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CURRICULUM DESIGN
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FUNDAMENTOS PSICOPEDAGÓGICOS
Constructivism
Human Development Cognitive and emotional
aspect
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• The student through the appenticeship learning
  process will know, think act, analyse, critisize
  and propose.
• The individual modifies and will assume
  responsibility for his conduct in his own
  apprenticeship process
• The realisation of educational activities coming
  from experience, the discovery and immediate
  application of what was attained in the classroom
  is transferred to real life.
• Cognitive, psychomotor, and emotional
  (mentors/mentoring) development in order to shape
  integral individuals that fulfill their
  productive function with quality and efficiency
  en the work and social context. and development

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• To bring together the WHAT and HOW in the
  process of apprenticeship-learning.
• To teach concepts about significant and
  contextualised topics.
• To employ didactic strategies aimed at helping
  the student to build up significant knowledge.
• To promote team work in order to help shape a
  coherent and integral social identity in the
  students.
• To include didactic activities which promote the
  students development of moral sensitivity and
  which might prompt him to behave in an ethical
  and responsible manner before himself and before
  others.
• To seek mechanisms and spheres which may permit
  the student to reflect on his conduct and
  collectively look for modifications to or
  affirmation of his beliefs and attitudes.

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PREVIOUS UNDERTAKINGS
Phase I Diagnosis of educational Offerings 94 146
disciplines to 63 disciplines
Phase II Delimitation of Educational Offerings
95 63 disciplines to 29 national disciplines
and 11 regional disciplines Investigative/Evaluati
ve State Meetings
Phase III Curriculum Strengthening Curriculum
Evaluation Conferences Expert Panels
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Graduate Profile

• The expression the graduates desireble and
  viable characteristics, ennunciated in terms of
  knowledge, abilities and specific attitudes that
  will develop the technical studies graduate based
  on needs and social and labour opportunities.

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Regulatory and academic sustenance
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Example Case of Conalep, Mexico
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The materials are prioritised from greatest to
least importance, they complement each other and
are classed in two aspects, occupational and
integral.
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Professional Profile Design

• The Professional Profile is developed according
  to the analysis carried out considering the
  occupational and integral aspect
• It begins with The Technical Studies
  Graduate..will be capable of...
• The productive function will be stated in the
  infinitive.
• Certain scientific and technological knowledge,
  skills, values and attitudes will be reflected
  synthetically in each staement.
• A statement is made for each of the functions
  which refer to varying tasks.
• Disciplines necessary for determined training are
  are identified.
• Required apprenticeships are stated in the
  infinitive.

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Curriculum
Academic Project which determines the order,
organisation and selection of topics for the
apprenticeship-teaching, including evaluation
criteria contributing to the acheivement of
social and cultural objectives, for training the
Secondary Technical Studies Graduate.
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Curriculum Design
The Technical Professional Curriculum is
represented graphically by the circular map.El
Plan de Estudios del Profesional
TécnicoBachiller se representa gráficamente por
el mapa curricular. The functions are ordered
from greatest to least and are divided into
related functions in two blocks which will permit
the defining of intermediate profiles of persons
who did not complete Secondary education up to
the graduate professional profile. The name of
the module must be defined in terms of competence.
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Curriculum Design
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Self-Contained Modules They are referred to
vocational or occupational competencies that must
be promoted in teaching. These modules are
defined apart from productive functions which are
embedded in the curriculum.
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• Transverse Modules
• These modules bear the distinctive characteristic
  of belonging to a generic area of the Technical
  Professional graduate, besides being akin to two
  or more disciplines..
• Common functions are correlated to the area of
  training, considering that the generic training
  areas in Conalep are
• Engineering Production and Transformation
  processes, Metalwork and Mining, Automobile,
  Electronic, Installation and Maintenance
• Information Technology,
• Management, Trade y Turism, and
• Medical Sciences.

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• Specific Modules
• These modules give the career of Technical
  Professional identity, and corresponds to the
  technical area.
• The modules are structured bearing in mind that
  there must be at least one per semester.

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• Optional Modules
• They address the regional need for occupational
  training.
• The student can take these modules (even though
  they may be outside of their specialisation) at
  any time and when they coincide with their own
  discipline.
• To determine these modules it is necessary to
• To investigate the fields in the area, region,
  or country where there are demands for Technical
  Professionals.
• Relate productive functions to the town or
  regions job market demands.

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Foundation Modules These modules offer
students basic and foundational knowledge of the
sciences and humanities at a pre-tertiary level
with the option of entering a degree programme.
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• Integrated Modules
• Identify the area of knowledge which the career
  belongs to
• Identify the specific disciplines of the area of
  specialization to correlate each of the
  self-contained modules with each integrating
  module
• To organize the contents of each discipline into
  modules.
• To select the modules of discipline that would
  integrate with the training block in order to
  orient them into the adquisition of the
  disciplines of knowedge required for entry to the
  next highr level.
• To arrange the modules so that they progress
  logically and and in greater depth of its
  contents (scientific, technological and
  humanistic), accomplishing an integal vision of
  the plan of studies.
• To write the name of the module in the formation
  of the semester to which it applies, according to
  the format of the curriculum map.
• To verify the time assigned to each module and
  the total time, taking into condideration the
  academic tasks of the plan of studies.

