EXPERIENCE IN CURRICULUM MANAGEMENT IN COMPETENCE-BASED TRAINING PROJECTS WITH A SOCIO-TRAINING APPROACH FOR UNIVERSITY TEACHERS AND STUDENTS

Nicéforo Bustamante Paulino

Universidad Nacional Hermilio Valdizán, https://orcid.org/0000-0002-8582-269X

Ido Lugo Villegas

Universidad Nacional Hermilio Valdizán, https://orcid.org/0000-0002-5523-6438

Raúl Jorge Aliaga Camarena

Universidad Nacional Hermilio Valdizán, https://orcid.org/0000-0002-7691-9692

  Maruja Agripina, Rodríguez Arteaga

Institución Educativa Mario Vargas Llosa,  https://orcid.org/0000-0002-9882-0765

Abstract

The experience of a new curricular proposal in the Professional School of Historical, Social and Geographical Sciences at Universidad Nacional Hermilio Valdizán de Huánuco is the consequence of a curricular and educational reform that involves students and teachers. In view of the fact that the curriculum based on the Tuning Project model, and inspired by the achievement of competencies under the constructivist approach since 2013, no longer responded to the demands of the occupational market and social demand, a new curriculum design was formulated by formative projects by competencies with the socio-training approach that is in the process of implementation, whose preliminary results gave rise to the present research. The main objective was to evaluate the experience in curriculum management in competency-based training projects with a socio-training approach in teachers and students at the Professional School of Historical and Social Sciences. Heuristics, hermeneutics and propaedeutics were used as a methodology, supported by the techniques and tools like note cards, documentary analysis, scientific observation, visits to scientific repositories such as Google Scholar, Redylac, Scielo and the Science Direct database, and access to the database of the Universidad Nacional Hermilio Valdizán. The rubric and the digital portfolio were used as instruments to collect factual information. The results obtained reflect an average of 70% improvement in the curricular planning of competency-based training projects with a socio-formative approach in teachers and students. An average of 50% improvement in the curricular execution of competency-based training projects with a socio-formative approach in teachers and students; and 60% of the acceptable level of achievement in the curricular implementation of competency-based training projects with a socio-formative approach in teachers and students. It is concluded that the experience in curricular planning, the experience in curricular execution and the level of achievement in the implementation of formative projects by competencies with the socio-formative approach in the Professional School of Historical, Social and Geographic Sciences of the Universidad Nacional Hermilio Valdizán is moderately satisfactory, according to the opinion of teachers and students.

Keywords: Socio-training, academic training, research, social responsibility, transdisciplinarity, teamwork.