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Order Ecd / 1545/2015 Of 21 July, Which Establishes The Curriculum Of The Formative Cycle Of Corresponding Upper Degree To The Title Of Technician In Promoting Gender Equality Established.

Original Language Title: Orden ECD/1545/2015, de 21 de julio, por la que se establece el currículo del ciclo formativo de grado superior correspondiente al título de Técnico Superior en Promoción de Igualdad de Género.

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TEXT

Royal Decree 779/2013 of 11 October, establishing the title of Superior Technician in the Promotion of Gender Equality and establishing its minimum teachings, acts in accordance with Royal Decree 1147/2011 of 29 July 2011, laying down general arrangements for the vocational training of the education system, which defines in Article 9 the structure of vocational training qualifications and courses of specialisation, on the basis of the National Catalogue Vocational qualifications, the guidelines laid down by the European Union and other aspects of social interest and implements the above title of Higher Technician in Promotion of Gender Equality.

Organic Law 2/2006, of 3 May, of Education, provides that educational administrations will develop the curriculum of vocational training diplomas, starting with the basic curriculum and under the conditions laid down in the Article 6 bis.4 The teaching centres shall develop and complete, where appropriate and as established by the educational authorities, the curriculum of the different stages and cycles in use of their autonomy as set out in Chapter II of Title V of the said Directive. Organic Law.

In accordance with the above and once the Royal Decree 779/2013 of 11 October has set the professional profile of the title of Superior Technician in Promotion of Gender Equality, the basic aspects of the curriculum and others aspects of the academic organisation which ensure a common formation and guarantee the validity of the titles throughout the national territory, it is now necessary to determine, in the field of management of the Ministry of Education, Culture and Sport, the enlargement and contextualization of the contents of the professional modules included in this title, respecting the professional profile of the same.

The needs of an integrated labour market in the European Union require that vocational training courses pay particular attention to the languages of the Member States, incorporating them into their training offer. In this sense, this formative cycle incorporates in the curriculum training in the English language, in response to the provisions of Royal Decree 1147/2011, of July 29.

addition, the curriculum of this training cycle is established from the respect of the pedagogical, organizational and management autonomy of the centers that provide professional training, promoting these the work in the team of the teachers and the development of training, research and innovation plans in their teaching field and actions to promote the continuous improvement of training processes.

On the other hand, vocational training centres will develop the curriculum established in this order, taking into account the characteristics of pupils, with particular attention to the needs of people with disability.

Finally, it should be specified that the curriculum of this formative cycle integrates the scientific, technological and organizational aspects of the teachings established to achieve that the students acquire an overall view of the processes own production of the professional profile of the senior technician in the Promotion of Gender Equality.

In the process of drafting this order, the State School Board has issued a report.

For all of the above, in its virtue, I have:

CHAPTER I

General provisions

Article 1. Object.

This order is intended to determine, from the basic curriculum established in Royal Decree 779/2013, of 11 October, establishing the title of Superior Technician in the Promotion of Gender Equality and fixing its minimum teaching, the curriculum of the higher grade training cycle, corresponding to that title.

Article 2. Scope.

The curriculum established in this order will be applied in the territorial area of management of the Ministry of Education, Culture and Sport.

CHAPTER II

Curriculum

Article 3. Curriculum.

1. The curriculum for the vocational training of the educational system corresponding to the title of Higher Technician in Promotion of Gender Equality, established in Royal Decree 779/2013, of 11 October, is determined in the terms fixed in this order.

2. The professional profile of the curriculum, which is expressed by the general competence, the professional, personal and social skills, and the qualifications and the competence units of the National Catalogue of Professional Qualifications, is the included in the title of Superior Technician in Promotion of Gender Equality, referred to in the previous section.

3. The general objectives of the training cycle curriculum, the objectives of the professional modules expressed in terms of learning outcomes and their evaluation criteria are those included in the title of Senior Technician in Promotion of Gender equality referred to in paragraph 1 of this article.

4. The contents of the professional modules that make up this curriculum, adapted to the socio-economic reality as well as to the perspectives of economic and social development of the environment, are those set out in Annex I of this order.

Article 4. Adaptation to the socio-productive environment.

1. The curriculum of the training cycle regulated in this order is established taking into account the socio-economic reality and the geographical, socio-productive and labour characteristics of the environment for the implementation of the title.

2. Vocational training centres shall have the necessary educational, organisational and economic management autonomy for the development of the teaching and their adaptation to the specific characteristics of the socio-economic, cultural and professional.

3. The centres authorised to provide this training cycle will concretize and develop the organizational and curricular measures that are most appropriate to the characteristics of their students and their productive environment, in a flexible way and in the use of their Pedagogical autonomy, in the general framework of the educational project, in the terms established by the Organic Law 2/2006, of Education.

4. The curriculum of the training cycle regulated in this order will be developed in the didactic programs or curricular development, strengthening or creating the culture of prevention of occupational risks in the spaces where the different modules are delivered professionals, as well as promoting a culture of environmental respect, excellence in work, compliance with quality standards, creativity, innovation, gender equality and respect for equal opportunities, the " design for all people " and universal accessibility, especially in relation to people with disabilities.

Article 5. Adaptation to the educational environment.

