Curricular elements that govern the educational quality in Agroforestry Engineering students, URACCAN, Nueva Guinea Campus, 2015-2017

Abstract

This research has analyzed the curricular elements that govern the quality and educational relevance of active students, graduates, and the Agroforestry Engineering career graduates of the University of the Autonomous Regions of the Nicaraguan Caribbean Coast, Nueva Guinea Campus. It is based on the qualitative approach, from the bibliographic compilation to the application of open interviews and the development of a focus group. The research participants are academic authorities, teachers involved in the preparation, review and update of the Agroforestry Engineering curriculum, as well as active third-year students, students who fulfilled their study plans, graduates and representatives of employer institutions. The results indicate that URACCAN is an educational institution with relevant achievements of prestige and reliability where the quality of the agroforestry curriculum is highlighted, satisfying the articulation given in different stages, it makes theoretical proposals in relation to the subject; However, the need to adapt strategies and methodologies that consent meaningful learning according to social demands in the labor market is pointed out. The agroforestry career is relevant from its curricular foundations, favored by the characteristics of the geographical region and the institutional philosophy of the university; although there are still aspects to improve seen from the professional performance of the professionals, it is recommended to emphasize the operationalization of the curriculum, the development of practices, contents and elementary subjects of the career, to obtain greater scientific-technical knowledge, contextualized to the demands and tendencies of the region.