H. Pereira, Lilia - R. Navarro, Yasmile - Fonseca C.

, Neiman
Curriculum Plan for the competitiveness of light. Comprehensive training "? (95-
109)
Curriculum Management Career LIGHT
Comprehensive training "?
H. Pereira, Lilia
Doctor of Science, the citation management. Professor at the University of Zulia
(LUZ). lpereira14@yahoo.es
R. Navarro, Yasmile
Specialist in Public Accounting. Associate Professor at the University of Zulia
(LUZ) yanare50@yahoo.com
Fonseca C., Neiman
Student of the 8th semester Administration at the University of Zulia (LUZ) neyf
cascioli@yahoo.es
Received: 17/01/2007 Revised: 21/05/2007 Accepted: 25/05/2007
Summary
The objective of this research was to analyze the curriculum of the career plan
of Directors of the University of Zulia (LUZ) and the vision they have for teach
ers and students of that race for the profile that offers the plan. The degree i
n personnel administration is a key to promoting the development of organization
s and the country's economic growth, therefore, requires a set of knowledge, exp
erience, skills and values that make it a real human talent. The methodology was
conducted to support the document review and implementation of surveys with a s
ample of students in the tenth semester, first period of 2006 and teachers of th
e axes administrative, economic-social-environmental, methodological, symbolic a
nd contablefinanciero curricular plan. The results reveal that the curriculum de
sign of the race Administration normatively conceived the comprehensive educatio
n of the student, but in practice away from the socio-humanistic training and sc
ientific-technological concept of integration implies. We conclude that there is
an institutional policy of communication and integration between those who plan
and execute the plan, to which is added the lack of mechanisms for monitoring a
nd control of curriculum, to determine the impact they have had the graduates in
Administration society. Keywords: Plan of the graduate curriculum in light mana
gement, professional profile, teachers, students.
Abstract
The purpose of this research is to analize the curricular plan of Business Admin
istration at the University of Zulia and the opinion That Have Students and facu
lty about it. The Bachelor of Business Administration is a key staff responsible
for the maintenance and supervision of the Organizational Development and the E
conomic Growth of a country, so I Requires a set of Knowledge, experiences, skil
ls and Principles to Achieve an Ingenious career. The Methodology Used in the do
cumentary include review and an application of a questionnaire survey to a sampl
e of business administration at the tenth semester Students and faculty Members
of the Different curriculum areas (administrative, economic-politicalenvironment
al, Methodological, and financial-accounting simbolical). That The results revea
l the formation of the curricular design of the Business Administration career i
s Considered as an integral and normative profile, But in practice the acquisiti
on of skills is far from Being Considered as a socio-humanistic formation and sc
ientifictechnological That eat out of the integrality concept. Conclusions The S
how That it does not exist an integrative communication policy and to the person
s between' That the ones That plan and execute the plan. In Addition There Is La
ck of monitoring and control Mechanisms of curriculum design to determine the Im
pact bachelor of business administration in Society. Key Words: Curriculum licen
sees plan of administration, University of Zulia, professional profile, teachers
, students.
95
Current Year 10 Accounting Faces No. 15, July-December 2007
1. Introduction Education is the cornerstone for the generation of knowledge and
skill development, attitudes and values necessary for professional performance.
No education, no possibility of a comprehensive development, physical, intellec
tual and human, let alone the growth of a competitive economy and society with e
quitable able to provide their citizens with conditions that meet needs and maxi
mize the quality of life. In this regard, higher education institutions play an
important role in the socio-political, economic and cultural development of a na
tion by the commitment they have as agents of change through education and resea
rch. The primary role of universities is to train high level human talent throug
h the development and strengthening of knowledge, skills, expertise and experien
ce of the professionals that make human beings capable of adding value to organi
zations. Therefore,€need a curriculum that tends training of the individual. To
Peñaloza (1995) the first half to achieve the purpose of education is the curric
ulum, indicated and harmonize a set of experiences that learners should live. In
this regard, the curriculum plan for the School of Management of LIGHT was deve
loped under an integrated concept in order to train professionals to generate re
sponses to the administrative problems of the public and private organizations.