1. The vocational training centres managed by the Ministry of Education, Culture and Sport will develop the curriculum established in this order, taking into account the characteristics of pupils and the environment, particularly in the light of persons with disabilities, in conditions of accessibility and with the necessary support resources to ensure that this student can cure these teachings under the same conditions as the rest.

2. Also, the lessons of this cycle will be taught with a flexible and open methodology, based on self-learning and adapted to the conditions, abilities and personal needs of the students, in order to allow the reconciliation of the learning with other activities and responsibilities.

Article 6. Duration and sequencing of professional modules.

1. The total duration of the lessons for this training cycle, including the vocational training module in the workplace, is 2000 hours.

2. The professional modules of this training cycle, when offered under face-to-face arrangements, will be organised in two academic courses and will be in line with the weekly hourly sequencing and distribution set out in Annex II of this order.

3. The first academic year will be fully developed in the educational center. In order to be able to pursue the second course, it will be necessary to have completed the professional modules which, as a whole, are at least 80% of the hours of the first course.

4. The right of registration of those who have passed any professional module in another Autonomous Community shall be guaranteed in the terms laid down in Article 48.3 of Royal Decree 1147/2011 of 29 July 2011 establishing the general vocational training of the educational system.

5. In general, during the third quarter of the second year, and once the positive evaluation has been achieved in all the professional modules carried out in the educational centre, the vocational training module will be developed in job.

6. Exceptionally, and in order to facilitate the adaptation of the number of persons registered to the availability of training positions in enterprises, approximately half of the second-year students will be able to develop this vocational training module. Training in workplaces during the second trimester of the second year, provided they have positively overcome all the professional modules of the first academic year.

7. Without prejudice to the foregoing and as a result of the temporality of certain economic activities which may prevent the development of the vocational training module in the workplace from being in conformity with the above assumptions, the latter may be organise in other periods coinciding with the development of the economic activity of the professional profile of the title.

8. In any case, the evaluation of the vocational training module in the workplace will be conditional on the positive evaluation of the rest of the professional modules of the training cycle.

Article 7. Project Professional Module.

1. The project professional module has an interdisciplinary character and incorporates the technological and organizational variables related to the essential aspects of the professional competence of the title of Superior Technician in Promotion of Equality Gender.

2. In general, this module will be taught by the teachers who are tutoring training in job centers.

3. The project professional module will be developed during the last period of the training cycle, combining individual and collective tutoring, so that at least 50% of the total duration will be carried out in an in-person manner and completed with remote tutoring in which information and communication technologies will be used.

4. In any case and prior to the start of the vocational training module in the workplace, the teaching and learning activities to facilitate the development of the project professional module should be anticipated by the responsible teacher.

5. The evaluation of this professional module will be conditional on the positive evaluation of the rest of the professional modules of the training cycle, including the training in job centers.

Article 8. Bilingual teaching.

1. The curriculum of this training cycle incorporates the English language in an integrated way, at least in two professional modules, from among those that make up the whole of the training cycle. These modules will be taught by teachers with teaching assignment in them and, in addition, they will have the language enablement corresponding to level B2 of the Common European Framework of Reference for Languages.

2. In order to ensure that bilingual education is delivered in the two academic courses of the training cycle on an ongoing basis, professional modules of both courses will be chosen.

3. The modules which may be imparted in the English language are those listed in Annex III.

4. As a result of the greater complexity of the transmission and reception of teaching in a language other than the mother tongue, professional modules taught in the English language will increase their time load in three hours a week. for the set of modules that are delivered in the first year and two hours for which they are developed during the second course. In addition, the teachers who provide these professional modules will be assigned, in their individual hours, at least three hours a week for their preparation. These hours will have the same character as the reading hours.

5. Exceptionally and on a transitional basis up to the year 2020, when teachers with teacher allocation do not have the level of English required in these professional modules, they will share a total of three hours per week for all the teachers. modules to be delivered in the first year and two hours for those who develop during the second course with a teacher or a teacher of the English specialty. In this case, the programming of these modules will include at least one unit of work or didactics which will be developed exclusively in the English language and the other teaching units will incorporate teaching activities exclusively in English at that time allocated.

6. Exceptionally, in the case of students or students with disabilities who may be able to present difficulties in their oral expression (cerebral palsy, deafness, etc.), measures of relaxation and/or alternatives will be established. in the requirement for the provision of modules in the English language, so as to enable all the teaching of the professional modules in their Spanish language. These adaptations shall in no case be taken into account in order to undermine the qualifications obtained.

CHAPTER III

Teachers, spaces and equipment

Article 9. Qualifications and accreditation of teacher requirements.

1. The specialties of teachers with teaching assignment in the professional modules which constitute the teachings established for the title referred to in Article 1 of this order, as well as the equivalent qualifications for the purposes of teaching, are the entries respectively in Annexes III A and III B to Royal Decree 779/2013 of 11 October 2013.

2. In order to ensure compliance with Article 12.6 of Royal Decree 779/2013 of 11 October 2013 for the delivery of the professional modules that make up the company, in private or public ownership centres of other administrations other than educational administrations, it must be established that all the requirements set out in that Article are met, with the following documentation:

(a) Photocopy of the official academic title required, in accordance with the qualifications included in Annex III C of Royal Decree 779/2013 of 11 October 2013. Where the certificate submitted has correspondence with the professional module to be delivered, it shall be deemed to include the objectives of that module itself. Otherwise, in addition to the titration, the documents referred to in subparagraph (b) or (c) shall be provided.

