Integral Training in Engineering Professionals. Analysis on the Level of Educational Quality

Abstract

The integral training in engineering programs is analyzed, in correspondence with the policy of educational quality in Colombia. The methodological component is contextualized in the logical rationalist approach, qualitative vision, and descriptive, explanatory, analytical design to configure a system of theoretical categories, through observation, review and documentary analysis. The results show that the normative component of curricular models in engineering is based on principles of integrality, pertinence, contextualization and flexibilization, when assuming the training through the deployment of scientific-technical competences and socio-humanistic character. It is concluded on the need of defining policies of educational quality, based on the conception of integral formative processes that are based on multiple experiences of meaningful learning.