scholarly journals La influencia de las competencias genéricas en la empleabilidad laboral inicial. Caso de estudio en la UANL.

2017 ◽  
Vol 8 (16) ◽  
Author(s):  
Valeria Paola González Duéñez ◽  
Joel Mendoza Gómez
Keyword(s):  
Social Interaction ◽  
Educational Program ◽  
Job Skills ◽  
Phase Iii ◽  
Study Phase ◽  
Generic Competencies ◽  
Effect Model ◽  
Aeronautical Industry ◽  
Competency Based ◽  
Teaching Learning

Abstract. Currently the aeronautical industry demand human resource that is highly competitive with excellent abilities, skills and job skills that allow the growth of this industry in Mexico. UANL offers the educational program in Aeronautical Engineering and because is a program designed under the new competency-based education model, it is necessary to measure the employability of students working under this new teaching-learning process, such as is achieved and even provide feedback to continually improve any area of opportunity in the transition of students during their training. This research presents a cause-effect model where independent variables are considered classified generic competencies: instrumentals, social interaction and integrative, and the dependent variable initial workforce readiness. Todefine the variables, objectives and hypotheses we did an analysis of competency-based international models. Variables were operationalized to design and determine the reliability of the measuring instrument performing the content validity with 12 experts on the competency model. To test the hypothesis of educational program were selected 103 students usingPhase I, II and III as field study. Phase I is an assessment of students, Phase II is an evaluation with teachers and Phase III is the opinion of employers. Finally, we present the results of analysis of the direct influence of generic skills: instrumentals, social interaction and integrative and professional-labor performance work called initial workforce readiness.Keywords: employability, generic competencies, initial workforce readinessResumen. Actualmente la industria Aeronáutica demanda recurso humano que sea altamente competitivo con excelentes capacidades, destrezas y aptitudes laborales que permitan el crecimiento de esta industria en México. En la UANL se oferta el programa educativo de Ingeniero en Aeronáutica y por ser un programa diseñado bajo el nuevo modelo educativo basado en competencias, es necesario medir la empleabilidad de los estudiantes  que trabajan bajo este nuevo proceso de enseñanza-aprendizaje, de tal forma de que se logre mejorar continuamente e inclusive retroalimentar cualquier área de oportunidad en el tránsito de estudiantes durante su formación. En esta investigación se plantea un modelo causa-efecto en el que se consideran como variables independientes las competencias genéricas clasificadas en: instrumentales, de interacción social e integradoras; y la variable dependiente la empleabilidad laboral inicial. Se realizó un análisis de los modelos internacionales basados en competencias, definiéndose las variables, los objetivos y las hipótesis. Se operacionalizaron las variables para diseñar y determinar la confiabilidad del instrumento de medición realizándose la validez de contenido con 12 expertos sobre el modelo por competencias. Para probar las hipótesis se seleccionaron 103 estudiantes del PE aplicando Fase I, II y III como estudio de campo. La Fase I es una evaluación de estudiantes, la Fase II es evaluación con profesores y la Fase III es la opinión de los empleadores. Finalmente se presentan los resultados del análisis sobre la influencia directa entre las competencias genéricas: instrumentales, de interacción social e integradoras y el desempeño profesional-laboral llamado empleabilidad laboral inicial.Palabras clave: competencias genéricas, empleabilidad, empleabilidad laboral inicial

scholarly journals La influencia de las competencias genéricas en la empleabilidad laboral inicial. Caso de estudio en la UANL.

