In recent decades new architectural schools have appeared distributed throughout the country, some of them occupy a markedly peripheral position. This text synthesizes some of the most common problems faced by those institutions and enounces several tools that could be useful for those who teach project designs according to a particular diagnosis. These tools focus primarily on three lines of action: the first one is related with the planning of the course, the second one tries o alleviate a certain lack of resources and finally the last one is aimed to give visibility to the work done in the classroom in and out of it.