Your profile académicoprofesional consists of four roles: Administrator, Manager
, Entrepreneur and administrative and management consultant. 96
Each role consists of functions, activities, knowledge, abilities / skills, and
values / attitudes. The curriculum of the race Administration was conceived in a
ccordance with Council resolution 329 issued by the University of Zulia in 1994,
which regulates all matters concerning the development and implementation of cu
rricula. It covers the content aspect of the careers of Light. These are: a) The
oretical framework of the curriculum, which includes the concept of education, c
ollege and curricular model, b) Basis of the race, to include justification of t
he profession, the social need and the description of the object work; c) Design
of the professional model, which defines the professional, the professional aca
demic background, educational objectives, the relationship between undergraduate
and graduate students and with research centers and institutes; d) Design and o
rganization of the curricular structure , it includes the logical organization a
nd chronologically for each curricular area along programmatic lines, tables wit
h his workload units and the priority system; e) design of programs of curriculu
m units, f) Feasibility Plan, which includes plan for teacher training, provisio
n of physical space and instructional resources, agreements with other instituti
ons to professional practices and information systems g) Plan for periodic evalu
ation of the curriculum. This research aims to analyze the curricular plan manag
ement career LIGHT and the vision they have for teachers and students of that ra
ce, with regard to academic and professional profile proposed by the plan.
H. Pereira, Lilia - R. Navarro, Yasmile - Fonseca C., Neiman
Curriculum Plan for the competitiveness of light. Comprehensive training "? (95-
109)
2. Education and Curriculum Although there are different ways of thinking about
further education and to implement it occurs as a common denominator the idea of
improvement, linked to an ideal vision of man and society. Education is a broad
social process, varied and crucial to building society, whose functions are to
develop skills and characteristics of human beings: values, attitudes, aspiratio
ns and expectations, among others. According Lovera, et al (1998) higher educati
on is a key to the production, use and adaptation of knowledge for the training
of high level human resources and outreach to society of knowledge and skills th
at occur in breast. The role of education in a holistic concept of human develop
ment, is based on four principles: 1) educating the consolidation of national id
entity means to teach values that foster national identity while respecting the
cultural diversity of peoples, 2) educating for democracy, is achieved when stud
ents assert their rights against state-organized coercion, when formed for polit
ical participation in all institutions of social life and finally when the abili
ty to sue a property to ensure the possibility of equal opportunities towards ac
hieving a better quality of life, 3) education for productivity and growth throu
gh the development of endogenous capacities to achieve sustained growth and incr
eased productivity and 4) education for integration and equity
social, represents joint educational activities with the overall economic and so
cial policies to ensure increasing levels of social justice (Filmus, 2005). In s
hort, education is a process of "humanization, acculturation and socialization"
(Peñaloza, 1995). This means that without education there is no possibility of i
ntegral development (physical, intellectual and human), much less a competitive
economy and society to provide equitable conditions for its citizens to meet the
ir needs and optimize their quality of life. However,€education in Venezuela at
an early stage and to the undergraduate college is a public good in the Constitu
tion of the Bolivarian Republic of Venezuela (Venezuela's National Assembly, 200
0), as a human right and a duty social, democratic and compulsory, equal quality
, timeliness and gratuity (Arts. 102 and 103). Similarly, the Education Law in f
orce since the 80s' (National Congress of Venezuela, 1980) noted that the fundam
ental purpose of education is the full development of personality and achievemen
t of a healthy, educated, critical and apt to coexist in a democratic society. I
t is a public service and major factor in national development (Arts.3 and 4). T
he said Act provides that higher education aims to: a) Continue the process of i
ntegral formation of man, train technicians and promote professional updating an
d improving to meet the needs of national development and scientific progress. 9
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Current Year 10 Accounting Faces No. 15, July-December 2007
b) Promote research on new knowledge and promote progress of science, technology
, literature, art and other creative expressions for the benefit of human well-b
eing of society and the independent development of the nation. c) Disseminate kn
owledge to raise the cultural level and put at the service of society and integr
al human development. In practice, education in Venezuela during the last decade
s has been showing signs of deterioration in various aspects, including: income
high school graduates with knowledge precarious, increased exclusion, high repet
ition and dropout rates, the consequences are manifested in a low rate of return
on core competencies and quality in terms of knowledge production. The deterior
ation has also been the result of persistent changes in educational models made
