PROGRAM OF TRAINING BASED ON COMPETENCE

LABORAL

A CTUA LIZACTION METHODOLOGICAL IN TRAINING BASED ON

LABOR COMPETENCY STANDARD

COMPLEMENTARY MODE

Santo Domingo, R. D.
October 30, 2015 .
 INDEX

CONTENT PAGE

I PRESENTATION 3

II. RANKING MAP 5

III. GENERALDATAOFTHE CLASSIFICATION 6

IV. CN ICO PEDAGOGICAL FORMATOR (A)

TEA PROFILE 8

V. DESCRIPCIÓ N OF THE DERECHORES………………………………………………….

BJ IVO S A P I fly 9

VI. D ESCRIPCIO N OFTHE MODULES OF REJES

A P I am going 10
 F UNDAMENTALCOMPONENTS OFTHE TRAINING PROCESS 10
 RTDE IC ION
 IMP A GROUP TRAINING ACTIONS ANDP SENCIA
RE LES...
11
VII. REQUERIMIENTO S OF RESOURCES 19

VIII MAINLIST 20

IX. REFERENCEREFERENCES……………………………………………………………………………….
NCIA 21

X. CREDITS 22

XI. EJ THESNETWORK PROGRAMS

NOW
SUGGESTIONS FROM M FOR VISION 23

2
 I- PRESENTATION:

The current Program for Methodological Update in Competency-Based Training

Labor, developed in the Competency-Based Curriculum Design Model, aims to achieve in the obI t o
participants the required competencies in the field labor, through
a the acquisition of
knowledge, skills, abilities, and attitudes. It is a support tool for work
teacher, guiding the teaching and learning process, and contributes a improve the quality and
the irrelevance of training. The program contains the following sections:

MAP OF D ISEÑ O CURRICULAR, which includes the modules that make up the program of
training.

GENERAL QUALIFICATION DATA , which includes: Code, Title, or b jet iv o of the Qualification,
Población enfocada, Requisitos de entrada,Modalidad,Duración, Horas teóricas, Horas prácticas,
Fecha de aprobación, Tiempo de revisión,Fecha depublicación,Tipo de calificación, Módulosque
they make up the qualification, Exit profile, Professional profile of the Trainer.

MODULES OF APREND IZA I , which consist of: Module Code, Module Title, General Objective
Module, Correspondence with the Competency Unit, Prerequisites, Duration in hours, Theoretical hours,
bjet
Practical hours, Or learning objectives, Contents (Knowing, Knowing how to do, Knowing how to be), Evaluation criteria
Methodological strategies for didactic planning.

REQU ERIM IEN TO RESOURCES (environment offormación) .

MASTERSLIST, see all Materials, Equipment, Tools, Furniture e Inputs will be

used in the development of the training action .

REFEREN CAI S DOCUMENTARIES, which includes: the bibliographic references, press references or any
type of publication, electronic spaces, and software that support the teacher and the participant.

3
For the implementation of this training program, the development of the following is recommended
general strategies of teaching, learning, and evaluation

The identification of knowledge, skills and abilities that the participant masters,
seaporformation o experience before startingthe training action and isrealization of the application of
the diagnostic evaluation of competencies.

Foster motivation and interest in learning the skills presented in this program
deformation a through the actions that highlight the benefits that the training action offers to
futuregraduate.

Foster the acquisition or reinforcement of knowledge, skills, abilities y attitudes

with the documentary research and fieldwork, teamwork, visits to the sector
related productive areas, taking advantage of these experiences, to incorporate new ones
learning to the already existing ones in the participant.

Promote development y domain of skills and abilities with e I r cgreat y frequent practices,
in which they secrete real conditions o simulated for problem solving, analyzing cases,
o repeat work routines where the participant have the opportunity to transfer them
achievements in different contexts, and to develop other skills, such as decision-making
decision-making, teamwork, resource management, among others.

This program must be submitted a review every 3 years. The Standards Management y TeacherDevelopment, a
through the Development Department y Su Teacher
rv n will provide follow-up a application to
finally realizing the adjustments and amendments that may be required, in accordance with technological advancements
area. To this end, we appreciate the observations you send us in the attached form. The
the workshop can be completed, according to the training action and then it will reach management
ofStandards y Teacher Development.

4
[Link]

Methodological Update in Training Based on Standard

PROGRAM Labor Competence

Module No.1.

