Palabras clave:
Competencias Globales, Competencias Transversales, EFTP, WorldSkills International, Estándares Ocupacionales de WorldSkillsResumen
Desarrollar y mantener las habilidades de una fuerza de trabajo cada vez más global es un desafío al que se enfrentan todos los gobiernos, especialmente a medida que el mundo emerge de los efectos de la pandemia 2020/21. Junto con el impacto de la "Cuarta Revolución Industrial", la vida laboral está cambiando a un ritmo sin precedentes. Este artículo analiza el papel fundamental de las competencias transversales para permitir la "empleabilidad", a medida que las ocupaciones tradicionales se reconfiguran, cambian y aparecen rápidamente nuevas funciones. Aunque las definiciones y clasificaciones varían, se ha acordado que las competencias transversales son aquellas que una persona puede aplicar en todos los roles laborales y situaciones de la vida, - son una plataforma para la flexibilidad, la adaptabilidad y el progreso.
Durante más de 70 años, WorldSkills International (WSI) ha estado trabajando con los gobiernos para elevar el perfil de la educación técnica y profesional (EFTP), principalmente a través de un concurso bienal e internacional de habilidades, centrado en la excelencia. En los últimos años, WSI ha estado invirtiendo en una sólida base de investigación al trabajar con socios globales como la OCDE, la OIT y la UNESCO. En 2012 comenzó un proyecto para desarrollar Estándares Ocupacionales de WorldSkills (WSO). Este artículo traza el camino que WSI ha emprendido para fortalecer e integrar las habilidades transversales dentro de sus estándares, para garantizar la vigencia de la Competencia y, de manera más amplia, impulsar el desarrollo de habilidades globales.
Descargas
Citas
Ananiadou, K. and Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. EDU Working Papers No. 41. Paris: OECD. Retrieved from http://dx.doi.org/10.1787/218525261154
Association of Colleges and Find A Future (2014). Global standards: bridging the skills gap. Nuneaton: North Warwickshire and Hinckley College. Retrieved from https://worldskills.org/what/projects/global-standards-bridging-skills-gap
Autor, D., Levy, F. and Murnane, R. (2003). The Skill Content of Recent Technological Change: An Empirical Exploration. The Quarterly Journal of Economics, 118, (4), 1279-1333. Retrieved from https://doi.org/10.1162/003355303322552801
Bakhshi, H., Downing, J. M., Osborne, M. A., and Schneider, P. (2017). The Future of Skills: Employment in 2030. London: Pearson and Nesta. Retrieved from https://www.nesta.org.uk/search/?search=The+Future+of+Skills%3A+Employment+in+2030.
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., and Rumble, M. (2012). Defining Twenty-first Century Skills. In P. Griffin., B. McGaw and E. Care. (Eds), Assessment and Teaching of 21st Century Skills (pp. 17-66). Dordrecht: Springer. Retrieved from https://doi.org/10.1007/978-94-007-2324-5_2
Bjornavold, J. and Chakrou, B. (2017). Learning Outcomes in Comparing VET Qualification Profiles: A Global Approach. In Cedefop, European Training Foundation, UNESCO and UNESCO Institute for Lifelong Learning. Global Inventory of Regional and National Qualifications Frameworks 2017 Volume 1: Thematic Chapters (pp. 95-114). Luxembourg: Cedefop. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjx7POumtjvAhUUgP0HHUrzBoIQFjAAegQIBBAD&url=https%3A%2F%2Fwww.cedefop.europa.eu%2Ffiles%2F2221_en.pdf&usg=AOvVaw1HFpkcCrkhUwLHOOLDTZ-q
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. and Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwiwrty9ntjvAhU9hf0HHfK4AGoQFjABegQIBBAD&url=https%3A%2F%2Fwww.uky.edu%2F~rsand1%2Fchina2018%2Ftexts%2FBloom%2520et%2520al%2520-Taxonomy%2520of%2520Educational%2520Objectives.pdf&usg=AOvVaw1YMkPBnqYvp9xVCytS5nw-
Cedefop (2019). The changing nature and role of vocational education and training in Europe. Volume 7, V ET from a lifelong learning perspective: continuing VET concepts, providers and participants in Europe 1995-2015. Luxembourg: Publications Office. Cedefop research paper, No 74. Retrieved from http://data.europa.eu/doi/10.2801/357
Chakroun, B. and Keevy, J. (2015). Level-setting and recognition of learning outcomes. The use of level descriptors in the twenty-first century. Paris: UNESCO. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwi_g-qokNjvAhUGhf0HHS3sCP4QFjADegQICxAD&url=https%3A%2F%2Funesdoc.unesco.org%2Fark%3A%2F48223%2Fpf0000242887&usg=AOvVaw0DsBDu_hnx6J_Ix6iXzvWe
