic Freedom, the primordial and vital cell of university autonomy.

The 289 articles and 29 chapters of the republican statutes of the Central University of Venezuela, created in 1827 by Simón Bolívar and Dr. José María Vargas, compiled by the UCV chronicler Idelfonso Leal, indicate that the current Bolivarian ideal consists of “ to structure a university for the Republic, open to all currents of thought, to all faiths, without skin color being an obstacle to receiving university degrees.”

Bolívar and Vargas said: “…structure a UCV for the Republic, open to all currents of thought…”.

The reform is pushed by the light of a new Ucevista environment, which seeks to reduce the Shadow established by the previous rector team led by Cecilia García Arocha, which instead of strengthening the academy to maintain and give greater intellectual authority and reputation to the university , just as rectors such as Francisco de Venanzi and Jesús María Bianco did; He failed in his attempt to misuse the legacy of these magnificent rectors to promote a Coup d'état.

Well, the current rector authorities have launched the curricular reform in response to a first factor that cries out for changes in thinking, which is the very old date of the outdated contents dictated by the different chairs. Let's just say two: the current curriculum of the School of Psychology is from 1970. That of the School of Social Communication is from 1987, when those stupid Networks were stammering about their attempts to be Social.

In each university session on curricular reform, controversy arises over which philosophy and pedagogical method to use, almost always focused, among many, on two: curricular reform based on behavioral and instructional objectives; or in the development of skills.

The current subject programs, also called Subjects; In other universities such as the Bolivarian University of Venezuela, Curricular Units are developed so that students achieve objectives, described through verbs that contain the development of behaviors and actions.

The current authorities have tipped the balance towards the adoption model, of teaching-learning by competencies, a category that continues to cause conceptual confusion due to the Babylonian ideas that it raises as soon as it is discussed and applied in the educational field.

The renowned Mexican author in philosophy of education, Ángel Díaz Barriga, in his presentation “Curriculum Design by Competencies. Opening of topics that mean a return to the old problems of education," he says: "We are experiencing a euphoria about the proposal of competencies, a euphoria as great as the conceptual confusion that exists regarding them."

“The first aspect that stands out when one approaches the literature that addresses the topic of competencies is the confusion. At first he faces a linguistic Babylon. Many things are understood by the term: executions, the actions that a subject performs, the statement of evidence of achievement.”

He adds that the classification or indication of the type of competencies leads to the most unusual expressions that can be found. We talk about personal skills, citizenship, social communication, interpersonal, disciplinary (mathematical, chemical, historical), transversal, methodological, key, generic, specific, among others.

“This diversity in the understanding of what can be considered a competency contributes significantly to confusion and offers little clarity about what schoolwork is intended to achieve. A teacher faces the broad task of simultaneously forming citizenship, communication, and interpersonal relationship skills, with some disciplinary ones.”

Díaz Barriga reveals another definition that places more stones towards the definition of competencies. “In this issue, a difficulty also emerges in identifying the origin of the term competence and its use in education. Not only because of the first lexicological confusion of understanding it as “competing for something,” but also because of the lack of precision about its emergence.”

And the Encyclopedia Meanings points out that “Competences are those skills, abilities and knowledge that a person has to efficiently accomplish a certain task.”

It is in that “competing for something”, and “efficiently accomplishing a certain task” where the first suspicion arises regarding what is wanted and sought with the change of curriculum at the UCV. The teachers in charge of achieving the change in the curriculum insist on the development of skills and the ability to adapt to work scenarios, companies, a thesis in the first instance not exclusive, but of great weight in the proposal compared to the historical and not UCV's desire to create critical thinking has always been achieved.

Should or should Ucevista graduates be able to adapt competitively to the work environments of companies? Well, of course yes, but without submission, with a clear critical investigative profile capable of generating innovative and productive formulas to enhance and relate to the means of production, always with our eyes focused, as the Republican Statutes say, on the Republic, in Venezuela.

And here comes another causal variable put forward by some of the rector authorities promoting change in the UCV curricula: in different semantics, tones and voices they point out and highlight the need to rank, to rank, to accredit the university internationally.

In the know-it-all Google, as soon as we write the phrase International accreditation of universities, the search engine responds: “…it is part of a comprehensive process to show the academic quality that the University has, endorsed in an international certification that represents the process of continuous improvement ”.

The definition is issued by the University of the Americas, UDLA, a private institution based in Ecuador, accredited at the institutional level with the United States regional accreditation agency Western Association of Schools and Colleges, Senior College and University Commission (WSCUC).

The UDLA uses 39 indicators that break down the 4 accreditation standards. He says that “the greatest benefit of accreditation with WSCUC for students is the guarantee that their training is supported by a solidly structured institution. It also implies that the degrees from this institution have added value, an endorsement of quality and international prestige that facilitates the continuation of studies abroad.”

The UDLA is not the only one. Google shows countless organizations and institutions dedicated to granting international accreditation to universities. There is the Middle States Commission on Higher Education, the Northwest Commission, the Commission on Colleges of the Southern Association of Colleges and Schools, all from the United States. There is the International Evaluation and Accreditation Council and the Polytechnic University of Madrid and stop counting.
And it is here again, where “The Forking Paths” flourish of a curriculum that would tip the balance even more towards the adaptation of the graduate in an external work field and that pays greater attention to international demands and indicators than to national ones.
Thus, international accreditation would facilitate the already eternal brain theft applied to poor countries by industrialized economies, today more critical and acute in Venezuela due to the migration crisis generated by illegal coercive measures.

The reform aimed at curricula that reduce the training of critical, comprehensive thinking, postulated by the Humboltiana University, to give greater weight to competencies that induce adaptation and attention to business needs with international interests, could feed a diaspora that would further reduce plus the already reduced teaching body of the UCV itself and would leave Venezuela even more without the professionals, expensively trained by the State, to face its main problem: poverty.

Leave a response

Please enter your comment!
Please enter your name here