2017 ◽  
Vol 8 (16) ◽  
Author(s):  
Valeria Paola González Duéñez ◽  
Joel Mendoza Gómez
Keyword(s):  
Social Interaction ◽  
Phase I ◽  
Educational Program ◽  
Job Skills ◽  
Phase Iii ◽  
Study Phase ◽  
Generic Competencies ◽  
Aeronautical Industry ◽  
Competency Based ◽  
Teaching Learning

Abstract. Currently the aeronautical industry demand human resource that is highly competitive with excellent abilities, skills and job skills that allow the growth of this industry in Mexico. UANL offers the educational program in Aeronautical Engineering and because is a program designed under the new competency-based education model, it is necessary to measure the employability of students working under this new teaching-learning process,such as is achieved and even provide feedback to continually improve any area of opportunity in the transition of students during their training. This research presents a cause-effect model where independent variables are considered classified generic competencies: instrumentals, social interaction and integrative, and the dependent variable initial workforce readiness. Todefine the variables, objectives and hypotheses we did an analysis of competency-based international models. Variables were operationalized to design and determine the reliability of the measuring instrument performing the content validity with 12 experts on the competency model. To test the hypothesis of educational program were selected 103 students using Phase I, II and III as field study. Phase I is an assessment of students, Phase II is anevaluation with teachers and Phase III is the opinion of employers. Finally, we present the results of analysis of the direct influence of generic skills: instrumentals, social interaction and integrative and professional-labor performance work called initial workforce readiness.Keywords: employability, generic competencies, initial workforce readinessResumen. Actualmente la industria Aeronáutica demanda recurso humano que sea altamente competitivo con excelentes capacidades, destrezas y aptitudes laborales que permitan el crecimiento de esta industria en México. En la UANL se oferta el programa educativo de Ingeniero en Aeronáutica y por ser un programa diseñado bajo el nuevo modelo educativo basado en competencias, es necesario medir la empleabilidad de los estudiantes  que trabajan bajo este nuevo proceso de enseñanza-aprendizaje, de tal forma de que se logre mejorar continuamente e inclusive retroalimentar cualquier área de oportunidad en el tránsito de estudiantes durante su formación. En esta investigación se plantea un modelo causa-efecto en el que se consideran como variables independientes las competencias genéricas clasificadas en: instrumentales, de interacción social e integradoras; y la variable dependiente la empleabilidad laboral inicial. Se realizó un análisis de los modelos internacionales basados en competencias, definiéndose las variables, los objetivos y las hipótesis. Se operacionalizaron las variables para diseñar y determinar la confiabilidad del instrumento de medición realizándose la validez de contenido con 12 expertos sobre el modelo por competencias. Para probar las hipótesis se seleccionaron 103 estudiantes del PE aplicando Fase I, II y III como estudio de campo. La Fase I es una evaluación de estudiantes, la Fase II es evaluación con profesores y la Fase III es la opinión de los empleadores. Finalmente se presentan los resultados del análisis sobre la influencia directa entre las competencias genéricas: instrumentales, de interacción social e integradoras y el desempeño profesional-laboral llamado empleabilidad laboral inicial.Palabras clave: competencias genéricas, empleabilidad, empleabilidad laboral inicial

scholarly journals Necesidades formativas del docente universitario

2014 ◽  
Vol 12 (4) ◽  
pp. 161 ◽  
Author(s):  
María Teresa Espinosa Martín
Keyword(s):  
Learning Process ◽  
Teaching Experience ◽  
Educational Context ◽  
University Teachers ◽  
Generic Competencies ◽  
Educational Framework ◽  
Competency Based ◽  
Teaching Learning ◽  
High Level

