MODULO DE FORMACION EN LOS CENTROS DE TRABAJO: CARACTERISTICAS Y PROGRMACION
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Dirección Nacional de Educación Técnica Programa de Formación en Línea
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
MÓDULO IV. EL MÓDULO DE FORMACIÓN EN CENTROS TRABA JO: CARACTERÍSTICAS Y P ROGRAMA CIÓN Introducción Unidad 1 El Módulo de FCT dentro de la formación basada en competencias 1.1 Formación y empresa 1.1.1. La empresa como agente formativo 1.1.2. Modelos de implicación formativa de la empresa 1.2. Generalidades del módulo de FCT 1.2.1. Concepto 1.2.2. Soporte legal 1.2.3. Características 1.3. Estructura del módulo de FCT 1.4. Finalidades del módulo de FCT Unidad 2 Program ación de la Formación en Centros de Trabajo 2.1. El programa formativo del módulo de FCT. 2.1.1 Concepto y finalidades del programa formativo. 2.1.2 Características 2.1.3 Elementos del programa formativo 2.2. La elaboración del programa formativo 2.2.1 Análisis de la información de entrada 2.2.2 Elaboración de la propuesta 2.2.3 Negociación con la empresa y consenso del programa formativo 2.2.4 Elaboración del documento final 2.3. El desarrollo del programa formativo 2.3.1 La empresa desde el punto de vista del alumno
DE
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
2.3.3 Las prácticas desde el punto de vista del alumno 2.3.4 La motivación inicial del alumno 2.3.5 El puesto formativo y el itinerario de formación 2.4. Orientaciones pedagógicas 2.4.1 El proceso de aprendizaje del alumno 2.4.2 Los niveles de capacitación 2.4.3 Las actitudes del alumno y su adaptación a la empresa 2.4.4 Conflictos durante el módulo de FCT Documentos de apoyo
Objetivos del módulo -
Analizar la función de la formación en la empresa. Identificar modelos de formación en empresa en diferentes países.
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Identificar la formación en la empresa en Ecuador.
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Definir el módulo de FCT, sus finalidades, características y estructura. Reconocer la FCT dentro del contexto de las figuras profesionales y los distintos
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elementos del enunciado general del currículum. Analizar la función del módulo de FCT como factor de inserción laboral.
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Caracterizar el programa formativo del módulo de FCT
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Reconocer los elementos del programa formativo Identificar la información de entrada
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Describir las fases de elaboración del programa formativo Explicar el resultado de la negociación con la empresa
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Reconocer el punto de vista del alumno con respecto a la empresa y su motivación
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ante las prácticas Explicar los condicionantes del aprendizaje del alumno
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Describir las fases del proceso de autoformación del alumno
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Identificar posibles conflictos durante el desarrollo de la FCT
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
Introducción “Dime y lo olvido, enséñame enséñame y lo recuerdo, involúcrame y lo aprendo”. (Benjamín Franklin)
La empresa, pequeña o grande, siempre ha desarrollado un papel formativo; a través de la asimilación por el trabajador de rutinas y técnicas preestablecidas o, por ejemplo, a través de la figura del “aprendiz”. Las empresas nunca han dejado de ser centros de formación, aunque esta necesidad se ha acentuado en los últimos tiempos ante la dinámica de los mercados, las exigencias derivadas de una agenda cada vez más orientada hacia la innovación, y la necesidad de facilitar vías individualizadas de crecimiento personal y profesional. La dinámica del conocimiento y las nuevas técnicas organizativas tienden a reforzar el papel de la empresa como agente formativo. Pero el papel activo de la empresa frente a la formación no será del todo eficaz si no existe un talante igualmente activo de los trabajadores para aprovechar las oportunidades formativas. La Formación en Centros de Trabajo es la gran apuesta de la educación técnica. Además, es una magnifica herramienta de orientación profesional. No sólo por las realizaciones que ejecutan los alumnos sino porque conocerán a profesionales con experiencia que les van a formar e informar de las expectativas que existen en su ámbito laboral y sobre todo van a poder experimentar, si realmente aquello para lo que se están preparando es su verdadera vocación o bien han de redirigir sus intereses hacia otros campos o sectores productivos.
