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Resumen: El interes principal de este articulo consistio en abordar algunas de las implicaciones del controversial tema de las competencias y su inclusion en el curriculo. Parte de la comprension de que, asi como hay diversas teorias sobre educacion, asi tambien existen distintas modalidades e interpretaciones respecto al curriculo y las competencias. Este enfoque que se viene poniendo en practica desde hace ya varios anos a nivel mundial, demanda a las instituciones educativas estandares de calidad, replanteo del proceso de evaluacion,  articulacion de todas las instancias institucionales en funcion de esta forma de trabajo y posicionamiento de la acepcion de competencias a asumir, ya que algunas acepciones asumidas implican un retroceso, otras un estancamiento y hay algunas que impulsan practicas realmente innovadoras, susceptibles de mejorar sustancialmente la educacion.  Por otra parte, hay que considerar que estamos en una epoca de grandes cambios, en que la complejidad del mundo actual exige a las universidades que eduquen para el cambio y la incertidumbre. Hacerlo desde una concepcion de competencias implica una serie de compromisos, replanteos y modificaciones en toda su estructura, para lo cual varias de las universidades que en teoria definen su curriculo por competencias, no estan preparadas para hacerlo. Los espacios de reflexion participativa, la inclusion de todos los actores en esta redefinicion curricular podria acercarnos a planteos mas contextualizados y realista. Abstract This article tackles some of the implications of a competency-based curriculum. There is great controversy around the competency-based curriculum in part because of the different interpretations educational institutions attach to it. This approach, that has been implemented for a number of years worldwide, demands from institutions, among other elements, quality standards, revision of assessment processes, and the articulation of the institution as a whole in terms of ways of working. Another important implication is the decision of which competencies should be included and which not since some imply moving backwards or not advancing at all.  However, other competencies promote innovative practices and are susceptible to improve education. On the other hand, considering that we are in an era of great changes, in that the complexity of today's world requires universities that educate for change and uncertainty. To approach this situation from the conception of competence involves a series of commitments, redesigns and modifications in the institution structure as a whole, for which several universities that, in theory, define their curricula as competency-based, are not prepared to do so. Spaces of participatory reflection, the inclusion of all stakeholders in this curriculum redefinition could bring us closer to more contextualized and realistic scenarios.

Diseño curricular basado en competencias en la educación superior / Competency-based curriculum design in higher education