Analysis of the mathematics curriculum in schools in the Andean region and the Arauca department in compliance with the requirements for engineering degrees

Abstract

In Colombia, there are ongoing challenges in bridging the gap between secondary and higher education, leading to knowledge deficiencies that impact student performance during the early semesters of programs such as engineering. These challenges vary across the country and are influenced by social, economic, and geographic factors. In regions like the Andean area, where students benefit from better educational infrastructure and greater access to resources, they are generally better prepared to handle the transition to university. In contrast, areas like Arauca face additional obstacles due to limited funding, geographic isolation, and complex sociopolitical conditions.

This project aims to compare the high school curricula of institutions in the Andean region and the department of Arauca, in order to identify strengths, weaknesses, and key differences in relation to the foundational knowledge required for pursuing engineering studies. In addition to analyzing curriculum content, the project will consider teaching methodologies, content delivery approaches, and evaluation systems—elements that play a critical role in shaping students’ academic readiness. The goal is to gain a clearer understanding of existing educational gaps and their influence on the transition to higher education.

Based on the findings, the project will propose strategies to improve the alignment between educational levels, aiming to foster a more equitable and relevant learning experience. These recommendations will focus on enhancing academic conditions so that more students, regardless of their region of origin, have better opportunities to access and succeed in engineering programs.