LEARNING OUTCOMES FOR A TECHNOLOGICAL ADMINISTRATIVE PROGRAM: ELEMNTOS, GUIDE FROM THE APPROACH OF CONCEPTUAL ELEMENTS
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Abstract
The paper presents the theoretical foundations and proposed guidelines that can contribute to the formulation of Learning Outcomes from a series of conceptual elements related to the subject. It is considered that they are the results of a qualitative study of descriptive type. Thus, this is an article that presents a review of the literature in order to recognize aspects, actors, context, among others that contribute to the characterization of learning, and the dynamics and the various variables that revolve in their environment. The literature reviewed addresses different exposures, including public policies on learning outcomes, according to the Ministry of Higher Education. The proposal that will help to confront this need that higher education institutions currently experience, such as the coherent formulation of learning outcomes regardless of the program that requires them, was left to the consideration of the interested parties.
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