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
El mundo laboral es un importante espacio educativo. Es necesario velar por que se reconozca mejor el valor formador del trabajo, que toma en cuenta la experiencia adquirida en el ejercicio de una profesión. Convendría multiplicar las asociaciones entre el sistema educativo y las empresas, para propiciar el necesario acercamiento entre la formación inicial y la formación permanente. La formación profesional debe conciliar dos objetivos diferentes: la preparación para los empleos existentes y una capacidad de adaptación a empleos que ni siquiera son imaginables. En la misma medida en que la separación entre aula y mundo exterior se vuelve menos rígida, los docentes deben prolongar el proceso educativo fuera del establecimiento escolar. (Del informe a la UNESCO de la Comisión Internacional para la educación en el Siglo XXI: La educación encierra un tesoro)
Unidad 1. El Módulo de FCT dentro de la formación basada en competencias 1.1 Formación y empresa 1.1.1. La empresa como agente formativo 1.1.2. Modelos de implicación formativa de la empresa 1.2. Generalidades del módulo de FCT 1.2.1. Concepto 1.2.2. Características 1.3. Estructura del módulo de FCT 1.4. Finalidades del módulo de FCT
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
1.1 Formación y empresa La innovación se mueve impulsada por factores diferentes, según se genere en una empresa o en un centro educativo. Esta diferenciación facilita una cierta especialización, pero encierra riesgos de despilfarro o de dificultades de difusión y son precisamente estos riesgos los que habría que evitar. ¿Cómo? Reforzando el rol de la empresa como agente difusor de conocimientos y como demandante de nuevos flujos formativos a los ámbitos académicos: estableciendo canales estables de comunicación entre la em presa y la escuela. escuela.
La globalización económica supone retos organizativos y técnicos con implicaciones laborales importantes:
Organización emergente
Organización tradicional -
Especialización en tareas simples
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Polivalencia y tareas complejas
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Clasificación basada en antigüedad y titulación Separación de categorías
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Clasificación flexible y cambios funcionales
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Estatus laboral difuminado
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Tareas individuales Unos piensan, otros ejecutan
Trabajo en equipo Todos piensan y ejecutan
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Rutina
- Anticipación
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Escaso desarrollo individual - Habilidades manuales y trabajo físico - Actitud de confrontación - Salario basado en productividad -
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y creatividad - Alto desarrollo individual -
Habilidades inteligentes
- Actitud -
participativa Salario basado en compromiso
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Conocimientos estables
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Conocimientos por incorporaciones Pocas actividades tecnológicas
Obsolescencia de conocimientos Formación continua
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Tecnología para todos
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Poca importancia de habilidades
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Necesidad de comunicación,
sociales y de comunicación
innovación y flexibilidad
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
1.1.1 La empresa como agente formativo
En un contexto especialmente dinámico desde el punto de vista tecnológico, resultaría prácticamente imposible que la escuela (de cualquier nivel, incluido el universitario) cubrieran todas las necesidades de formación que demandan los sectores. Su capacidad de reacción no sería lo suficientemente ágil y, aun siéndolo, transcurriría un tiempo hasta reinterpretar académicamente esas necesidades. Dentro de este proceso formativo se prevé la participación de la empresa en las actividades formativas, situación que se ha llevado a efecto en Ecuador de una manera paulatina desde 1991, mediante el desarrollo de Pasantías Estudiantiles o la conformación de los Consejos Consultivos. Por otra parte, el trabajo -la experiencia- ha sido siempre una fuente de cualificación. De hecho, en las actividades manuales ha jugado un papel casi exclusivo. Lo que ocurre ahora es que los conocimientos, igual que las habilidades y las actitudes que contribuyen a definir un determinado nivel de profesionalidad, evolucionan más deprisa y, en la mayor parte de los casos, no se adquieren en la escuela, sino en el tajo. Y ello al margen de la actividad o de la profesión. De ahí que ya se hable de la conveniencia de que cualquier empresa deba convertirse en una organización que aprende y enseña, enseña , es decir, que asimila y transmite valores profesionales.
