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Publications
Irigoin, M.; Vargas, F.
Labour competence: manual of concepts, methods and applications of the health sectorMontevideo: Cinterfor-PAHO, 2002
252 p. il.ISBN 92-9088-138-0
(Full text available only in Spanish pdf format)
Education and training in most cases have to do with multidisciplinary work, according to vocation. The production of support materials to education is done within this framework, and it suggests, as a common objective, initiatives to combine concepts and efforts of the health field and training for and at work.
Such philosophy encouraged the ones who conceived this work. In the first place, this manual intends to be a versatile tool for planning and executing educational programmes and projects that use the competency-based approach, both for the active staff in health services and in institutions in charge of technical and vocational training of the sector. In the second place, it aims at clarifying and updating the labour-competency approach and its multiple understandings and applications.
The Pan American Health Organisation and Cinterfor/ILO hope this manual makes an important contribution to both dimensions and that it is frequently used in health services, educational institutions and by people in charge of health education in the Americas' region. The joint effort of these two agencies is framed within a cooperation environment between ILO and WHO, with the purpose of improving the skills and knowledge of workers, and the quality of services and facilitating the access to increasing levels of labour training throughout life.
CONTENTS
Introduction
MODULE I: COMPETENCIES: CONCEPTS, STAGES AND APPLICATION
Objective
Introduction to the concept of competencies
Related processes of competencies
Competencies in the context of changes in education, work and health
The approach of human development
Education and labour
Health and education
Annex: Some examples of competencies
UNIT 2: CONCEPT OF LABOUR COMPETENCE
2. Concept of Labour competency
2.1 Objectives
2.2 Labour competency definitions
2.3 A global view of competencies; the creation of "National Frameworks"
2.4 Different approaches in the typology of labour competencies
2.5 The importance of key competencies or transversal competencies
2.6 The competency of service
2.7 The processes of applying a labour-competency-based approachUNIT 3: IDENTIFICATION AND STANDARDISATION OF COMPETENCIES
3. Identification of competencies
3.1. Objective
3.2. Concept of identification of competencies
3.3. Methods to define competencies3.3.1. The occupational analysis3.3.2. The DACUM (Developing a Curriculum) method
3.3.3. The AMOD method
3.3.4. SCID (Systematic Curriculum and Instructional Development)
3.3.5. Functional analysis (FA)
3.3.6 The ETED method
3.3.7 Standardisation of competencies
3.3.8 Use of competency standards
3.3.9 Elaboration of the contents of competency standards3.4 Competency "catalogues"
3.5 Setting competency standards, a guide for practical applicationUNIT 4: ASSESSMENT AND CERTIFICATION OF LABOUR COMPETENCY
4. Assessment of competencies
4.1. Objective
4.2. Definition
4.3. Traditional assessment vs. competency-based assessment
4.4. Characteristics of competency assessment
4.5. Who is who in the assessment of competencies?
4.6. The process of competency-based assessment
4.7. Assessment grounds: a performance standard previously identified
4.8. Assessment levels in methodologies DACUM, AMOD and SCID
4.9. Assessment and its alternatives of results
4.10. Collection of evidences
4.11. Planning and carrying out competency-based assessment (CA)
4.12. Quality assurance of competency assessment
4.13. Register of assessment results
4.14. Some critical aspects of assessment5. Competencies certification
5.1. Definition
5.2. Characteristics of labour competency certificate
5.3. Different models of certification
5.4. Certification process
5.5. Certification systems of labour competency
5.6. Institutional concepts of a certification system
5.7. Technical components of a certification system
5.8. Benefits of competency certificationMODULE 2: COMPETENCY-BASED TRAINING
UNIT 5: COMPETENCY-BASED TRAINING DESIGN
On curriculum in general
About the concept of curriculum
Reference framework
On curriculum design in general
From curriculum to curriculum design
Modular curricular design
Introducing curriculum design to CBT
Some general aspects
A reflection exercise
What will we design by doing a CBT design?
Who will be designing?
In CBT, what is the main referent?
What happens when there is no standard or when there is not even a competency?
Examples of design methodologies
Competency-based curriculum by Alverno Institute
Competency-based curriculum by the Brown University School of Medicine (USA)
The methodology of the National School on Vocational Training (CONALEP) of Mexico
Towards the development of a CBT design
Competency-based training and basic education
Annex: Alverno Institute
UNIT 6: IMPLEMENTING COMPETENCY-BASED TRAINING
About quality
The educational institution
The learning teaching process of a CBT
The teaching staff
The participants
Educational, material and financial resources
The links with the environment
Conclusion
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