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ILO DOCUMENTS >>
Training modules for employability and citizenship. Cinterfor/OIT, november, 2000
Presentation
Nowadays jobs are no longer generated massively, nor are they stable and full time. There is great mobility of work posts and labour contents, considerable alternation of formal, informal and independent work, cyclical periods of employment and unemployment. For all these reasons women and men workers are expected to have new competencies and aptitudes, such as capacity for teamwork and communication, self assertion, initiative, ability to appraise complexity and diversity. Such qualities are also essential for their social integration and the exercise of their civic rights and duties. All this leads to the need of helping to develop and build up those fundamental capabilities during the training process, supporting men and women (particularly the less privileged ones) to overcome inside and outside barriers and achieve full economic and social participation, and revalue their own skills and knowledge. It is therefore essential to take into account the differing experiences and opportunities of men and women, in order to ensure that they both may acquire such competencies equitably and according to their needs. The following MODULES, that form part of the series of materials and methodologies that FORMUJER is developing, fit into that line. The general purpose is to provide the Latin American vocational training system with a "tool box" to reinforce and improve its gender relevance and equity.
WHY A MODULAR STRUCTURE?
- module: a series of training activities intended to make it easier for men and women students to attain a number of objectives and show they have done so. A module is therefore a concept rather than the physical material that makes it up. (Irigoin, 1996)
- access criteria
- materials
- evaluation criteria
- remedial measures / recovery
- adaptation to mixed adult populations
- consistency with systemic conception
- flexibility and adaptation to users
- latitude for use of non-conventional teaching approaches
- use of relational aspects as a teaching strategy
WHY EMPLOYABILITY AND CITIZENSHIP?
The education of citizens (both men and women) converges nowadays with the training of men and women workers. In both cases individuals must act in the three fundamental dimensions of life’s development, namely:
- relationship with themselves;
- relationship with others (family life and partaking of the broader social scene);
- relationship with heir surrounding environment.
Consequently, developing people’s employability and educating them for responsible citizenship will be treated here as closely related processes, and from a curricular point of view, they will both be based on the modified SCANS report. In the first case, stress will be laid on competencies considered basic for attaining employability; in the second one, other aspects relevant to civic education will be considered.
Cultural and personal dimensions, over which people can have more direct control, have been given precedence in the modules. These modules are aimed at developing the personal abilities that enable people to become masters of their own life and work itinerary, assert their viewpoints, set their own goals, communicate with others and identify inside barriers or training obstacles, in order to find occupational outlets allowing them to do something with what they have learned.
Our proposal is comprised of the following publications:
TRAINING MODULES FOR EMPLOYABILITY AND CITIZENSHIP. Base Document for Curricular Design.
TRAINING MODULE FOR EMPLOYABILITY
TRAINING MODULE FOR CITIZENSHIP
TRAINING MODULES FOR EMPLOYABILITY AND CITIZENSHIP. Evaluation InstrumentsThis last volume includes the concept and methodology of the approach, the choice of skills and abilities to be developed - which followed the lines of the SCANS Report – the curricular strategy and manner of implementing it in order to deliver a training based on competencies, and some evaluation considerations.
A novel and important aspect – insofar as it complied with the objectives of the project – was use of the frame of reference of the SCANS Report, from which skills and abilities were selected to be developed along the course.
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MODIFIED SCANS REPORT |
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4.3.3 Management of technology |
TRAINING MODULE FOR EMPLOYABILITY
The general objective of this Module is to apply strategies and tools to develop and/or improve people’s employability within a given job or outside it. This is to be done through examples. The Module includes a Trainer’s Guide, with methodological guidelines to facilitate and support his/her task, and three Units aimed at reinforcing participants’ self confidence, building up their sense of belonging to a group, and improving their ability to identify problems and solve them.
The three Modular Units are:
Modular Unit 1: "SELF ACCEPTANCE AND WORK ITINERARIES"
Modular Unit 2: "SENSE OF BELONGING AND CO-OPERATION"
Modular Unit 3: "LEARNING TO FACE PROBLEMS"Each Unit is made up of a Foreword and a Pedagogic Deployment. The latter consists of exercises, whose purpose is explained each time. At the beginning of the Deployment here is a synthetic table of all exercises, with main contents and suggested duration. In view of the great diversity of local and institutional realities, and the different situations trainer may be faced with, exercises are proposed on a flexible basis to meet each trainer’s plans.
