Universidad Catolica del Maule
The Catholic University of Maule is a private Catholic university, which belongs to the Council of Rectors of Chilean Universities. The UCM is listed as the 24th Chilean university webometric according to the classification of the CSIC, in July 2011 and 12th place as ranked by El Mercurio.
The Catholic University of Maule was founded by Monsignor Carlos Gonzalez, Bishop of the Diocese of Talca, on July 10, 1991. Derived from the Pontificia Universidad Católica de Chile Maule Regional Headquarters, after a process of decentralization.
The history of the Catholic University of Maule is divided into three periods: during the first Normal School was developed as in the second, as Regional Headquarters, and for the third, as an autonomous higher education institution.
In late 1950, the then Bishop of Talca, Bishop Manuel Larrain, commissioned the construction of an Experimental Rural Normal School in the city of Talca. Then in 1967 he established a School of Basic Education and in 1969 a School of Physical Education.
On March 11, 1970 was founded Maule Regional Headquarters of the Pontifical Catholic University of Chile. In 1972 he began to dictate the race sex classes, in 1973 the Forestry and Technology career in 1974 racing Kinesiology and Veterinary Medicine. The same year 1974 he joined the Headquarters Campus Curicó, which originally issued the careers of General Basic Education, Early Childhood Education and Teaching in French. Headquarters received a donation of an estate in Constitution for the development of a Centre of Practice Forestry Technician career. In addition, acquired an estate of Hacienda Huilquilemu, located on the way to San Clemente (Chile), nine kilometers from Talca, which currently operates as a center of outreach of the University.
By decree of the Bishop of the Diocese of Talca and in accordance with Decree No. 930 of Ministry of Finance, was founded in 1991 as Public Law Corporation and Institution of Higher Education, the Catholic University of Maule, derived from the Pontificia Catholic University of Chile. The year 1991 was created, among others, the Department of Theology to be the creator of the original program of the school curriculum. As a result of the quantitative and qualitative growth of the University in these periods, as well as the need to respond more adequately to the needs of the environment diocesan, regional and national events have occurred academic restructuring that have attempted to capitalize on and enhance this development more efficiently.
From Strategic Development Plan 1994-1998, the Superior Council of the University decided an academic restructuring whereby academic units, all areas which were until then, began to become faculties. The area then became Theology Department of Theology, it did not meet their academic requirements and university church to become faculty. In October 1998, given the growth of its faculty and the consolidation of titles and degrees granted in its various programs, the Department of Theology was established in the Faculty of Religious and Philosophical. In summary, this restructuring of the University organized in Colleges and Schools.
In 1999 the Supreme Council encouraged the creation of a new academic structure, according to which the Schools are the academic units in which it develops all the functions of the university in science for their part, enjoy the autonomy granted their Statutes and depend on the Senior Management of the university, as part of their Deans it through their membership of the Supreme Council. The objectives of this restructuring have tried to give greater coherence to academic work, strengthening the disciplines prioritized by the University in its Strategic Development Plan, through a more optimal use of human and material resources in order to meet the requirements of the Diocese, Region and country. This claim would be reflected in the constitution of the faculties of Agricultural and Forestry Sciences, Health Sciences, Science Education, Science, Religious and Philosophical and Engineering Sciences, and the creation of the Institute of Social Sciences, Basic Sciences and General Studies.
In the faculties were created departments and institutes in the areas, which bring together academics around the same science or discipline and are the most direct units and properly cultivate or develop the relevant field of knowledge, through all the activities related to university activities, namely research, teaching and academic outreach. Through this transformation are now departments who have the responsibility to ensure, in coordination with the respective bodies of the schools, the quality of teaching imparted in the various undergraduate curricula.
Besides the structure of departments in the faculties and institutes are areas in the Schools. Within the new structure, and consistent with the role assumed by the departments for teaching, the schools are defined as academic units whose goal is to lead and manage undergraduate curricula offered by the University. For the administration and management of the curriculum, the school has a Director and Council. Both are dedicated to ensuring compliance with the purposes stated in the training curriculum and to develop among those involved in its implementation, teachers and students, a sense of identity and belonging to the program of academic and professional training.
In this institutional context has developed the Bachelor of Education program and Title of Professor of Philosophy and Religion, which was launched in 1992, and its first intake of students in 1993, and was amended in 1995 in the light of the report “The challenges Chilean Education in front of the XXI century “Technical Advisory Committee of the National Dialogue on Modernization of Chilean Education appointed by the President of the Republic of 1994 and the” Letter to Teachers of Religion “of the Chilean bishops in 1995. The new program led to the creation of the Degree Professional Degree in Education and Professor of Religion and Philosophy and took effect from 1996. Two major management bodies for the development of the School have been created within the last university restructuring, the first at the school level and second level of the Department of Education.
Possible by the university structure, in 1998 created the Council of Trainers School to advise the Director in administration and curriculum management. Participate in this instance, the Director of the School, three academic departments representing foundations of education, theology and philosophy and the President of the Student Center. There is also an expanded Council which enables participation in the management of all academic curricula that provide teachers in the program. Similarly, students of the race have another instance of participation, the Council of Delegates of course, with whom the School Director meets regularly to assess progress in the curriculum.
At the level of the Academic Vice, through the Department of Teaching, was created in 1999, the School Board of Directors of linking the School Address to the relevant university authorities, in particular regarding the support required for curriculum management.
Through the creation of all these instances, the restructuring of the authority intends to respond more adequately to the development needs of the University and, especially, to comply with the statement of its current development plan in order to offer students quality teaching, relevant and pertinent to the challenges that the world of work required of graduates from institutions of higher education.