by the Venezuelan State, which have been imitated realities different from ours,
have not yielded the expected results, however, have trained individuals withou
t enough critical thinking for the analysis of the problems of the nation. Educa
tion in Venezuela by Albornoz (1998) is based on a teaching model without intell
ectual culture, knowledge production and consumption for the purposes of everyda
y life. In a society like today, where the changes are intimately associated wit
h the world of knowledge, our country needs to have a strong higher education sy
stem, capable of interacting with their environment and provide answers to the 9
8
economic, cultural, social, science and technology today. The vital role that hi
gher education is the training of human talents according to the needs of the co
untry, which is necessary for a comprehensive education being the foundation cur
riculum. Stresses Peñaloza (1995) that the curriculum becomes a means to achieve
the end-education-first step, within the reality of a concept of education. Eac
h institution according to the vision that has forged its graduates in both prof
essional and man, has a curriculum model and develops internal rules that regula
te the development and implementation of curriculum for a specified time (Common
 Curriculum) and is of type imperative for the institution. In resolution 329 LI
GHT indicates that the design of all races shall conform to the model of integra
ted curriculum, which focuses on training the student experiences all profession
al, scientific, cultural and humanistic, based on the principles of humanization
, acculturation and socialization (University Council, 1994). In the career mana
gement plan defines the curriculum as a set of learning and experience that the
university, through its Colleges and Schools, deliberately and spontaneously off
ers its students to develop their full potential and participate appropriately i
n social transformation, economic, political and cultural life (School of Admini
stration and Public Accounting, 1994).
H. Pereira, Lilia - R. Navarro, Yasmile - Fonseca C., Neiman
Curriculum Plan for the competitiveness of light. Comprehensive training "? (95-
109)
According to that plan humanization process tries to unfold in the learner skill
s and characteristics of human beings, ie, claims that humans are more human, st
rengthening their sense of freedom, personal autonomy and solidarity. The social
ization process aims to integrate students to the group of their peers, not only
to learn from them, but for their own personal development.€For its part, the a
cculturation process tries to incorporate in the being of the students, the cult
ure within the group, take a stand against it and become best architects of thei
r development. 3. Academic profile of the graduate in management LIGHT Since anc
ient times, the Administration has been influenced by philosophers, Catholic Chu
rch, military organization, industrial revolution, liberal economists, industria
lists, businessmen and some sciences such as sociology, psychology and anthropol
ogy, which has generated various approaches to management: classical, humanistic
, neoclassical, structuralist, behavioral, systemic and contingency. The represe
ntative of the classical approach of greater significance was Taylor, who system
atically addressed the study of the organization impacting not only the industry
but the Administration. Taylor's postulates as a science and from that time was
called Scientific Management since then went through stages of development of r
emarkable strength and innovation. According Chiavenato (1997) basic Taylorist p
rinciples were based on the concern to rationalize, standardize and establish
conduct of the administrator. Later he developed a body of knowledge in a system
atic manner to meet the needs and demands of the moment. To Kliksberg (1990) Adm
inistration is a scientific discipline while technology, is located in the gener
al field of scientific knowledge and develop some links with other disciplines f
or the study of organizations, as well as in the field of technology, through wh
ich deploys techniques from scientific hypotheses from various disciplines and s
pecific techniques. The object of study of the administration are the organizati
ons, social institutions that require the administration to rational driving the
ir activities towards achieving the objectives with the cooperative effort of th
e people who make up. The latter component is rational and intelligent, who bear
the responsibility to streamline resources and processes of organizations. In t
his sense, managers have among their primary responsibilities to plan, organize,
direct and control the processes that generate them. Hence the importance of sc
ientific and technical training of professionals in charge of this mission, whic
h are committed to take actions that allow the fulfillment of organizational obj
ectives. However, as set out in the curriculum plan to race in LUZ Administratio
n, the Administration degree is a professional 99
Current Year 10 Accounting Faces No. 15, July-December 2007
able to produce effective responses to the administrative problems of both publi
c and private organizations. The professional academic profile consists of four
roles: Administrator, Manager, Entrepreneur and administrative and management co
nsultant. Each role consists of functions, activities, knowledge, abilities / sk
ills and values / attitudes. The role of Administrator states that the graduate
will be able to plan, organize, direct and control activities, resources and sit