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• Programme of Studies

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Components of a Module Based on Competencies

• How to Use the Programmme of Study
• Curriculum Map of the Career
• Presentation of the Module
• Curriculum Map of the Module
• Technical Standard of the Labour Competency (NIE
  or NTCL)

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• Units of Apprenticeship
• Practicals and Lists of Comparison
• Evaluation guide
• Testing Repository
• Responses
• Bibliography

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conalep
Colegio Nacional de Educación Profesional Técnica
HOW TO USE THIS PROGRAMME OF STUDY
DESCRIBED HERE ARE THE CHARACTERISTICS OF EACH
ONE OF THE COMPONENTS OF THE MODULE
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conalep
Colegio Nacional de Educación Profesional Técnica
Module Name of Module
NAME OF THE CAREER
Career
Module
Key
1. SEMESTER 2. TOTAL HOURS FOR THE SEMESTER
INDICATNG HOURS FOR THEORY AND HOURS FOR
PRACTICALS 3. THE COMPETENCIES AND KNOWLEDGE
REQUIRED TO PURSUE THE MODULE 4. TO WHAT GROUP OR
SETOR OF THE POPULATION IT IS ORIENTED
Semestre
Prerrequisitos
Dirigido a
Duración
Teoría
Práctica
Presentation
DESCRIBES THE IMPORTANCE OF THE MODULE AND THE
CONTENTS OF THE UNITS OF APPRENTICESHIP
Aim
DESCRIBES THE COMPETENCY THE STUDENT SHOULD
AQUIRE ON COMPLETING THE THE MODULE.
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Results of learning
Units of Learning
IT IS THE EXPRESSION OF CONCRETE ABILITIES,
KNOWLEDGE AND SKILLS EXPECTED FROM THE
PARTICIPANT
NAME OF THE UNITS OF LEARNING IN WHICH THE
MODULE ARE DIVIDED ACCORDING TO DIDACTIC PLANNING
Occupational Module
NAME OF THE MODULE MAKING REFERENCE TO THE
COMPETENCY BEING DEVELOPED.
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Structure of the Standardised Components of the
Sandard
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Contextualizing with Competencies
Strategies for apprenticeship teaching
Basics
Scientific/theoretical
Technological
Analytical
Logical
Key
informative
Environmental
Quality
Entrepreneurs
For life
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Technological
CONTEXTUALIZATION OF SELF- CONTAINED MODULES
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Work
CONTEXTUALIZATION OF INTEGRATED MODULES
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THE TAKING APART OF ACTIVITIES RELATING TO THE
DEVELOPMENT OF THE PRACTICAL, DESCRIBING STEP BY
STEP THE WHAT AND HOW IT WILL BE ACCOMPLISHED
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QUESTIONS TO VERIFY THE COMPREHENSION AND COMMAND
OF THE CONTENTS OF THE COURSE MODULE
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ARE THE DEVELOPMENT OF FORMULATED QUESTIONS
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LISTING OF BOOKS, MAGAZINES, BROCHURES, TECHNICAL
AND OPERATION MANUALS OR ANY OTHER TYPE OF
SUPPORT SUGGESTED TO HELP THE TEACHER AND STUDENT
IN THE EDUCATION-LEARNING PROCESS
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PROCESS OF TRANSLATION OF THE NTCL COMPONENTS
INTO THE COURSE-MODEL COMPONENTS
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• PROCESS OF INTERPRETATION OF THE NTCL COMPONENTS
  FOR THE CURRICULAR DESIGN
• Identify the norms
• Materials, tools, machinery and employee
  equipment.
• Methods, technologies and proceedure.
• Previous knowledge, principles or bases to
  develop competence.
• To review the learning results against the
  content of the NTCL.
• Organize content.
• To redefine strategies of teacher-learning.
• To refer NTCL criteria and competency performance
  to apprentiship evaluation techniques.

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Field of Application   Category Class 1.      
Machinery -         Skimmer -        
Homogeniser -         Pasteuriser -        
Malaxadora -         Cutter 2.      
Equipment -         Tubs de coagulation -       
  Moldes -         Lyes -        
Presses -         Agitatores    Performance
evidence 1.       Preparation of cleaning and
sanitization solutions on three
occassions. 2.       Emergency or unforeseen
attention on three occassions. 3.      
Determining of oil, pressure and temperature
levels on three occassions. 4.       Machinery
and equipment operation on three
occassions. 5.       Placement of machinery and
equipment accessories on three occassions.  
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  Product Evidence 1.       Clean and sanitized
machinery and equipment. 2.       Selected
machinery and equipment accessories. 3.      
Anomalies detected during reported machinery and
equipment use.   Proof of attitudes   Responsib
lity 1.       Preparation of cleaning and
sanitizing solutions on three occassions. 2.     
  machinery and equipment cleaning and
sanitization. General guidelines for
evaluation   1.      The direct observation of
performance to obtain data. 2.    The machinery
and equipment for cheese manufacturing will vary
in characteristics and capacities depending on
the type of cheese and productivity saught,
therefore the evalution must take this aspect
into consideration to evaluate the candidates by
the type of machinery and equipment required for
manufacturing. 3.      In the performance
evaluation 3 it must be taken into account that
in some companies or institutions the area of
quality control is equvalent to the area of
sanitation and hygiene.
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Unidades de Aprendizaje
 
