Abstract
We present an analysis regarding generic skills on engineering program offered in a public state university in Mexico (UABC). The university implemented a new educational model changing rigid programs to flexible programs based on competencies. The goal is to determine generic skills related to the four pillars of learning: learning to do, learning to know, learning to be, and learning to live together. This work is non experimental, cross-sectional, and descriptive. The study reflect upon the generic competences that students consider are being promoted during their first years in the university and provides a reference for the methodology to identify development of generic skills in engineering students.
Highlights
Higher education institutions in Mexico (IES) have the mission of produce knowledge and culture and to collaborate in the construction of a more fair and balanced society as well as improve life quality of its graduates (Asociación Nacional de Universidades e Instituciones de Educación Superior [ANUIES], 2006)
The study reflect upon the generic competences that students consider are being promoted during their first years in the university and provides a reference for the methodology to identify development of generic skills in engineering students
This work identifies the generic competences that are developed in higher education students after finishing the first training part of an engineering program in the Autonomous University of Baja California (UABC), a public institution located in the northeastern region of Mexico, which has made the transition into curricular adjusting in 2003, and implemented a course of study based in competences under an holistic approach that covers knowledge, attitudes, aptitudes, abilities, skills, and values in 2006
Summary
Higher education institutions in Mexico (IES) have the mission of produce knowledge and culture and to collaborate in the construction of a more fair and balanced society as well as improve life quality of its graduates (Asociación Nacional de Universidades e Instituciones de Educación Superior [ANUIES], 2006). The Engineering Academy (AI) defines, among the obstacles for the advancement of engineering in Mexico, the lack of promotion of values and inter and intrapersonal abilities in engineering students (Academia de Ingeniería [AI], 2007). Facing these challenges, some higher education institutions in Mexico have worked these last years in the implementation and consolidation of Education Models Based on Abilities to respond with excellence to the demands in their surroundings. The competence process requires the interaction of teaching and learning activities that develop knowledge, attitudes, abilities, skills, and ethic sense in students. This work identifies the generic competences that are developed in higher education students after finishing the first training part of an engineering program in the Autonomous University of Baja California (UABC), a public institution located in the northeastern region of Mexico, which has made the transition into curricular adjusting in 2003, and implemented a course of study based in competences under an holistic approach that covers knowledge, attitudes, aptitudes, abilities, skills, and values in 2006
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