Curricular Reform: Changing from Disciplined-Based to Competency -Based Framework

Manuel Sandoval Martinez, Maricela García Avalos, Gladys del C Velázquez López, Gerardo E Sepúlveda Palacios


The results of the modified curriculum for the course “Introduction to Engineering” taught
during the preparatory courses at the Universidad Politécnica del Golfo de México are
presented. The modification was made to thematic content, the learning outcomes, the
distribution of theoretical and practical hours (35% and 65% respectively) and the teaching
strategy (using Krulik & Rudnick method and context problems), focusing on
competency-based framework. Analysis of data indicates that various objectives were
achieved with this reform, which the previous curriculum were not met, such as decreasing
failure/dropout rate from 40% to 15%, greater involvement of students in lessons, development
of logical-mathematical skills, problems solving through a systematic procedure skills, among
other reasoning. This leads us to believe we have made a transition from a declarative
knowledge to a functional one.


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