In the middle of XX century

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THE ORIGIN OF SENATI
The industrialization of the country (in
the middle of XX century)
Investment in equipment, machines
and tecnology
The necessity for qualified workers for
the operation and management of the
machines with new technology.
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THE NECESSITY FOR WORK EDUCATION
The application of scientific and technical
knowledge, in order to have efficiency and quality in
the productive activities, determined that
the capacity for work is more dependent on
assimilation and application of the knowledge,
through systematic learning, rather than physical
strenght or the innate dispositions of the person.
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QUANTITATIVE DEMAND FOR THE TECHNICAL
WORK EDUCATION IN PERU
(In the middle of XX century)
CEPAL
Research of the
Education Reality
1956-1957
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“Annually 2000 technicians should
graduate for the registered
industry”
“The number of the industrial
school graduates in year 1956 is
679”.
QUALITATIVE DEMAND FOR THE TECHNICAL
WORK EDUCATION IN PERU
Lack of relationship between the technical
education and the necessities of the industry labor.
The technical schools lack equipment and other
resources for practical learning.
Research conducted by the Ministry of Education
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ESTABLISHMENT OF SENATI
It was established by the initiative of the National
Society of Industries.
In the law it is defined as an institution that meets
the requirements for goals and contents of the
industrial work.
In the law it is proposed that the companies are
obligated to pay monthly a economic contribution
to sustane the institution.
SENATI was established as an autonomic institution
which is directed by the industrial entrepreuners
themself.
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LEGAL DEFINITION OF SENATI
“It is a legal entity of public law with technical,
pedagogical, administrative and financial
autonomy, with its own assets, privately run, not
included in the application of the administrative
rules of the public sector, corresponding to its
National Council enact the statute of
organization and functions …”
(Law 29672 that restores the autonomy of SENATI)
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NEEDS THAT SENATI MUST FULFILL
(According to the motives exposed in the law of establishment)
1. The people: develop employability
2. The companies: develop productivity and
competitiviness
3. The country: develop human capital
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EDUCATIVE GOALS
OF SENATI:
ATTITUDE
VALUES
SKILLS
Necessity
or interest
Develop in people the specific abilities or
competences that they can perform the tasks or
the relevant occupations that the labor market
requires.
Situation
Diseño: ESCUELA DE ARTES GRÁFICAS
GENETIC DISPOSITIONS
Querer
Procecution with
critical thinking
and creativity
KNOWLEDGE
SENATI ACTION LINES
For the performance of specific
occupations or occupational groups
VOCATIONAL
EDUCATION
TRAINING
CONTINUOUS
TRAINING
TECHNICAL
SERVICES
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For the job performance or for the
requirements of knowledge, skills,
attitudes and/or values.
Textiles and Garments Laboratory .
Environmental Technology
Laboratory.
Employment Services Office.
SENATI IN FIGURES 2014
72,443 students enrolled in training programs
in December 2014.
408,164 enrollment in training courses in
December 2014.
64 technical and technological careers.
3,540 training courses.
9,605 companies accepted trainees for
practical learning (Dual Training)
Laboratory of the Textile Tecnology
13,000 graduates in 2014
82
Centers
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91 % of the graduates set occupationally
before 1 year.
98,6 % of the entrepreneurs are satisfied
with the performance of the graduates.
PARTICIPATION OF THE ENTREPRENEURS AND
THE COMPANIES IN THE FUNCTION OF SENATI
In the process of
DIRECTION
-Integrate in the National Council of SENATI: 10 entrepreneurs
-Integrate in the Regional Councils of SENATI: 78 entrepreneurs
In the process of
SUPPORT
- Economical Contribution : 2,753 companies
In the
OPERATIONAL
process
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-Integrate Employers Consultative
Committee: 265 entrepreneurs
-The companies that receive
trainees:
9,600 in national level.
SENATI ORGANIZATION
NATIONAL
COUNCIL
ZONAL
COUNCILS
NATIONAL
DIRECTION
MANAGEMENT
AND OTHER
NATIONAL
ORGANS
EMPLOYERS
CONSULTATIVE
COMMITTEE
ZONAL
DIRECTIONS
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ESTABLISHMENT OF THE NATIONAL COUNCIL
NATIONAL COUNCIL
10 designated by the business associations
3 designated by the public sector
1 designated by the workers graduated from the
programs of SENATI.
