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The present work objective was to exemplify partially a new form of organizing the contents of university curricular design, using the methodology proposed by the authors, which was result from his doctorate work in Pedagogical Sciences. A variation to the content's organization, of the C curricular design perfected, for Electric Engineering in regular course at the University of Camagüey is shown. In it 62 subjects were distributed through 13 levels, each one with a quantity of subjects that oscillates between two and eight, breaking up in this way, with a traditional structure by semesters, being demonstrated that 13 subjects can be changed from one level to other, giving the possibility to offer different variants, which means to give flexibility to the study plan. Information is given about the essential of each one of the 62 subjects, starting from the relationships that settle down among them and its incidence in the teaching learning process. The work allow to conclude that there is not only one way of the content's organization of the curricular design and it is a complex process too, in which is impossible to satisfy all the relationships that exist among the subjects, but that an appropriate organization cannot be predetermined equally by a rigid biannual structure for all career type, with independence of the characteristics of the content, which is composed in general of several levels that overcome the biannual structure and a bigger flexibility is obtained if the student can negotiate with the institution the order to study certain subjects. [ABSTRACT FROM AUTHOR]

The purpose of the work was to reveal tendencies in the content organization of the study plans for Cuban students in the University. Historical and logical methods were used as methods, as well as an analysis and critique of sources after realizing bibliographical revision of the study plans of Cuban University students from 1900 to first years of 2000. Four indicators were studied. Following are the four indicators: a) Personnel participation in content organization, b) Time duration of the study plan, c) Grouping methods and sequences of the study plan and d) The use of methodological instruments for the content organization. This study revealed the following conclusions: • The new flexible model requires teachers with high preparation to implement the new study plan, in order to conduce education with better expectative. • The increment of the flexibility takes implicit an increment of the necessity of methodological, properly based instruments that will help in the quality of the taking of decisions in the elaboration and improvement of study plans. • The systemic structure of the content of the study plan is forced, when presetting for all the careers the same form of organizing its time of duration. The realized study possesses the importance of guiding the elaboration work and improvement of plans of university studies, in particular the related with the organization of its content, trying to eradicate inadequacies that even exist in this area of the curricular design. [ABSTRACT FROM AUTHOR]