(b) In the event that it is necessary to justify that the teachings leading to the titration provided encompass the objectives of the professional modules that are intended to be taught:

Personal academic certification of studies performed, original or photocopied, issued by an official center, in which the teachings are recorded detailing the subjects.

Programs of the studies provided and submitted by the person concerned, original or photocopy of the studies, sealed by the corresponding official or authorized official or official University or Center.

c) Where it is necessary to justify by means of the work experience which, at least for three years, has developed its activity in the sector related to the family, its duration shall be credited by the appropriate supporting official document, which shall be added to:

Certification of the employer or employer in which the activity developed by the person concerned is specifically recorded. This activity must be implicitly related to the learning outcomes of the professional module that is intended to be delivered.

For those who are self-employed, a statement of the person concerned with the most representative activities related to learning outcomes.

Article 10. Spaces and equipment.

The spaces and facilities to be assembled by the vocational training centres, in order to enable the development of teaching activities, are those set out in Annex IV of this order and must comply with the Article 11 of Royal Decree 779/2013 of 11 October 2013, as well as the rules on equal opportunities, "design for all persons" and universal accessibility, prevention of occupational risks and safety and health at the workplace.

CHAPTER IV

Other offerings and mode of these teachings

Article 11. Distance offering.

1. Professional modules offered at a distance, when required by their characteristics, will ensure that students achieve all the objectives expressed in learning outcomes, through face-to-face activities.

2. The Provincial Directorates and the Board of Education shall take the necessary measures and shall give the precise instructions to the centres which are authorized to provide this training cycle under pressure for implementation and operation of the offer from the same distance.

3. Centres authorised to provide vocational training lessons at a distance shall have appropriate curriculum materials which will be adapted to the provisions of the fourth additional provision of the Organic Law 2/2006 of 3 May.

Article 12. Combined offering.

In order to respond to personal needs and interests and to provide the possibility to reconcile training with work activity, with other activities or situations, the offer of these teachings for people adults and young people in special circumstances may be combined between face-to-face and distance learning systems at the same time, provided that the same modules are not cured in both modes at the same time.

Article 13. Offer for adults.

1. The professional modules of this training cycle associated with the competence of the National Catalogue of Professional Qualifications may be the subject of a modular offer for adults.

2. This training will be developed with an open and flexible methodology, adapted to the conditions, capabilities and personal needs that enable them to reconcile learning with other activities and responsibilities, in compliance with the Chapter I of Title IV of Royal Decree 1147/2011 of 29 July 2011. In addition, such training shall be capitalizable in order to obtain a professional training certificate, in order to obtain evidence of the established access requirements.

3. In order to reconcile learning with other activities and responsibilities, the Provincial Directorates and the Board of Education may establish specific measures to comply with the provisions of Article 41 of Royal Decree 1147/2011, July 29, and enable a face-to-face and remote offering simultaneously.

4. In order to promote training throughout life, the Directorate-General for Vocational Training of the Ministry of Education, Culture and Sport may authorise the Provincial Directorates and the Education Ministry to give the training, in the centres of their competence, of professional modules organised in training units of shorter duration. In this case, each learning result, with its evaluation criteria and its corresponding block of contents, will be the minimum and indivisible unit of partition.

Additional disposition first. Authorization to impart these teachings.

The Provincial Directorates and the Board of Education will deal with the Directorate-General for Vocational Training with the authorization to provide the teaching of this training cycle, in full or in part, in In-person and distance-based arrangements, of the institutions that request it and comply with the requirements required under the current legislation.

Additional provision second. Linguistic enablement of bilingual teaching faculty.

Teachers who are to be taught in English must be in possession, before the date of commencement of each academic year, of the relevant language qualification, to which the Ministry of Education, Culture and Sport will carry out an enabling procedure before the start of each course.

Additional provision third. Training of bilingual teaching staff.

The Provincial Directorates and the Board of Education will schedule courses and training activities in the English language for all teachers of vocational training to be taught in professional modules. which may be taught in the English language, who will have the obligation to assist them until they obtain the required qualification. These measures shall apply until at least the year 2020.

The training to be offered will be three types:

a) Intensive training, through a course, preferably in face-to-face mode, during the month of September.

b) Long-term training throughout the school year, by means of a course that combines in-person and online form, which will be performed outside of the mandatory time in the training center. During the period of completion of the vocational training module in the workplace, this course will be intensified and will be carried out, as far as possible, within the required time of stay in the centre.

(c) Training in English-speaking country, through courses, which will be possible to include cultural visits and conferences, and which will be carried out at the end of the course after the completion of school activities in the training centres.

Final disposition first. Application of the order.

The Directorate-General for Vocational Training, in the field of its powers, is authorised to take the measures and to issue the necessary instructions for the implementation of the provisions of this order.

Final disposition second. Implementation of these teachings.

1. The first course of the training cycle referred to in Article 1 of this order shall be implemented in the course 2015-2016.

2. The second course of the training cycle referred to in Article 1 of this order shall be implemented in the course of 2016-2017.

Final disposition third. Entry into force.

This order will take effect the day following your publication in the Official State Gazette.

Madrid, 21 July 2015.-The Minister of Education, Culture and Sport, Iñigo Méndez de Vigo and Mr Mondez.

