¿Cómo integrar la educación para el trabajo y el desarrollo humano (ETDH) con el Sistema de Educación Formal de Colombia?

This research aims to understand differences and divergences, which are presented in the Colombian educational system from the Education for Work and Human Development (EDTH). This is done having three dimensions; first, the historical part of non-formal education, technical education from colonial...

Full description

Autores:
Lesmes Quintero, Paola Andrea
Galvis Ortíz, Wilson Eduardo
Tipo de recurso:
Masters Thesis
Fecha de publicación:
2015
Institución:
Universidad Santo Tomás
Repositorio:
Universidad Santo Tomás
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/3021
Acceso en línea:
https://hdl.handle.net/11634/3021
Palabra clave:
Education
Education for Work and Human Development
Professional Education and Training
Competences
Technical education
Education system
Desarrollo humano
Educación formal
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
id SantoToma2_8a828c1a6cd1cd703fcf513ea5bd6ed0
oai_identifier_str oai:repository.usta.edu.co:11634/3021
network_acronym_str SantoToma2
network_name_str Universidad Santo Tomás
repository_id_str
dc.title.spa.fl_str_mv ¿Cómo integrar la educación para el trabajo y el desarrollo humano (ETDH) con el Sistema de Educación Formal de Colombia?
title ¿Cómo integrar la educación para el trabajo y el desarrollo humano (ETDH) con el Sistema de Educación Formal de Colombia?
spellingShingle ¿Cómo integrar la educación para el trabajo y el desarrollo humano (ETDH) con el Sistema de Educación Formal de Colombia?
Education
Education for Work and Human Development
Professional Education and Training
Competences
Technical education
Education system
Desarrollo humano
Educación formal
title_short ¿Cómo integrar la educación para el trabajo y el desarrollo humano (ETDH) con el Sistema de Educación Formal de Colombia?
title_full ¿Cómo integrar la educación para el trabajo y el desarrollo humano (ETDH) con el Sistema de Educación Formal de Colombia?
title_fullStr ¿Cómo integrar la educación para el trabajo y el desarrollo humano (ETDH) con el Sistema de Educación Formal de Colombia?
title_full_unstemmed ¿Cómo integrar la educación para el trabajo y el desarrollo humano (ETDH) con el Sistema de Educación Formal de Colombia?
title_sort ¿Cómo integrar la educación para el trabajo y el desarrollo humano (ETDH) con el Sistema de Educación Formal de Colombia?
dc.creator.fl_str_mv Lesmes Quintero, Paola Andrea
Galvis Ortíz, Wilson Eduardo
dc.contributor.advisor.none.fl_str_mv Ortíz Jiménez, José Guillermo
dc.contributor.author.none.fl_str_mv Lesmes Quintero, Paola Andrea
Galvis Ortíz, Wilson Eduardo
dc.subject.keyword.spa.fl_str_mv Education
Education for Work and Human Development
Professional Education and Training
Competences
Technical education
Education system
topic Education
Education for Work and Human Development
Professional Education and Training
Competences
Technical education
Education system
Desarrollo humano
Educación formal
dc.subject.proposal.spa.fl_str_mv Desarrollo humano
Educación formal
description This research aims to understand differences and divergences, which are presented in the Colombian educational system from the Education for Work and Human Development (EDTH). This is done having three dimensions; first, the historical part of non-formal education, technical education from colonial times until our days, presenting a view from the following parts: political, social, economic and educational. In addition to review some international cases of this type of education, such as The Americas and the Caribbean, Mexico and Uruguay. Another dimension has consisted of conducting a legislative review of education in arts and crafts, technical, and non-formal. This review was performed from the first Education Act, Act 39 of 1903 and its Regulatory Decree 491 of 1904, where they align with the Constitution of 1886, to the current legislation, Law 1064 of 2006 and Decree 4904 of 2009, in which guidelines for the establishment, organization and functioning of institutions and ETDH programs are established. Among other requirements, it determines that an EDTH program must develop job skills referred in the National Occupational Classification. It also establishes two types of certifications associated with the fulfillment of programs: the Certificate of Technical Labor by competences and Certificate of Academic Skills. And the last but not least dimension, the study of the official discourse on the ETDH to highlight the differences and divergences between the theoretical discourse prepared for the ETDH and the existing public policy. This has become inputs to design a proposal to eliminate differences and divergences found between the legislation and official discourse, thereafter to integrate the ETDH to the instruction chain of the Colombian educational system. The proposal is structured in three d ifferent perspectives: The first one consists in a change in legislation, which begins with changing the name of the Education