02_IO2 Procedure to Design Specializations Programs and Curriculums

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Promotion of WBL via Vocational Education Training Triangle

VETriangle

Intellectual Output No 2

Advanced manufacturing Curriculum
PROEDURE FOR DESIGNING SPECIALIZATION

PROGRAMS

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Contents

1. INTRODUCTION ..................................................................................................................... 3
2. ELABORATION OF A SPECIALIZATION PROGRAM ................................................................. 3

IDENTIFICATION DATA .............................................................................................................. 3
PROFESSIONAL PROFILE ............................................................................................................ 3
TRAINING: LEARNING AREAS; LEARNING OUTCOMES and CONTENTS .................................... 4
TITLES ASSOCIATED WITH THE PROGRAM. Prerequisites......................................................... 5
ECONOMIC SECTOR AND APPLICANTS...................................................................................... 5
TEACHERS’ AND INSTRUCTORS’ REQUIREMENTS ..................................................................... 5

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1. INTRODUCTION

This document describes briefly the characteristics of the different sections that form a
curriculum. The sections of course vary from one country to another. However, the different
elements that are described in this document should appear somewhere in all the curriculums.
Being aware that the curriculums are official documents linked with national policies, we use
“Specialization programs” to appoint new programs that may not be included in official
curriculums.

2. ELABORATION OF A SPECIALIZATION PROGRAM

It is about defining, firstly, the elements that make up the profile of the program. After that
the lectures/activities that lead to the achievement of that profile must be defined. Below are
the indications to elaborate each of the sections that make up the program.

IDENTIFICATION DATA

The identification data are the denomination, the code and the duration of the program.
The denomination refers to the main function that this professional figure is expected to
perform, PROFESSIONAL PROFILE:

PROFESSIONAL PROFILE

GENERAL COMPETENCE: It is about describing in 4 or 5 lines, in a paragraph, what this
professional is expected to be able to do.
PROFESSIONAL FIELD, OCCUPATIONS AND MOST RELEVANT JOBS: The content of these
sections is obtained from the conversations with the companies in which they explain the
sector, the type of processes they carry out, the type of professional they want to get, what
degree they hire, where they are going to be located in the company... That is, in the initial
contacts in which the need they want to cover is defined. The "professional environment"
section and the occupations appearing in the Titles and CdP that have been used as an
imputation or those that have been originally started or that have been included in the
program will also be used as a reference.
TECHNICAL, PERSONAL AND SOCIAL COMPETENCES: It is about listing the functions or
fundamental activities related to the professional performance.

All the definitions are always talking about the APPLICATION of the knowledge and the ACTION
based on that knowledge to solve a problem.

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TRAINING: LEARNING AREAS; LEARNING OUTCOMES and CONTENTS

In this section, fistly a TABLE THAT COLLECTS THE "LEARNING AREAS" is shown. The Learning
areas are the topics that the training program covers. The timing of each Learning area is also
mentioned in that table.

LEARNING AREA Timing (hours)
Learning Area #1 xxx
Learning Area #2 yyy
Learning Area #3 zzz

The Learning Areas integrate theory and practice, they respond to several of the competencies
defined in the profile, which means that the criterion for selecting the contents of a field is to
respond to the competencies that constitute its objective. Finally, they are coherent from the
point of view of teaching and learning.

Then, the LEARNING OUTCOMES of the program are defined. The Leaning Outcomes is the
expression of what a person knows, understands and is able to do at the end of a learning
process. The Learning outcomes are defined in terms of knowledge, skills and competences.

The model used to describe them is based on the descriptors of learning outcomes defined in
the European Qualifications Framework for Lifelong Learning (EQF-MEC Recommendation
2008/C111/01/ European Parliament and of the Council). In order to use the same
terminology, the following terms are used:

“Knowledge”: Collection of facts, principles, theories and practices related with a field of work
or specific study

“Skill”: Ability to apply knowledge and use techniques to perform tasks and solve problems;

“Competence”: Demonstrated ability to use personal, social and methodological knowledge,
skills and abilities in work or study situations and in professional and personal development;
competences are described in terms of responsibility and autonomy in the European
Qualifications Framework.

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LEARNING AREAS

When designing or creating Learning Areas, it will be necessary to define the skills and abilities
and their evaluation criteria.
Both the skills and abilities are obtained from the professional profile
Concerning the she semantic structure there is a verb describing an action, an object on which
that action falls, and conditions and circumstances. Here, the aim is to describe the results of a
teaching process (not describing professional performance). In addition, it will be necessary to
make explicit some skills that will not necessarily be described as competences because they
refer to cognitive processes that must be given, but that are not "manifested" or are not
observable as a work result.

CONTENTS

For each Learning Area, after describing the Learning Outcomes, a list of contents related to
those Areas will be listed.

TITLES ASSOCIATED WITH THE PROGRAM. Prerequisites.

The titles for which the specialization program is drawn up and which will give access to it
must be indicated. It can be one or several, but it must always be fulfilled that the
prerequisites include training considered "basic" or necessary to take advantage of the
program, this will be the main criterion for deciding whether or not a title is included in this
section.

ECONOMIC SECTOR AND APPLICANTS

This section indicates the industrial sector or business group which is requesting the program.

TEACHERS’ AND INSTRUCTORS’ REQUIREMENTS

Finally, in this section, determine the profile of the teaching staff assigned to each of the
Learning Areas.
The requirements for teachers and instructors vary from one learning area to another. The
Qualification and work experience required must fulfill the legislation from the country where
the specialization program will be applied.

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