THE PROGRAMME FOR THE MODERNIZATION OF TECHNICAL EDUCATION AND TRAINING

1. THE PROGRAMME FOR THE MODERNIZATION OF TECHNICAL EDUCATION AND TRAINING • Original Design: 1st Stage • Lessons Learned Ing. Miguel Ángel Tamayo Taype August 2004

2. The clear division of the world into two groups, one with rich and one with poor countries, has been increasingly accentuated throughout the last 50 years. This distribution of wealthis not due to the concentration of production factors, but rather to those related to knowledge. In OECD countries, income per capita has trippled, from 7,300 to 23,000 dlls; while in Latinamerica and the Caribbean it went from 3,000 to 6,200 dlls. In this way, the relation went from 40% to 25%.

3. Given the latter, countires are preocupied with reforms in the educational sector. A key question: Is greater schooling of individuals equivalent to greater abilities (competencies) to be successful in modern life?

4. Basic Concepts

5. Competence: The ability to meet demands or carry out a task successfully, and consists of both cognitive and non-cognitive dimensions.

6. Key competencies: Competencies that are important across multiple areas of life and that contribute to an overall successful life and a well-functioning society. Labour competencies: Set of knowledge, skills and actitudes that are applied to the performance of a productive function, based on the quality requirements expected by the productive sector.

7. Qualification: • It is achieved when a national or international agency accepts that an individual has learned knowledge and skills to specified standards. • The standard of learning is confirmed by means of an assessment process. • Confers official recognition of value in the labour market and in further education and training. • Can be a legal entitlement to practice a trade.

8. The Programme for the Modernization of Technical Education and Training PMETyC

9. What is the PMETyC? A national programme that seeks increased quality of technical education and training, through a National Qualifications System.

10. Why was the PMETyC born?

11. NATIONAL EDUCATION SYSTEM Total: 30.9 Millones XXI Edad XIX XIX XIX 24-28 ESPECIALIZACIÓN, MAESTRÍA, DOCTORADO 19-23 XIII XIII XIII XI XI XI 15-18 BACHILLERATO GENERAL BIVALENTE TÉCNICO 12-14 CAPACITACIÓN 6-11 3-5 PRE-ESCOLAR 2002-2003 0.14 M XVIII XVIII XVII 2.1 M XIV XIV XIV XIV XIII INST. TECNOL. INST. TECNOL. UNIV. TECNOL. UNIV. TECNOL. ESC. NORMAL ESC. NORMAL UNIVERSIDAD UNIVERSIDAD E B N C 3.3 M X 5.7 M (CECATIS) VIII SECUNDARIA VII 1.16 M 14.9 M II PRIMARIA I Fuente: SEP 3.6 M

12. HIGHER SECUNDARY EDUCATION INDICATORS (estimated figures: number of students and percentages) Professional technician (359,171) Technological high school (958,651) 11 % 29 % 60 % General high school (1,977,450) Source: Sistema Educativo de los Estados Unidos Mexicanos. Principales cifras del Sistema Educativo Nacional, 2002-2003

13. Effects: • Increase of drop-outs (laggards stock). • Increase of drop-outs (laggards stock) • Low productivity rates. • Rise of youths at risk (inactive). • Social problems.

14. TLC APPRIs Mexico has preferential access to 850 million consumers in 32 countries Suecia Noruega Finlandia Canadá Dinamarca Islandia Estados Unidos Holanda Reino Unido Alemania Irlanda Liechtenstein Bélgica Honduras Austria Luxemburgo Suiza Nicaragua Portugal Guatemala Costa Rica Francia España El Salvador Italia Grecia Venezuela Colombia Corea del Sur Israel Bolivia Uruguay Chile Argentina

15. In the international context... • An analysis of the factors that impulse economic growth show that the increase in labour productivity accounted for at least half of the GDP increase per capita in most OECD countries. • Labour productivity can increase in many ways and human capital has a main function in this equation, not only as a factor that links production added to the stock of productive consumables, but also as one that determines the rhythm of technological progress.

16. As a result: The PMETyC is an education policy instrument that responds to the demands of global economic integration, in which the creation of value, as well as the acquisition and conservation of competitive advantages, essentially depend on human talent.

17. Some charactecristics of PMETyC

18. CERTIFICATES MAIN PROCESSES NVQs LEAD BODIES ASSESSMENT (Assessment centres) LEARNING AWARDING BODIES

19. ESTRATEGIA Council Lead Bodies NVQ’s CONOCER Assessment Centres Awarding Bodies UCAP Based on NVQ’s: • Curricular design and development • Assessment • Training • Didactic materials • Trained students • Labour competencies Directive Committee Academic Institutions Training of: • SME’s • Unemployed Demand incentives (PAE y PAC) STPS

20. Lessons Learned • Greater private sector involvement. • Risk factor: the inertia of the educational offer. • Greater legal support. • Lead by the educational sector, but with the participation of other government agencies. • Synchronization of the educational policy with that of the technological sector.

21. Lessons Learned (Continued) • Standardization: • National Standards. • Institutional or local standards. • Curricular design: • From competency standards. • Didactic material/instructor training. • Qualification includes training content. • Evaluation: • By Competency Unit. • The entire qualification. • Costs. • Certification: • Tertiary • The educational institution itself.

22. Lessons Learned (Continued) • Incorporation of key competencies. • Results approach but with support of quality management instruments.

23. INTERNATIONAL WORKSHOP AGREEMENT-2

24. THANKS FOR YOUR ATTENTION

25. SUBSECRETARÍA DE PLANEACIÓN Y COORDINACIÓN EDUCATIVA UNIDAD COORDINADORA Y ADMINISTRADORA DEL PMETYC August 2004 Ing. Miguel Ángel Tamayo Taype Coordinador General de la UAPMETYC Tels. 5534-8819 (directo y fax) 5534-0481 (directo) 5328-1097 ext. 22178, 22128 y 22175 e-mail: mtamayo@sep.gob.mx www.sinoe.sep.gob.mx