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Sin t

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COMPETENCY BASED EDUCATION AND VOCATIONAL TRAINING IN LATIN AMERICA AND ... GASTRONOMY. TOURISM: Chile. IDB PROGRAMMES: Argentina, Colombia, Paraguay, Uruguay. ... – PowerPoint PPT presentation

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Title: Sin t


1
COMPETENCY BASED EDUCATION AND VOCATIONAL
TRAINING IN LATIN AMERICA AND THE
CARIBBEAN Conceptualization, and some
experiences
DEVELOPMENT AND CERTIFICATION OF BASIC
COMPETENCIES. Caribbean Educational Sector
Workshop
Port of Spain, August 2004
www.cinterfor.org.uy
2
CONTENTS
1. COMPETENCIES CONTEXT AND CONCEPTS 2. HUMAN
RESOURCES DEVELOPMENT THE NEW ILO RECOMMENDATION
195 3. COMPARATIVE OVERVIEW OF LABOUR
COMPETENCY IN L.A. AND THE CARIBBEAN
3
LATIN AMERICA AND THE CARIBBEAN TOTAL
UNEMPLOYMENT RATE BY COUNTRIES. Period
January-September 2002 2003 (percentages)
Countries
Unemployment Rate
Source ILO preparation based on official
information from the countries First six months
4
EMPLOYMENT AND INFORMALITY(1990-2002)
  • Most of the increase in employment is in the
    informal sector. Modern employment grew very
    little.
  • Of every 10 new jobs approximately 7 have been
    informal.
  • The trend is towards employment in the tertiary
    sector 9.4 of every 10 new jobs are in the
    services sector.
  • Precarious employment still persists only 4 of
    every 10 new jobs provide access to social
    security systems, and only 2 of every 10 workers
    in the informal sector have social protection.

5
LATIN AMERICA AND THE CARIBBEAN EVOLUTION OF THE
RELATION BETWEEN THE YOUTH UNEMPLOYMENT RATE AND
THE TOTAL UNEMPLOYMENT RATE. 1998-2003 (the
factor by which the youth unemployment rate
exceeds the total rate)
Factor by which the youth unemployment rate is
greater that the average unemployment rate
Unemployment rate 15-19 years
Source ILO preparation based on official
information from the countries
Unemployment rate 15-19 years
6
SOME IMPORTANT TRENDS IN VT IN LATIN AMERICA
DEMAND EXCEEDS SUPPLY IN TRAINING AND VICEVERSA
IN EMPLOYMENT
TRAINING-COMPETITIVENESS NEXUS
NEW PLAYERS AND NEW PRESENCE
NEW TYPES OF FINANCING
PLACING VALUE ON KNOWLEDGE AND HUMAN TALENT
7
BASIC CONCEPTS
OCCUPATIONAL COMPETENCY IS A QUALIFYING AND
ENHANCING CONCEPT OF WORK IT MEANS PROGRESS IN
THE UNDERSTANDING OF HUMAN LABOUR IT INVOLVES
RECOGNITION OF THE COMPLEXITY OF JOB
PERFORMANCE IT ACKNOWLEDGES AND PLACES VALUE ON
KNOWLEDGE ACQUIRED AND SET IN MOTION BY THE
WORKER
8
BASIC CONCEPTS
COMPETENCIES AS A LIST OF TASKS CONCENTRATING
ON OPERATIONAL ACTIVITIES OF WORKERS. BASICALLY
TRANSFORMATION, REVISION, CONTROL, OPERATIONAL
ACTIONS (CUTTING, PASTING, PAINTING, ASSEMBLING,
DISASSEMBLING, CONTROLLING, RECORDING,
ETC.) COMPETENCIES AS A SET OF
ATTRIBUTES INCLUDING THE PERSONALITY AND
BEHAVIOURAL CHARACTERISTICS OF THE PERSON
INVOLVED (DYNAMISM, TEAM WORK, ADAPTABILITY,
CONCERN FOR QUALITY, INTERPRETATION OF SYMBOLIC
LANGUAGE, SUCCESSFUL COMMUNICATION, FOCUS ON THE
CLIENT)
HOLISTIC CONCEPTION OF COMPETENCY Combines the
tasks and attributes of people that are set in
motion to achieve successful performance. A
holism effect is thus obtained.
9
TRADITIONAL ANALYSIS AND IDENTIFICATION OF
COMPETENCIES
OCCUPATIONAL ANALYSIS
FUNCTIONAL ANALYSIS
CENTRES ON WHAT IS DONE
CENTRES ON WHAT IS ACHIEVED
10
COMPETENCIES IN THE NATIONAL TRAINING FRAMEWORKS
TECHNICAL COMP.
GENERIC COMP.
KEY COMP.
GENERAL EDUCATION
11
NEW ILO RECOMENDATION 195 ON HUMAN RESOURCE
DEVELOPMENT
  • Some central subjects for the TVET
  • Development and implementation of education and
    training policies
  • Education and pre-employment training
  • Development of competencies
  • Framework for recognition and certification of
    skills
  • Vocational orientation and support services for
    training
  • Training providers
  • Research into the development of human resources