Chankseliani, M., James, S., Laczik, A. and Mayhew, K. (2013). Benefits of Developing Vocational Excellence. A Report to the National Apprenticeship Service of Project 3 of the DUVE suite of projects. Oxford: SKOPE. Retrieved from
Davies, A., Fidler, D., and Gorbis, M. (2011). Future Work Skills 2020. California: Institute for the Future for the University of Phoenix Research Institute. Retrieved from http://www.iftf.org/futureworkskills/
Delors, J. (1996). Learning: The treasure within; report to UNESCO of the International Commission on Education for the Twenty-first Century (Highlights). Paris: UNESCO. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwj2lPL_jNjvAhXpg_0HHb3eBswQFjAAegQIBBAD&url=https%3A%2F%2Funesdoc.unesco.org%2Fark%3A%2F48223%2Fpf0000109590%3FposInSet%3D12%26queryId%3Df9897ad1-e31b-4acf-a2d8-e64997ad28ab&usg=AOvVaw25AsWekstQpS1UEdVbGBOA
Development Economics (2015). The Value of Soft Skills to the UK Economy. A Report Prepared on Behalf of McDonald’s UK. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwijvZDA3s7vAhW9aRUIHXoFDiEQFjACegQIFxAD&url=https%3A%2F%2Fwww.allthingsic.com%2Fwp-content%2Fuploads%2F2015%2F01%2FThe-Value-of-Soft-Skills-to-the-UK-Economy.pdf&usg=AOvVaw36Bv_7i39nkp_6vcB00Nn7
East, N. (2017, October 6). The 5 Traits of a Resilient Organisation. Collective Hub. https://collectivehub.com/2017/08/the-5-key-traits-of-a-resilient-organisation/
European Commission. (2017). ESCO - ESCOpedia - European Commission. Retrieved from
https://ec.europa.eu/esco/portal/escopedia/Cross-sector_skills_and_competences
Gordon, J., Halasz, G., Krawczyk, M., Leney, T., Michel, A., Pepper, D., Putkiewitcz, E. and Wisniewski, J. (2009). Key Competences in Europe: Opening Doors for Lifelong Learners across the School Curriculum and Teacher Education. CASE Network Report, No. 87. Warsaw: CASE-Center for Social and Economic Research on behalf of CASE Network. Retrieved from https://ssrn.com/abstract=1517804
Heckman, J. and Kautz, T. (2012). Hard evidence on soft skills. Labour Economics 19, (4), 451–464. Retrieved from https://doi.org/10.1016/j.labeco.2012.05.014
Hipkins, R., Boyd, S. and Joyce, C. (2005). Documenting Learning of the Key Competencies: What are the Issues? A Discussion Paper. Wellington: NZCER. Retrieved from https://www.academia.edu/20796468/Documenting_learning_of_the_key.
Hoey, D. (2021) Adaptability is key for future skills. Flexibility@work 2021- Embracing Change, 12-14. Retrieved from https://workforceinsights.randstad.com/hr-research-reports-flexibilitywork-2021
ILO (2012). Classification of Occupations 2008 (ISCO-08): Volume 1: Structure, group definitions and correspondence tables International Standard. Geneva. Retrieved from http://www.ilo.org/public/english/bureau/stat/isco/isco08/
ILO (2020). Global Employment Trends for Youth 2020: Technology and the future of jobs. Geneva. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjbufaNjtjvAhWaSxUIHS5RBA0QFjAAegQIBBAD&url=https%3A%2F%2Fwww.ilo.org%2Fglobal%2Fpublications%2Fbooks%2FWCMS_737648%2Flang--en%2Findex.htm&usg=AOvVaw2plq1QB76Mwu4PBZWgsyEu
James, S., Nokelainen, P., Rahimi, M., A., Smith, H., and Stasz, C. (2012). What Contributes to Vocational Excellence? Characteristics and experiences of Competitors and Experts in WorldSkills London 2011. A report to the WorldSkills Foundation on the MoVE International research project conducted at WorldSkills London 2011. Madrid: WorldSkills Foundation. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjb3cG8kdjvAhXLUMAKHYRgBO0QFjABegQIAxAD&url=https%3A%2F%2Fwww.worldskills.org%2Ffiles%2Flegacy_wsf%2Fdownloads%2FWSF_MoVE_research_overview_WSC2011.pdf&usg=AOvVaw2dtUvooGd0ApaVDp0y8s0r
Korte, J. (2018). Interview with Joost Korte. Live & Learn, 42, 6-7. Retrieved from 26EC5E55CC0E8E93C12582A40034B748_Live&Learn Issue 42.pdf (europa.eu)
Lippman, L. H., Ryberg, R., Carney, R. and Moore, K. A. (2015). Workforce Connections: Key “Soft Skills” that Foster Youth Workforce Success: Toward a Consensus Across Fields. Maryland: Child Trends. Retrieved from https://www.childtrends.org/publications/key-soft-skills-that-foster.
