Madrid: Alianza. (). 8. Arias, F.: “El Proyecto de Investigación. Introducción a la metodología científica”. 5ta. Fidias G. Arias Odón. (). 9. FIDIAS, Arias. (). El Proyecto de Investigación: Introducción a la Metodología Científica. (5ª e.d.). Caracas, Venezuela: EPISTEME. El Proyecto De Investigacion [Fidias Arias] on *FREE* shipping on qualifying offers.

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This ensures legitimacy within a decentralised education. However, opening access and progress in skilled and professional occupations is now reported as the key issue across Canada.

The organization issuing RVA determines the extent, to which previous learning is equivalent to the learning outcomes of the components of the destination qualification, takes into account the likelihood of the student successfully achieving the qualification outcomes and ensures that the integrity of the qualification is maintained.

Locally defined qualifications, on the other hand, may only give this security to those who have access to good educational institutions and receive a certificate issued by an accredited training provider.

Proyecto Investigación

The aim was strengthening the platform for policy makers, practitioners, users, researchers and other stakeholders that are involved in further developing and implementing VPL-systematics and -processes. While the number of countries working with validation increased, full scale, comprehensive implementation was largely lacking.

E ide e fo su h a alidatio is olle ted i the fo of a s apshot of so eo e s p ese t status uo th ough so eo e s diplo as, certificates, professional products, etc. Norway, as a part of the Competence Reform, carried out an extensive three-year experimental scheme to develop and test the various elements necessary for an operational national system on validation VOX, These projects were to a large extent triggered by the policy objectives on validation included in the lifelong learning initiatives, the Copenhagen process as well as Bologna.


Fidlas practices from Denmark show that arrangements for the collaboration of assessors across institutions provide good opportunities to discuss which tools are relevant. Evaluating prior learning assessment programme: Stakeholders at national 20006 well as European level have argued consistently that validation can play a key role in opening up education and training systems to the learning taking place at work and during leisure time.

The public consultation preceding the Recommendation demonstrated that validation was 5 http: Lifelong Learning in Europe: Allows to know the fundamentals of electrical circuits. Credit given may reduce the time required for a student to achieve the qualification. In Canada, the certification bodies for regulated professions have developed RVA practices for their jurisdictions and the Canadian Sector Councils have sponsored a range of initiatives to promote RVA at the workplace.

Their reasons for promoting RVA lay in the nature of adult education, which is that adult education is community- based and encourages the development of knowledge and skills within a framework of lifelong learning. The early days — emergence of a norm?

It demonstrated that these centres have certain limitations regarding the procedure itself as an open educational resource. Furthermore, the adoption of instruments like the EQF and the increased attention to the learning outcomes principle can be seen as an indirect and important suppo t to the alidatio o. Three groups of adult educators — institutional practitioners, community-based practitioners and academic researchers — have been the primary sources of PLAR research in Canada.

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The standards they must meet, the ways their learning is evidenced, the assessment process and the way assessed evidence investifacion validated should all be clear to the candidate if the outcome of the process is to be fair and trusted. The introduction of national vocational qualifications in the UK in the s and the development of competence based education in Finland in the s both illustrate how national learning outcomes based approaches trigger the development and introduction of validation arrangements.


Linki g a lea e s alue to a pe so alised lea i g st ateg that fits i ell ith the demand for competences and skills in society. In the proyeccto of countries that reported allowing access or ariaa of parts or full qualifications registered in their NQFs was To imp o e lea e s oppo tu ities i life, fo al s ste s i the lea i g arena and the social systems must be expressed in terms of competences and learning outcomes.

Portugal is a remarkable example of this.

El Proyecto de Investigación – Introducción a la metodología científica

Seen from this perspective, the perception of validation at national level underwent a change. Validation was furthermore taken forward in a fragmented way, lacking overall coordination.

This is an important legislative instrument, as it gave employers an important role in RVA.

In Mauritius, employers are encouraged to invest in the training of those with very low skills, who need to be brought into the productive economy. Social partners play a role in the design of the legal, economic and social framework conditions.

In Mexico, the education and training system is highly stratified with general and academic education strictly separated from the vocational airas. Denmark and Sweden, addressing validation as an integrated part of lifelong learning policies, also exemplify this.

Also in UK Scotland, especiallythe sectoral approach has permeated all sectors.