Title: Presentaci
1CURRICULUM DESIGN
2 FUNDAMENTOS PSICOPEDAGÓGICOS
Constructivism
Human Development Cognitive and emotional
aspect
3- 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
4- 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.
5PREVIOUS 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
6Graduate 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.
7Regulatory and academic sustenance
REGULATORY FUNDAMENTALS ACADEMIC FUNDAMENTALS
National Development Plan 2001-2006 2003 Academic Model
National Education Programme 2001-2006 2000 CONALEP Evaluation
CONALEP Institutional Programme 2002 Expert Panels
Other official orders for the practising of professions. 2002 Focus Groups
Accrediting agencies
8Example Case of Conalep, Mexico
INSUMOS APRENDIZAJE ACTITUDINAL (A) APRENDIZAJE PROCEDIMENTAL( P ) APRENDIZAJE CONCEPTUAL ( C )
Occupational Profile business stemmed from 2002 Expert Panels
Educational Needs detected in the 2002 Focus Groups
2000 Conalep Evaluation
Entrance requirements of Tertiary Education Institutions
Accrediting bodies requirements
National Development Plan
National Education Programme
Conalep Institutional Programme
Other official regulations for the practicing of professions
Use of Information Technology
Life Training aspects
Promotion of a Culture of Quality
Promotion of a Culture of Enterprise
Promotion of an Environmental Culture
9The materials are prioritised from greatest to
least importance, they complement each other and
are classed in two aspects, occupational and
integral.
10 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.
11Curriculum
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.
12Curriculum 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.
13Curriculum Design
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15Self-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.
16- 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.
17- 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.
18- 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.
19Foundation 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.
20- 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.
21 22Components 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)
23- Units of Apprenticeship
- Practicals and Lists of Comparison
- Evaluation guide
- Testing Repository
- Responses
- Bibliography
24conalep
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
25conalep
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.
26Results 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.
27Structure of the Standardised Components of the
Sandard
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29Contextualizing with Competencies
Strategies for apprenticeship teaching
Basics
Scientific/theoretical
Technological
Analytical
Logical
Key
informative
Environmental
Quality
Entrepreneurs
For life
30Technological
CONTEXTUALIZATION OF SELF- CONTAINED MODULES
31Work
CONTEXTUALIZATION OF INTEGRATED MODULES
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33THE 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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36QUESTIONS TO VERIFY THE COMPREHENSION AND COMMAND
OF THE CONTENTS OF THE COURSE MODULE
37ARE THE DEVELOPMENT OF FORMULATED QUESTIONS
38LISTING 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
39PROCESS OF TRANSLATION OF THE NTCL COMPONENTS
INTO THE COURSE-MODEL COMPONENTS
40- 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.
41Field 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.
42 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.
43Unidades 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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47Overall View
Part of the Expert Panel (Curriculum),
Application or Qualification
Start
17
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.
18
2
4
Does the course exist?
SI
19
Select the course unit.
NO
a
48Overall 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
5
7
20
SI
Does it need alteration?
To define the general course aim( will respond to
the what, how and why expected in the future)
8
NO
Move on
6
To define the name of the course( considering the
title of the competence unit)
21
Define the name of the course
9
10
49Overall View ( continued)
12
To analyze the NTCL, NIE or NE content (purpose,
justification, level, units and competency
elements and regualatory components)
13
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)
14
To produce a functional analysis
10
11
Produce the NIE or NE
50Overall 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)
15
24
To define the learning results ( considering
performance evidence)
16
25
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)
22
To suggest didactic resources with a base in the
teacher-learning strategies (considering the
field of application and content)
26
To integrate curriculum maps (to shape the scheme
of units and learning results and time limits)
23
51Overall View (continued)
29
Programme Integration
To revise, adjust and modify low technique
specifications
27
30
To revise, adjust and modify low technique
specifications
31
To revise the equipment guide
28
To verify the length of time
To define the name, aim and time of practices (
considering learning results)
32
Were all established requirements covered?
SI
To define the specific scenes ( considering the
field of application learning results and content)
33
NO
52Overall View (continued)
To define materials, machinery equipment and
tools (considering the field of application,
knowledge and performance criteria)
34
To revise, adjust and modify low technique
specifications
37
NO
Were the requirements established?
35
To define the proceedure for the practice
development ( considering the field of
application, knowledge and performance criteria)
SI
To integrate practices( numbered)
36
To design a comparative list ( considering the
practice proceedure and technical support)
38
53Overall 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
43
39
Define evaluation criteria (consider
apprenticeship results, performance criteria and
content)
40
44
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)
41
Define techniques and instruments of evaluation
(considerapprenticeship results, evidences and
types)
42
45
To revise, adjust and modify unde technical
specifications
54Overall View (continued)
50
Internal Validation
Did you cover the established requirements?
Did you cover the established requirements?
YES
NO
YES
Integrate evaluation guide
46
NO
Expand information repository bank (consider
content, performance criteria and evidence)
51
To revise, adjust and modify under technical
specifications
47
52
Technical revision group (Coordinators, Career
leaders and Experts)
48
Specify the bibliography
49
Revise, adjust and modify under technical
specifications
55Overall 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
55
53
To revise, adjust and modify under technical
specifications
Administrative Group (Academic Secretary, Design
and Content Director and four Coordinators)
56
54
Revision OPDs and training establishments
56Overall View (conclusion)
Did you cover the established requirements?
Did you cover the established requirements?
SI
SI
NO
59
To revise, adjust and modify under technical
specifications
NO
57
To revise, adjust and modify under technical
specifications
60
Move on
58
Validation of experts (6 semesters)
END