Abstract:

From the Institutional self-assessment for high-quality accreditation purposes, the need to develop a specific project that addressed curricular management as a priority in the institutional improvement plan was identified at the Simón Bolívar University. A detailed diagnosis of the institutional curriculum allowed to formulate and develop a process of review and participatory construction of curricular management at all levels in a six-year horizon 2016-2022.

The curricular management project consists of 3 stages, each one with differentiated phases as follows: Stage 1 of Conceptualization and Design of the curricular policy, carried out in two phases, one of conceptualization and the other of diagnostic of the academic management and the teaching; Stage 2 of Implementation, carried out through a phase of updating of academic programs, another management for the institutional adoption of these new curricular proposals and the respective procedure before the Ministry of National Education for the authorization of operation of the same. And Stage 3 Transfer of the new policy and curricular structure, aimed at the implementation, monitoring, evaluation and control of new curricular proposals, while working two fronts, one is the permanent training of teachers for the effective curricular development and the other, that of the adjustments to the organizational structure that guarantee the adequate management of the institutional curricular policy at all levels. In the present work, emphasis is placed on the relationship between curriculum management and teacher training for an effective educational intervention in the university context.

The stage of Conceptualization and Design of the Curricular Policy, allowed to establish a characterization of the teaching, the curriculum, the didactic and the evaluation, from the documentary revision of the formal curriculum and from the perspective of students and professors. For the study, questionnaires were designed to collect information, which were applied to 547 teachers and 5653 undergraduate students at the Barranquilla (Atlántico) and Cúcuta (Norte de Santander) sites.

With the analysis of the information gathered, there was an initial knowledge about the appropriation of the institutional pedagogical horizon, the didactic management in the academic programs, the students' learning and the competence approach from the perspective of the student and the teacher, the management of the extended classroom as support for face-to-face, independent work and research training. This initial diagnosis allowed the formulation and implementation of improvement actions ranging from the academic redesign of the degrees to the increase in curricular flexibility, interdisciplinarity and the promotion of autonomous learning, the permanent training of teachers, through training programs located that generate commitment with the intervention in the classroom and in the academic management; and the deployment of strategies for monitoring student learning and the development of competencies, which guarantee an adequate performance in the different scenarios of social and professional action, positively impacting the environment from the different roles assumed by the Simon University graduate. Bolivar.

The results obtained initially support the need to implement a curriculum management in the university aimed at the revision, design, development, evaluation and innovation of the curriculum in its different concretions: institutional structure, curricula and academic activities of the programs that support the qualifications, the planning of the subjects and the activities of the teacher. The curricular management seeks to establish guidelines for the institutional pedagogical identity that guide the practice and guarantee the effectiveness of the teaching action in the university. In this context, the Curriculum Management Macro project aimed to collectively build and implement a relevant institutional curricular management policy, based on the Socio-Critical Pedagogical Horizon (HPSC), the dimensions of the Institutional Educational Project (PEI) and the trends of the Higher Education, to promote teaching improvement and the continuous improvement of institutional academic quality, in the context of a global context.

Keywords:

Curriculum management, Lifelong learning, Teaching.