Learning outcomes, attributes and engineering training

Abstract

The evolution of education in engineering has led to focus attention on education centered on learning, leaving aside, but not without, of education centered on teaching. In the first one, the main protagonist is the student, in the second one the teacher. This shift paradigmatic behaves a challenge important for them teachers of engineering, usually accustomed to focus its attention in its role teaching and mainly in them content that must be transmitted to them students, and not both in them results of learning that is seek and how these is must achieve. This paradigmatic shift poses an important challenge for engineering teachers, who are usually accustomed to focus their attention on their teaching role and mainly on the contents that must be transmitted to the students, and not so much on the learning achievements that are sought and how these must be achieved. The distinction is clarified when it is highlighted, which is the object of educational intermediation: the contents or what is expected to obtain from it: the learning achievements. What is the mean?, and what is the end ?, is what it is about. The following lines seek to contribute to answer these questions emphasizing in the second one, in particular by making an analysis of the attributes of the graduates, as expected learning achievements of the training process in engineering and that the accreditation processes present as necessary requirements.