Proposal for a reverse consistency analysis of the outcome-oriented curriculum

For approximately two decades, the globalized and interconnected universe of higher education has been witnessing a paradigm shift in the same path of productive processes, defined, to a large extent, by the so-called fourth industrial revolution. In this scenario of change, the challenge has arisen in higher education to go beyond the formation of competencies and transcend to the guarantee of learning as very specific skills oriented to the resolution of complex problems in the productive world. The key to this change is the orientation of higher education training toward learning outcomes. This fact, recently incorporated into Colombian regulations (Decree 1330 of 2019 and Agreement 02 of 2020), represents an important challenge in the dynamization of the curriculum. This paper presents a proposal for an inverse analysis (from the bottom up), which provides a route for teachers on the way to this dynamization, anchored in the daily pedagogical practice of the micro curriculum and how it is articulated with the meso- and macro-curricular levels.