uations, develop strategies for solving scientific and technical problems that a
rise in organizations to achieve excellence with low vision and new approaches t
o progress and continuous improvement. The role of Manager noted that the gradua
te will be able to lead organizational processes to ensure achievement of object
ives. The role of Business finds that the graduate will be able to create and le
ad business projects and finally, the role of administrative and management cons
ultant notes that will be able to carry out advisory activities to management th
rough research, design and evaluation organizational processes (School of Admini
stration and Public Accounting, 1994). The proposed profile in the curriculum is
an ambitious plan, conceived four roles, which could only be fully developed af
ter years of experience and training. In theory, it is intended that the Office
of the Administrator role is able to "solve the scientific and technical problem
s that arise in organizations." One might wonder what kind of problems? Any prob
lems?, 100 With what knowledge
Scientists and tools?. In fact, it is impossible that you can solve all problems
. No professional in a particular discipline could do it alone.€Your search for
proposals to solve scientific problems and technical organizations are possible
through multidisciplinary teams to address comprehensively study objects common
to several disciplines, and yet it is almost impossible to "solve all problems"
. It would therefore be necessary in defining the role of administrator specifie
s the types of problems that the Administration lawyer would be able to solve. T
o Garcíacastillo (s / f) professional managers are not being trained properly, t
hey are prepared as technicians, are trained to "manage" but not to renovate, ex
pand and deepen the administrative knowledge, or to generate innovations in rela
tion to field of study and work. In defining the role of manager of that curricu
lum plan is perceived by the end of Management Studies, graduates will be able t
o lead organizational processes to ensure achievement of objectives through the
functions of directing, leading and evaluating. However, it notes that the activ
ities leading to the development of that role, only defined tools to participate
and contribute to the design of policy objectives and strategic level. However,
seen in the objectives of the curriculum units, which would be able to implemen
t actions to facilitate communication processes, motivation, learning, individua
l and group adaptation, allocate resources, organize and coordinate work groups,
H. Pereira, Lilia - R. Navarro, Yasmile - Fonseca C., Neiman
Curriculum Plan for the competitiveness of light. Comprehensive training "? (95-
109)
contribute to the preservation and maintenance of internal and external environm
ent. According to the role of entrepreneur, will be able to create and lead busi
ness projects at the level of small and medium businesses, which will assume the
roles of planner, administrator and evaluator of the project and also identify
the needs of the environment for generate and compare ideas, business design pro
jects, participate in the feasibility study, administrative and organizational v
iability. This is an increasingly important role in the formation of the adminis
trator, because it acquires tools and incentives to be projected as employer and
not as a plaintiff in the job market. The curriculum units Cost Accounting, Fin
ancial, Marketing, Finance, Strategic Management, Management Evaluation, Market
Research, are forming this role, all have a thread that is specified in the cour
se of the ninth Business Projects semester, which demands the development of a b
usiness project that requires the application of knowledge, skills and attitudes
provided by them. Possessing the ability to create business is one of the condi
tions necessary for organizational development, for which social responsibility
must be based on values of equity and justice. However, in the curriculum plan i
s not seen the realization of training in ethical and moral values, while if the
re is evidence of business skills training. One might ask: what values are creat
ed with business projects? How
values which leads? What level of social responsibility?, Then are we forming et
hical managers?. It seems not, there is a productivity-oriented training and inc
reased profitability and not a business with social relevance. Today demands tra
ining focused not only knowledge but also attitudes, values and skills. For Curt
ain (1994:43) the goal of business is the satisfaction of human needs through th
e implementation of a capital, an essential part of human capital, ie the capaci
ties of all who cooperate in company through the promotion of values of freedom,
equality and solidarity. With the role of administrative and management consult
ant proposed that the degree in Management provides advice to management through
research, design and evaluation of organizational processes. In reviewing the f
unctions, activities, knowledge, skills and abilities contained in that plan cur
riculum that is perceived by graduates acquire skills to develop management cons
ulting companies both public and private sector. However, in the definition of t
hat role there is a separation between administrative and managerial. In our vie
w management is contained within the Administration. Chirinos Ochoa and argue (1
997:26)€that although the term now seems to replace the management of administra
tion conceptually speaking, in practice, the concept of management is used for t
he designation of 101
Current Year 10 Accounting Faces No. 15, July-December 2007
