Think BIG
Understand and understand at all times the definition of competencies, which, UNESCO defines competence as the set of socio-affective behaviors and cognitive, psychological, sensory and motor skills that allow to carry out properly a performance, a function, an activity or a task, which is defined by the competition and is understood as:
The competence can be defined, then, as: "The ability of a professional to make decisions, based on knowledge, skills and attitudes associated with the profession, to solve complex problems that arise in the field of their professional activity" .
In the concept of competence, the affective, the psychomotor and the cognitive are intertwined and integrated in a new synthesis at the moment of carrying out the action, the evaluation and the reflection on the action.
The competence of a person covers the full range of their knowledge, skills, attitudes and their capacities in the personal, professional or academic, acquired in different ways and at all levels, from the basic to the highest and whose application translates into a superior performance, which contributes to the achievement of its objectives.
The main axis of education by competences is performance understood as "the concrete expression of the resources that the individual puts into play when carrying out an activity, and which puts the emphasis on the use or management that the subject must do. who knows, not isolated knowledge, in conditions where performance is relevant ". From this perspective, the important thing is not the possession of certain knowledge, but the use that is made of them. This criterion forces educational institutions to rethink what they have commonly considered as training.
Educational institutions have a commitment to society to ensure that the knowledge acquired in the classroom by students is applied in professional practice. This is how the university plays an important role in the implementation of training based on labor professional competences, specific, transversal, basic and generic professions to respond to the productive sector.
The experiences and training for integrated professional skills that articulates global knowledge, professional knowledge and work experiences, aims to recognize the needs and problems of reality. Such needs and problems are defined by diagnosing the experiences of the social reality, the practice of the professions, the development of the discipline and the labor market. This combination of elements allows us to identify the needs towards which vocational training will be oriented, from which the identification of integral or generic professional competences, indispensable for the establishment of the graduate profile of the future professional, will also be revealed.
The breadth of a professional's functions can be very large, which can make it difficult to reach an agreement on definitions between national and international institutions and programs. But, recognizing the difficulty of reaching agreements on very specific competences, it is also clear that there are some basic competences (which apply to all professions), some generic or transversal (that apply to a family of professions) and a basic core of competences (of the specific professions) that give identity to the profession, that apply to a great diversity of situations and contexts, and that it is necessary to identify to guarantee that they are covered within the curriculum as electives, which will be endorsed by the federation, without the need to make changes to the curriculum registered with the secretary of education they have with the government in their country.