Abstract
The present study aims to improve the understanding of the process of the acquisition and development of generic skills in post-secondary vocational programs, according to the students' visions and perceptions. Through a qualitative phenomenological-type case study, at the largest higher education vocational institution in Chile, eight vocational students were tracked for three years, in order to inquire about their perceptions on the effectiveness of the learning process and the pedagogical practices used by their teachers to develop generic skills. The results suggest that the development of generic skills depends mainly on: (a) the skills' foundation that the student has upon entering the institution; (b) the degree of skills' proficiency on the part of the teacher, the specification of the learning objectives and to what extent they are able to inspire student interest; (c) how significant and challenging the activities designed to work on generic skills are, and d) their degree of contextualization to the work environment.
Highlights
The present study aims to improve the understanding of the process of the acquisition and development of generic skills in post-secondary vocational programs, according to the students’ visions and perceptions
Lozano-Rodríguez interest; (c) how significant and challenging the activities designed to work on generic skills are, and d) their degree of contextualization to the work environment
Entrevistas semiestructuradas a los estudiantes que participaron del estudio durante toda su carrera, a sus profesores de educación superior, y a sus supervisores de prácticas laborales;
Summary
El rol de la educación para impactar en el desarrollo y bienestar de la población ha exigido cambios en la práctica educativa, con el fin de dar respuesta a una nueva sociedad globalizada y multicultural, en donde cobra una mayor importancia el desarrollo de habilidades de aprendizaje continuo y la valoración de las actividades integradoras de la teoría con la práctica (Tejada, 2000). Junto con la definición de las competencias de especialidad de cada carrera, se seleccionaron tres competencias genéricas que todo alumno tenía que desarrollar, definidas como “competencias del sello del alumno” (compromiso, autogestión y capacidad emprendedora), junto con otras siete competencias genéricas, entre las cuales cada programa de estudio debía seleccionar y desarrollar al menos tres de ellas durante la carrera (comunicación oral y escrita, resolución de problemas, uso de TIC, trabajo en equipo, pensamiento crítico, pensamiento creativo o ética profesional), con el fin de facilitar el ingreso y progresión en el mundo laboral de los estudiantes
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