Advice to manage study plans and didactic sequences by competences in a university in Mexico

Asesoramiento para gestionar planes de estudio y secuencias didácticas por competencias en una universidad de México

Sharing the experience as a participant in the management and advice for the development of a study plan and teaching sequences as part of a project in which the competencies approach is immersed in the Autonomous University of Guerrero (UAGro) involves making reference to practical work that was carried out with professors of some faculties of degree programs at the University. The activity involved disclosing the procedure to manage the restructuring of a curriculum under the competencies approach, as well as counseling, teachers were trained through courses-workshops for the preparation of the study plan and the didactic sequence under the focus before said. The results are satisfactory, were reflected in the interest of teachers and managers to update their curricula, programs and sequences by this method, this was found in events, workshops and academic advising. The evaluations also allowed knowing the percentage of study plans transformed in different years. Aparicio et al., (2015), stated that until 2015, 56 study plans had been transformed from a total of 71, which represented 79% and 1377 teachers had been counseled (Beltrán et al., 2015). The Autonomous University of Guerrero (UAGro) initiated the updating of curricula under the competencies approach from the reform process initiated in 2000. This process led to a deep reflection on the development of the various activities that are carried out out at the institution. However, in this same year, some changes were already contemplated that would help improve the university's tasks. Some official documents of the university corroborate this institutional decision, such is the case of "The Urgent Transformation of the UAG", prepared by the General Commission for University Reform (CGRU). Having plans of study and, consequently, with programs of learning units and didactic sequences, were part of that transformation. The didactic planning is fundamental in the work of the teacher, a competent teacher, must have the capacity to elaborate plans and programs of study and didactic sequences.