INEM. Professional module definition

It is the set of professional knowledge that when educationally structured: respond to an important stage in the working process; represent a major part of the learning process; are the basic units for assessment. A professional module has got: a general objective; specific objectives; training contents for each of the specific objective.

Finally, the training pathways are established: a sequence of modules educationally organised, aiming to train for the performance of an occupation.

The experience of curricular transposition in Mexico can be shown by means of the proposal brought forward by Colegio Nacional de Educación Profesional Técnica (CONALEP) which drew up a method for the elaboration of training courses based on competency standards.(3)

The method was the result of a thorough analysis of other international experiences and several educational approaches. After establishing and comparing the needs to provide training based on real demands, and identifying and analysing the current labour competency standard for a particular occupational area, the method suggests outlining training modules according to competency units.

The general objective of the course can be defined by bringing it into line with the competency unit or even with elements of competency; this will depend on the level at which it is defined. Therefore, the objectives of the course are similar to the contents described in the corresponding competency unit.

Along the same lines, elements of competency are used as points of reference in order to establish the modules. The specific objectives of the course, the contents and the learning results are settled based on the analysis of the evidence of performance, performance criteria, the necessary knowledge and the field of application.

The curriculum design carried out by CONALEP can be described in the following steps:

Definition of training needs of the production and service sector.
Verification of the needs regarding the offer and training policies of CONALEP.
Identification and revision of the Labour Competency Technical Standard (LCTS).
Definition of the name of the course.
Design of general objective.
Design of contents and definition of modules and/or learning units.
Definition of particular (or specific) objectives.
Definition of specific objectives.
Structuring of assessment criteria.
Design of a descriptive letter.
Acquisition or drawing up of educational material.
Verification and proposal of equipment and/or adaptation.
Definition of the characteristics of the candidate.
Definition of the characteristics of the trainer.
Execution of the training course.
Assessment practices.
Feedback process is carried out.

SENA, Colombia, sets the following steps in its Manual to design curricular structures and training modules for the development of competencies(4)

Interpret the points of reference for curricular design (units, elements of competency, level of qualification).
Define an occupational profile (the exit profile of the worker-student).
Define the curriculum structure. It should be made up by basic modules and by institutional policy, mainstreaming and specific training modules.

SENA considers that each competency unit brings about one training module.

Define entrance profile.
Verify technically and methodologically the curriculum structure.
Select module to be designed within the curriculum structure.
Draw up the development diagram. It allows to observe the coherence between the working process and the training process.
Define learning units. Every unit has a beginning and an end, with a complete meaning, since it expresses a sequence which is integrated in all the internal processes.
Technical and methodological verification of learning units.
Build up the knowledge chart for each learning unit. Concepts, theories, cognitive and practical procedures, attitudes and values related to the process (know how to do, learn and be).
Settle learning results for each learning unit.
Establish training procedure for each learning unit.
Plan teaching-learning-assessment activities.
Verify the process technically and methodologically.
Define contents for teaching-learning-assessing activities.
Settle assessment criteria.
Define learning evidences.
Select assessment techniques and instruments.
Suggest methodological strategies.
Define learning environments.
Select and prescribe teaching materials and educational resources.
Define training times.
Define the trainer’s profile.
Verify each training module, both technically and methodologically.
Present the design products to the Technical Committee of the Centre.
Approve products.
Revision and updating.

 

 

 

 

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3 CONOCER, Análisis ocupacional y funcional del trabajo, Madrid, IBERFOP-OEI, 1998.
4 SENA, Bogotá, 2002.

 

 

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