12
NEW ILO RECOMENDATION 195 ON HUMAN RESOURCE
DEVELOPMENT
Members should, based on social dialogue,
formulate, apply and review national human
resources development, education, training and
lifelong learning policies which are consistent
with economic, fiscal and social
policies. Lifelong learning encompasses all
learning activities undertaken throughout life
for the development of competencies and
qualifications Competencies covers the
knowledge, skills and know-how applied and
mastered in a specific context

13
NEW ILO RECOMENDATION 195 ON HUMAN RESOURCE
DEVELOPMENT

Qualifications means a formal expression of the
vocational or professional abilities of a worker
which is recognized at international, national or
sectoral levels. Employability relates to
portable competencies and qualifications that
enhance an individuals capacity to make use of
the education and training opportunities
available in order to secure and retain decent
work, to progress within the enterprise and
between jobs, and to cope with changing
technology and labour market conditions.
14
NEW ILO RECOMENDATION 195 ON HUMAN RESOURCE
DEVELOPMENT
Develop a national qualifications framework to
facilitate lifelong learning, assist enterprises
and employment agencies to match skill demand
with supply, guide individuals in their choice of
training and career and facilitate the
recognition of prior learning and previously
acquired skills, competencies and experience
this framework should be responsive to changing
technology and trends in the labour market and
recognize regional and local differences, without
losing transparency at the national
level Ensure that vocational education and
training systems are developed and strengthened
to provide appropriate opportunities for the
development and certification of skills relevant
to the labour market.

15
NEW ILO RECOMENDATION 195 ON HUMAN RESOURCE
DEVELOPMENT
Promote, with the involvement of the social
partners, the ongoing identification of trends in
the competencies needed by individuals,
enterprises, the economy and society as a
whole. Measures should be adopted, in
consultation with the social partners and using a
national qualifications framework, to promote the
development, implementation and financing of a
transparent mechanism for the assessment,
certification and recognition of skills,
including prior learning and previous experience,
irrespective of the countries where they were
acquired and whether acquired formally or
informally. The national framework should
include a credible system of certification which
will ensure that skills are portable and
recognized across sectors, industries,
enterprises and educational institutions.