executive-level processes and the concept of administration is usually used to d
escribe the processes linked to financial aspects. In essence, the role of manag
ement as a consultant licensed to diagnose, guide and propose solutions to finan
cial problems, structural, procedural and human talent management that arise in
organizations. In the curriculum plan was also designed the Professional Practic
es, defined as the interdisciplinary component responsible for the gradual and s
equential approach to student's professional work. Available at levels that inte
grate the knowledge acquired in the curriculum units, in order to develop skills
, abilities and attitudes of the profession. The first level of professional pra
ctice courses in the first semester in order to familiarize students with enviro
nments, activities and tasks of the profession. The second level is offered in t
he sixth semester to allow for exercise and actual field application of skills a
nd basic skills of the profession. Finally, the third level takes place in the t
enth semester in order for the student to go to the workforce, for a limited tim
e, take over tasks and responsibilities of the profession through the integratio
n of knowledge, skills , attitudes and values that different areas of the curric
ulum and their own experience have brought. It further claims that the student h
as a broader vision of regional environment, nationally and internationally.
Also, the plan was incorporated into the training of cognitive activities: 1) Se
lf, part of the curriculum, desirable but not mandatory for the student. Tends t
o promote ethical values in students, aesthetic, philosophical, political, civic
, sporting and other so that they can express their personality and achieve full
self-realization, and 2) Guidance, which aims to support and strengthen the pos
itive features of student , help you overcome problems and difficulties of acade
mic, psychological, social and understanding of the career curriculum (College B
oard, 1994) In theory, the profile of graduate management LIGHT has substantial
content elements for the comprehensive training, the which are reinforced by pro
fessional training, guidance and self-development activities, however, several f
actors that influence the implementation of a curriculum plan, the most importan
t student overcrowding, lack of a systematic plan for staff training teaching an
d research and the lack of research culture of teachers. Only about 12% do resea
rch and incorporate undergraduates in their research projects. To this is added
the lack or limited operational and academic planning in terms of the key compon
ents of academic administrative process of the curriculum, among which are: numb
er of teachers according to the number of students enrolled per subject, number
of students per classroom , number of sections by subject and turns classrooms n
ecessary and appropriate to the needs of the subject.
102
H. Pereira, Lilia - R. Navarro, Yasmile - Fonseca C., Neiman
Curriculum Plan for the competitiveness of light. Comprehensive training "? (95-
109)
Also notes the absence of a policy for incorporating relay academic staff, which
has led authorities to the use FCES figure Academic Assistant (AA) 1 for the is
suance of subjects. This option has become almost the only alternative to solve
the staff shortages docente2, without considering the consequences it may have o
n the academic training of students. The AA under the Rules of Graduate Studies
of light, is defined as a staff that aims to collaborate with teachers, helping
them in their teaching and research or any other activity related to them. In pr
actice, many of them, were responsible for the overall development of the educat
ional process without proper supervision of tutors. Other factors involved in im
plementing the curriculum plan are structural, and environmental technology, wit
h their highest peak: outdated library, classrooms with poor acoustics and no au
diovisual equipment, furniture broken and low,€lack of cleanliness of the physic
al plant of the faculty, cubicles unsuitable for academic work with technical eq
uipment and insufficient intranet and internet service. Similarly, the teaching-
learning process is affected by the conditions of insecurity for internal and ex
ternal university
which influence the concentration and attention that both sides need to make the
process successful. The situation mentioned towards reducing the hours of eveni
ng classes especially the latter, coupled with the fact that those responsible f
or the logistics of the classroom taking pressure measurements for classes compl
eted ahead of schedule. Another fact which undermines the development of teachin
g is the frequent suspension of institutional internal transport, resulting in t
he student's anxiety about not being certain of how to move from the right to co
llective transport, which favors the classes usually be suspended or abandoned b
efore completion and therefore not meet the scheduled class hours in the curricu
lum. In summary, despite having a curriculum plan that contains elements of prog
ress towards the formation of an integrated individual, as announced the Bolivar
ian Constitution of Venezuela, execution violates the completeness and integrity
. The planning and execution occur in a disjointed to be designed under the conc
ept "Taylorist"-some planned and others are running. Those who run do so at thei
r real knowledge and belief, often without knowing the contents of plan, nor has
an adequate system of communication between both parties, or a management syste
m that ensures the integral formation of students.
