Publications

Irigoin, M.; Vargas, F.
Labour competence: manual of concepts, methods and applications of the health sector

Montevideo: Cinterfor-PAHO, 2002
252 p. il.

ISBN 92-9088-138-0

(Full text available only in Spanish pdf format)

 

Education and training in most cases have to do with multidisciplinary work, according to vocation. The production of support materials to education is done within this framework, and it suggests, as a common objective, initiatives to combine concepts and efforts of the health field and training for and at work.

Such philosophy encouraged the ones who conceived this work. In the first place, this manual intends to be a versatile tool for planning and executing educational programmes and projects that use the competency-based approach, both for the active staff in health services and in institutions in charge of technical and vocational training of the sector. In the second place, it aims at clarifying and updating the labour-competency approach and its multiple understandings and applications.

The Pan American Health Organisation and Cinterfor/ILO hope this manual makes an important contribution to both dimensions and that it is frequently used in health services, educational institutions and by people in charge of health education in the Americas' region. The joint effort of these two agencies is framed within a cooperation environment between ILO and WHO, with the purpose of improving the skills and knowledge of workers, and the quality of services and facilitating the access to increasing levels of labour training throughout life.

 

CONTENTS

Preface

Introduction

MODULE I: COMPETENCIES: CONCEPTS, STAGES AND APPLICATION

UNIT 1: GENERAL FRAMEWORK

Objective

Introduction to the concept of competencies

Related processes of competencies

Competencies in the context of changes in education, work and health

The approach of human development

Education and labour

Health and education

Annex: Some examples of competencies

UNIT 2: CONCEPT OF LABOUR COMPETENCE

2. Concept of Labour competency

2.1 Objectives
2.2 Labour competency definitions
2.3 A global view of competencies; the creation of "National Frameworks"
2.4 Different approaches in the typology of labour competencies
2.5 The importance of key competencies or transversal competencies
2.6 The competency of service
2.7 The processes of applying a labour-competency-based approach

UNIT 3: IDENTIFICATION AND STANDARDISATION OF COMPETENCIES

3. Identification of competencies

3.1. Objective
3.2. Concept of identification of competencies
3.3. Methods to define competencies

3.3.1. The occupational analysis3.3.2. The DACUM (Developing a Curriculum) method
3.3.3. The AMOD method
3.3.4. SCID (Systematic Curriculum and Instructional Development)
3.3.5. Functional analysis (FA)
3.3.6 The ETED method
3.3.7 Standardisation of competencies
3.3.8 Use of competency standards
3.3.9 Elaboration of the contents of competency standards

3.4 Competency "catalogues"
3.5 Setting competency standards, a guide for practical application

UNIT 4: ASSESSMENT AND CERTIFICATION OF LABOUR COMPETENCY

4. Assessment of competencies

4.1. Objective
4.2. Definition
4.3. Traditional assessment vs. competency-based assessment
4.4. Characteristics of competency assessment
4.5. Who is who in the assessment of competencies?
4.6. The process of competency-based assessment
4.7. Assessment grounds: a performance standard previously identified
4.8. Assessment levels in methodologies DACUM, AMOD and SCID
4.9. Assessment and its alternatives of results
4.10. Collection of evidences
4.11. Planning and carrying out competency-based assessment (CA)
4.12. Quality assurance of competency assessment
4.13. Register of assessment results
4.14. Some critical aspects of assessment

5. Competencies certification

5.1. Definition
5.2. Characteristics of labour competency certificate
5.3. Different models of certification
5.4. Certification process
5.5. Certification systems of labour competency
5.6. Institutional concepts of a certification system
5.7. Technical components of a certification system
5.8. Benefits of competency certification

MODULE 2: COMPETENCY-BASED TRAINING

UNIT 5: COMPETENCY-BASED TRAINING DESIGN

On curriculum in general

About the concept of curriculum

Reference framework

On curriculum design in general

From curriculum to curriculum design

Modular curricular design

Introducing curriculum design to CBT

Some general aspects

A reflection exercise

What will we design by doing a CBT design?

Who will be designing?

In CBT, what is the main referent?

What happens when there is no standard or when there is not even a competency?

Examples of design methodologies

Competency-based curriculum by Alverno Institute

Competency-based curriculum by the Brown University School of Medicine (USA)

The methodology of the National School on Vocational Training (CONALEP) of Mexico

Towards the development of a CBT design

Competency-based training and basic education

Annex: Alverno Institute

UNIT 6: IMPLEMENTING COMPETENCY-BASED TRAINING

About quality

The educational institution

The learning teaching process of a CBT

The teaching staff

The participants

Educational, material and financial resources

The links with the environment

Conclusion

Bibliography

 

------------------------------------------------------------

This publication is in PDF format. To visualized PDF files you need to have the addecuate product. We recommend the use of Adobe Acrobat Reader. If you don't have it installed in your computer, you can downloaded from the web site of ADOBE.

 

 

 

The Inter-American Centre for Knowledge Development in Vocational Training (ILO/Cinterfor)
Avda. Uruguay 1238 - Montevideo - Uruguay - Tel: (5982) 908 6023 - 902 0557 - 908 0545 - Fax: (5982) 902 1305
webmaster@cinterfor.org.uy

Copyright © 1996-2008 International Labour Organisation (ILO) - Disclaimer