for Work and Human Development for Professional Education and Training, among other provisions that seek to give a relevant and consistent position on this type of education, and be clear about the requirements to provide the service; on the other hand, achieve an articulation that will allow to find effective solutions to the demands of the labor market and therefore give relevance to programs, skills, abilities and profiles required by students to enter the workforce and be recognized as members that provide to the company through their knowledge and performance. The second perspective is a process of dissemination, socialization of Professional Education and Training, where it is addressed what it is, its advantages, purposes, degrees, certificates and articulation processes of Professional Education and training, and the Secondary and Higher Education, among other aspects. Finally, it must be established a monitoring system to ensure compliance with the rules generated for The Professional Education and Training, developed by control agencies such as the Department of District Education (SED), as the Education institutions, the Ministry of National Education of Colombia (MEN), on arrangements, and supervision of the SED and local.
publishDate 2015
dc.date.issued.none.fl_str_mv 2015-04-13
dc.date.accessioned.none.fl_str_mv 2017-06-20T20:43:54Z
dc.date.accessioned.spa.fl_str_mv 2017-06-24T17:24:03Z
dc.date.available.none.fl_str_mv 2017-06-20T20:43:54Z
dc.date.available.spa.fl_str_mv 2017-06-24T17:24:03Z
dc.type.local.spa.fl_str_mv Tesis de maestría
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dc.coverage.campus.spa.fl_str_mv CRAI-USTA Bogotá
dc.publisher.spa.fl_str_mv Universidad Santo Tomás
dc.publisher.program.spa.fl_str_mv Maestría Educación
dc.publisher.faculty.spa.fl_str_mv Maestría en Educación
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spelling Ortíz Jiménez, José GuillermoLesmes Quintero, Paola AndreaGalvis Ortíz, Wilson Eduardo2017-06-20T20:43:54Z2017-06-24T17:24:03Z2017-06-20T20:43:54Z2017-06-24T17:24:03Z2015-04-13https://hdl.handle.net/11634/3021reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coThis research aims to understand differences and divergences, which are presented in the Colombian educational system from the Education for Work and Human Development (EDTH). This is done having three dimensions; first, the historical part of non-formal education, technical education from colonial times until our days, presenting a view from the following parts: political, social, economic and educational. In addition to review some international cases of this type of education, such as The Americas and the Caribbean, Mexico and Uruguay. Another dimension has consisted of conducting a legislative review of education in arts and crafts, technical, and non-formal. This review was performed from the first Education Act, Act 39 of 1903 and its Regulatory Decree 491 of 1904, where they align with the Constitution of 1886, to the current legislation, Law 1064 of 2006 and Decree 4904 of 2009, in which guidelines for the establishment, organization and functioning of institutions and ETDH programs are established. Among other requirements, it determines that an EDTH program must develop job skills referred in the National Occupational Classification. It also establishes two types of certifications associated with the fulfillment of programs: the Certificate of Technical Labor by competences and Certificate of Academic Skills. And the last but not least dimension, the study of the official discourse on the ETDH to highlight the differences and divergences between the theoretical discourse prepared for the ETDH and the existing public policy. This has become inputs to design a proposal to eliminate differences and divergences found between the legislation and official discourse, thereafter to integrate the ETDH to the instruction chain of the Colombian educational system. The proposal is structured in three d ifferent perspectives: The first one consists in a change in legislation, which begins with changing the name of the Education for Work and Human Development for Professional Education and Training, among other provisions that seek to give a relevant and consistent position on this type of education, and be clear about the requirements to provide the service; on the other hand, achieve an articulation that will allow to find effective solutions to the demands of the labor market and therefore give relevance to programs, skills, abilities and profiles required by students to enter the workforce and be recognized as members that provide to the company through their knowledge and performance. The second perspective is a process of dissemination, socialization of Professional Education and Training, where it is addressed what it is, its advantages, purposes, degrees, certificates and articulation processes of Professional Education and training, and the Secondary and Higher Education, among other aspects. 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