Abstract
The essay explores the relationship between curriculum, didactics, and evaluation in professional technical secondary education, highlighting the curricular proposal of the Program for Support to Secondary Education in Honduras (PRAEMHO). It focuses on competency-based curricular design linked to the national basic curriculum and on the fourth level of curricular concreteness, which involves teachers as micro-curriculum designers. The proposal emphasizes the importance of linking the curriculum w
ith the labor market and organizes content into modules, workshops, and subjects. However, the methodological approach and evaluation processes are not fully defined, leaving teachers to select teaching strategies and assessment tools. Didactics is presented as a bridge between theory and practice, considering conceptual, procedural, and attitudinal elements. Evaluation, seen as integral, includes formative and summative moments, qualitative and quantitative techniques, and self-assessment, co-assessment, and hetero-assessment processes. The need for curricular alignment connecting design, teaching, and evaluation, with an emphasis on competencies, is highlighted. Finally, it is concluded that the proposed curriculum focuses on content and disciplines, with limitations in specific methodologies, requiring greater clarity in strategies for the design and evaluation of competencies in technical professional classrooms.