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THE PROGRAMME FOR THE MODERNIZATION OF TECHNICAL EDUCATION AND TRAINING August 2004 Ing. Miguel Ángel Tamayo Taype 1.Original Design: 1st Stage 2.Lessons.

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Presentation on theme: "THE PROGRAMME FOR THE MODERNIZATION OF TECHNICAL EDUCATION AND TRAINING August 2004 Ing. Miguel Ángel Tamayo Taype 1.Original Design: 1st Stage 2.Lessons."— Presentation transcript:

1 THE PROGRAMME FOR THE MODERNIZATION OF TECHNICAL EDUCATION AND TRAINING August 2004 Ing. Miguel Ángel Tamayo Taype 1.Original Design: 1st Stage 2.Lessons Learned 1.Original Design: 1st Stage 2.Lessons Learned

2 The clear division of the world into two groups, one with rich and one with poor countries, has been increasingly accentuated throughout the last 50 years. This distribution of wealthis not due to the concentration of production factors, but rather to those related to knowledge. In OECD countries, income per capita has trippled, from 7,300 to 23,000 dlls; while in Latinamerica and the Caribbean it went from 3,000 to 6,200 dlls. In this way, the relation went from 40% to 25%.

3 Is greater schooling of individuals equivalent to greater abilities (competencies) to be successful in modern life? A key question: Given the latter, countires are preocupied with reforms in the educational sector.

4 Basic Concepts

5 The ability to meet demands or carry out a task successfully, and consists of both cognitive and non- cognitive dimensions. Competence:

6 Key competencies: Competencies that are important across multiple areas of life and that contribute to an overall successful life and a well-functioning society. Labour competencies: Set of knowledge, skills and actitudes that are applied to the performance of a productive function, based on the quality requirements expected by the productive sector.

7  It is achieved when a national or international agency accepts that an individual has learned knowledge and skills to specified standards.  The standard of learning is confirmed by means of an assessment process.  Confers official recognition of value in the labour market and in further education and training.  Can be a legal entitlement to practice a trade.  It is achieved when a national or international agency accepts that an individual has learned knowledge and skills to specified standards.  The standard of learning is confirmed by means of an assessment process.  Confers official recognition of value in the labour market and in further education and training.  Can be a legal entitlement to practice a trade. Qualification:

8 The Programme for the Modernization of Technical Education and Training PMETyC

9 A national programme that seeks increased quality of technical education and training, through a National Qualifications System. What is the PMETyC?

10 Why was the PMETyC born?

11 NATIONAL EDUCATION SYSTEM Total: 30.9 Millones 14.9 M 5.7 M 3.3 M 2.1 M 0.14 M PRE-ESCOLAR PRIMARIA II VII 1.16 M SECUNDARIA VIII X (CECATIS) CAPACITACIÓN GENERALBIVALENTETÉCNICOBACHILLERATO XI XIII XI XIII XI XIII UNIVERSIDADESC. NORMALUNIV. TECNOL. INST. TECNOL. XIII ESPECIALIZACIÓN, MAESTRÍA, DOCTORADO XIX XXI XIX Edad Fuente: SEP UNIVERSIDADESC. NORMALUNIV. TECNOL. INST. TECNOL. XIV XVIII XIV XVIII XVII XIV EBNCEBNC 3.6 M I

12 HIGHER SECUNDARY EDUCATION INDICATORS (estimated figures: number of students and percentages) Concept/academic year Student drop out Student failure Terminal efficiency Source: Sistema Educativo de los Estados Unidos Mexicanos. Principales cifras del Sistema Educativo Nacional, General high school (1,977,450) Professional technician (359,171) Technological high school (958,651) 60 % 11 % 29 %

13  Increase of drop-outs (laggards stock) Increase of drop-outs (laggards stock) Increase of drop-outs (laggards stock)Effects:  Rise of youths at risk (inactive).  Social problems.  Low productivity rates.  Increase of drop-outs (laggards stock).

14 El Salvador Costa Rica Nicaragua Honduras Guatemala Israel APPRIs TLC Canadá Estados Unidos Corea del Sur Chile Argentina Bolivia Venezuela Colombia Uruguay Portugal Holanda Suiza Austria España Francia Italia Grecia Alemania Bélgica Luxemburgo Finlandia Dinamarca Irlanda Reino Unido Suecia Noruega Islandia Liechtenstein Mexico has preferential access to 850 million consumers in 32 countries

15  An analysis of the factors that impulse economic growth show that the increase in labour productivity accounted for at least half of the GDP increase per capita in most OECD countries.  Labour productivity can increase in many ways and human capital has a main function in this equation, not only as a factor that links production added to the stock of productive consumables, but also as one that determines the rhythm of technological progress. In the international context...

16 The PMETyC is an education policy instrument that responds to the demands of global economic integration, in which the creation of value, as well as the acquisition and conservation of competitive advantages, essentially depend on human talent. As a result:

17 Some charactecristics of PMETyC

18 MAIN PROCESSES NVQs ASSESSMENT (Assessment centres) ASSESSMENT (Assessment centres) LEARNING CERTIFICATES LEAD BODIES AWARDING BODIES

19 Academic Institutions Based on NVQ’s: Curricular design and development Assessment Training Didactic materials Trained students Labour competencies STPS Training of: SME’s Unemployed Demand incentives (PAE y PAC) ESTRATEGIAESTRATEGIA CONOCER Directive Committee Lead Bodies Awarding Bodies Assessment Centres NVQ’s Council UCAP

20  Greater private sector involvement.  Risk factor: the inertia of the educational offer.  Greater legal support.  Lead by the educational sector, but with the participation of other government agencies.  Synchronization of the educational policy with that of the technological sector. Lessons Learned

21  Standardization: National Standards. National Standards. Institutional or local standards. Institutional or local standards.  Curricular design: From competency standards. From competency standards. Didactic material/instructor training. Didactic material/instructor training. Qualification includes training content. Qualification includes training content.  Evaluation: By Competency Unit. By Competency Unit. The entire qualification. The entire qualification. Costs. Costs.  Certification: Tertiary Tertiary The educational institution itself. The educational institution itself. Lessons Learned (Continued)

22  Incorporation of key competencies.  Results approach but with support of quality management instruments. Lessons Learned (Continued)

23 INTERNATIONAL WORKSHOP AGREEMENT-2

24 THANKS FOR YOUR ATTENTION

25 August 2004 Ing. Miguel Ángel Tamayo Taype Coordinador General de la UAPMETYC Ing. Miguel Ángel Tamayo Taype Coordinador General de la UAPMETYC SUBSECRETARÍA DE PLANEACIÓN Y COORDINACIÓN EDUCATIVA UNIDAD COORDINADORA Y ADMINISTRADORA DEL PMETYC SUBSECRETARÍA DE PLANEACIÓN Y COORDINACIÓN EDUCATIVA UNIDAD COORDINADORA Y ADMINISTRADORA DEL PMETYC Tels (directo y fax) (directo) ext , y Tels (directo y fax) (directo) ext , y


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