Abstract
The IPN Oaxaca CIIDIR has a mission to train human resources to postgraduate level that contribute to sustainable regional development in the South-East of Mexico. This is a vulnerable region that boasts an important source of natural resources and a great social, economic and technological backwardness that is directly related to the educational aspect. A master's degree has been designed with three lines of work, taking into account the strengths of the CIIDIR-Oaxaca: Design and sustainable technologies to the building, Security and food safety, and water resources. The aim is to encourage the transfer of knowledge and technology, with methodologies that allow promoting the work of collaborative multi and interdisciplinary and linking with the professional sector. The curriculum design responds to the educational model of the IPN, this model is characterized as facilitator of professional skills and too responds to the model of social integration. The curriculum of the master degree in “Project management for the solidary development” was designed with vocational guidance in response to the shortcomings detected in the region about social and environmental problems, through relevant diagnosis and analysis. This program is included in the PNPC-CONACYT . The starting point of this methodology is the social order and the context deals with the social, economic and environmental aspects. The training of graduate students has the focus of solidarity economy and sustainability as an alternative view and feature in the proposal of projects to manage. Key words: Curriculum, graduate, sustainability, management and development in solidarity.
Highlights
The social, environmental and economic problems, on the State of Oaxaca in particular and the south-southeast Mexican region in general, present similarities that turn it into a socially, economically and environmentally vulnerable region
Definitions of the work lines was based on the needs detected in the diagnostic of the regional context and on the skills developed during the 30 years of CIIDIR operating in the State of Oaxaca
The Masters modality is formal and classroom education, with intra and extramural activities, with prevalence of linked and articulated activities by the school activities. This activities outline in the learning Units, are mandatory in the common part and project seminars, and optional the corresponding to the work lines according to the project to develop. This curriculum design considers the learning units of the common or basic stock, as the responsible for developing skills and values that must permeate in the planning, design, ex-ante evaluation and implementation of projects supported on the theoretical-conceptual elements
Summary
The social, environmental and economic problems, on the State of Oaxaca in particular and the south-southeast Mexican region in general, present similarities that turn it into a socially, economically and environmentally vulnerable region. To a dynamic that generates new challenges on an ongoing basis, and the educational institutions must plan based on this dynamic, in order to give sense to its fundamental actions, develop human talent, generate knowledge for the resolution of social problems with a multidisciplinary approach. This becomes one of the challenges of education for the knowledge society (Tobón, 2013)
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