Lowry, D., Molloy, S. and McGlennon, S. (2008) Future skill needs: Projections and employers’ views. Adelaide: NCVER. Retrieved from https://www.ncver.edu.au/research-and-statistics/publications/all-publications/future-skill-needs-projections-and-employers-views
Nokelainen, P. and Ruohotie, P. (2009). Characteristics that Typify Successful World Skills Competition Participants. Paper presented at the annual meeting of the American Educational Research Association, San Diego, USA. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwiX9beDktjvAhXKQEEAHYo8ASsQFjABegQIAxAD&url=https%3A%2F%2Fwww.researchgate.net%2Fpublication%2F255570325_CHARACTERISTICS_THAT_TYPIFY_SUCCESSFUL_WORLD_SKILLS_COMPETITION_PARTICIPANTS&usg=AOvVaw3tJyVn4F9xbaiQrh3Qk-41
OECD (2010). Learning for Jobs, OECD Reviews of Vocational Education and Training. Paris. Retrieved from https://doi.org/10.1787/9789264087460-en.
OECD (2018). Preparing our Youth for an Inclusive and Sustainable World. The OECD PISA Global Competence Framework. Paris. Retrieved from www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf
Ontario Ministry of Education (2017). Framework of Global Competences. Retrieved from
Framework of Global Competencies (edugains.ca)
Partnership for 21st Century Skills (2015). P21 Framework Definitions. Retrieved from http://static.battelleforkids.org/documents/p21/P21_Framework_Definitions_New_Logo_2015_9pgs.pdf
Pillay, H. (1998). Cognitive Skills Required in Contemporary Workplaces. Studies in Continuing Education, 20, (1), 71-81. Retrieved from https://doi.org/10.1080/0158037980200105
Rauber, M. (2007) Noncognitive Skills and Success in Life: The Importance of Motivation and Self-Regulation. Discussion Paper No. 07/14. Konstanz: University of Konstanz. Retrieved from http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-37896
Richardson, S. and Teese, R. (2008). A well-skilled future. Adelaide: NCVER. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjN1vC_otjvAhXU_rsIHcWxAwYQFjACegQIAxAD&url=https%3A%2F%2Fwww.ncver.edu.au%2Fresearch-and-statistics%2Fpublications%2Fall-publications%2Fa-well-skilled-future&usg=AOvVaw2r1L2zyZRITwRGLrmad7E6
Rosen, J. A., Glennie, E. J., Dalton, B. W., Lennon, J. M. and Bozich, R. N. (2010). Noncognitive skills in the classroom: New perspectives on educational research. North Carolina: RTI International. Retrieved from https://doi.org/10.3768/rtipress.2010.bk.0004.1009
Ruohotie, P. (2004). Self-regulatory Abilities in Professional Learning. In J. R. Campbell, K. Tirri, P. Ruohotie, and H. Walberg (Eds.), Cross-cultural Research: Basic Issues, Dilemmas, and Strategies (pp. 159-184). Hämeenlinna: RCVE, University of Tampere. Retrieved from
http://urn.fi/URN:NBN:fi:bib:me:I00411233400
Schleicher, A. (2014). Equity, Excellence and Inclusiveness in Education: Policy Lessons from Around the
World, International Summit on the Teaching Profession. Paris: OECD. Retrieved
from https://doi.org/10.1787/9789264214033-en.