La empresa encierra un enorm e potencial "cognitivo" . Este Este potencial debe ser aprovechado como acelerador del conocimiento que dentro de ella se
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
Sistema Dual El modelo más elaborado es sin duda alguna el llamado "sistema dual" que, con variaciones, viene funcionando desde antiguo en Alemania y en otros países de influencia germánica. Se caracteriza porque: Los alumnos combinan formación académica y formación en la empresa , siguiendo un programa perfectamente definido, con una duración aproxim ada de 3 años. años . Algo más de dos tercios del tiempo de formación se realiza en el puesto de trabajo, trabajo , mediando una relación laboral entre el alumno y la empresa. empresa . En el proceso formativo intervienen los agentes sociales y el sector público, público , en tres niveles diferentes: local, regional y federal.
SABER MÁS
The German Dual Vocational System http://www.dihk.de/english/
Formación en alternancia Frente al sistema dual se han venido desarrollando modelos de incidencia más puntual bajo el epígrafe genérico de "formación "formación en alternancia": alternancia ": con la característica común de simultanear -o alternar- formación académica y formación en el puesto de trabajo. Todas estas experiencias han venido teniendo como objetivo más generalizado la obtención de un título o certificado de formación técnico profesional. Al margen de las especificidades de cada país, y de la existencia de modelos más cerrados
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
sector educativo y para el productivo). De esta manera, se establece en el proceso la “corresponsabilidad” de la empresa en el diseño y desarrollo de una parte importante de los programas formativos. El elemento de garantía de que esta política tiene en cuenta los requerimientos de la empresa es, precisamente, la implicación empresarial en la mayor parte de las decisiones de la política educativa.
SABER MÁS
Organización Internacional del Trabajo. http://www.oitcinterfor.org/
1.2. Generalida des del módu lo de FCT 1.2.1. Concepto
La actividad formativa con participación de la empresa es el eje central de la formación del bachillerato técnico, por lo que es parte de la estructura curricular. La FCT es un bloque coherente de formación profesional del bachillerato técnico que se desarrolla en la empresa y no está asociado a una unidad de competencia concreta, sino que afecta a la competencia general del ciclo formativo. Está constituido por un conjunto de objetivos (capacidades terminales), unos contenidos (actividades formativas) y unos criterios de evaluación que permita a los alumnos complementar la cualificación ya adquirida en el centro educativo y adquirir otras capacidades terminales, que no pueden alcanzarse en este, por exigir situaciones reales de producción.
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
Los contenidos de este módulo se presentan como actividades genéricas, para que cada centro y empresa puedan integrarlas en el proceso formativo del alumno. 1.2.2. 1.2. 2. Soporte legal
El marco legal que sustenta la planificación, puesta en marcha y evaluación de la Reforma de Educación Técnica en todo el territorio nacional, otorgando directrices generales sobre su aplicación, y por ende el desarrollo y evaluación de la FCT es el siguiente: La Constitución del Ecuador de junio de 1988, en la Sección Octava de la Educación, artículo 66, establece entre otros aspectos que: “La educación proporcionará destrezas para la eficiencia en el trabajo y la producción, estimulará la creatividad y el pleno desarrollo de la personalidad y las especiales habilidades de cada persona. La educación preparara para el trabajo y para producir conocimientos. El artículo 10, literal f) del Reglamento General de la Ley Orgánica de Educación, determina: “Integrar la educación con el trabajo y el proceso productivo, especialmente en los campos agropecuario, industrial y artesanal, de acuerdo con los requerimientos del país”. El Decreto Ejecutivo Nº 1786 de 29 de agosto de 2001, mediante el cual el se establece un Marco Normativo General con lineamientos administrativos curriculares para Reformar y Ordenar el Bachillerato en el Ecuador, con especial énfasis el Bachillerato Técnico.
