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Advances in Social Sciences Research Journal – Vol. 11, No. 2
Publication Date: February 25, 2024
DOI:10.14738/assrj.112.16596.
Tomé, J. M. S. (2024). Alternance Training Strategies Implementation Project in Professional Technical Secondary Education.
Advances in Social Sciences Research Journal, 11(2). 598-604.
Services for Science and Education – United Kingdom
Alternance Training Strategies Implementation Project in
Professional Technical Secondary Education
José Manuel Salum Tomé
Catholic University of Temuco, Chili
ABSTRACT
Vocational technical education is one of the fundamental pillars that governs the
educational system, its strengthening is a task assumed by the Ministry of Education
through the implementation of the National Vocational Technical Training Policy
carried out by practice through the National Strategy for Vocational Technical
Training (1). There are multiple challenges involved in carrying out actions to
promote and generate instances of participation and decision-making that enable
the involvement of all actors. To articulate the educational system and economic
development in this sense, professional technical high schools with a specialty in
early childhood care assume a strategic and preponderant role in the educational
sector, since the young people who study the specialty put into practice what they
have learned in classrooms and workshops, allowing them to effectively enter the
world of work, access their professional practice and enter higher education. And,
in most cases, be an agent of change at the family level to socioeconomically
improve the reality of their homes. For this reason, Chile needs to have mid-level
nursery care technicians who will allow it to address the challenges of its own
development and its growing participation in the preschool care system, with
demands of greater added value, dynamic and challenging. In this scenario,
alternation training will not only strengthen the specific technical skills of the
specialty, but also the capacity for innovation, entrepreneurship, teamwork, and a
set of transversal skills that will prepare students to perform in multiple areas of
education.
Keywords: Technical Education, Alternance, Business, University
INTRODUCTION
Vocational technical education is one of the fundamental pillars that governs the educational
system, its strengthening is a task assumed by the Ministry of Education through the
implementation of the National Vocational Technical Training Policy put into practice through
the National Training Strategy Professional Technician. There are multiple challenges involved
in carrying out actions to promote and generate instances of participation and decision-making
that enable the involvement of all actors to articulate the educational system and economic
development. In this sense, professional technical high schools with a specialty in early
childhood care assume a strategic and predominant role in the educational sector, since the
young people who study the specialty put into practice what they have learned in classrooms
and workshops, allowing them to be effectively inserted in the world of work, access their
professional practice and enter higher education. And, in most cases, be an agent of change at
the family level to socioeconomically improve the reality of their homes. For this reason, Chile
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Tomé, J. M. S. (2024). Alternance Training Strategies Implementation Project in Professional Technical Secondary Education. Advances in Social
Sciences Research Journal, 11(2). 598-604.
URL: http://dx.doi.org/10.14738/assrj.112.16596
needs to have mid-level nursery care technicians who will allow it to address the challenges of
its own development and its growing participation in the preschool care system, with demands
of greater added value, dynamic and challenging. In this scenario, alternation training (2) will
not only strengthen the specific technical skills of the specialty, but also the capacity for
innovation, entrepreneurship, teamwork, and a set of transversal skills that will prepare
students to perform in multiple areas of education.
Thus, this training by alternation type Internships in IES, as a learning modality, brings students
early to the labor field in activities with boys and girls under 6 years of age (pre-school stage in
its three levels of attention), allowing put into practice the knowledge, skills, abilities and
aptitudes that are being acquired both in technical training and in the general plan and that,
given the pandemic and distance education, have been strongly affected. (1) National
Vocational Technical Training Strategy, 2020. (2) REX 1080/2020: Alternation training
strategy. The advantage of internship training allows students to learn, interact and develop in
a higher-level educational context with professors and student mentors of higher-level
technicians, acquiring skills for their professional training and for the transition to higher
education and Laboral future.
In this way, we present an alternation plan, aimed at 4th grade students, first semester, focusing
on module 7 of the preschool care specialty “Literary and Theatrical Expression with Toddlers”
, with its respective learning objective: LO 1 : “Carry out and evaluate educational activities with
preschoolers of different levels, creating pedagogical environments appropriate to their needs
and their cognitive, emotional, social and psychomotor development, in accordance with the
Curriculum Bases of Early Childhood Education and the guidelines and instruments received
from the educators.”, expected learning and evaluation criteria linked to the experiences that
the students will experience. These curricular components will be addressed in a total of 16
pedagogical hours distributed over 4 face-to-face days at the Pontificia Universidad Católica,
Villarrica headquarters. The name of the alternation experience designed by the PUC is
“Explore, experiment and create, strengthening tools of artistic expression for early childhood.”
Participating directly and in person in the activities at the higher education institution will
allow the students, together with the tutor teacher, to take ownership of the contents and see
their comprehensive training complemented. On the other hand, this strategy allows them to
apply the techniques and skills proposed by the specialty program to comply with the
graduation profile; In addition, to establish an early relationship with higher education, with
the purpose of strengthening knowledge and technical skills by generating learning
experiences that favor the development of language, creativity, emotional bonding through the
expression of emotions and feelings of the students. boys and girls in their different stages of
development.
To this end, the proposed program encourages students to delve into 2 expected learnings
corresponding to LO 1, plus all the collateral benefits (Hidden Curriculum) of being present and
interacting with the higher education institution. Thus, you will be able to:
• Offer comprehensive pedagogical opportunities to promote literature with relevant
resources for boys and girls under six years of age, applying methodology according to
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 2, February-2024
Services for Science and Education – United Kingdom
the characteristics of the children. toddlers, according to criteria agreed with the
educator or the educator and pedagogical principles.
• Offer pedagogical experiences that favor the expression creative children, applying
theatrical techniques according to the interests and _ artistic possibilities of boys and
girls under six years of age and implementing the pedagogical principles in an
environment that protects hygiene and security.
The above is essential for the professional training of students in the theatrical and literary
area, creating simple dramatizations and learning to use different resources to represent
artistic expressions, in order to offer pedagogical environments that favor the comprehensive
development of preschoolers in the field. of literature and theatrical expression.
The Monseñor Guillermo Hartl Educational Complex has as institutional seals:
• Educational training based on Christian-Catholic values, open and dialogue that
recognizes diversity, in harmony with the family and the community.
• Comprehensive and Inclusive Education, in which various educational practices are
promoted for the development of students, ensuring contextualized, meaningful
learning experiences that favor integration, access, permanence and participation.
• Active and Innovative Training, through the implementation of methodological
strategies that favor the educational trajectory, based on innovation and contextualized
curricular management.
• With values such as respect, solidarity and autonomy.
From the above and in accordance with the educational policy, the establishment puts its work
and resources in pursuit of effective, innovative learning that achieves significance for the life
projects of the students.
Finally, this teaching strategy provides opportunities for the student to develop and perfect
their knowledge and technical skills, in such a way that it will allow them to be better prepared,
since they will have more experience and more elements for making vocational decisions about
their career. employment and/or to continue studies in higher education.
Finally, this internship at IES has a workshop-type methodology, where the students are the
protagonists, based on different learning methods, such as:
• The contents will be taught in this context, among the activities to be carried out, the
following:
• Interactive presentations by the teacher (spaces for comments, questions and
answers).
• Theoretical - practical classes with the support of audiovisual resources.
• Demonstrations and role plays.
• Workshops for the development of body expression.
• Representation and simulation exercises.
• Workshops for making theatrical resources: scripts, sets, makeup, costumes