Smith, H., and Rahimi, M. (2011, April 28-29). Modelling of Vocational Excellence: An International
Perspective. (Paper presentation). AVETRA’s 14th Annual Conference, Melbourne, Victoria,
Australia. Retrieved from (avetra.org.au)
UKCES (2014). The Future of Work: Jobs and skills in 2030, Evidence Report 84. London.
Retrieved from http://www.ukces.org.uk/thefutureofwork
UKCES (2018). Employer Skills Survey 2015: UK Results, Evidence Report 97. London. Retrieved from https://webarchive.nationalarchives.gov.uk/20180410114345/https://www.gov.uk/government/publications/ukces-employer-skills-survey-2015-uk-report
UNESCO IBE (2013). Glossary of Curriculum Terminology. Retrieved from Glossary of curriculum terminology; 2013. Retrieved from (unesco.org)
UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. (2015). 2013 Asia-Pacific Education Research Institutes Network (ERI-Net) regional study on: transversal competencies in education policy and practice (Phase I): regional synthesis report. (Phase 1). Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjs3u3UosfvAhUlmVwKHUquCAAQFjAAegQIAhAD&url=https%3A%2F%2Funesdoc.unesco.org%2Fark%3A%2F48223%2Fpf0000231907&usg=AOvVaw2maRP0ZYJJFOrkhkMNbCm2
UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific. (2016). School and teaching practices for twenty-first century challenges: lessons from the Asia-Pacific region, regional synthesis report - 2014 regional study on transversal competencies in education policy and practice (Phase II). Bangkok. Retrieved from https://bangkok.unesco.org/index.php/content/school-and-teaching-practices-twenty-first-century-challengeslessons-asia-pacific-region
UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific (2016). School and teaching practices for twenty-first century challenges: lessons from the Asia-Pacific region, regional synthesis report - 2014 regional study on transversal competencies in education policy and practice (Phase II). Bangkok. Retrieved from https://bangkok.unesco.org/index.php/content/school-and-teaching-practices-twenty-first-century-challengeslessons-asia-pacific-region
United Nations (2016). The Sustainable Development Goals Report. New York: UN. Retrieved from https://unstats.un.org/sdgs/report/2016/The%20Sustainable%20Development%20Goals%20Report%202016.pdf
Voogt, J. and Pelgrum, H. (2005). ICT and Curriculum Change. Human Technology; an Interdisciplinary Journal on Humans in ICT Environments, 1(2), 157–175. https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjh_MiUscfvAhVToVwKHSxuACEQFjAAegQIAhAD&url=https%3A%2F%2Fhumantechnology.jyu.fi%2Farchive%2Fvol-1%2Fissue-2%2Fvoogt-pelgrum1_157-175%2F%40%40display-file%2FfullPaper%2Fvoogt-pelgrum.pdf&usg=AOvVaw31rnj1bfCtYTnwYrAG11Cf
Wagner, T. (2008). Rigor Redefined. Educational Leadership, 66 (2), 20-25. Retrieved from https://www.studentachievement.org/wp-content/uploads/RigorRedefined_TonyWagner.pdf
Whittemore, S. T. (2018). White Paper: Transversal Competences Essential for Future Proofing the Workforce. Italy: Skillalibrary. Retrieved from https://www.skilla.co.uk/white-paper-download
World Economic Forum (2016a). The Future of Jobs 2016. Geneva. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjLp_S6ssfvAhWDh1wKHVYuD70QFjAAegQIAhAD&url=http%3A%2F%2Fwww3.weforum.org%2Fdocs%2FWEF_Future_of_Jobs.pdf&usg=AOvVaw3qOZotWVjVkv9p50QGtPOe
World Economic Forum (2016b). New Vision for Education: Fostering Social and Emotional Learning through Technology. Geneva. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjRreX-tMfvAhXYgVwKHcAaA9YQFjAAegQIAxAD&url=https%3A%2F%2Fwww.weforum.org%2Freports%2Fnew-vision-for-education-fostering-social-and-emotional-learning-through-technology&usg=AOvVaw01nORyHU-C5n82AWOLgmcA
World Economic Forum (2020). The Future of Jobs Report 2020. Geneva. Retrieved from https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwi7n4eF-dfvAhXg_7sIHfkHD4AQFjAAegQIAhAE&url=https%3A%2F%2Fwww.weforum.org%2Freports%2Fthe-future-of-jobs-report-2020&usg=AOvVaw1Atniyz8JnosJi0iCtXR3s
World Reference Levels Organization. (2019). World Reference Levels. https://worldreferencelevels.org/overview/