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The objective of the research was to evaluate the consistency of different training proposals, proposing as a reference a competencybased curriculum planning model. Qualitative methodology was used from an interpretive paradigm, making use of inductive and deductive analysis at the same time. Inductively, observations were generated through documentary analysis, interviews with experts, and a focus group with university professors, who then deductively derived interpretations and forecasts regarding curricular planning. As a result, it was obtained that the designed model, based on the triangulation of the information collected, allowed evaluating and determining the strengths and weaknesses of the priority elements of the university curriculum: the graduation profile, the study plan and the evaluation system. The main conclusion was that it is necessary to have clear parameters for specifying the university curriculum, through a referential model that allows the development of a virtuous circle of evaluation and continuous improvement of curricular planning. [ABSTRACT FROM AUTHOR]