Teaching Autonomy in the era of competencies?

Abstract

Starting in the 70s of the last century, the constant economic and social crises caused greater demands on educational systems worldwide, making them directly or indirectly responsible for finding solutions to contemporary challenges. It is then that educational reforms and innovations are produced, including the importation from the business sector of the educational model based on competencies, which spread especially in Europe, but also in many Latin American countries. In Nicaragua, the competency-based educational model is not yet generalized to all higher education institutions, and in those institutions that have been adopted, it has been applied following the regional trend of lacking consensus, critical discussion, adaptation and contextualization, which which generates situations of little commitment of the actors involved, who do not perceive that they have been taken into account in any of the stages for the adoption of the model, for which they feel their freedoms have been violated.