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BULLETIN 141
Technological education

October-December 1997

 

(Full text available only in Spanish)

 

THIS ISSUE

Scientific-technological transformations and their repercussions on labor/ productive processes have notably altered the traditional distribution by levels in the training of human resources: workers for qualified and semi-qualified occupations in vocational training institutes; intermediate levels of the occupational pyramid, in technical schools; professionals and superior technicians, in universities. That reality has brought us to the point where all these instances of education for work: vocational training, technological education, programs of labor conversion, should redefine objectives, modalities of attention, functions and reach and, principally, the convergence of criteria for insertion in the productive world and optimal attention to the demands of the job market. The medullary change lies in  programs and objectives that now are defined by criteria that emanate from the situation of labor and production from administrative plans.

This issue of the Cinterfor/ILO Bulletin examines the situation of technical education in some of the region's countries: Argentina, Brazil, Chile and Mexico.

João Augusto de Sousa Leão de Almeida Bastos initiates this special delivery with an analysis of the foundations, characteristics and perspectives of technological education, which begins with a brief description of this activity in his country: Brazil, to later contemplate the topic in general, starting with the fact the very concept of technological education deserves permanent reflections in methodological and doctrinaire terms.

María E. Irigoin takes on the topic of technical agricultural schools at the secondary level that, transcending its specific student roster, projects its didactic action in other members of the community: family and agricultural enterprises, that receive, even on an informal basis, education from there.
The new didactic organization and the curricular structure of the technical courses at a middle level in the Escola Técnica Federal de Rio Grande do Norte, a pedagogical pilot project promoted by the teachers and which counts with the support of Brazil's Ministry of Education, is summed up in a note that reviews its stages of preparation, decision and implementation. The reach of this experimental project to attain the production of a renovated curriculum able to harmonize these pedagogical convictions with the demands of production.

Paulo Renato de Souza, Brazilian Minister of Education, puts forth, in a substantial note complemented by fragments of a journalistic report, the reaches and motives of his Ministry's proposal to formally separate technical education and regular education.

The outline for articulation between the educative system work world in the contents of the recent Federal Law of Education of Argentina are examined by Roberto H. Albergucci. He also analyzes the reach of the transformation of the educative system and education for work, and the role of the new technical education. In chapter he develops the following topics: the pedagogical proposal of the technical-vocational intentions (TTP), curricular and institutional organization.

Also going into the topic of the Federal Law of Education is the Argentine David L. Wiñar, who considers it necessary to discuss some suppositions and pose a possible and desirable stage for technical vocational education. The ex-President of the National Advisory on Technical Education (CONET) also contributes to this edition a paper destined to the identification of potential objective populations for public social policies, of employment and training, through a special statistical operation.

The abbreviated version of a multidisciplinary work headed by Agustín Alberti and Eduardo Martínez Espinoza, concerning education for work in the V Region of Chile (Valparaíso) centers attention, among other topics, on middle-level technical -vocational education (EMTP), the destiny of its graduates and, particularly, conclusions that aid in the design of a model of a system of education for work in that region.
María de Ibarrola and Enrique Bernal conducted a keen study of the situation of technical education and vocational training in Mexico in the period 1989-94 which they develop in the first part of this abbreviated version. In the second part, they offer an interpretative essay about the present and future perspectives of both models of labor training, the nature of the challenges, conclusions and solutions they offer, culminating in this way this special issue of the Bulletin.

In the section called Documents, the reader will find published article 36 and chapter III (Of vocational training) of Law Nº. 9424, of Brazil: “Guide lines and Bases of  Education” and the complete text of Decree Nº. 2,208 that  regulates that Law.

The twentieth anniversary of Educational Cooperation - National Agriculture Society, or CODESSER as it was originally called, is an adequate occasion to  divulge the work that the Sociedad Nacional de Agricultura develops on the aspects of training in the Chile's rural sector.

 

 

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