Workshop:
Methodology of the Reform of a Curriculum
Based on Competencies
Conalep, México
Part II
Dr. Gustavo Flores-Fernández
Director de Diseño Curricular de la Formación Ocupacional
Ing. J. Martín Arroyo-Estrada
Subcoordinador del Área de Instalación y Mantenimiento
Lic. Soraya Cruz-Jiménez
Consultora en Pedagogía
FOUNDATIONS OF THE E/CBNC
Concept of E/CBNC
The education-capacitation based on competency standards
is an integral process directed towards the development
of the competencies and abilities of the individual
in harmony with previously established standards,
of a financially productive activity.
E/CBNC
EDUCATION
AND
CAPACITATION
BASED ON LABOR
COMPETENCY
STANDARDS
(E/CBNC)
IT IS CARRIED OUT
THROUGH
AN
EDUCATION
AND
EVALUATION
PROCESS, WITH THE
AIM OF OBTAINING
INFORMATION
ON
PERFORMANCE
WHICH
CAN
BE
OBSERVED.
Characteristics of E/CBNC
» The relevance of the programmes as regards the
requirements of the companies, needs of the employees and
demands of national development.
» Offers the possibility of becoming certified in one or more
competencies to those who may have formal education or
sufficient work experience.
» The programmes promote the development of personal
qualities.
» The programmes are modular by nature, which means, they
do not involve the demand of covering a determined
curriculum since they are independent.
Characteristics of the E/CBNC
» The system is flexible
» La certificación de las competencias está a cargo de
organismos de tercera parte.
» The programs create the union of the practical, theory
and academic.
» It encourages individual learning so that people learn at
their own pace and abilities.
» Allows the recognition of knowledge and experience of
the workers
» The education-learning process, evaluation and
certification must combine and demonstrate abilities
and attitudes of a person for the work performance to
conform to the standards of the competency rule.
Concepto Holístico de la E/CBNC
TO KNOW
TO KNOW TO BE
TO KNOW
TO DOAPPLY
TO KNOW
TO ACT
Globalization and Work Competence
Changes in the organization´s environment:
a) Globalization of the economy:
 Creation of market blocks.
 Strategies of national and international fusion and association.
 Establishment of productive alliances and of comercialization.
A) Technological innovation spreads internationally.
B) Stricter quality and price requirements on goods and services.
C) Changes in the productive organization of work.
Globalization and Work Competence
Challenges of the process of globalization of the economy
a) Greater competitivity and productivity
b) Constant quality and price demands
c) Greater flexibility, polivalency and multifunctionality in work performance
d) More complex occupational profiles and in many cases unspecialized
e) More competitive markets through the elimination of trade barriers
Structure of a Standard and Components of Competency
Competency from the vision of the standard must establish

What a peson must be capable of doing.

The manner in which someone judges whether what someone
does is well done.

The conditions under which he must demonstrate his aptitude.

The types of information necessary to assure that whatever is
done is done in a consistent manner.

Elements of the required attitudes.
Model Analysis
Investigation process
Piloting and adaptation of materials for the foreigner
Quebec
Oklahoma
England
Australia
Quebec,
Canada
 Tools of education-learning
 Understand particular and general competencies
 Programmes structured in modules
 Evaluation systems
 Use of panels of experts
Oklahoma,
U. S. A.
 Qualification programmes on the role of the instructor.
 Design based on the standards with performance criteria
 Usage of diverse media for the design of materials
England
 System of certification and competencies
 Application of work and school qualifications
 Social organization of institutions
 Levels of qualification in agreement with the responsibility
and complexity
 Superior role of the teacher and/or instructor
Sydney,
Australia
 Holistic focus
 Requires a Technical Standard of Labour Competency
 Demonstates knowlege through the skills and necessary
applications for an effective performance
 Evaluation: formativa y sumativa
 Systemized organization of training institutions
METHODS AND TECHNIQUES MOST FREQUENTLY USED
FOR COMPETENCE
DACUM
INTERVIEW
INCIDENTE
CRÍTICO
OBSERVATION
FUNCTIONAL
ANALYSIS
FUNCTIONAL ANALYSIS OR ANALYSIS OF
THE FUNCTION
Successive disintegration of
productive functions
Determination of simple functions
which one person can carry out
(Competency elements)

If they can identify average functions separating them from a
specific context

They must consider the result obtained in the function
exercise

They must record functions which have a beginning and end
Articulation of the competency system
2
Subsystem of training
and education
Curriculum
Standard
1
Standardization
subsystem
Productive
Subsystem
Standard
Cerfified
Certification
Subsystem
4
3
Benefits of the Productive Sector
 To support companies in order that they achieve greater
levels of production, to grant them the ability to contract
human resources with certified labour competencies
which suppot the performance of the student.
 To create an origin and functional linkage between the
productive sector and the school/college.
 To engender a culture of quality, values and protection of
the natural and social environment, for the sake of a
better quality of life, for individuals as well as groups.
 Knowledge of the abilities of workers
Benefits for the Productive Sector
 Supports the systems of selection and recruitment,
reduces turnover
 Focuses on Qualification needs
 Establishes a life and career plan
 Generates development of individual and organization
 Promotes a certification culture
 Prevents wastage