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PARTICIPATION OF THE REPRESENTATIVES OF THE
COMPANIES IN THE OPERATIVE PROCESS
Monitoring of the graduates
Evaluation and Certification
Teaching - Training
Promotion and Admission of Participants
Implementation of the Resources
Curriculum Design and Development
Identification of the Competence Profiles
Employers
Consultative
Committee
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Development of Occupational Profiles
Determination of Necessities
Identification of
the Training
Needs
Monitoring of
the graduates
Evaluation
and
certification
Process of
TeachingTraining
Implementing
Learning
Environments
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OPERATIONAL
PROCESS
OF THE
PROCESOS
COMPETENCE-BASED
FUNDAMENTALES
PROFESSIONAL
TRAINING
Development of
the Occupational
Profile
Identification of
the Competences
Profile
Curriculum
design for the
trainee projects
(real tasks)
IDENTIFICATION OF THE SPECIFIC CAPACITIES OR
COMPETENCES OF THE PRODUCTIVE ACTIVITY
Task
Work place
TECHNICAL
COMPETENCES
Occupation
METHODICAL
COMPETENCES
Occupational
Family
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PERSONAL AND
SOCIAL
COMPETENCES
NECESSARY INFORMATION FOR THE DEVELOPMENT OF
THE KNOWLEDGE FOR THE WORK
Task
-About products (goods or services);
-About raw materials and other materials;
Work
Place
Occupation
Occupation
al family
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-About machines and instruments;
-About transformation processes and/or
control;
-About organizational forms and work
conditions;
-About standards (Occupational Health and
Security; Environmental; Quality; etc.);
-Related scientific, technological and
humanistic disciplines.
“LEARNING WHILE DOING”
PROJECTS OF TEACHING-TRAINING
The Real task is taken as a personal practice project that
encourages to find in a active way knowledge, skills, attitudes
and values necessary for that purpose, and also for the
application concerned. All these elements are comprehensive
and practical for the development of intelligence and creativity
for the productive action.
PROJECTS:
Real Tasks
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MODEL OF INTELLIGENT, AUTONOMOUS AND
RESPONSABLE HUMAN ACTION
1. Inquire
information
6. Give value
2. Plan
5. Control
3. Decide
4. Realize
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OPERATIONAL FRAMEWORK OF VOCATIONAL
DUAL TRAINING (SENATI – COMPANIES)
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I
General
studies
II
Profesional
training in
SENATI
III
IV
V
Profesional Dual Training
VI
Cerification
Admission exam
SEMESTER:
PROFESSIONAL GRADE LEVELS
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3
careers
Professional Technologist
41 careers
Professional Technician
20 careers
Operational
Technician
PROFILE, TRAINING AND DEVELOPMENT OF
A SENATI INSTRUCTOR
Top-level
professional
qualification.
Work experience in
the occupation to
teach:
Minimum 3 years.
Leads the
Practical trainee
groups with
methodology.
Commitment to
service.
Induction to SENATI
Calification in the Educational
Model of SENATI
Internships and Scholarships in
Business Technology Training,
both within the country and
abroad.
Master of Higher Technology
Education in the Peruvian
University Cayetano Heredia.
ADMINISTRATION & MANAGEMENT SYSTEM AND
THE QUALITY CERTIFICATION
The management of the professional training processes in SENATI is
conducted with an integrated computer system, specialized in higher
education.
The Integrated Management System of SENATI is certified by the international
standards ISO 9001: 2008 of Management Quality; ISO14001: 2004 of
Enviromental Management; y OHSAS 18001:2007 of Management of
Occupational Health and Security.
The current certification was conducted by SGS of Peru and has nationwide
reach, to all Regional SENATI, for the processes of: Education and Training;
Program Design; and Training Courses.
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PRINCIPAL FACTORS OF THE SUCCESS OF
SENATI
Involvement of employers in management processes, operational processes and support
processes of vocational training: monthly paid financial contribution and facilitation of their
productive installations for the practical student trainee of SENATI.
Design of the training offer according to the requirements of specific skills or
competencies of the productive activities in the surrounding environment.
Implementation of competency-based education and active learning methodology in real
production situations, thanks to experienced teachers in the production field, and the
availability of infrastructure, equipment and production technologies in vocational training
centers and within the companies where practical learning takes its place.
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www.senati.edu.pe
Thanks for your attention
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