**2. Preliminary**

### **2.1 Research development rationale**

The higher education system model by propaedeutic cycles that has been named FESSJ-PROP is a complex curricular architecture for implementation and analysis in all Higher Education Institutions in Colombia. A great challenge is presented to Superior Education Institutions: to establish the link between traditional cycles: technical, technology and professional ones with the secondary, basic and media levels. This Architecture is integrated to the Plan of Studies coherent of the three Propaedeutic Cycles; Professional Technical, Technology, and Professional. The model is supported on several dialogical components;

<sup>†</sup> National Bank of Significant Higher Education Experiences: www.colombiaaprende.edu.co



Our response rests on 3 dimensional worlds with the mathematical and computational




Several parts of the model we present in this chapter have been submitted in several international conferences showing the progress in our research. Also it was included by the Colombia Education Ministry as one of the BEST PRACTICES in Superior Education in

In Section 1 we introduced the higher education sector analysis presenting several problems currently affects this sector. In following section we present the FESSJ-PROP Model for curricular analysis through the Coherence Matrix. The third section we present to initiative leading to develop the education software architecture facing student desertion. Next section the integration Linear Programming an Leontief model for the study of education sector problems like student desertion costs, academic governability, sustainability and the intellectual capital and the knowledge activities. Finally we present the methodology issues

The higher education system model by propaedeutic cycles that has been named FESSJ-PROP is a complex curricular architecture for implementation and analysis in all Higher Education Institutions in Colombia. A great challenge is presented to Superior Education Institutions: to establish the link between traditional cycles: technical, technology and professional ones with the secondary, basic and media levels. This Architecture is integrated to the Plan of Studies coherent of the three Propaedeutic Cycles; Professional Technical, Technology, and Professional. The model is supported on several dialogical components;

† National Bank of Significant Higher Education Experiences: www.colombiaaprende.edu.co

Education to the Professional one with additional propaedeutic complements. - Thirdly with several Leontief Model extensibilities by Linear Programming, LP and Input-Output I/O, which analyses the dropout complexity and the other problems

mentioned above. The LP Objective Function has 3 student levels

management of the complex and heterogeneous environment.


model: the Real world, the Virtual world and the Student and Lecturers world


in Colombia, by 2009

Fuzzy Systems.

Colombia†.

**2. Preliminary** 

competitiveness national wide.

we developed to undertake these projects.

**2.1 Research development rationale** 

structural components or matrix model for curriculum coherence verification and knowledge management, the management system of flexibility, and the student's productivity formation. The tests and validation of the model were initially supported on the rational on the use of the mathematical and computational instruments and, then, on the approach of the system measurement, the same rationale of the study theoretical frames, contrasting then, with the real application of the curriculum coherence matrix during the inspection on quality conditions of the Academic Peers for testing in Bogotá (March and April 2009) in all verified programs; additional a computer simulation model was designed and implemented for complementary validation. The consistence and the prediction power of the model was demonstrated along with the development of other information construct called iCOACH as a learning prototype , which is working to an experiential learning ; iCOACH is an intelligent system based on knowledge used as a student's individual productivity tool.

#### **2.2 Student desertion and repetition issues**

Student dropout is a phenomenon cultural and Socioeconomics. Several studies in Colombia have found statistics and figures in excess of 50% that significantly affect the efforts made for increasing the coverage and quality education. Similarly close to one of every two students entering the Systems do not completes successfully or do in times higher than expected. Some determinants of the phenomenon have been analyzed using Statistical and Sociological techniques. Important factors that are the following:


It requires among other: Virtual systems for verification of concepts and deepening of meaningful learning, monitoring progress of individual students and motivation Programs, counseling, vocational guidance reinforced through academic tutoring, life project. In the Section 5 we deal with methodology aspects related to these problems. However it is important to point out that the problem is worsened by increasing educational coverage and the global crisis: every time we have more students, larger classes, less contact with them, increasing the teaching load and higher costs that many students spend more time on making any income economy.

Analytical Models for Tertiary Education by Propaedeutic

of quality assurance of student's propaedeutic cycles.

the second formation cycle.

their problems and needs, using new skills.

by a previous preparatory cycle. Perez Gama Alfonso et al.(2010)

Cycles Applying Knowledge Engineering and Knowledge Management 27

with a software prototype just implemented. This construct has as its mission, the guarantee

Formation through the propaedeutic cycles is a strategy responding to new dynamics of knowledge society, and the pace of the labor market. It is characterized by developing and organizing in a flexible, sequential and complementary curriculum programs of the university. There are three levels of postsecondary education: first, the professional technician, and second, technology, and third, the university, where each level is preceded

Fig. 1. Education System Pyramid with articulation: flexible, sequential and complementary This means that a person must be able, in parallel with secondary education, starting in the tenth grade their technical training. Upon completion of this first level with the skills acquired will have access to employment. But also, if he or she has successfully completed high school and professional technical program, will be able to carry out technology studies:

According to the regulations mentioned in cycles propaedeutic formation becomes a model for access to higher and more complex levels of professional competitiveness, and a response to the need to adapt the educational supply of the continually changing and expanding labor market coverage as a manifestation of the right to knowledge. Education turns its gaze towards the productive sector to inquire about their new occupational demand and to offer from a scientific and technological training, responses and solutions to

A propaedeutic cycle is an intermediate step in a sequence that allows the student to progress in their education based on their interests and capabilities; each level carries a preparatory component which enables continuity of skills throughout their training. Propaedeutic cycles form a system that follows the principles of lifelong education is related to labor market trends (local and global) in terms of adaptability to new and diverse occupational and professional opportunities, and also mobility-mediated joint and

**2.6 The propaedeutic cycles in higher education for the knowledge society** 