ANNEX I

Professional Modules

1. Professional Module: Social Skills.

Code: 0017.

Contents:

a) Implementation of strategies and techniques that favor social relation and communication:

Social skills and related concepts.

Analysis of the relationship between communication and quality of life in the areas of intervention.

The communication process. Verbal and non-verbal communication. Communicative styles.

Communicative context assessment: facilitators and obstacles in communication.

Valuation of the importance of attitudes in the aid relationship.

The emotional intelligence. Emotional education. Emotions and feelings.

The defense mechanisms.

Communication and social skills and communication programs.

b) Dynamization of group work:

The group. Types and characteristics. Group development. The leadership.

Analysis of group structure and processes.

Techniques for group analysis.

Valuation of the importance of communication in the development of the group.

The communication in the groups. Communication styles. Verbal and gestural communication. Other languages: iconic, audiovisual, ICT. Obstacles and barriers. Cooperation and competition in groups.

Group Dynamics. Techniques and approaches:

Presentation, knowledge, and trust dynamics.

Cohesion and collaboration.

Social skills and conflict resolution.

Driving group dynamics.

Psychosociological fundamentals applied to group dynamics.

The work team. Cooperative work strategies. Organisation and distribution of tasks. The leadership.

Individual work and group work.

The trust in the group.

Valuing the role of motivation in group dynamics.

Awareness about the importance of respecting opinions that are not matched with your own.

c) Meeting Driving:

The meeting as a group job.

Types of meetings and functions.

Techniques to speak in public.

Stages in the development of a meeting.

Meeting moderation techniques.

Using group dynamics in meetings.

The motivation. Techniques and strategies.

Identifying the typology of participants in a meeting.

Analysis of factors affecting the behavior of a group: boycotters and collaborators.

Data Collection Instruments.

d) Implementation of conflict management and decision-making strategies:

Assessment of conflict in group dynamics.

Analysis of troubleshooting techniques.

The decision-making process.

Managing group conflicts. Negotiation and mediation. Causes. Skills and techniques.

Application of group conflict resolution strategies.

Assessment of the role of respect and tolerance in problem and conflict resolution.

e) Assessment of social competence and group processes:

Collection of data. Techniques.

Identification of assessment indicators.

Assessment of social competence.

Evaluation of group structure and processes.

Applying social research techniques to work with groups.

Analysis of strategies and instruments for study of groups.

Basic Sociometry.

Assessment of self-assessment as a strategy for improving social competence.

Reports: structure and elaboration.

2. Professional Module: First Aid.

Code: 0020.

Contents:

a) Initial assessment of emergency assistance:

Emergency systems.

First aid goals and limits.

Legal framework, responsibility and professional ethics.

Types of accidents and their consequences.

Signs of vital engagement in adult, infant and infant populations:

cardiorespiratory arrest.

Heart rhythm disorders.

Zone protection methods and materials.

Personal self-protection and security measures.

First aid kit:

Material Classification: Basic Materials and Useful Add-ons.

Usage characteristics.

Storage systems.

Maintenance and Review.

Action priorities in multiple victims:

The simple triage. Simple triage methods.

Valuation by severity criteria.

Signs and symptoms of urgency:

Assessment of the level of consciousness.

Taking vital constants: pulse and breathing.

Basic scan for an urgency:

Scan protocols.

Override identification methods.

Signs and symptoms.

Medical-health terminology in first aid.

The transmission protocol for the information.

Assess the performance safely and with self-confidence.

b) Application of life support techniques:

Basic life support objective and priorities.

Airway permeability control:

Airway opening techniques.

Airway cleaning and unclogging techniques.

Basic Cardiopulmonary Resuscitation:

mouth-mouth breathing.

mouth-nose breathing.

External cardiac massage.

Semi-automatic external defibrillation (DEA):

Operation and maintenance of the semi-automatic external defibrillator.

Usage protocol.

Collecting data from a semi-automatic external defibrillator.

Assessment of the crashed.

Initial care in injury by physical agents:

Trauma: fractures, luxations, and other traumatic injuries; foreign bodies in the eye, ear, and nose; wounds and bleeding. Choking.

Heat or cold: burns, heat stroke, hyperthermia, hypothermia, and freezing.

Electricity: performance protocols in electrocution.

Radiation.

Initial attention to chemical and biological agent injuries:

Types of chemical agents and medications.

Entry and injury paths.

Performances according to the toxic and the input path.

Bites and bites.

anaphylactic shock.

Initial attention on emergency organic pathology:

Action protocols in cardiovascular emergency disorders: ischemic heart disease and heart failure.

Action protocols for respiratory disorders: respiratory failure and bronchial asthma.

Performance protocols in neurological disorders: cerebral vascular accident, seizures in children and adults.

Initial performance in impending delivery.

Action limited to the framework of your competencies.

Application of security and personal self-protection standards and protocols.

c) Application of immobilization and mobilization procedures:

Victim handling protocol.

Assessment of the need to move:

Situation in the zone.

Risk identification.

Indications and contraindications for the move.

Security and standby positions.

Quiesce techniques:

Fracture performance fundamentals.

Prompts for quiesce.

General quiesce techniques.

Mobilization Techniques:

Indications of mobilization at risk.

Simple mobilization techniques.

Making of stretchers and immobilization materials.

