CONTINUOUS IMPROVEMENT AND REDESIGN CURRICULUM: SUCCESSION OR COEXISTENCE OF PROCESSES IN TIME?

Abstract

Accreditation, is the social recognition to the quality of the professionals that
form in the institutions of higher education, and part of the organizational
purpose of continuous improvement. This in turn, is based on the strength of
the curriculum to future graduates, extension not spontaneous trigger
college funding environments, the preparation of teachers and the adequate
infrastructure for the development of processes. The harmonic combination
of these elements (human, material, tangible and intangible), open space to
the required relevance.
In Ecuador today occur relevant to the socio-economic and political changes,
the country is improving the substantive functions of the institutions of
higher education, fluency to deliver the social project that is built,
professional, competent, able to influence their intervention and
specialisation, in the elevation of the national results in all areas and sectors.
To do this, work with priority strategic guidelines have been mapped in the
different professions studied, and external evaluations for accreditation of
careers curricular redesign. In this sense, temporarily coincide both
processes, and in different scenarios, the question about which of the two
preceding another, becomes frequent.
This article offers a theoretical reflection on the necessary succession and
coexistence of the curriculum redesign and continuous improvement as
interacting sub-processes, contained in a process of conscious nature,
holistic, complex and dialectic: training professionals.