Analysis of the Educational Model for Comprehensive Training and the Mexican Dual Training Model. Implementation proposals

Abstract

The current demands of the population in terms of education and employability have given the guideline to implement different educational models in universities. The implementation of these is an attempt by universities to respond to a changing society; therefore, there are several educational models that are currently being implemented. In Mexico, the Mexican Model of Dual Training (MMDT), which allows a balance between theoretical content and experiential practices, has been used in the field of education. On the other hand, in the last decade, universities, including the Universidad Autónoma de Yucatán (UADY), have implemented Educational Model for Comprehensive Training (MEFI, by its acronym in Spanish), which is the institution's response to train students in the social, professional, and personal fields. Considering the mentioned above, the present work offers a vision of the elements included in each of the models discussed. Nevertheless, and considering the existing relationships between both models, the purpose of the study is the recognition of such relationships based on the elements that each model incorporates. For this purpose, this qualitative research opted for a comparative documentary study; the data collected were found through the analysis of the official documents of each model.               As a result, it was found that the aspects that make up the MMDT partially or totally coincide with the characteristics that identify Learning Centered Education (LCE) and Competency-Based Education (CBE) proper to the MEFI. Likewise, flexibility is recognized as a characteristic of the MMDT and the axis of the MEFI. In addition, there are also congruencies between the purposes of CBE and those of the dual model.