Publications

Catalano, A.M.; Avolio de Cols, S.; Sladigna, M.
Curriculum design based on labour competency standards: concepts and methodological orientations

Buenos Aires: IDB/FOMIN; CINTERFOR, 2004
226p.

ISBN: 981-1182-25-2

(Full text available only in Spanish pdf format)

 

CONTENTS

ACKNOWLEDGEMENTS

PRESENTATION 1
PRESENTATION 2

INTRODUCTION

CHAPTER 1: VOCATIONAL TRAINING

Objectives and tools of the unit

1. Vocational training
1.1. A historic look
Summary of chapter 1

CHAPTER 2: LABOUR COMPETENCIES

Objectives and tools of the unit

2. Labour competencies
2.1. What is a labour competency?
2.2. How are labour competencies built?
2.3. What is functional analysis?
2.4. What are the results of functional analysis?
2.5. What is a unit of competence?
2.6. What are the components of a competency standard?

Summary of chapter 2

CHAPTER 3: THE USEFULNESS OF LABOUR COMPETENCY STANDARDS AS REFERENCES IN TRAINING AND ASSESSMENT PROCESSES

Objectives and tools of the unit

3. The usefulness of labour competency standards as references in training and assessment processes.
3.1. Labour competency standards as references in human resources management.
3.2. Labour competency standards as references in the design of training curricula.
3.3. Reading and interpreting competency standards for curriculum development.
3.4. Detecting the required labour functions by performing a certain labour role.
3.4.1. Management functions
3.4.2. Functions related to the technical and productive organisation of work processes
3.4.3. Operational, productive and executive functions
3.4.4. Diagnosis functions
3.4.5. Innovation and creativity functions
3.4.6. Tutorship or teaching functions
3.4.7. Preventive maintenance and equipment regulation functions
3.4.8. Internal or external customers' service functions
3.4.9. Risk prevention functions
3.4.10. Environment conservation functions
3.5. Interpreting the fields of "performance criteria and evidence signs of a correct performance in the activity and the appropriate achievement of results and products".
3.6. Interpreting the field referred to the evidence signs of knowledge.
3.7. Determining the degrees of autonomy and responsibility in performance.
3.8. "Standardised profile-graduate profile" relationship of a training course.
3.9. Curricular answers when the profile suggested by the standard is too complex or demanding too much autonomy, decision-making, work without consultation at a higher level on behalf of the worker.
3.10. Competency unit-training modules relationship

Summary of chapter 3
Sample files number 1, 2, 3, 4, 5, 6, 7, 8 and 9

CHAPTER 4: COMPETENCY-BASED CURRICULUM DESIGN

Objectives and tools of the unit

4. Competency-based curriculum design
4.1. Competency-based training
4.2. What is curriculum design?
4.3. What is competency-based curriculum design?
4.4. Vocational skills as an articulation point between standards and curriculum design
4.4.1. What are abilities?
4.4.2. What are the characteristics of competency-based curriculum design?
4.4.3. What elements are part of competency-based curriculum design?

Summary of chapter 4
Sample files number 1, 2 and 3
Support files number 1 and 2

CHAPTER 5: THE MODULE

Objectives and tools of the unit

5. The module
5.1. What is a module?
5.2. What are the characteristics of a module?
5.3. Why is it that we say that the modular structure corresponds to a competency-based curriculum design?

Summary of chapter 5

CHAPTER 6: MODULE COMPONENTS

Objectives and tools of the unit

6. Module components
6.1. Key module elements.
6.1.1. Introduction.
6.1.2. Objectives.
6.1.3. The problem or problems of professional practice referred to by a module.
6.1.4. Contents.
6.1.5. Suggested teaching methodology.
6.1.6. Criteria to assess the abilities proposed as objectives.
6.1.7. Learning environment.
6.1.8. Course hours.
6.1.9. Prerequisites.
6.1.10. Course bibliography and documentation.

Summary of chapter 6
Support files number 1, 2, 3 and 4

CHAPTER 7: HOW TO CREATE A MODULE

Objectives and tools of the unit

7. How can a module be created?
7.1. Introduction.
7.2. Module objectives in terms of abilities
7.2.1. How are module objectives established?
7.3. How are the professional practice problems mentioned by the module defined?
7.4. How are contents selected and organised?
7.5. How can the methodological proposal be described?
7.5.1. Teaching criteria
7.5.2. Selecting teaching strategies
7.5.3. Criteria to assess the abilities suggested as objectives
7.5.4. Learning environment
7.5.5. How to determine the module's course hours
7.5.6. How to determine learning prerequisites
7.5.7. How to determine the module's documentation and bibliography

Sample files number 1, 2, 3, 4 and 5
Support files number 1, 2, and 3

CHAPTER 8: TEACHING PLANNING

Objectives and tools of the unit

8. Teaching planning
8.1. Introduction.
8.1.1. Different planning must be integrated to guide towards a consistent teaching proposal.
8.2. What are the main components of teaching planning?
8.2.1. Teaching sequence.
8.2.2. Curricular materials.
8.2.3. Assessment.
8.3. What are the characteristics of teaching planning in the competency-based approach?
8.4. How can we define learning?
8.5. What are the basic components of the learning situation?
8.6. What are the features that identify good learning?
8.7. When is learning meaningful?
8.8. How should teaching be?
8.8.1. Starting from apprentices' previous knowledge with the aim of refreshing or changing it.
8.8.2. Measure out the amount of new information presented in each task.
8.8.3. Summarise and fix basic knowledge that will be necessary for future learning.
8.8.4. Diversify tasks and settings for learning of the same content.
8.8.5. Designing learning situations so that they represent the contexts and tasks in which apprentices should refresh what they have already learned.
8.8.6. Organise and connect different learning as much as possible.
8.8.7. Promote students' reflection upon their own knowledge.
8.8.8. Encouraging participants to use the appropriate strategies to plan and organise their own learning.

Support file number 1

CHAPTER 9: HOW TO DO A TEACHING PLANNING

Objectives and tools of the unit

9. How to do a teaching planning
9.1. Introduction.
9.2. What kind of activities are involved in teaching planning?
9.3. How can opening activities at the beginning of a module be planned?
9.3.1. Setting up problem-solving activities
9.3.2. Exploring previous knowledge
9.3.3. Defining what the subject matter is
9.3.4. Verifying the disagreement between what is known and unknown regarding the contents of the module
9.3.5. Presenting and devising the working plan.
9.4. How can module development activities be planned?
9.5. How can module closing activities be planned?
9.5.1. The closing activity is related to the one at the beginning of the module.
9.5.2. Setting up activities that encourage synthesis and reflection.
9.6. Some of the questions the teacher will ask him/herself while planning the development of this teaching stage.

Summary of chapter 9
Support files number 1 and 2
Sample files number 1, 2, and 3

GLOSSARY

BIBLIOGRAPHY

 

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