Análisis sobre el aprendizaje y la aplicación de las competencias generales en el contexto laboral. Estrategias de colaboración entre la formación profesional, la universidad y la empresa

Abstract

La realidad social, económica y laboral actual exige un continuo desarrollo de las habilidades y de los conocimientos adquiridos, así como la adquisición de otros nuevos. Por ello, la formación «en» y «para» el empleo resulta un pilar fundamental para el desarrollo de los países, las organizaciones productivas y el individuo. En dicha sentido, se realizan importantes aportes para mantener alto el nivel de competencias de los ciudadanos y los trabajadores. La formación permite desarrollar el capital intelectual de la organización y prepara a los individuos para afrontar los retos que plantea la economía global.El desarrollo de estas competencias clave es uno de los retos de la formación profesional básica, pues forman parte de la preparación que los alumnos deben recibir ante su incorporación al mundo profesional. En este sentido, entendemos las prácticas que los estudiantes realizan fuera del centro educativo como el espacio que les permite aplicar y adquirir ese conjunto de conocimientos, habilidades y destrezas.En el presente artículo, se muestran los resultados más relevantes de una investigación desarrollada en ocho centros de formación profesional de Cataluña, teniendo en cuenta los factores que influyen en la transferencia de los aprendizajes y el desarrollo de las competencias. Situación percibida por estudiantes en prácticas, profesores tutores y tutores de empresa.

On the Concept of Learning Transfer for Continuous and Online Training: A Literature Review

“…Following the contextualization of models and this brief consideration of their factors in online training transfer, we address other contextual and methodological elements that can favor transfer. For example, teaching methods are also important because they directly influence the acquisition of competences and their subsequent application, with a learner-centered approach being a factor that enhances transfer [10]. Then, the possibility of applying the competences developed in training, through a variety of tasks and carried out autonomously, provides improvement when learning and enables better adaptation in a work context.…”

“…Typology Ambit/Level Baldwin and Ford [3] Systematic review General Holton, Reid and Ruona [7] Empirical General Burke and Hutchins [8] Systematic review General Blume, Ford, Baldwin, and Huang [4] Meta-analysis General Salmerón [9] Systematic review Formal education/Higher education Fandos-Garrido, Renta, González, and Soto [10] Empirical Vocational education/Continuous training Ortega [11] Theoretical Teacher training/Continuous training Feixas, Durán, Fernández, García, Márquez, Pineda, Quesada, Sabaté, Tomàs, Zellweger, and Lagos [6] Empirical Teacher training/Higher education De Rijdt, Stes, van der Vleuten, and Dochy [5] Systematic review Teacher training/Higher education Feixas, Lagos, Fernández, and Sabaté [12] Systematic review Teacher training/Higher education Cano [13] Systematic review Teacher training/Higher education Ornelas, Cordero and Cano [14] Systematic review Teacher training/Higher education Cano [15] Systematic review Teacher training/Higher education Tomás-Folch and Duran-Bellonch [16] Empirical Teacher training/Higher education Quesada-Pallarés, Espona-Bracons, Ciraso-Calí, and Pineda-Herrero [17 The descriptive approach we took to the other documents is shown in Table 1, wherein we summarize their main characteristics.…”

“…In recent years, research related to transfer studies has been more related to the evaluation of programs developed in the field of business training [10]. In this sense, for Feixas et al [12], in the context of higher education, transfer research is still in development given that "studies on the transfer of teacher training, in general, and in the university environment, in particular, are very new" (p. 96).…”

“…Input factors are those related to individual characteristics, training design features, and work environment. Output factors are learning outcomes and retention [10].…”

Future economic professionals: development of practical skills and competencies in higher education from the point of view of international employers

“…This competence becomes increasingly important for graduates of the economic field achieving higher education, as they must be proficient in the economic-interdisciplinary context. According to Garrido, Davids, Gonzales, and Soto (2017) [5], the current social, economic and work situation requires conti nuous acquisition of skills and knowledge. Obtaining general competences is the main task of professional training.…”