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MODIFIED SCANS REPORT MODULAR UNIT 1 "Self acceptance and work itineraries" |
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4.3.3 Management of technology |
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MODIFIED SCANS REPORT MODULAR UNIT 2: "Sense of belonging and co-operation" |
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4.3.3 Management of technology |
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MODIFIED SCANS REPORT MODULAR UNIT 3: "Learning to face problems" |
1.MAIN BASIC SKILLS TO BE DEVELOPED
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4.3.3 Management of technology |
TRAINING MODULE FOR CITIZENSHIP
The general objective of this Module is, by means of examples, to develop and/or enhance people’s awareness of their rights and responsibilities vis-à-vis work, the State and society. The Module includes a Trainer’s Guide, with methodological guidelines to facilitate and support his/her task, and three Units aimed at stressing the importance of building up personal autonomy, recognise and exercise rights and responsibilities, and some aspects of participation and leadership.
The three Modular Units are:
Modular Unit 1: "Building up personal autonomy"
Modular Unit ": " About rights and responsibilities"
Modular Unit 3: "Participation and leadership"
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MODIFIED SCANS REPORT MODULAR UNIT 1: "Building up personal autonomy" |
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4.3.3 Management of technology |
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MODIFIED SCANS REPORT MODULAR UNIT 2: "About rights and responsibilities" |
1.MAIN BASIC SKILLS TO BE DEVELOPED
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4.3.3 Management of technology |
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MODIFIED SCANS REPORT MODULAR UNIT 3: Participation and leadership |
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4.3.3 Management of technology |
TRAINING MODULES FOR EMPLOYABILITY AND CITIZENSHIP
Consequently, the success of a training programme and the possibility that it may confer some advantage to those who have to perform in this uncertain and complex reality, will depend more than ever on the freedom trainees may have to choose and combine the concepts, strategies and resources offered by the course in order to solve given problems and situations. Hence the value and importance of evaluating participants’ accomplishment and achievements. Two evaluation alternatives are offered here for each Module, as well as practical suggestions for their application and grading.
Evaluation implies the involvement of the different players: trainer, other participants, self-assessment.
These evaluation exercises are presented just as a reference, so that each trainer may work out his/her own version for satisfactory assessment.
Two evaluation alternatives are suggested to start the process of checking out compliance with the objectives of each module. Practical suggestions are also included for their application and grading.
The first alternative, which consists of a re-enactment, mainly aims at becoming an important learning step in the participants’ training. However, demonstration of what they have actually learned is not omitted. The second alternative has a more conventional, summarising purpose. They should both enable the evaluator to reach a justified conclusion about the trainees’ performance and their learning levels.
It will be up to each trainer to decide which alternative to use, or design another evaluation procedure best adapted to his/her own reality.
Evaluation is aimed at checking the progress made by participants against a module’s objectives.
The evaluation process also takes into account aspects concerning the modified SCANS Report.
By way of example, the following is the structure of a modular unit:
PEDAGOGIC DEPLOYMENT
MODULAR UNIT 3: LEARNING TO FACE PROBLEMS
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SPECIFIC OBJECTIVES |
CONTENTS |
LEARNING EXPERIENCES |
| 3.1 Distinguishing between facts and opinions and appraising that distinction as a basic element for understanding a problem. | Facts and opinions.
Definitions and differences. Consequences of confusing a fact with an opinion. |
Exercise 3.A:
"Telling the difference between facts and opinions" |
| 3.1 Appreciating the value of personal
reflection and its place in collective thinking in the process
of facing and solving problems.
3.3 Applying simple techniques to identify problems. 3.4 Classifying problems according to some ordering standard. |
Problems.
Everyday or common problems and extraordinary ones. Importance of the way in which a problem is stated. What is ‘facing and solving problems’. Advantage of classifying problems in order of importance. |
Exercise 3.B.
"Identifying everyday problems and classifying them in order of importance" |
| 3.5 Applying simple techniques to explore
different ways for solving problems (by means of examples).
3.6 Developing abilities for problem solving. 3.7 Drawing up action plans for problem solving. |
Phases of problem solving (identifying
problem, finding alternative solutions, critical analysis of alternatives,
choice of an alternative.
Implementing solution and evaluation of results). |
Exercise 3.C:
"Trying to improve the way in which we usually face problems". Exercise 3.D: "Evolving a plan for problem solving". |
| 3.8 Analysing differences between the experiences of men and those of women regarding the topic facing problems and solving them. | Across the board objective pursued in all exercises. | |
| Closure |
EXERCISE 3 A : "TELLING FACTS FROM OPINIONS"
Phases
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PHASE |
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First phase |
Plenary |
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Second phase |
Collective self-evaluation |
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