Formación por competencias en educación superior. Una aproximación conceptual a propósito del caso colombiano

Revista Iberoamericana de Educación, ISSN 1681-5653, Vol. 36, Nº. 9, 2005
Source: OAI
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    ABSTRACT: This article describes the development and validation of an instrument to assess the self-perception of generic competencies in graduates of a private university in the city of Cali, Colombia. Initially, the common competences from 11 undergraduate careers were selected based on the review of academic programs, empirical and theoretical backgrounds. Then, competencies were defined to build the instrument, which was evaluated by 11 expert judges, in a process of content validation. The questionnaire was applied to 22 graduates of undergraduate programs in a pilot application. Subsequently, it was applied to a sample of 574 graduates of the 11 careers, obtaining a final instrument composed of 33 generic competencies. A Cronbach alpha coefficient of 0.912 was obtained and all 33 items were accepted.
    06/2012; 8(1):101-121.
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    ABSTRACT: Over the last decades, the formation approaches by competencies have oriented the educational policies in several countries. Within these approaches, the socioformative approach has been gaining momentum slowly, and it is increasingly becoming a reference in Latin America to guide the formation and evaluation. The socioformative approach is a set of pedagogical and organizational guidelines to make people have an ethical and solid life project, entrepreneurial skills, collaborative work, and the competencies necessary to meet the challenges of the context. This paper presents a model with the description of the structural elements necessary for the implementation of an adaptive system that permits the formation and assessment of competences from the socioformative approach.
    Communications and Computing (COLCOM), 2013 IEEE Colombian Conference on; 01/2013

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