1 AA according to art. Regulation 85 of Graduate Studies of light, regular stude
nts are assigned to a post-graduate program in the respective faculty, involved
in teaching and research activities of undergraduate and / or graduate, and had
been appointed by competitive credentials duly approved by the respective admini
strative bodies (University Council, 1994). 2 Recruitment of AA has been sustain
ed since the first period of 2002 to enter 57, for 2003 were 46, in 2004 the fig
ure dropped to 32, in 2005 reached to 42 and in the second quarter of 2006-46 (D
epartment School of Administration and Public Accounting, 2005). It should be no
ted that during the periods indicated there has been no new income of academic s
taff through contests.
103
Current Year 10 Accounting Faces No. 15, July-December 2007
At the University of Zulia as Méndez (2004) there is a paradox because Light was
the first university in Venezuela that included the concept of integration of t
he curriculum, but still has not been consolidated as such has been more than te
n years since implementation and has not evaluated the significance nor the soci
al scientific impact of that conception. This situation is a product among other
reasons of ignorance that has a significant number of active teachers - old and
new - of schedule in the plan, build values, the professional profile of the co
ntribution of the chair provides managed to professional training in administrat
ion, ie the absence of a culture of communication and induction mechanisms aimed
at training teachers on the theoretical concept of integrated curriculum. Only
14% of teachers surveyed proved to know the curriculum plan. 4. Vision of the pl
ayers in relation to the profile of graduate management LIGHT. The actors involv
ed in the educational process are made up of university professors, students, of
ficials, support staff, industrial sector and the general community. The main ac
tors are the teachers and students because they are directly involved in that pr
ocess, and in that sense, this research examines the views held by teachers and
students of the Career Management for the profile of this academic-professional
degree in School Administration and Public Accounts LIGHT.
a) Vision of teachers: The sample of teachers is characterized by having mostly
a category from partner and owner (64%), the dedication in 50% of cases is exclu
sive, 57% have a fourth level of training level and 86% have pedagogical trainin
g through courses taken within or outside the university. When asked about the p
rinciples underlying the comprehensive education, 86% claimed not to know. This
finding is contradictory if one considers that the concept of education that pro
vides the comprehensive plan.€By ignoring the early supporters of the curriculum
may wonder Are they helping these professionals with the comprehensive training
that aims to build on the student?. Obviously it is nearly impossible because t
hey ignore the concept of integration. What's more, only 7% knew that the curric
ulum policy of light is referred to in resolution 329. Following Mendez (2004) i
s impossible to apply the political and philosophical concept of integrated curr
iculum because its structure remains encyclopedic, atomistic and scientistic and
lack of management neutralizes and prevents the realization or implementation.
As to whether or not known roles contained in the curriculum plan, 21% identifie
d them accurately, the rest (79%) expressed confusion in identification. With re
gard to the contribution of their subject to the development of roles: Administr
ator, Manager, Entrepreneur and Consultant, 71% even if not mentioned what is th
e role that becomes stronger, makes mention of items that match some of them, ie
Most teachers have a general idea of what brings the training field.