16
MAP OF TVET IN L.A. AND THE CARIBBEAN
cinterfor.org.uy
17
Caribbean Association of National Training
Agencies (CANTA) Area of influence
18
SOCIAL PLAYERS VIS-À-VIS OCCUPATIONAL COMPETENCIES
TRAINING INSTITUTIONS Quality Curriculum Relevanc
e of training Modernization Technical
unit Attention to demand
GOVERNMENT Equity Access Employment Transparency
LABOUR COMPETENCIES
TRADE UNIONS Training Bargaining Compensation
ENTREPRENEURS Productivity Competitiveness Human
Resource
19
STEPS ON LABOUR COMPETENCY APPROACH
CERTIFICATION
TRAINING
NORMALIZATION
IDENTIFICATION
20
LABOUR COMPENTECIES IN LATIN AMERICA
PROMOTED BY SOCIAL PLAYERS
PROMOTED BY EDUCATION OR LABOUR MINISTRIES
PROMOTED BY VOCATIONAL TRAINING INSTITUTIONS
21
LEVELS OF COVER OF EXPERIENCES TOWARDS A NATIONAL
QUALIFICATIONS FRAMEWORK
COVER
NATIONAL QUALIFICATION FRAMEWORKS
THE WHOLE COUNTRY
NATIONAL OFFER OF COMPETENCE BASED TRAINING
GROUP OF OCCUPATIONS
COMPETENCY BASED PROGRAMMES
ENTERPRISE OR SECTOR
T.V.E.T. INSTITUTION
SECTORAL GROUPS
NATIONAL AUTHORITY OR MINISTRY
PLAYERS
22
CBT PROGRAMMES
THEY ARE DEVELOPED ON THE BASIS OF LABOUR
COMPETENCY PRINCIPLES THEY USE VARIOUS TYPES OF
COMPETENCY IDENTIFICATION THEY ARE CENTRED ON
TRAINING THEY STRESS UPDATING OF CURRICULA AND
PROGRAMMES CERTIFICATION IN THE SAME
INSTITUTION THEY CONTRIBUTE TO GENERATING A NEW
INSTITUTIONALITY INATEC (Nicaragua) INTECAP
(Guatemala) INA (Costa Rica) INSAFORP (El
Salvador) SENAI (Brazil) INET (Argentina) SEMTEC
(Brazil)
23
CERTIFICATION OF COMPETENCIES AT SECTORAL LEVEL
USUALLY FOLLOWING A PRIVATE SECTOR INITIATIVE, AT
THE OCCUPATIONAL AREA LEVEL USED ONLY IN THE
SECTORS SPECIFICALLY INVOLVED RANGES FROM
OBLIGATORY TO VOLUNTARY OFTEN RELATED TO TRAINING
PROGRAMMES OR TO VTIs ABRAMAN-FBTS-HOTELS-PETROBR
AS Brazil HOTELS. GASTRONOMY. TOURISM Chile IDB
PROGRAMMES Argentina, Colombia, Paraguay,
Uruguay.
24
MOVING TOWARDS A NATIONAL QUALIFICATIONS
FRAMEWORKS
THEY COVER ALL OR MOST OF THE PHASES OF WORK BY
COMPETENCIES (IDENTIFICATION, STANDARDISATION,
TRAINING, CERTIFICATION) THEY DEFINE PROCESSES
AND RULES OF THE GAME IN GENERAL RE HOW ARE THEY
IDENTIFIED? HOW ARE THEY ACQUIRED? HOW ARE THEY
DEMONSTRATED? HOW ARE COMPETENCIES
RECOGNISED? THEY ARE INITIATED BY DIFFERENT,
USUALLY PUBLIC, AGENCIES. ALL SOCIAL PLAYERS TAKE
PART.
CANTA (Caribbean Region) CONOCER Mexico Chile
Califica VTIs SENA Colombia INSAFORP El Salvador
25
SOME CHARACTERISTICS OF THE NTA IN THE CARIBBEAN
  • Tripartite consultative councils
  • Links between employers and unions
  • Great propensity to share competence standards
  • The wish to create and spread a national standard
    classification of occupations
  • Competence-based raining oriented by demand
  • Sharing the general framework of competence levels

26
THE CANTA A KEY CHARACHTERISTIC IN THE CARIBBEAN
TVET
  • The Caribbean TVET community subscribes to the
    philosophy and practice of competence-based
    education and training.
  • This is founded on prevailing, locally validated,
    international occupational standards which
    describe the specific knowledge, skills and
    attitudes persons must acquire and demonstrate to
    be certified at any level with a National
    Vocational Qualification (NVQ) in any occupation.
  • What this means is that any person certified with
    an NVQ in an occupation in the region, is equally
    competent with his or her counterparts certified
    with their NVQ in that occupation anywhere else
    in the region.