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
El Acuerdos Ministerial Nº 384 del 2 de agosto de 2006, dispone que las autorizaciones de funcionamiento de modalidades, tipo de bachillerato, especializaciones, ciclos y cursos deben basarse basarse en un detenido estudio socio-económico del sector de influencia y de mercado, en donde se evidencie claramente la oferta y demanda formativa. Acuerdo Nº 468 del 29 de septiembre de 2006, regula la administración, organización y funcionamiento de las instituciones educativas que ofertan bachillerato técnico. Acuerdo Nº 539 del 30 de octubre del 2006, contiene el Reglamento de Unidades Educativas de Producción “UEP”. Convenios con entidades colaboradoras, entre los que destaca el Convenio específico entre la institución educativa donde se imparte educación técnica y la empresa o institución que ofrece puestos para realizar las prácticas. 1.2.3. Características
La característica más relevante de esta formación es que se desarrolla en un ámbito productivo real, la empresa, donde los alumnos pueden observar y desempeñar las actividades y funciones propias de los distintos puestos de trabajo del perfil profesional y conocer la organización de los procesos productivos o de servicios y las relaciones laborales. En este proceso los alumnos están orientados y asesorados por Tutores o instructores designados a tal fin por el Centro educativo y por el Centro de trabajo. Las empresas no están obligadas a aceptar a alumnos para cursar el Módulo de FCT.
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
Otras características del módulo de Formación en centros de trabajo: Se desarrolla dentro del ámbito productivo real Tiene carácter obligatorio Es indispensable para la obtención del título académico Se definen las capacidades que el alumno ha de conseguir al término de su aprendizaje en la empresa Actividades sujetas a programación previa Contenidos consistentes en la realización de actividades productivas propias del perfil profesional Implica dos profesionales encargados del seguimiento Jornada formativa similar a la jornada laboral El alumno aplica las competencias profesionales adquiridas en el centro educativo Debe de ser evaluado y calificado y es requisito imprescindible para obtener el título
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
Con el fin de dar pautas sobre la consecución o no de estas capacidades, se formulan una serie de criterios de evaluación que evidencian si el alumno ha alcanzado alcanzado la competencia que se le pide. Por ultimo, los contenidos de este Módulo se presentan como actividades genéricas, para que cada centro y cada empresa pueda contextualizarlas y adaptarlas a sus características, elaborándose así un programa formativo. Los contenidos de la FCT son actividades formativas de obligada realización para la obtención del Título correspondiente. En el Documento Base del Título (DBT) no aparecen contenidos en este Módulo, pues su diseño corresponde al cien por cien al currículo de cada Administración Educativa. Es el único Módulo Profesional en el que ocurre esto, precisamente por la especial necesidad de adaptación y contextualización al entorno que conlleva. Los centros educativos, deberán tener con la antelación suficiente, firmados aquellos convenios de colaboración con empresas del entorno productivo que aseguren los suficientes puestos formativos para todos los alumnos que realizarán la FCT.
1.4 Finalidades
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
Los beneficios que ofrece la Formación en Centros de Trabajo a las empresas y al sistema educativ o son recíprocos:
1. Favorece la motivación y el desarrollo personal
Empresa
Sistemaa Educativo Sistem
Enriquece el trabajo y la formación de trabajadores
Enriquece el trabajo y la formación de profesores
Desarrolla habilidades pedagógicas y formativas
Desarrolla habilidades de gestión
El papel social de la empresa motiva a la plantilla
Los contactos y estancias en la empresa motivan a los profesores
2. Ofrece Ofrece oportunidades de relación entre la empresa y l a educación
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
3. Clarifica el marco de referencia de contratación y las perspectivas de las diferentes carreras
Empresa
Sistema educativo
Facilita la selección de trabajadores
Acceso a nuevos modelos de actuación
Difunde imagen positiva de la empresa
Permite conocer el ambiente de trabajo
Mejora la oferta de disciplinas clave para la empresa
Contrasta la bondad de la oferta educativa
4. Mejora la imagen
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
5. Da acceso a nuevos recursos
Empresa
Sistema educativo
La estancia de profesores da nuevas perspectivas
Apoyo financiero para nuevas experiencias
Los puestos formativos dan puntos de vista nuevos
Utilización de la empresa como lugar de aprendizaje
Centro educativo = “Sede” de la Empresa
Utilización experiencia y materiales de la empresa