Unidades de Aprendizaje
1
Generalidades de la leche.
Duración 26 hrs.
Propósito
 
Al finalizar la unidad, el alumno identificará
las características de la leche, mediante el
análisis de sus componentes, para aplicar estos
conocimientos en la elaboración de productos
lácteos.
 
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Overall View
Part of the Expert Panel (Curriculum),
Application or Qualification
Start
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Occupational Module
Application
Qualification
3
1
To verify the application in the vacancy
catalogue and the manual of Conalep policies.
To analyze the content of the NTCL (purpose,
justification, level, units and competency
elements)
To analyze information of State Consultation
Meetings, Expert Panels and Curriculum Evaluation
Sessions.
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2
4
Does the course exist?
SI
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Select the course unit.
NO
a
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Overall View ( Continued)
To define the general aim of the course (will
respond to the what , how and why expectedin the
future, considering the aim of the competence
units)
Revision of the course
To recieve special technical consulting
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7
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SI
Does it need alteration?
To define the general course aim( will respond to
the what, how and why expected in the future)
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NO
Move on
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To define the name of the course( considering the
title of the competence unit)
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Define the name of the course
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10
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Overall View ( continued)
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To analyze the NTCL, NIE or NE content (purpose,
justification, level, units and competency
elements and regualatory components)
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To select apprenticeship elements or units for
the course based on its aim
SI
Does the NTCL exist?
NO
SI
Does the NIE or NE exist?
NO
To define the unit or apprenticeship units ( to
consider competency elements)
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To produce a functional analysis
10
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Produce the NIE or NE
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Overall V iew (continued)
To specify and organize content (to consider
competence unit aims, units and learning results,
evidence and performance criteria)
To define the aim of the learning units
(considering the title of the competence elements)
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To define the learning results ( considering
performance evidence)
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To suggest strategies of teacher-learning (
considering the field of application, learning
results and content)
To specify time limits (considering the general
aim, units and learning results)
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To suggest didactic resources with a base in the
teacher-learning strategies (considering the
field of application and content)
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To integrate curriculum maps (to shape the scheme
of units and learning results and time limits)
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Overall View (continued)
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Programme Integration
To revise, adjust and modify low technique
specifications
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To revise, adjust and modify low technique
specifications
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To revise the equipment guide
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To verify the length of time
To define the name, aim and time of practices (
considering learning results)
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Were all established requirements covered?
SI
To define the specific scenes ( considering the
field of application learning results and content)
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NO
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Overall View (continued)
To define materials, machinery equipment and
tools (considering the field of application,
knowledge and performance criteria)
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To revise, adjust and modify low technique
specifications
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NO
Were the requirements established?
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To define the proceedure for the practice
development ( considering the field of
application, knowledge and performance criteria)
SI
To integrate practices( numbered)
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To design a comparative list ( considering the
practice proceedure and technical support)
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Overall View (continued)
Specify sufficiency of evidence (indicat how
many times or percentage is necessary to
demonstrate the adquisition of a competency)
Revise, adjust and modify under technical
specifications
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Define evaluation criteria (consider
apprenticeship results, performance criteria and
content)
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To define when the data will be compiled (can be
on completing the apprenticeship content, during
ar at the end of the unit)
To specify evidences and types (consider
apprenticeship results)
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Define techniques and instruments of evaluation
(considerapprenticeship results, evidences and
types)
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To revise, adjust and modify unde technical
specifications
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Overall View (continued)
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Internal Validation
Did you cover the established requirements?
Did you cover the established requirements?
YES
NO
YES
Integrate evaluation guide
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NO
Expand information repository bank (consider
content, performance criteria and evidence)
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To revise, adjust and modify under technical
specifications
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Technical revision group (Coordinators, Career
leaders and Experts)
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Specify the bibliography
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Revise, adjust and modify under technical
specifications
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Overall View (continued)
Did you cover the established requirements?
SI
Did you cover the established requirements?
SI
NO
NO
To revise, adjust and modify under technical
specifications
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To revise, adjust and modify under technical
specifications
Administrative Group (Academic Secretary, Design
and Content Director and four Coordinators)
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Revision OPDs and training establishments
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Overall View (conclusion)
Did you cover the established requirements?
Did you cover the established requirements?
SI
SI
NO
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To revise, adjust and modify under technical
specifications
NO
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To revise, adjust and modify under technical
specifications
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Move on
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Validation of experts (6 semesters)
END