Personal self-protection and security protocol.

d) Application of psychological and self-control support techniques:

Basic communication strategies:

Elements of the communication.

Communication types.

Communication Difficulties.

Basic communication techniques in stress situations.

Communication with the crashed.

Communication with family members.

Valuing the role of the first intervener:

Reactions to stress.

Basic techniques of psychological help to the intervener.

Enabling techniques for interpersonal communication: basic skills that improve communication.

Factors that predispose to anxiety in accident or emergency situations.

Psychological support mechanisms and techniques.

3. Professional Module: Methodology of social intervention.

Code: 0344.

Contents:

a) Determination of methods, techniques and instruments of analysis of reality:

Methods and techniques of social research:

Basic concepts and theoretical aspects.

The action-investigation.

Qualitative and quantitative techniques and instruments.

Analysis of basic sampling techniques.

Analysis of the main sources and systems for recording information:

The observation.

The interview.

The questionnaire.

The survey.

The documentary collection.

Elaboration and application of information collection tools.

Possibilities and limitations of different techniques and instruments.

The sources of information.

Reliability and validity of information.

Use of information and communication technologies in social research.

Data analysis and interpretation:

Methods, techniques, and instruments.

Basic statistics.

Assessment of the ethical aspects of information collection.

b) Determining the elements of social intervention projects:

Theoretical models in social intervention: ecological and systemic, among others.

Planning in social intervention:

Concept, functions, and theoretical models.

Planning levels: plan, program, and project.

Schedule types.

General principles and requirements for planning.

Advantages, drawbacks, and limitations of the schedule.

Programming techniques characteristic of social intervention.

The scheduling process. Phases and elements:

Basic concepts.

Methodological elements: intervention strategies and techniques, activities and tasks.

Times definition techniques.

Organization and management of material and human resources.

Analysis of internal consistency.

The customer care plan.

The feedback.

Project assessment as the axis of the technician's intervention.

c) Determination of strategies to promote and disseminate intervention projects:

Basic concepts of advertising and communication.

Advertising and media in social intervention:

Promotion and dissemination strategies. Marketing.

Design of campaigns to promote and disseminate social intervention projects.

Elaboration of materials for the promotion and dissemination of social projects: posters, triptics, among others.

Use of information and communication technologies in the promotion and dissemination of social projects: word processors, presentations, radio and video, among others.

d) Incorporation of the gender perspective in social intervention projects:

Reality analysis from a gender perspective:

Processes and techniques.

The gender perspective in the design of social intervention projects:

Historical perspective of equal opportunities.

Theory of Gender Construction.

Language, thought, and gender.

Beliefs, attitudes and behaviors on equality between men and women.

Roles, stereotypes and values in gender equality.

Legal framework for equal opportunities:

Equality policies.

Equal opportunities plans, programs and projects.

Analysis of different resources and/or organisms that promote equality between women and men:

Treatment and transfer of information for the promotion of equality between men and women and the reconciliation of family life.

International protocols. Non-sexist language guides and manuals.

Incorporating the gender perspective into the promotion and dissemination instruments.

e) Defining social intervention project evaluation procedures:

Project Evaluation:

Concept, functions, and theoretical models.

Principles and types of assessment.

The evaluation as an element of the programming.

Analysis of the evaluation process:

Phases.

Contents of the assessment.

Organization of assessment resources and activities.

Computer media in the processing and organization of information.

Elaboration of reports and memories.

Quality management in social intervention projects.

Evaluation and follow-up in interventions to promote equality between men and women.

Assessment of objectivity in the assessment.

4. Professional Module: Community Development.

Code: 1128.

Contents:

a) Design Community Projects:

Analysis of the Community structure. Organization of the community. Delimitation of Community structures. Socio-cultural indicators:

Community concept.

Community structural elements.

Territory, population, demand, and resources.

Social network, groups, collectives and neighborhood.

Community Development:

Conceptions of development.

Historical background.

Contexts, scopes, and intervention sectors.

Rural scope and community development.

Community Process Agents:

Administration and institutions.

Population and their organizations.

Technical and professional resources.

The community team.

The community dynamizer. Paper and functions. Presentation protocols.

Creating and maintaining relationships with community agents. Strategies.

Elaboration of databases at community level:

Selection, classification, and file of information. Basic principles.

Criteria for its realization: reliability, easy updating and autonomous use by members of the community. Accessibility.

Maintaining and updating information.

Analysis of concrete programs and experiences of community development.

Participatory reality analysis:

Instruments to identify the aspirations and interests of individuals, groups, groups and institutions.

Techniques and instruments for collecting data at Community level.

Participatory planning:

Participatory planning oriented to processes and results: approach to the logical framework.

Assessment of participation as an axis of community development.

b) Realization of activities to promote citizen participation in the construction of community processes:

Social and citizen participation:

Source.

History.

Current situation.

Social volunteering:

Historical Evolution.

Legal framework for volunteering at international, state and regional level.

Volunteering and cooperation.

The role of volunteering today.

Legal framework for citizen participation:

Citizen participation regulations.

Analysis of community participation:

Techniques and instruments.

Criteria and indicators.

Analysis of Influential Factors in the Social Participation Process:

Attitudes and motivation for social participation.

Participation strategies. Awareness and motivation. Community preparedness and training.

Social support for community intervention:

Social networks. Types and conformation of social networks.

Self help groups.

The role of the professional.