Robert Gregory.
27
THE CANTA A ATTAINMENT FOR THE EDUCATION AND VTI
IN THE CARIBBEAN
  • The Caribbean TVET community has also developed
    significant expertise and demonstrated capacity
    to accredit training institutions and programmes,
    assess and certify persons including assessment
    of prior learning and acquired competencies.
  • The articulation of competent certificate holders
    between training institutions and programmes in
    the region is easily facilitated based on shared
    common standards.

Robert Gregory
28
THE CANTA AN ACHIEVEMENT FOR THE EDUCATION AND
VTI IN THE CARIBBEAN
  • We subscribe to the view that education is a life
    long process through which one learns how to
    learn, learns how to do, learns how to live and
    work productively with other people, and learns
    how to be.
  • The assessment for certification is based on
    performance criteria and conditions under which
    achievement will be assessed, all explicitly
    stated and made public in advance.

Robert Gregory
29
THE LEVELS OF COMPETENCE SHARED BY NTAs IN
BARBADOS, JAMAICA, AND TRINIDAD AND TOBAGO
  • Level 1 Directly supervised worker
  • Level 2 Supervised skilled worker
  • Level 3 Independent o autonomous skilled worker
  • Level 4 Undergraduate. Specialised or supervisor
    worker
  • Level 5 Graduate, professional or managerial
    worker

30
QUALIFICATION MATRIX A STEP BEFORE NQF
Identify Variety. Complexity.
Autonomy. Routine. Predictability. Supervision
received.
FINANZAS
VENTAS
SALUD
AREAS OCUPAC.
5
4
N i v e l
3
2
1
31
(No Transcript)
32
LABOUR COMPETENCY DIFFERENT PERSPECTIVES AND
ITS APPLICATION IN L.A. AND THE CARIBBEAN
PROGRAMMES
INATEC Ni
CADERH
INTECAP Gt
INFOCAL Bo
INSAFORP Sv
ABRAMAN
SENAI Br
CENPAPEL
SENATI Pe
SENAC Br
INET Ar
FBTS
SEMTEC Br
CAPACO Py.
MINEDUC Cl
PROYEC. BID. Arg.
INA Cr
PUBLIC
PRIVATE
HEART/TRUST
MOL Br
HUMAN RESOURCES MANAGMENT TRADE UNIONS
TVET
MOL Pan
NTA TT
INFOTEP RD
MOL Ar
SENCE Chile Califica
MOL / MOE Ch.
Fund. CHILE
SENA Col
PMETYC
CONOCER Mx
NATIONAL SYSTEMS
Fernando Vargas Z..
33
CHALLENGES FOR TVET THE DEVELOPMENT OF
COMPETENCIES
  • DEVELOPING SUSTAINABLE COMPETENCIES
  • TO BECOME INTEGRATED INTO A JOB
  • TO BECOME INTEGRATED INTO SOCIETY
  • DEVELOPING BRIDGES TOWARDS ACADEMIC EDUCATIONAL
    SYSTEMS
  • FOR ONGOING TRAINING THROUGHOUT LIFE
  • WITH THE SAME VALUE AS THE FORMER
  • DEVELOPING HIGHLY PORTABLE BROADLY BASED
    COMPETENCIES TO BE APPLIED TO A WIDE RANGE OF
    JOBS
  • DEVELOPING FLEXIBILITY AND ADAPTABILITY IN WORKERS

34
THE LIFELONG LEARNING CYCLE
CERTIFICATION
EDUCATION TRAINING
ASSESSMENT
EXPERIENCE CITIZENSHIP LIFE
35
ANOTHER CHALLENGE THE CHANGE IN THE WAYS
TRAINING IS DELIVERED
THE SAME PLACE
MODULAR VOCATIONAL TRAINING
TRADITIONAL TRAINING
PRE-SET TIME
VARIABLE TIME
ALTERNATING TRAINING
C.B.T.
DIFFERENT PLACES
36
www.cinterfor.org.uy
THE END
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