<p>Las actualizaciones metodológicas y de concepto acontecidas en el proceso de enseñanza-aprendizaje que se lleva a cabo en las universidades desde la entrada en vigor del Espacio Europeo de Educación Superior (EEES), implican cambios en los distintos ámbitos que constituyen el contexto educativo: las instituciones, los alumnos y los docentes.<br />Este marco educativo requiere la adquisición de determinadas competencias, no sólo en los alumnos sino también en los docentes. Las competencias que debe desarrollar un docente universitario en la actualidad van más allá de una instrucción, pretendiendo lograr una mejora significativa de la calidad del proceso de enseñanza-aprendizaje del estudiante.</p><p>A partir de nuestra experiencia docente a lo largo de varios años y después de valorar el concepto de buen docente que se tiene desde los diferentes ámbitos, se marcan una serie de competencias genéricas que consideramos de formación imprescindible para todos los docentes que no posean un elevado nivel de desempeño.<br />Dentro de estas competencias destacamos las interpersonales, de comunicación, metodológicas, y tecnológicas, haciendo hincapié en la capacidad de evaluación, dada la importancia de realizar una formación por competencias y su respectiva evaluación por competencias en este marco educativo.<br />No resulta sencillo encontrar expertos que aporten formación significativa a los docentes universitarios en cada una de estas competencias. Encontramos docentes experimentados que desarrollan muy bien alguna de estas competencias pero necesitaremos especialistas en la materia, en ocasiones ajenos a la educación, para otras.</p><p><strong>ABSTRACT</strong></p><p><strong>Training needs of university teachers.</strong></p><p>The methodological and conceptual updates that occurred in the teaching-learning process that takes place in universities have been carried out since the entry into force of the European Higher Education Area (EHEA), imply changes in the different areas that make up the educational context : institutions, students and teachers.<br />This educational framework requires the acquisition of certain skills, not only by students but also by teachers. The skills to be developed by a university teacher currently extend beyond instruction, trying to achieve a significant improvement in the quality of the student‘s teaching-learning process.<br />From our teaching experience over several years and after assessing the concept of good teaching that you have from different fields, a number of generic competencies that we consider essential training for all teachers who do not have a high level of performance can be highlighted.<br />Among these competencies, we can highlight the interpersonal, communicational, methodological, and technological, emphasizing the assessment capacity, given the importance of a competency-based training and its evaluation competency in this educational context.<br />It’s not easy to find experts to provide a significant training for university teachers in each of these competencies. We found some very experienced teachers who put into practice some of these skills but we need specialists in the field for the other skills, sometimes outside of education.</p>

scholarly journals Control of students' autonomous learning in competency-based teaching of mathematics

2019 ◽  
pp. 24-31
Author(s):  
S. N. Gorlova ◽  
E. A. Makarova
Keyword(s):  
Training System ◽  
Autonomous Learning ◽  
Federal State ◽  
Subject Knowledge ◽  
Competency Based ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Teaching Function ◽  
State Educational ◽  
Teaching Learning

Federal State Educational Standards of Higher Education have designated a reorientation from the subject-knowledge education model to the competency-based one, when the goal is to develop students' personal and professional features with an emphasis on their autonomous learning. Universality and generality of requirements for the results of studying the bachelor’s programme in Pedagogical Education does not exclude, but assumes the subject’s orientation of the competencies formulated when implementing specific areas of training. This requires rethinking the functionality of all components of the training system, including the contents. It is the very aspect that remains insufficiently revealed for competency-based teaching of mathematics. The vector of a significant part of studies is directed towards the search for effective educational technologies. Meanwhile, continuity in nurturing competencies requires considering professional orientation on teaching-learning the subject. Reviewing mathematical contents is also vital as the proportion of students’ autonomous learning is getting increased. The article substantiates the role and significance of mathematical contents in arranging control of students' autonomous learning. Keeping in mind the priority of control’s teaching function, it is proposed to make up tasks that contribute to assessing not only knowledge, but also experiential and motivational components of competences.

scholarly journals Autonomous Learners: How Competency-Based Curriculum could Accelerate EFL at English Education Department

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 72
Author(s):  
Jati Suryanto
Keyword(s):  
Language Learning ◽  
English Education ◽  
Learning Processes ◽  
Autonomous Learning ◽  
Education Department ◽  
Competency Based ◽  
Long Life ◽  
Ultimate Objective ◽  
Student Centred Learning ◽  
Teaching Learning

