Tutoring is considered a peculiarity in the Teaching-Learning (EA) process at any educational level based on problems of an academic nature in the classroom since it generates a commitment to accompany the teacher based on their personal and professional experience reflected with others teachers in informal conversations, work groups, congresses, etc.
Tutoring is considered a process based on orientation since this process within education must be structured around the four pillars of knowledge: which will be, in the course of life for each human being: learning to know, that is,, acquire the instruments of understanding; learning to do, in order to influence one's environment; learn to live together, to participate and cooperate with others in all human activities; finally, learning to be, a fundamental process that unites the three previous elements. (Delors, Jaques 1994).
Being of the utmost importance not to create dependency ties or to pretend to direct the lives of the students; if not, pay attention to training and orientation needs, not exceeding academic, regulatory, administrative, financial and personal issues. On the contrary, the conception of competences as an ideal performance process requiring the four pillars of knowledge should be taken as a basis in the tutorial action.
In 21st century education, a tutorial action program can guide teachers and tutors to improve the conditions under which the EE process occurs, integrating the tutorial program as a substantial element in the teaching activity whose objective is training both for the acquisition of knowledge and updating of the same to develop new skills and capacities required in this society.
The economic, political and social context that characterizes the current situation in the country has led to the development of new strategies by educational institutions in the EE process, in order to respond to the demands of a changing society and an increasingly labor market. more demanding and competitive. The globalization of the economy and the opening of markets, based on free trade agreements, have caused competition in the field of education that impacts all professions, giving rise to an attempt to respond to the demands it currently poses. the world of work, trying to eliminate technological and intercultural lags.
Higher education is facing the need to create and transmit knowledge with quality and the responsibility to train and promote professionals who achieve the necessary preparation to compete with quality; of training from a human development perspective, it should be noted that professionals who have the knowledge, skills, abilities and aptitudes necessary for the exercise of their profession, will be able to solve professional problems independently and flexibly, in addition to being prepared to collaborate in their professional environment and in the organization of work.
The economic, political and social circumstances that characterize the current situation in the country are fostering the development of new strategies by higher education institutions and their training processes, in order to respond to the demands of a changing society and a market increasingly demanding and competitive workforce. The globalization of the economy and the opening of markets, based on the free trade agreements signed by Mexico, have caused competition in the field of education that has impacted all professions and careers, giving rise to profound changes in vocational training processes in an attempt to respond to the demands currently posed by the world of work, trying to eliminate the lags in education,Through expanding the coverage of services to meet social demands and provide quality education, so that it can compete in the training of competitive professionals at the national and international levels.
Higher Education Institutions are facing a global revolution in science and technology, as well as the need to create and transmit quality knowledge and the responsibility to offer relevant professions. In this sense, it must be recognized that the contents of many professional careers have entered a process of obsolescence, both in their processes and in their contents, in relation to the labor market. Under this premise, there are positions that culture and professional training must be subjected to the operation of the market, which is what determines the actions and orientation of the institutions in the training of individuals.
Currently, higher education institutions are required to train professionals who achieve the necessary preparation to compete with quality. The profile raised in any professional field requires a solid education and that it be competent and flexible, which forces institutions to assume and respond to the responsibility of responding in the training of new cadres. The standardized forms of vocational training, organized around specific skills for specific jobs, except in very particular aspects, has remained absolutely anachronistic. The notion of lifelong learning or education throughout life, is part of this framework of an economy based on knowledge. Lifelong learning is no longer just one aspect of education and training;it has to become the guiding principle for the offer of services and participation through the indivisible set of didactic contexts.
On the other hand, it is necessary to recognize that the professional organization is an essential part of the life of every professional, since if they carry out their activities in isolation, they run the risk that their knowledge will become obsolete and lose their professional efficiency. In this sense, the organizational structure of any profession must respond to the different visions and ideologies that evolve within the processes that humanity builds. The behavior of the 21st century professional, like all human behavior, is mainly conditioned by social pressure through its institutions and groups.
As knowledge has become more technical, the influence of society in general on professional behavior loses value, and sometimes the need for recognition, admiration and power can only be satisfied by the organized professional group itself, because He is the only one or at least the most prepared to assess the technical and scientific capabilities of the professional. Hence the importance of professional associations, since these organizations are one of the best mechanisms for professional improvement, since through their members, society contributes to having professionals with the required quality (Martínez, 1995).
