1. Workshop: Methodology of the Reform of a Curriculum Based on Competencies Conalep, México Part II Dr. Gustavo Flores-Fernández Director de Diseño Curricular de la Formación Ocupacional Ing. J. Martín Arroyo-Estrada Subcoordinador del Área de Instalación y Mantenimiento Lic. Soraya Cruz-Jiménez Consultora en Pedagogía

2. FOUNDATIONS OF THE E/CBNC

3. The education-capacitation based on competency standards is an integral process directed towards the development of the competencies and abilities of the individual in harmony with previously established standards, of a financially productive activity. Concept of E/CBNC

4. E / C B N C EDUCATION AND CAPACITATION BASED ON LABOR COMPETENCY STANDARDS (E/CBNC) IT IS CARRIED OUT THROUGH AN EDUCATION AND EVALUATION PROCESS, WITH THE AIM OF OBTAINING INFORMATION ON PERFORMANCE WHICH CAN BE OBSERVED.

5. Characteristics of E/CBNC »The relevance of the programmes as regards the requirements of the companies, needs of the employees and demands of national development. »Offers the possibility of becoming certified in one or more competencies to those who may have formal education or sufficient work experience. »The programmes promote the development of personal qualities. »The programmes are modular by nature, which means, they do not involve the demand of covering a determined curriculum since they are independent.

6. »The system is flexible »La certificación de las competencias está a cargo de organismos de tercera parte. »The programs create the union of the practical, theory and academic. »It encourages individual learning so that people learn at their own pace and abilities. »Allows the recognition of knowledge and experience of the workers »The education-learning process, evaluation and certification must combine and demonstrate abilities and attitudes of a person for the work performance to conform to the standards of the competency rule. Characteristics of the E/CBNC

7. TO KNOW TO KNOW TO ACT TO KNOW TO DO- APPLY TO KNOW TO BE Concepto Holístico de la E/CBNC

8. Globalization and Work Competence Changes in the organization´s environment: a) Globalization of the economy:  Creation of market blocks.  Strategies of national and international fusion and association.  Establishment of productive alliances and of comercialization. A) Technological innovation spreads internationally. B) Stricter quality and price requirements on goods and services. C) Changes in the productive organization of work.

9. Challenges of the process of globalization of the economy a) Greater competitivity and productivity b) Constant quality and price demands c) Greater flexibility, polivalency and multifunctionality in work performance d) More complex occupational profiles and in many cases unspecialized e) More competitive markets through the elimination of trade barriers Globalization and Work Competence

10.  What a peson must be capable of doing.  The manner in which someone judges whether what someone does is well done.  The conditions under which he must demonstrate his aptitude.  The types of information necessary to assure that whatever is done is done in a consistent manner.  Elements of the required attitudes. Competency from the vision of the standard must establish Structure of a Standard and Components of Competency

11. Piloting and adaptation of materials for the foreigner Quebec Oklahoma EnglandAustralia Investigation process Model Analysis

12. Quebec, Canada  Tools of education-learning  Understand particular and general competencies  Programmes structured in modules  Evaluation systems  Use of panels of experts

13. Oklahoma, U. S. A.  Qualification programmes on the role of the instructor.  Design based on the standards with performance criteria  Usage of diverse media for the design of materials

14. England  System of certification and competencies  Application of work and school qualifications  Social organization of institutions  Levels of qualification in agreement with the responsibility and complexity  Superior role of the teacher and/or instructor

15. Sydney, Australia  Holistic focus  Requires a Technical Standard of Labour Competency  Demonstates knowlege through the skills and necessary applications for an effective performance  Evaluation: formativa y sumativa  Systemized organization of training institutions

16. METHODS AND TECHNIQUES MOST FREQUENTLY USED FOR COMPETENCE DACUM INTERVIEW INCIDENTE CRÍTICO OBSERVATION FUNCTIONAL ANALYSIS

17. FUNCTIONAL ANALYSIS OR ANALYSIS OF THE FUNCTION Successive disintegration of productive functions Determination of simple functions which one person can carry out (Competency elements)  If they can identify average functions separating them from a specific context  They must consider the result obtained in the function exercise  They must record functions which have a beginning and end

18. Standard Curriculum Cerfified Standardization subsystem Subsystem of training and education Certification Subsystem Productive Subsystem 1 2 3 4 Articulation of the competency system

19.  To support companies in order that they achieve greater levels of production, to grant them the ability to contract human resources with certified labour competencies which suppot the performance of the student.  To create an origin and functional linkage between the productive sector and the school/college.  To engender a culture of quality, values and protection of the natural and social environment, for the sake of a better quality of life, for individuals as well as groups.  Knowledge of the abilities of workers Benefits of the Productive Sector

20.  Supports the systems of selection and recruitment, reduces turnover  Focuses on Qualification needs  Establishes a life and career plan  Generates development of individual and organization  Promotes a certification culture  Prevents wastage Benefits for the Productive Sector