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COMPONENTS OF THE PROGRAM IN ITS UNIT ON
EDUCATION WITH FOCUS ON LABOR COMPETENCES



Consejo de Normalización y Certificación de
Competencia Laboral
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Subject
Subject
Subject
Unit NTCL
Subject
Subject
Subject
Unit NTCL
Unit NTCL
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Program RESULTS from Basic Competences

• ROOF OF THE PROGRAM Results with direct
  value/impact in the labor market () Only
  Skills and Problem Solutions
• FLOOR OF THE PROGRAM Basic Competences
  Reading, Writing, basic math knowledge and
  fundamental mathematic operations basic
  knowledge on Natural Science (Biology, Chemistry,
  Physics). Only the ones mentioned are considered
  or clearly inferred from the norm.
• BODY OF THE PROGRAM Learning Results
  Skills, Problem Solving, Knowledge, Disposition
  towards action (Values, attitude, habits)

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Definition of RESULT

• Results with direct value/impact in the labor
  market ()
• Crucial Products and Dexterity They imply
  skills (to develop known procedures that have a
  value by themselves or generate products that
  have them) and Problem Solving Capacity to
  generate variables to known procedures they also
  have value by themselves or generate products
  that have them.
• Learning Results Procedures that do not have a
  direct value/impact in the labor market, but are
  indispensable to learn to develop those that have
  such an impact.

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LEARNING CATEGORIES IMPLIED IN THE RESULTS

• Skills (S)
• Problem Solving (PS)
• Knowledge (K)
• Dexterity (D)
• Disposition for Action (DA)
• Values (v)
• Attitudes (a)
• Habits (h)

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Conventional Definition of SKILL

• Capacity to develop a PROCEDURE
• Previously established
• Intellectually controls, which means that
• The competent person
• Has done it knowingly
• Can describe it with words
• Can make decisions about it

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Learning elements Of the SKILL

• SITUATION Description of circumstances in which
  the procedure can be applied
• RESTRICTIONS Description of circumstances in
  which the procedure should not be
• applied (Counter-indications)
• EQUIPMENT / TOOLS / MATERIALS List of resources
  required to develop the
• procedure
• ALTERNATIVE EQUIPMENT / TOOLS / MATERIALS Known
  substitutions for
• Resources generally used
• GENERAL ROAD Identification of its steps and
  sequence
• KNOWN VARIATIONS TO GEENRAL STEPS factors for
  decision making
• PROBABLE ERRORS Identification of areas where
  steps are usually omitted, added
• or substituted

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Defition of PROBLEM SOLVING

• Generation of known procedures to generate new
  products, or new procedures to generate known
  products.

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Learning Elementos for PROBLEM SOLVING

• .Description of known situation
• Identification of possible variables of the known
  situation
• Description of known procedure
• Identification of possible variations to the
  known procedure
• Description of known cause effect relationships
• Identification of possible variables to the known
  cause effect relationships

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Conventional Definition of KNOWLEDGE

• Memorization of DATA
• Names (Brands components or substances
• categories specifications of any kind)
• Figures (Codes Numbers Quantities (Longitude
• Weight Volume)
• Creation of CONCEPTS

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DATA

• INFORMATION RELATED TO THE FUNCTION THAT THE
  PERSON
• REQUIRES TO EFFICIENTLY DEVELOP THE JOB AND,
• CONSEQUENTLY, SHOULD BE STORED IN THE LONG TERM
  MEMORY.
• Examples
• Names of components, substances, equipments, etc.
  
• Brands
• Categories
• Quantities (longitude, weight or volume of
  products)
• Prices
• Specifications, etc.

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Learning elements for DATA

• Contextualization (Associations that promote
• Significant learning why was it established?,
  where
• does it come from?, to which system does it
  belong? what
• does it imply? What does it mean? In which
  language?
• Actions that promote memorization
• Recognition, Repetition, Presentation in
  different
• contexts.

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Conventional defintion of CONCEPT

Notion that can be named and also defined or
explained, and allows the competent person to
act in a differentiated manner in specific
cases, depending on its category. Practically all
skills imply concepts.
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Learning elements of CONCEPTS

• TERM Word or phrase with which to define the
  concept.
• (To learn it etymology, synonyms, antonymous,
  repetition)
• DEFINITION. Enunciation of critical
  characteristics or definitions of the concept
• (differentiating between relevant or important,
  but not crucial).
• EXAMPLES, COUNTER-EXAMPLES, NO EXPAMPLES to
  promote
• Generalization identify specific cases or
  objects that fall under
• The concept (from the typical ones to the less
  noticeable ones)
• Discrimination identify specific cases or
  objects that do not fall under
• the concept (from the opposed ones to the limits)
• LOCATION ON THE CONCEPTUAL NETWORK (Concepts
  supra-ordinaries,
• Coordinated and sub-ordinate)
• Possible errors.

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Conventional definition of DEXTERITY

• Is the capacity to
• Perceive sensorial stimulus
• Visual
• Hearing
• Smells
• Tastes
• Touch
• Make Motor responses, or
• A coordination among both of them,
• The competent person can do it with greater
  precision
• or faster that the person not trained

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Conventional definition of DISPOSITION FOR ACTION

• VALUES
• ATTITUDES
• HABITS

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Consejo deNormalización yCertificación de
Competencia Laboral
Address Av. Constituyentes No. 810Col. Lomas
Altas C.P. 11950 Delegación Miguel
Hidalgo Teléfono 5261-58-00 01 800 708 2000
Internet http//www.conocer.org.mx
e-mail info_at_conocer.org.mx