Proyectos conjuntos de I+D
Acceso a experiencias de gestión
(Manual de FCT. Cámara de Comercio de Madrid)
Los beneficios particulares para cada una de las partes son los siguientes: Los beneficios que obtienen los alumnos a través de la FCT son:
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
Los beneficios que obtienen las empresas a través de la FCT son: 1) 2) 3) 4) 5) 6)
Permite un acercamiento entre el mundo productivo y educativo que puede mejorar la adecuación de las enseñanzas profesionales a la realidad y demandas del ámbito productivo. Disminuye la inversión en formación que necesita la empresa al contratar a un nuevo trabajador. Motiva al personal implicado en este proceso ya que supone estar cualificado para poder impartir y evaluar una parte de la formación técnico profesional. Genera un mayor y mejor conocimiento de la empresa y de sus productos en el entorno, favoreciendo nuevas posibilidades de actuación. Mejora la imagen social de la empresa por colaborar en un proceso de formación. Permite formar a sus futuros profesionales en sus procesos y técnicas
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
Unidad 2. Programación de la Formación en Centros de Trabajo 2.1. El programa formativo del módulo de FCT. 2.1.1 Concepto y finalidades del programa formativo. 2.1.2 Características 2.1.3 Elementos del programa formativo 2.2. La elaboración del programa formativo 2.2.1 Análisis de la información de entrada 2.2.2 Elaboración de la propuesta 2.2.3 Negociación con la empresa y consenso del programa formativo
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
Conviene tener presente que el profesor tutor del módulo de FCT debe, junto con el tutor de empresa, organizar y secuenciar este proceso, plantear un método para su consecución y unos procedimientos de evaluación. Esta función de planificación ejecución y seguimiento, que se realiza habitualmente y con normalidad por el profesorado en los centros educativos, entraña dificultad al desarrollarse en un entorno diferente en la empresa, y con unos agentes “externos” al sistema educativo. Pero no tiene por qué variar sustancialmente. Después de todo, la
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
¿Cuál es su finalidad? El programa formativo del módulo de Formación en Centros de Trabajo tiene dos finalidades: Estrictamente formativa, formativa , en cuanto que complementan la competencia profesional que el alumno ha ido adquiriendo en el centro educativo y desarrollan su capacidad de adaptación a un entorno productivo. De evaluación y verificación, verificación , toda vez que reproducen situaciones que permiten al alumno demostrar la competencia profesional que le debe ser acreditada (no solo adquirida en el centro de trabajo, sino también la adquirida en el centro educativo)
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
8
El Programa Formativo Un proceso dinámico Evaluado Con criterios predeterminados
Guiado Doblemente
110
… que realizan conjuntamente Ejecutado el ProfesorCon método Tutor y el Tutor Planificado de Empresa Organizado y secuenciado
En cualquier caso el programa formativo está sometido a unos condicionantes, entre los
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
•
•
•
Actividades productivo-formativas que deben permitir o completar la competencia profesional requerida en el empleo. Capacidades Terminales de la FCT involucradas en dichas actividades. Relación de actividades de evaluación que permitirán al alumno demostrar su competencia profesional y al tutor del Centro Productivo, verificarla.
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
2.2 La elaboración del programa formativo 2.2.1 2.2. 1 Análisis de la inform ación de entrada
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
educativo carece de un determinado equipo técnico cuyo manejo es imprescindible para alcanzar la competencia profesional del perfil de un título y la empresa en la que los alumnos van a realizar las prácticas sí posee dicho equipo, entonces, se podría incluir en el programa formativo la actividad o actividades correspondientes. Esta sería una situación de complementariedad entre centro educativo y empresa
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
2.2.3 2.2. 3 Negociación en tre la empresa y el centro educativo
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
2.2.4 2.2. 4 Elaboración del docum ento final
La redacción del documento final, conforme a los modelos que establece cada administración educativa, es misión del profesor-tutor. No obstante, antes de dar por finalizado el programa formativo, conviene que se verifique que cumple con las condiciones expuestas en cada una de las fases de elaboración.
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
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Curso: Evaluación de la Competencia Profesional en el Aula y en el Centro de Trabajo
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