Education models at chilean universities: structural elements for profesional training

Abstract

Education models offer guiding frames for further education institutions, to the extent that they align their formulation to articulate the dimensions of teaching, research and transference. The objective of this study is the analysis of the structural elements contained in the education models on the basis of their purposes and training intents. Methodologically, the study is of a phenomenological multi-casual nature, of a qualitative approach and of an exploratory descriptive design. The sample comprises six further education institutions of the northern, central and southern macro-regions of Chile. As an investigation technique, a content analysis is carried out of official documents and for the data analysis, the statistics programme NUD *IST.

The results obtained reveal a wide heterogeneity in the content definition by means of which the education models are structured, prevailing in them an academic-administrative nature of management. While there are certain elements in common such as learner-centredness and the ascription to the accreditation process; specific elements are not observed that enable a clear relationship between the training purpose of the institution and the training role that they are bound to within undergraduate and graduate training.