104
H. Pereira, Lilia - R. Navarro, Yasmile - Fonseca C., Neiman
Curriculum Plan for the competitiveness of light. Comprehensive training "? (95-
109)
The vision they have with respect to the abilities and skills are reinforced thr
ough the subject they teach, 71% believed to form at least 50% of those listed i
n the curriculum plan, with greater relevance is the ability to work as a team (
86 %), ability to analyze the internal and external environment (79%), analytica
l skills, ability to study and research and participative leadership (71%), resp
ectively. When asked about what values and attitudes of those established in the
curriculum plan are formed or strengthened in the subject they taught, 86% said
help with the formation of at least seven of the fourteen values contained in t
he plan. Most said to contribute to the participation and responsibility, values
that are predominant in vocational training. Other values strengthened by the t
eachers surveyed are: achievement motivation, open to change, communication, cre
ativity and cooperation. Values less encouraged in the educational process, envi
ronmental awareness and pioneering spirit. The promotion of the latter values ar
e necessary for the preservation of the environment and improving the quality of
life as part of the social responsibility of organizations, beyond producing a
surplus and to comply with the law. The values according Siliceo, et al (1999) r
eflect the social utopia of the present generation and the way you want to live.
Concepts are inherited or innovative practices, where the collective wisdom fin
ds the most fundamental aspects of their physical survival and human development
. With regard to the weaknesses of the curriculum the minority (14%) stated that
there are only intended to be the role of employer, whose livelihood axiologica
l
is mainly composed of the pioneering and enterprising spirit. These values in pr
actice are strengthened by only 50% of teachers, which means that the minority i
s right indicated that the role of entrepreneur is not yet established, perhaps
one of the reasons is that teachers do not have any training or entrepreneurial
mindset. In this regard raises Vázquez Barquero (1998:54) that the entrepreneuri
al skills and work ethic are important social values for the functioning of loca
l labor markets and the ability of local communities' response to technological
change and challenges competitiveness. Overall, the weaknesses noted by responde
nts in the curriculum plan are located in the heart contablefinanciero, given th
e existence in the first place, very few subjects to develop numeracy skills, se
cond, lower student motivation for learning of these subjects and finally, the w
eak formation with entering the race. Another weakness is the marked imbalance i
n the number of courses aimed at training the private sector at the expense of t
raining to the public. Similarly feel the need for the existence of a subject pr
ior to the legal subjects (Business Law, Labour Law and Taxes) to provide legal
expertise necessary for an understanding of the content provided in them. 36% st
ated that fundamental weaknesses not found in the content of the curriculum plan
, but in the implementation and evaluation phases. There is a lack of mechanisms
for monitoring and control. 105
Current Year 10 Accounting Faces No. 15, July-December 2007
In summary,€64% of teachers considered that the graduate has the capacity to per
form satisfactorily, however, expressed that the focus of the plan is to Human R
esource Management, which is necessary to restructure the content of the subject
s that shape it and strike a balance in different functional areas of management
: Finance, Human Resources, Marketing and Production. b) Students' views: The sa
mple was characterized as students attending classes at the tenth semester, with
an average age of 22 years. A high percentage (73%) are female and most extende
d the race in four years. 89% LIGHT entered via the National Council of Universi
ties (CNU) and only 19% work in the area of Administration. When asked about his
career-support roles only 38% identified the four roles: Administrator, Manager
, Entrepreneur and Consultant, the rest just said some of them. In other cases,
confused the roles of accountant or sociologist. 58% believe they are better tra
ined in the roles of administrator and manager. The entire sample reported that
mastery of the roles were acquired both in the career courses, forums, conferenc
es, seminars and work experience. Of the respondents 54% rated the training as g
ood, while the rest considered necessary to include subjects that strengthening
the financial area, currently weak in terms of the requirements needed to perfor
m work at the changes and transformations taking place in the organizational fie
ld . Additionally, 106
feel the need to strengthen computer courses, English and business projects. We
point out that society and its economic and social demands on universities in co
mputer and language training, as well as an openness to confront problems and se
ek solutions to complex situations. The area of administrative science as studen
ts further strengthening the human resources, followed by marketing and sales. L
ess fortified areas are budget and accounting, despite being vital tools for pla
nning, coordination and control of organizational functions. The knowledge, skil
ls and attitudes developed are not large enough to meet the demands required org
anizational practice. 85% believed that influenced professional practice in voca
tional training and 46% said that skills learned in school were upgraded, while
a similar percentage considered them outdated. As for the values and attitudes a
cquired or strengthened during college, most noted the following: creativity, op
en to change, participative, enterprising, assertive, flexible, however, feel th
at the values of responsibility, ethics, achievement motivation and honesty were
inculcated primarily in the home. Noted in almost all cases that the abilities
and skills such as teamwork, analytical skills, design, selection and implementa
tion of projects, processes and capacity development for the study were acquired
in the race.