Master the fundamental components of the training process

Based on Labor Competence.

Duration: 12 hours

MODULES

Module No. 2

Provision of group and face-to-face training activities.

Duración: 28horas

5
 III. GENERAL DATA OF THE QUALIFICATION
A ACTUALIZAC ION METHODOLOGICAL FO RMAC ION BASED ON NORM OF
CODE: 704 TTITLE: WORKINGCOMPETENCE
OBJETIVOICE OF THE CA LIFICA CIÓN : You will update the and as Fa c t a d o r e from IN FOTEP, in the Training Model Ba s a d o in
Labor Competency Standards (FBNCL) to improve your performance
m e jo r y strengthen their cognitive abilities, with the purpose
that the same is applied in the allocation of its occupational areas of competence .
POBLAC IO N EN FOC ADA :
Jó v e n es y adults with skills, attitudes and interest to comfortably perform as teachers.

ENTRY:
REQUIREMENTS OF
Basic age requirements
Must be at least twenty-two (22) years old or older.
Basic education requirements
Bachelor, with a Technical or Expert or Technologist or Technical Master's Degree or Bachelor's Degree.
Engineer, in the technical specialty that this is about .
Trained as a Professional Training Facilitator.
Basic requirements of experience
Have at least one (1) year of experience in the performance of the trade or specialty .
HOURS HOURS
MODA LIDAD COMPLEMENTATION RA TION :
YOU 40 HOURS 15 HOURS 25 HOURS
TEÓRICAS: PPRACTICES:
DATE OF 30/10/2015. TIME OF
EVERY THREE (3) YEARS
NO. OF Three (3)
A PROBATION REVISION REVIEW:
TYPE OF CA LIFICA TION : SECTOR: RAMPROFESSIONAL PROFESSIONAL FAMILY

III Services Teacher Training Methodological Training

COde IGO: MODULES THAT MAKE UP THE RATING:
FUNDAMENTAL COMPONENTS OF THE TRAINING PROCESS BASED ON LABOR COMPETENCE.
SHARING OF GROUP AND FACE-TO-FACE TRAINING SESSIONS.

6
SA LIDA PROFESSIONAL A CTUA LIZA CIÓN METHODOLOGICAL IN FO RMAC ION BASED ON STANDARD OF
WORKCOMPETENCE

ON THE PROFILE
EXIT: The participant will be competent if:

Master the fundamental components of training based on technical standards of labor competence.
(FBNTCL), according to established principles
y and standards in this type of training .

Apply quality techniques in your teaching performance, according to established quality standards. .

I t iv outcomes for teaching and learning processes according to the established

Prepare ob learning e n d i criteria
je , .

Plan training sessions according to established requirements.

Evaluate the learnings according to the current regulations.

Conduct training processes according to the established criteria and in the correct order of execution.


7
 IV. PROFILE OF THE TRAINER OF THE PROGRAM

Minimum requirements
Basic Education
University degree in Bachelor or Engineer. Preferably graduates in the areas of Pedagogy.
and Psychology.

2. Specialized Education
As a Trainer of Facilitators in Professional Training.
y/
3. Other Studies o Skills
Having basic knowledge of handling word processors or documents and handling
presentations.

4. Experience of Work
Two (2) years in similar work to that of the position.

[Link] Docente:
Have a minimum of four (4) years of teaching experience with adults.

Competencies nails :
person

Ease of expression.
BGood diction.
Practical and Pedagogical Domain.
Creativity.
Initiative.
Reflective capacity y criticism.
Punctuality .

8
 V. DESCR IPC ION OFTHE TOPICS THAT MAKE UPTHE FORMATIVEACTION.

No. TOPICS THAT MAKE UP THE FORMATIVE ACTION. DURATION

/HORAS
01 Fundamental components of training based on technical competence standards 08
labor