Spaces as a methodological resource.

Meeting spaces. Participatory management:

Usage and operation protocols.

Importance of meeting spaces as a resource for participation.

c) Application of resources and strategies to promote communication and exchange of information among community actors:

Communicative techniques applied to social participation.

Factors involved in the communication in the framework of community dynamization.

Application of methods and techniques for the detection of information needs in the community.

Media identification in the community environment:

Formal and informal media.

Research on resources.

Conducting information and training campaigns in community development.

Managing information at community level:

Cauces and sources of information.

Databases.

Updating the information. Importance.

Information exchange protocols. Elaboration criteria: efficiency in reception, adaptation to the characteristics of the receivers, channels, supports, times, periods and the use of the instruments.

Impact of the information. Indicators.

d) Realization of support actions and technical support to the associative fabric:

Non-governmental organisations (NGOs), foundations and associations of a social nature:

Historical Frame.

Legal framework:

Associations Act.

Foundations Act.

Process for creating an association/foundation. Characteristics of each phase.

Analysis of the organizational and functional structure of associations and social entities:

Organization of the job.

Communication.

Internal training.

Management of staff.

Profiles and functions.

Administrative organization: files and procedures.

Human resources in partnerships, foundations, and non-governmental organizations.

Role and role of the professional in supporting and supporting the associative fabric.

Public administration in associative support.

Selecting associative fabric support resources:

Elaboration of databases. Criteria for their preparation.

Elaboration of guides. Criteria for their preparation.

Getting resources.

Financing types: grants, agreements, contracts, and service delivery.

e) Community mediation process development:

Managing conflict at community level:

Features.

Common definition and conflict types.

Components of the conflict at community level.

Cycles of the conflict.

Community mediation:

Types, characteristics and protagonists in conflict management at the community level.

The mediation process in community dynamization.

Principles of community mediation.

Application scopes.

Beneficiaries of community mediation.

Advantages and disadvantages of community mediation.

Performing Community mediation processes:

Identification of the stages. Characteristics of each phase.

Application of conflict management techniques in the community.

The agreements in the community mediation. Characteristics and conditions.

The role of those involved in community mediation.

The professional in the mediation process. Functions and skills.

Evaluation and monitoring of mediation processes:

Coordination with external evaluators in community mediation.

Completing the documentation associated with the mediation process.

f) Realization of community project evaluation activities:

The assessment at community level: features and process.

Participatory assessment:

Techniques and instruments.

Adapting the techniques and instruments to the different agents.

Evaluation of participation processes. Instruments, criteria and indicators.

Evaluation of the relationships and level of coordination among the different agents. Instruments, criteria and indicators.

Evaluation of communication strategies and instruments. Instruments, criteria and indicators. Indicators for dissemination and impact of information.

Coordination with external evaluators.

Elaboration of reports and memories at community level:

Adequacy to the different community agents.

Presentation and dissemination of results.

Quality management at the community level.

5. Professional module: Information and communication with a gender perspective.

Code: 1401.

Contents:

a) Characterization of communication processes from a gender perspective:

Thinking, language, and gender.

Role of language in the construction of identity and social relations. Analysis of their influence on belief systems and knowledge.

Influence of language on the social construction of gender.

Communication processes: basic elements and strategies.

Media as instruments of reproduction and social change.

Analysis of communication from a gender perspective. Communication and power. The woman in the media. Information treatment of gender-based violence.

Analysis of the role of the media in the transmission of gender ideology. Male and female identity models in the media.

Advertising and gender.

The information society and women:

Information and communication networks with a gender focus.

The woman in the network.

b) Detection of gender-based discrimination situations in communication and information processes:

Analysis of communication from a gender perspective. Strategies and techniques. Content analysis.

Gender roles and stereotypes in communication and information:

Sexist Stereotypes: presence in content, in language, in images and in actions. Inappropriate practices in language use.

Analysis of types of discrimination in communication and information by reason of sex:

Types of discrimination: direct, indirect, and convergent, among others.

Processes and forms of gender-based discrimination in communication:

The organization, programming and selection of media content as a mechanism for gender discrimination.

The treatment of issues as a discrimination mechanism.

Protocols for gender perspective analysis of communication systems and instruments used in different areas: companies, bodies and institutions, among others.

c) Design of communication and information actions from the gender perspective:

Analysis of guidelines for the design of non-sexist actions in the field of communication and information.

Resilient elements and change enhancers in communicative styles. Importance of its detection for the success of the intervention.

Elaboration of strategies for the shift towards non-sexist patterns in communication and the use of language in different areas: companies, agencies and institutions, among others. Participation as a key element for change.

Non-sexist or discriminatory language guides and manuals:

Language resources for non-discriminatory use of language.

Non-sexist administrative language. Legal and regulatory texts: regulations, statutes, calls for grants, aid and collaboration agreements, among others.

Non-sexist language in written documentation:

Manuals and acting protocols.

Circulars and Letters.

Contracts.

Labels and indicators.

Advertising and information media: brochures and posters, among others.

Guides.

Other.

Non-sexist communication in the audiovisual language.

Non-sexist language in social media.

Importance of the gender perspective as a pattern of communication favoring equality.

d) Implementation of non-sexist communication and information actions:

Drafting texts and messages in various media from a gender perspective.