H. Pereira, Lilia - R. Navarro, Yasmile - Fonseca C., Neiman
Curriculum Plan for the competitiveness of light. Comprehensive training "? (95-
109)
When asked regarding their opinion of their teachers 42% considered very good, w
ith high academic and professional qualification, but noted that there are teach
ers who look after their personal interests before institutional not meet the sc
hedule residence and class set, nor give advice to students, ie do not pay real
attention to academic work. As for the attention students receive teaching in th
e secretariat, school address, school council, student center, computer labs and
periodicals, the majority being rated as deficient. Additionally, they argue th
at the desks, chairs, tables, restrooms, water filter, internal transport and se
curity does not meet the conditions for a successful educational process. 50% be
lieve that the library is outdated and lack of library materials relating to the
race and before it actually resort to other universities in the region for supp
ort, and consequently this gap by 62% of students did not affect performance but
what it considered influential is the wave of insecurity in the premises of the
faculty and the university in general and the continued suspension of classes f
rom strikes, lack of transport of light, or other circumstances beyond the insti
tution ,€including the poor and poor public transport. 5. Conclusions The curric
ulum is a major transformation strategies leading to university, so
therefore requires a thorough review, constant and perfect alignment between pla
nning and execution in order to meet the objectives of the institution. The prof
ile established in the curriculum is an ambitious plan, conceived four roles, wh
ich have not been fully developed because there have been various factors that i
nfluence their performance, with the greatest impact: student overcrowding, lack
of a systematic training plan for teachers and research, poor research culture
of teachers, the absence of a policy of inclusion of the academic staff of relie
f, as well as the structural, technological and environmental. One of the key fi
ndings of the research is that 86% of the teachers surveyed are unfamiliar with
the principles underpinning inclusive education, which is contradictory if one c
onsiders that the concept of education is assumed by LUZ since 1994. The teacher
s argue that there are certain weaknesses in the curricular content of the plan,
including the imbalance in the number of courses aimed at training related to t
he private sector at the expense of the formation of the public. Another weaknes
s lie in the accounting and financial hub, given the existence in the first plac
e, a few subjects to develop numeracy skills, second, lower student motivation f
or learning these subjects and ultimately, weak training entering the race, circ
umstances have limited the implementation of integrated curriculum. For their pa
rt, students feel 107
Current Year 10 Accounting Faces No. 15, July-December 2007
that the area of management science in further strengthening the curriculum plan
is the human resources, followed by marketing and sales, while the weaker the c
ontablefinanciera area, because the knowledge, skills and attitudes acquired are
not large enough and deep to meet the demands of the changing financial world,
mainly influenced by the globalization of the markets. The above-mentioned warra
nts that the professional possesses a solid knowledge management to enable it to
interpret reality contablefinanciera organizations, and make decisions in line
with changes and transformations that occur in these internal and external. Howe
ver, inconsistency was found between values and attitudes that teachers asserted
form or strengthen in the subjects taught, with regard to the opinion rendered
by the students, who argue that the values that have been acquired primarily in
the home. In essence, one of the biggest weaknesses has been the implementation
of curriculum design is the absence of induction to the teachers on the theoreti
cal concept that manage curriculum, to promote the values and professional profi
le that help form and the lack of an institutional policy of communication and i
ntegration between those who plan and execute the plan, to which is added the la
ck of mechanisms for monitoring and control of curriculum, therefore, is unknown
to the final features that leave learners and if they satisfy the requirements
of organizations. 108
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