02 Improvement of the quality in professional training. 04

03 Learning objectives. 04

04 Didactic planning. 08

05 Evaluation strategies. 04

06 Guidance of the training process. 12

TOTAL HOURS 40

9
VI. D ESCRIPCIÓN OFTHE MODULES OF LEARNING

MODULE OF A PREN SAYA I No. 1

Module Code MODULETITLEOF LEARNING
FUNDAMENTAL COMPONENTS OF THE FORMATIVE PROCESS BASED ON COM PETITIONA LABORAL
OobjectiveGeneral of At the end of this module, the participants will be able to apply the knowledge.
Module acquired about professional training and the labor competence approach, as well as contributing to the m better
the quality of the training actions they provide, according to the established principles, rules, and norms. y
Correspondence with the Fundamental Components of the Competency-Based Training Process .
unit of competence:
Prerequisites
DURATION IN HOURS 12 hours THEORETICAL HOURS 06 HOURS 06
PRACTICES
CON TENESTS
OBMETIVO S DE SA BER KNOWHOWTODO TOKNOWHOWTOBE CRITERIAOF EVA LUA TION
A PRENDITION
1.1. Apply the Fundamental Components of Ability
 of The knowledge
knowledge Standards-Based Training communication. acquired about the
acquired about labor competency loading Compromise
 with training based in
Based Training 
General information about it the institution. Labor Competence enel
en Competition Training with development of the actions
Self-confidence

Labor, in development Approach of training they provide,
same.
training actions Labor Competence. the apply according the
to

Flexibility .
that are taught, according to established methodology.

Dispositional
established methodology. Conceptualizations
 of
Labor Competence. change.
Responsibility.

Types
 of skills.

10
Continuation of Module No. I

CONTENTS

OBI TIVO S DE SA BER KNOWHOWTODO TOKNOWHOWTOBE CRITERIAOF EVALUATION

A LEARNING

Identification
 of  To lwerecia.
labor competition. 
Work and n
eqou. ip
Levels
 of competence.
Normalization
 y
Components of it
Technical Standard (NTCL).

Characteristic
 of
training based on
(NTCL).


Roldel Facilitator in the
training with focus
of labor competence.
.

11
Continuation of Module No. I

CO N HAD

OBI TIVO S DE SA BER KNOWHOWTODO TOKNOWHOWTOBE CRITERIAOF EVALUATION

A LEARNING

[Link] quality concept techniques Plan of improvement Ability

 of Quality techniques
quality in its performance 
Requirements of the Standard of quality communication. in his performance
Teacher speaks improvement ISO 9001. Commitment
 teacher for improvement
l
in its process
of the Teaching process Quality principles. of performance with the of the process of
y Learnaboutid
t,accIordingjto The Management System of IInstitution .
teacher. Teaching and Learning
quality standards . quality in INFOTEP. Self-confidence

the applications in a way
Action Register m i sm o. efficient, according to standards.
Formative Flexibility.

RT-01-PT-ONA-001). Dispositional

change. The Technical Records of

Registration of
Responsibility
 . PT-ONA-001 the evidence of
Assistance
correct way, according to it
(RT-02-PT-ONA-001
normed
Execution plan -RT-01-PT-ONA-001
(RT-03-PT-ONA-001 Action Registration
Registration of
Formative.
Grades -RT-02-PT-ONA-001
(RT-04-PT-ONA-001 Attendance record .
-[Link]-ONA-001
Execution Plan.
-RT-04-PT-ONA-001
Registration of
Grades.

12
 METHODOLOGICAL STRATEGIES FOR DIDACTIC PLANNING

Teaching and learning strategies

The strategies should promote understanding, analysis, and construction of knowledge presented in the contents.
parallelogram of learning outcome.

Teaching strategies y ap r in d iza je recommended for content in the cognitive and attitudinal areas are:
y
Teacher's presentation with active participation of the people in the group and document analysis.

These strategies must be consistent. y relevant to the content and the learning objectives y must include:
Individual
 activities.
Actividadesenequipo
 .
Group
 activities .

Teaching strategies y ap recommended strategies for content in the psychomotor area are:
Workshop
 Practices o laboratory.
Demonstration.

Axis cución.

Each of these activities will be scheduled to be carried out. a through individual and team activities y group
that promote the development of skills, abilities, and attitudes.y
.

13
PRE MODULE ND IZ AJENO. II

Module Code MODULETITLEOF A LEARNING

SHARING OF GROUP AND IN-PERSON TRAINING SESSIONS.
O bjand
iv o General of At the end of this module, the participants will be able to: formulate objectives of
Module ap ren d iforje teaching situations y Learning, applying techniques and teaching methods supported by
effective communication, learning and motivation; planning the management and evaluation of training actions,
according to the professional specialty of the group and established requirements.

