Undergraduate curriculum planning to meet professional competence

Abstract

Latin American university bears academic conception, but evolves as professional school in response to societal demand of properly trained technicians. The traditional curriculum planning, conducive to a mere successive accumulation of knowledge, fails to do so. Undergraduate curriculum planning has being done with empiricism and improvisation according to circumstances and individuals preferences. Scholars have neither developed rational methods nor principles for curriculum planning. The process for professional education has to be revised to change it from a purely `successive accumulation of knowledge' to a `progressive integration of knowledge.' Undergraduate curriculum planning to meet professional competence is not a simple matter. It requires a suitable methodology. Such is the end this paper strives to attain.