Elaboration of instruments for the promotion of the non-sexist use of language in different fields: educational, business, information, technological, administrative and institutional, among others.

Application of guidelines for non-sexist use of language in social media: radio, newspaper, TV, brochures, panels and the Internet, among others.

Application of data protection regulations in the processing of information.

e) Evaluation of communication and information actions from the gender perspective:

Evaluation strategies in information and communication activities.

Techniques and instruments for evaluating communication and information actions from a gender perspective. Indicators:

Impact assessment.

Writing reports and memories from the gender perspective.

Transmission of information from a gender perspective:

Channels of information in the intervention context.

Channels of information in the intervention team.

The gender perspective as a criterion in quality management.

6. Professional Module: Prevention of Gender Violence.

Code: 1402.

Contents:

a) Characterization of gender-based violence:

Gender-based violence in the context of equality between women and men:

Violence: definition and typology.

Invisible violence and violence against women. Microachisms.

The relationship between violence against women and inequality between women and men.

Basic processes involved in situations of violence against women:

Types of gender violence: within the family, community and state. Violence in armed conflict.

Violence against women and multiple discrimination.

Types of violence and crimes against women's sexual freedom:

Physical, psychological, economic, social and sexual violence.

Gender-based violence indicators for diagnostic performance.

Signs and symptoms.

The process of maltreatment in women. Factors that favor or inhibit them.

Theories and explanatory models of ill-treatment. Risk factors.

The aggressor person. Profile and features.

Psychosociological and social aspects of gender-based violence.

Gender violence and the media.

Situation of women with disabilities. Types and degrees of disability. Difficulties in joining the different areas of life.

b) Characterization of the framework of preventive intervention in gender-based violence:

Gender-based violence awareness measures:

Ad campaigns.

Gender and gender violence prevention guides and manuals for victims of family, domestic and sexual violence.

Prevention measures against gender-based violence:

Prevention in the field of education.

Prevention in the work environment.

Comprehensive assistance and protection services for victims of gender-based violence:

Health measures. Medical care in cases of gender-based violence.

Measures in the field of employment and employment.

Special protection systems.

Legal information and guidance.

Normative and procedural references of violence against women:

Violence against women and human rights. United Nations. Fundamentals and normative references: international, European, state and regional.

Protocols and procedures for care for women victims of violence.

Gender and procedural law, civil, canonical, criminal and community law. International bodies. Labour law and social security. Right of aliens and legislation on asylum.

c) Planning for prevention activities in gender-based violence:

Resources for intervention in situations of violence against women. Institutions involved in the processes of violence against women:

Typology and characterization.

Services to women victims of violence:

Care and information, healthcare, hosting, protection, and security resources.

Resources in the field of justice and legal assistance/advice.

Economic aid and preferential access to resources.

Resources and support for employment and training.

Resources and materials for women with disabilities.

Specialist care services for women victims of gender-based violence and/or minors in their care.

Coordination resources and State Violence Observatory on Women.

d) Development of strategies for intervention in gender-based violence:

Family intervention strategies:

Intervention with children.

Prediction of violence.

Children's sexual abuse indicators.

Early detection of mistreatment.

The simulation in victim and maltreater.

Comprehensive Victim Counseling:

Intervention in crisis situations.

Guidance and employment advice to victims: programs.

Information and care services in gender-based violence.

Non-conventional therapeutic resources.

Advice.

Advice techniques for women with disabilities.

Intervention strategies with women victims of gender-based violence: legal, psychological and social:

Action protocols in cases of gender-based violence.

Initial care protocols. Acting in a crisis of anxiety.

Action protocols for women victims of gender-based violence in police intervention, in health services and at the judicial level.

Protocol for the implementation of the protection order for victims of gender-based violence.

Legal assistance and procedural representation.

Disclosure of the protection order.

e) Monitoring and control of intervention in gender-based violence:

Techniques and instruments for the realization of control and monitoring in situations of gender-based violence.

Collection of data. Manufacturing and record fulfillment techniques.

Record data on appropriate media.

Control and Tracking Indicators. Assessment instruments: elaboration and selection.

Elaboration of reports and memories.

Assessment of the importance of assessment as a resource for improvement of intervention.

Justification of assessment as a useful instrument in decision making.

7. Professional module: Promotion of female employment.

Code: 1403.

Contents:

(a) Characterisation of the situation of women in the field of employment:

Job. Definition and typology.

Employment. Definition and typology of employment and employment situations.

Analysis of legislative and regulatory references in terms of employment: international, European, state and regional.

Women's needs and demands for work. Analysis of the situation of women in the field of work. Feminized sectors and job insecurity.

Elaboration of a diagnosis of women's labor needs.

Description and analysis of sex discrimination on the job. Analysis of attitudes: stereotypes and prejudices in the workplace. Workplace harassment on the basis of sex in employment.

Trade union action and equal opportunities. Women in the union sphere.

Importance of women's contribution to the development of the world of work.

(b) Organisation of activities to promote effective equality in the field of employment:

Reconciliation. Co-responsibility. Time management. Strategies for the use of times of women and men in the productive sphere: measures of reconciliation.

Legislation on the reconciliation of personal, family and work life: guides and manuals.

Obstacles that hinder or impede access to the labour market. Definition of concepts such as glass ceiling, velvet ghetto and sticky soil.

The role of different social actors.

Best practices:

Good practices promoted by private and public initiative.