Correspondence with the

competence unit:
Prerequisites N/A
DURATION EN 28 hours THEORETICAL HOURS 9 HOURS 19
HOURS PRACTICES
CO N HAD
OBJETIVO S DE SABER TO KNOW HOW TO DO KNOW HOW TO BE CRITERIA OF EV ALSITUATION
LEARNING
2.1 Develop objectives of Obje you
v osdeAp re nd iz aje. Elaborate y Habilidad
 de The objectives of AP r in d i forje
I je
ap r in d to p ar a to redact communication. training actions, the
pr o cteaching Concept
 of Objective objectives of 
Commitment to elaboration containing all
y aper onde, i enel
j A preliminary
d learning the Institution. suselements.
development of actions Self-confidence

training, according to the

Functions e Importance. same.
established criteria. 
Flexibility.

Domains, classification y 
Dispositional
levels of objectives. change
Responsibility.


Preparation y drafting of
objetivosde apren j
d Izae.

14
Continuation of module II

CONTENTS
OOBJECTIVES OF SABER KNOW HOW TO DO TO KNOW HOW TO BE CRITERIA OF EVALUATION
A PRENDIZAJE
2.2. Plan actions Planning D id Arctic
o. Develop: Ability
 of The training actions of your
concrete formative of Generalities,
 usefulness, communication. specialty plans it without
his specialty, of types y characteristics of ElPlan de Commitment
 to difficulty through a plan
agreement a the the plans. Eexecution the institution. execution containing
specifications of a session all the elements of a

Advantages and limitations of Self-confidence

established. declare. class session.
planning. same.

The curriculum o program of 
Flexibility
The Plan of
training. 
Dispositional
Eexecution
Learning
 modules, paralaPractice
change.
of a program of Didactics Responsibility.

training

MasterList.
Plan
 of Ejec solution.

The Didactic Practice.

15
Continuation of module II

CONTENTS

OBMETIVO S DE SA BER KNOWHOWTODO TOKNOWHOWTOBE CRITERIAOF EVALUATION

A LEARNING

2.3 Application strategies and Evaluation Strategies Elaborate Ability

 of The strategies e instruments
instruments of Generalities
 of it instruments of communication. devaluation to verify the
evaluation in the Ev tosituation
the . evaluation: Commitment
 i I,
aper fordapplies it of
development of actions course correct way, attending to
formative, according to List of the shower, guide domain of the objective thus c o m o a
Principles
 y functions Iinstitution.
requirements of the of observation Self-confidence
 the characteristics of the
devaluation.
current regulations. performance. mesmo. topics to evaluate.

Characteristics
 of her 
Flexibility.
evaluation. Written tests of 
Dispositional
(different types) change.
Types
 of Evaluation Responsibility
 .
Other strategies of
evaluation between
Standards
 y criteria of
other ways of
evaluation process.
evaluation cheese
estimated place.
Evaluation
 techniques.

Elaboration
 of
Instruments of
evaluation, according to the
objectives and types.

16
Continuation of module II

CONTENTS

OBJET IVOS DE SA BER KNOWHOWTO DO KNOWINGHOWTOBE CRITERIA OF EVALUATION

LEARNING
2.4. Driving processes Driving the Training Process Demonstration of three Ability
 of The process of formation it
training, according a a five practices communication. drives, without difficulty a
your specialty. 
Requirements established didactics below the Commitment
 through theecde ej u ció n
in the norm for NTCL approach. with the didactic practices, following
conducting the process IInstitution. the criteria established in
training based on Self-confidence
 theNorm Technique of
N TCL. M Ismo. Training Facilitator

Flexibility. Professional.

Dispositional
change.
Responsibility.


17
 METHODOLOGICAL STRATEGIES FOR DIDACTIC PLANNING

Teaching and learning strategies

The strategies should promote understanding, analysis, and construction of knowledge presented in the contents.
parallelogram of learning outcome.

Teaching strategies y aprendizaje recommended for content in the cognitive and attitudinal areas are:
Presentation by the teacher with active participation of the people in the group and document analysis.

These strategies must be consistent y relevant to the content and learning objectives include:
y they must
Individual
 activities.
Team
 activities.
Group
 activities.

Teaching strategies y aprecommended strategies for psychomotor area content are:

Workshop
 practices o laboratory.
Demonstration.

E xecution.

Each of these activities will be scheduled to be carried out. a through individual activities, in teams y group
y
that promotes the development of skills, abilities, attitudes.
.

18
VII. RESOURCE REQUIREMENTS
Training environment

ios:
Mo bfamiliar


Table and chair for the person ffacilitator.

