Continuing Education From High School to Postgraduate Studies: A Need of Telecommunication Industry in Colombia
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Reina, Jackson
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Abstract
In the project "Curricular, Pedagogical and Didactic Proposal for the Formation of
Technicians, Technologists and Engineers in Telecommunications" (shortly called
Forteti) several proposals of professional instruction in Latin-America
have been
reviewed, as well of conceptual documents published by governmental and non
governmental agencies in Colombia, and prospective visions of the country and the
region. In addition, experts from technical, administrative and academic sectors have
been consulted. As a result, several tendencies have been found, which can be order
as follows: first, revalue of the engineer formation regarding from ethical, social and
humanistic issues; second, development of student skills for working within groups with
multiple disciplines and levels; third, postgraduate studies regarding of the professional
upgrade and actualization by means of official courses and self-learning
skills
development which also leads to the concept of the never-ending
in learning and the
requirement of establish multistage between the different educative levels; fourth, the
need of adequate proposal, management and development of technical and social
transformation projects. Forteti research project proposes a profile for the engineer's education which takes
account of, at first, the multistage process between engineering and its precedent levels:
technical and technological education, because only this multistage process enables the
professional and educational articulation that responds to the requirement for holistic
projects in the telecommunications sector. As a result we propose three educational
undergraduate cycles associated with well defined profiles for each educational level
and related with different titles accepted and required for the telecommunications sector.
This approach allows us to have a clear Faculty development that fully reflects the
needs of our students and the organizations related with the telecommunications sector. Associate with this multistage, the social and humanistic issues have been taken into
account as an important factor not for complement courses but as a transversal axe of a
curriculum structured by projects or problems nuclei.
Sponsor
Distance Learning and Professional Education ; International Association for Continuing Engineering Education
Date
2008-05-23
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