This paper will explore the implementation of the Competency-Based Curriculum at the Department of English Education, Universitas Muhammadiyah Yogyakarta,  in reaching the goal of creating autonomous learners. Autonomous Learner is the ultimate objective in teaching learning processes. It is the beginning of the long-life learning processes. By creating autonomous learners, the process of achieving better graduate quality will be more effective and efficient. To reach the goal of producing autonomous learners, the Department of English Education, Universitas Muhammadiyah Yogyakarta,  focuses its curriculum on the graduate abilities in “thinking how to think” and “learning how to learn” through the Competency Based Curriculum.Competency-Based Curriculum (CBC) is the teaching learning planning which bases its objectives on the students’ competences. To achieve the ultimate goal of language learning the Department of English Education, Universitas Muhammadiyah Yogyakarta needs to choose the relatively most effective curriculum and method of teaching for the students. Therefore, the department chooses CBC that applies student centred learning (SCL) to achieve the autonomous learning model. The department also applies constructivism approach which enhance the students curiosity to accelerate the autonomous learning in the student centred learning.   

scholarly journals The importance of social interaction activities in the teaching-learning process of English as a Foreign Language

Entretextos ◽  
2017 ◽  
Vol 17 (1) ◽  
pp. 61
Author(s):  
Laryssa Paulino de Queiroz Sousa ◽  
Carla Janaina Figueredo
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching Learning

Este estudo foi realizado em uma escola estadual de Goiânia, em Goiás, Brasil, com quinze alunos de um grupo de terceiro ano do ensino médio, em 2014. As principais ideias que conduziram este estudo giram em torno da importância da interação no processo de ensino-aprendizagem de língua inglesa, a presença do outro e autonomia/autorregulação dos alunos. A base teórica da pesquisa provém do dialogismo bakhtiniano (BAKHTIN, 1993, 2003; BARROS, 1997; BRAIT, 2005), do sociointeracionismo vigotskiano (VYGOTSKY, 1978; MOLL, 1990; LANTOLF; APPEL, 1994; REGO, 1995) e dos pensamentos freireanos (FREIRE, 1996, 2005) que dizem respeito ao posicionamento dos estudantes como agentes de sua própria aprendizagem. Os objetivos gerais foram: averiguar as percepções dos aprendizes-participantes em relação ao processo de ensino-aprendizagem de inglês, antes e depois das intervenções; observar como diferentes formas de interação social (P-A, P-As, A-P, A-A, As-As, As-P) podem interferir em aulas de inglês de um grupo do terceiro ano de uma escola estadual; e descrever como a professora-pesquisadora percebe a experiência de ensinar inglês com seu foco voltado para a interação social. A metodologia usada é a pesquisa-ação qualitativa (THIOLLENT, 1986; ENGEL, 2000; MELLO; REES, 2011) e os instrumentos utilizados para gerar os dados foram questionários, notas de campo e entrevistas. Os resultados mostram que os alunos puderam perceber o inglês como língua possível de ser apropriada por eles, usada para comunicar, e também puderam reconhecer a importância do outro no processo de ensino-aprendizagem. Ademais, a professora-pesquisadora pôde perceber que aulas interativas e efetivas foram possíveis naquela escola pública.

scholarly journals Nursing education: seeking critical-reflexive education and professional competencies

2006 ◽  
Vol 14 (5) ◽  
pp. 755-761 ◽  
Author(s):  
Kênia Lara Silva ◽  
Roseni Rosângela de Sena
Keyword(s):  
Labor Market ◽  
Nursing Education ◽  
Exploratory Study ◽  
Qualitative Approach ◽  
Methodological Framework ◽  
Active Subject ◽  
Professional Profile ◽  
Competency Based ◽  
Definition Of ◽  
Teaching Learning

The study describes changes that are noted in students during training and which contribute to define a professional profile. We carried out a descriptive-exploratory study with a qualitative approach, based on dialectics as a theoretical-methodological framework. The data was obtained from documented analysis and through focal groups with teachers, students and service nurses. The results show the student's position as an active subject in the teaching-learning process, through a movement of transformation of academic structures. A correlation was found between the movement that seeks students' greater political, active and critical participation as a way of determining and guiding the profile of the generalist nurse and greater social insertion. We conclude that, despite efforts, training guidelines and the definition of the professional profile in the study settings is directed at the demands of the labor market, and that competency-based training is still incipient.

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