Education politics and profesional education: a colombian analysis from the veterinary perspective

the pertinence of the curriculum in professional education is analyzed according to the national and regional contexts. the significance of this education is given by the role of the disciplinary knowledge in the society. the bridge between theory and educational reality for the curriculum is carried out through the analyses of the veterinary education using like a model the veterinary medicine and zootechnics program of the fundación universitaria san martín, bogota, colombia (pmvz-fusm). some novel elements in higher education are influencing the education processes and the implementation and meaning of the professional knowledge. in colombia like others countries, the national educational system has been restructured during the last decade. for example, an education system focused in technical education was created recently (education system for the work and human development –sepdh-). the university has to develop new positions and strategies to contribute to the construction of more competent professionals with education coherent and pertinent with new and changing characteristics and needs. the experience of the pmvz-fusm shows the pertinence to link national educative politics with social and disciplinary expectations to design professional disciplinary curriculums. some elements promoted by the colombian ministerial politics have created opportunities to re-signify professional education. these include academic credits, autonomy, flexibility, competency based education, and even the creation of the sepdh.