It has been created by systematically compiling the results obtained through experience, and facing the conceptual, methodological and strategic updating, policies dating from 1998, and making them current for the Programmes FORMUJER and PROIMUJER which means among a number of things upgrading them to meet the objective of contributing to quality and equity improvement of training policies by means of the identifying, developing and organising, that is to say the " modelling" of approaches, methodologies and those recommendations that, having shown effectiveness and adaptability within heterogeneous scenarios can be validated as good practices to be disseminated and transferred to other instances and different involved protagonists dedicated to the implementing of quality training policies in order to increase the opportunities of both women and males to access to decent work but also to improve not only their productivity but their personal, professional and social development as well.

It has been defined as "A Policy Model" since it contributes towards theoretical and practical outlines of training competencies; to a wide repertoire of educational technologies, management tools and learned lessons that can be used as a reference for the design and management of new training policies; and will also lend assistance by being improved in each new application. Therefore, since they expressly meet all requirements needed to collectively build and socialise knowledge, so as not to go back to point zero, and always move forward creating new stepping stones out of past achievements, they have succeeded in reducing efforts and maximising resources.

The experience of the implementation throughout diverse countries and done through the technical co-operation of Cinterfor and IADB, they have stated that to have a reference model with these characteristics contributes a new "glance" to the institutional work that organizes and articulates actions that without this approach are not valorized or it is understood them separately. To look at them from the policy pattern implies to identify their contribution and their own controls in regards to their mission and/or their own institutional objectives. Also it allows for benefiting from those already existing resources and gathered knowledge, renders assistance to order and classify the cases by their nature - dividing them in either strategic or methodological - lending support to those classified as methodological since each of the applications or strategies will also be acting as an enriching validation.

The model will be mentioned as: " The "FORMUJER model" to speed up and to facilitate its identification but clearly understanding that is a proposal of policies and as such, it carries the following purposes and clear objectives:

To promote and to strengthen the capacities of the training institutions for:

improving the quality, relevance and gender equity in training for the labour market,

increasing the employablity for women and men, paying special attention to the training necessities for successful job placement specially taking into account those belonging to the segment classified as: "lowest income women"

We are listing herewith the criteria for the most outstanding approaches or more innovative concepts and methodological axes for the model proposed together with an enumeration of those procedures and/or methodologies that have been specially developed for said model's implementation. Through the corresponding links not only information is enlarged and complemented but access to the Toolbox can be reached, and with it all the relevant and more meaningful materials and application experiences.

Conceptual axes

Integrated and systemic points of view of the training policies

Training policies are conceived as a complex reality, as whole entity whose components and dimensions are directly or indirectly linked and in permanent interaction. Being this same interaction the responsible agent for both situations and the behaviour patterns of the system instead of a segregated or segmented behavioural pattern. Those same dimensions are, in their turn, cross- linked sub-systems. Therefore, in order to achieve their corresponding targets as well as to generating any transformation of that reality, it is first necessary to bear in mind how the different components interact with each other within their different roles and how they impact and contribute to the whole range of targeted achievements.
Also, it leads to the reformulating of new competency-based approaches and training policies as a proactive co-ordinating tool for local and national networking of resources; to be used by the protagonists to increase the opportunities of entry into working life of men and women under new equity terms and conditions.

Therefore, within the terms of the "FORMUJER" proposal, this training conception was expressed as follows:

• by formulating a Model focused in the inter- actions between both the components and dimensions of the policy;
• by promoting a System of Information, Guidance, and Intermediation between the labour demand and the supply and the implementation of an active and interacting strategy among them (Articulation with the settings)
• by the simultaneous and co-ordinated attention to the economic and social environment, the population's objective and subjective profile and the dimensions characteristic of the training system;
• by the management mode and implementation strategies adopted.

Conceptualization of the training for the employability, citizenship and gender perspective as interdependent and mainstreaming dimensions of the training policy

To sum up in training work, FORMUJER theoretically developed the concepts of employability, identify the key competencies, and developed indicators for change evaluation in competencies as well as in teaching materials for training and classroom application. But mostly, it has implemented and conceptualised the mechanism of Occupational Project (OP) as a training methodology to improve employability.

Focal on individuals, opportunities increasing and equity improvement

It centres the approach on the person, as actually conditioned by gender, social and economic reality, conceived as an integral being and thus deserving of the training and experiences, knowledge, feelings and values that nurture them not only physically but also socially and intellectually. Starting from these capacities and experiences, people can change and improve their conditions of labour market insertion by means of individual and collective strategies.
Training is conceived as a an essential instrument for employability as well as for financial and social integration, and thus contributing to remove discrimination, to help against poverty struggle and exclusion, as well as promoting true and equal conditions and opportunities among human beings.

To better approach this axis, it is necessary to do it from the co-ordinated intervention of the following points:

• gender perspective mainstreaming, to make those specific needs of both men and women constitute an essential and permanent dimension of the policies and institutional practices. The result of the work done by FORMUJER in this regard, was the establishing of the gender perspective concept, which in turn, had diverse advances within each of the different entities but always acting under the premises of gender equity as the main target and strategic axis of the institutional mission;
• Centering the approach to those actions and methodologies on the assistance of the target population. While working, FORMUJER, understood a wide range of interventions: one of a pedagogic nature (courses designed according to the profile of the target women, training actions); other based on method (Occupational Guidance and Occupational Project, didactic methods for the assistance of the population segment with only very elemental educational levels, etc.) as well as an strategic tool. (Compensatory strategies)

Methodological axes

Gender perspective seen as a conceptual and methodological frame of the social relationships between the labour market and training

The constant / on-going social assignment of functions and activities to men and women conforms their roles and is this same naturalization of the gender attributes what supports the existence of that decisive relationship between the gender of a human being and his potential to carry out a job . The gender perspective, by stressing that these roles and capacities, supposedly fixed and immovable, are cultural assignments, questions the relationships of power ruling the existing conditions between males and women and as well as all social relationships in general.

From this perspective the model proposes:

• to analyse the labour market, iinvestigating on the effects and impacts that gender responsibilities and representations bear in employment opportunities as in the access, permanency and development of labour trajectories. In order to
• y them, new methodological analysis as well as strategic relationships with the labour market are created mainly to integrate the mainstreaming of the gender and the labour competency approaches;
• To analyse the training system and to implement in each one of the dimensions, as it does within each one of their components and practices, those methodologies and strategies needed to struggle against discrimination and to promote gender equity.

Association between gender perspective and quality and innovation of vocational training

By adoption gender perspective as an instrument of analysis and a conceptual and strategic frame of the policies, brings forth changes in conception and the pedagogic practice which in itself constitutes a condition of quality and relevance of the policies, as well as a factor of impulse for the innovation and also for the development of training technology. Also by promoting the focus wholly centred in the human being situated and conditioned by the context it contributes to overcome the deficiencies of standard and universal policies. (Quality and equity: crucial nexus)

Management modality and intervention strategy

It is important to be coherent with the conceptual approaches and to propitiate the social dialogue as part of the working methodology, as well as communication and co-ordinations as management mechanisms.