Chairs and tables for participants
Blackboard


Flipchart

Space f physical:


Minimum space required for a classroom of 23 square meters

Illumination temperature n:

 adequate load for the activity

The a to carry out

19
VIII. MASTERLIST

No. MA TERRITORY
THE
S UNIT QUANTITY
01 Participant guides on topics No. 2, 3, 5, 7, 9, 10 and U nidad Minimum 18
11 of the Facilitator Course of Professional Training
Maximum 25
02 Permanent markers of different colors C ah 1
03 Black pencil y blue0.5 U nidad 1
04 Folios ( hello
as of flip charts) 24 x 36 U nidad 25
05 Multicolored cardboard Units 10
06 Colored markers for whiteboard U nidad 5
07 Bond Paper 8 1/2 x 11. H ojas 100

20
[Link] BIBLIOGRAPHIC

[Link] guides on topics No. 2, 3, 5, 7, 9, 10, and 11 of the Training Facilitator Course
Professional. Santo Domingo. INFOTEP. 2015.

2. INFOTEP/ Standardization, Curriculum Design, Training, Evaluation, and Certification of Labor Competencies
(Experiences of INFOTEP). Santo Domingo 2013.

3. Implementation Project y Development of the National System of Certification Training Ba jo Standards of

Labor [Link]: August, 2005.

4. Curriculum Design Based on Labor Competence Standards, Concepts and Guidelines

Methodological. Buenos
Bgood Aires: CINTERFOR 2004.

5. . VargasZúñiga,F: 40preguntas sobre Competencia Laboral. Montevideo,CINTEFOR, 2004. Página Web.

6. LUDEÑA, AIDA AÑAÑOS; NORMA Y MARROQUIN, HUGO: Labor Competency Training,

Technical Pedagogical Guide for Professional Training Teachers. Lima: CAPLAS 2004.

7. System of Standardization and Certification of Competencies, a proposal for Implementation in The

Sthev ad o r: ISAFORP 2001.

8. MERTENS, LEONARD: Lab Competition o ral : On r gim iinto y Models. Montevideo: CINTERFOR, 1996.
[Link]

The present document corresponds to the Program Methodological Update in Training Based on Standard of
Labor Competence, in the Complementation modality. It was prepared according to PT-ONA-052, in the Management of

Teacher y
Development Standards, through the Department of y Superv I on
Development Teacher.

RED DESIGNED BY: Lic. Diurca D. Vólquez Pérez

Technical Department of Development and
Teaching Supervision

REVIEWED POR: Lic. José Rafael Croussett Paredes

Head of Development Department y
Superv iyes ó n Teacher.

VERIFIED PO R: Lic. Maura A. Corporán Solano

Management of Standards yTeacher Development.

SPECIALISTS: Technicians Development Department y

Teacher Supervision:
Lic. Mercedes Báez Ditrén.
Lic. Ana Antonia Arias Almonte.
Lic. Ybelys Mateo Pérez.
Lic. Evelyn Nina Jones.
Licdo. Edwin Díaz Rivera.

Trainer of Training Facilitators

Professional:
Lic. Martha Lilian Rivera.
Lic. Martina Ruiz.
Lic. Francisco Sánchez.
22
 XI. Suggestions from M for the Training Program Review
yesterday

Regional Management: Operational Center of the System (COS):

Name of the Training Action: Facilitator

Date:

Page Current content Propposite Jus tidentification

n of the improvement

r/a
Signature of Ffacility o Supervisor

NOTE:Sisu proposal take more space than the one containing the form, you can attach. additional sheets.
23
Regional Management or Name of COS: The name of the Regional Management or COS responsible for the execution of
the training action.
Training Action: Write the name of the training action as it appears in the programming.
or/a:
FPlease
I state the name of the teacher responsible for the training action.
Date: Write the actual date where the proposal is made. m e jor
PPlease
a: write down the page number of the program where it can be found. m e jora.
Current content: It writes the information that is suggested to be modified, as it appears in the action program.

formative.
Propuesta: Write the suggestion. o proposal for change, on how the content should appear within the program of
training, specify whether it should be deleted, reordered, or merged o insert new information.
t
Jusification ofnthe It explains the reason why there is a need for a change in the content of the training program.
improvement
or/a:
FaciPlease write the full name of the facilitator who conducts the training.
rv or:
SPlease write the full name of the person in charge of the workshop, responsible for the training program.

24