Rv: RE: Four key issues for skills in India

guillofca GUILLERMO FERNANDO CÁMARA Celular: +5493425045816 Los Sauces 274 - Choele Choel - Provincia de Río Negro - RA Cuentas en Google, Facebook, Live y, por supuesto en Yahoo. Ver escritos en: http://sites.google.com/site/campingcamarones/ http://groups.yahoo.com/group/gene_camara http://sites.google.com/site/fannyviscayecoturismo/ http://www.linkedin.com/profile/public-profile-settings?goback=%2Enas_*1_*1_*1 http://twitter.com/guillofca http://www.facebook.com Los libros terminados pueden ubicarse en los archivos de los sitios indicados en español, o, en http://www.ediciona.com/escritor_guillermo_fernando_camara-dirf-17990-c15.htm --- El lun 11-jun-12, UNESCO-UNEVOC e-Forum <e-Forum@unevoc.unesco.org> escribió: De: UNESCO-UNEVOC e-Forum <e-Forum@unevoc.unesco.org> Asunto: RE: Four key issues for skills in India Para: "UNESCO-UNEVOC e-Forum" <forum@unevoc.unesco.org> Fecha: lunes, 11 de junio de 2012, 5:11 From: Norton, Robert [mailto:norton.1@osu.edu] Sent: 2012-06-08 20:30 Subject: RE: Four key issues for skills in India Dear Rajat, Your summary of the situation in India seems to be a very good one.  One major facet that I find lacking is the need to link with and involve business and industry in a substantive way in all your planning and analysis work. With serious industry involvement, you must determine what real job opportunities exist and involve expert workers (top performers) in identifying the duties and tasks they must perform to be successful.  This type of analyses can then be used as a foundation for developing your curriculum around WHAT should be taught as opposed to WHAT could be or should NOT be taught. This type of analyses can be conducted on a regional, statewide, or national basis.  Using the proven effective, efficient,  and low cost approach known as DACUM (Developing A Curriculum) we have helped many colleges, technical schools,  companies, and countries to identify the tasks (competencies) that should be taught to meet the needs of both the learners and employers. I highly recommend it to you. We can conduct such analyses for you but greatly prefer training your persons as DACUM Facilitators, so they will be Certified to conduct analyses for their college or other organization whenever needed.  For more information about the DACUM process and the related SCID curriculum development process, please see our website at www.dacumohiostate.com.  I am also attaching our DACUM & SCID Process Flow Chart, a sample DACUM chart which is the output of a two-day workshop, and a brief description of the DACUM process. Dr. Robert E. Norton, Director DACUM International Training Center Center on Education and Training for Employment Ohio State University Columbus, Ohio Attachments: DACUM and SCID Process Flow Chart http://www.unevoc.unesco.org/e-forum/DACUM%20&%20SCID%20Process%20Flow.pdf DACUM Process-Info Sheet http://www.unevoc.unesco.org/e-forum/DACUM%20Process-Info%20Sheet(2).pdf DACUM Research Chart for Center of Excellence Directors http://www.unevoc.unesco.org/e-forum/Center%20of%20Excellence%20Directors.pdf view thread online: http://www.unevoc.unesco.org/forum.php?show=1757 -------------------------------------------------------------------- UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum Login for read-only access: User "Bulletin", password "read" Contributions and feedback: forum@unevoc.unesco.org Unsubscribe: www.unevoc.unesco.org/e-forum/unsubscribe.html --------------------------------------------------------------------