Planning for gender awareness activities in employment. Broadcast campaigns. Different collectives. Different contexts.

Analysis and application of information and awareness techniques.

Elaboration of information and awareness materials.

Use of information and communication technologies for the organization of information and awareness activities.

c) Organization of business advisory and prospecting activities:

Enterprise, organizations and employment structures. Typology and features.

Application of social research techniques.

Elaboration of instruments for the collection of information in the activities of business prospecting.

Job offer. Analysis of the characteristics of the job offer in the intervention environment. Developing resource maps.

Fields of employment. Detection of demands, offers, services and potential fields of employment.

Planning of advisory strategies. Use of guides and manuals on equality in employment. Seal of equality in the company.

Coaching and fostering leadership.

Real equality in employment assessment.

Organization of information and awareness activities.

d) Development of information and guidance processes for women in the field of employment:

Employability of women.

Information and guidance actions in the field of employment.

Resources to improve employability: vocational training and employment. Competence accreditation processes.

Advice on the creation, access and permanence of employment. Professional promotion on a level playing field.

Designing custom insert itineraries. Accompaniment in the job search process.

Information strategies on occupational resources.

Application of job search techniques.

Self-employment: the process of creating a business. Basic references. Plans and assistance for women entrepreneurs.

Measures guides and good entrepreneurial practices.

Importance of respect for the opinion of each and the confidentiality of the data.

e) Realization of activities for the control and monitoring of the intervention in the coexistence unit:

Determination of the assessment technique.

Determination of the time and sequence of assessment activities.

Setting indicators and evaluation protocols for employment promotion.

Evaluation instruments:

Elaboration and selection.

Elaboration and implementation of assessment instruments in the promotion of employment.

Record data on appropriate media: analysis of the data obtained.

Elaboration of the evaluation documentation for dissemination among the social agents involved in the promotion of employment.

Elaboration of reports and memories.

Using new information and communication technologies.

Assessing the importance of assessment as a resource for improving employment promotion intervention.

Valuation of the need for the higher technician in the Promotion of Gender Equality to reflect on their own actions and decisions.

Assessment assessment as a useful tool in decision making.

8. Professional module: Intervention environments for the promotion of equality.

Code: 1404.

Contents:

a) Characterization of the intervention environment from the gender perspective:

Quality of life from the gender perspective.

Analysis of relationships between quality of life and reconciliation of personal, family and work life.

Analysis of gender roles and stereotypes in the different areas of personal, work and family life. Health and sexuality. Sport, town planning, leisure and time management.

Analysis of gender bias and gender gap: procedures and techniques.

Influence of the gender gap in the different areas of personal, work and family life. Health and sexuality. Sport, town planning, leisure and time management.

Diagnosis in terms of health, education, leisure, reconciliation of personal, family and work life, mobility and time management, with a gender perspective. Indicators.

Health and wellness indicators from the gender perspective.

Gender indicators in terms of reconciliation of personal, work and family life.

Gender indicators in sport and urban planning.

Health and quality of life: typology and characterization. Relationship. Health models.

Public, private, and domestic space. Relationship.

Use of spaces and times. Differences between men and women in relation to leisure, health and sexuality. Sport, urbanism, welfare and quality.

b) Design of strategies for effective equality between men and women:

Bodies related to gender equality: at international, European, state, regional and local levels.

Health regulations, education, leisure, reconciliation of personal, family and work life, mobility, disability and time management and improvement of quality of life.

Design and adaptation of social projects for equality between women and men.

Health services. Dimensions of health: emotional, sexual and reproductive. Sexual and reproductive health and family planning centers. Prevention of STDs.

Leisure and leisure services: characterization, target persons and users.

Analysis of guides and manuals on the reconciliation of personal, work and family life. Health, leisure and time management from a gender perspective.

Characterization of associations, institutions and main services related to effective equality between women and men. Typology.

Aid, scholarships and resources for leisure, culture and sports activities, among others.

c) Organization of actions to inform and raise awareness of the unpaid work of women in the domestic sphere:

Care for life: hygiene, food, shelter, emotional, psychological and sexual attention, among others.

Tasks and times dedicated to care for life:

Sex division of the job. The sexual pact.

Analysis of the impact of unpaid work and care for life on a personal, family and socio-economic structure. Negative consequences arising from the achievement of unpaid work, in the quality of life of women.

Associated value of unpaid work at home and application in other contexts.

Regulatory references.

Development of information and awareness activities on unpaid work:

Analysis of strategies and techniques for the visibility and recognition of women's unpaid work.

Strategies and tools to promote co-responsibility in the domestic sphere and care for life.

d) Implementation of strategies to inform and raise awareness of reconciliation measures in the different areas and contexts of intervention:

Strategies for the change in time uses of women and men in the productive field: reconciliation measures.

Implementation of actions in the field of health, education, leisure, reconciliation of personal, family and work life, mobility and time management, with a gender perspective.

Dissemination and presentation of information on social projects for effective equality.

The intervention team in promoting effective equality:

Collaboration and coordination.

Teamwork structures.

Analysis of collaboration mechanisms between them.

Reconciliation and teamwork of professionals in the field of equal opportunities.

e) Realization of control activities and monitoring of intervention in the field of effective equality:

Evaluation and follow-up of actions on effective equality.

Assessment criteria and indicators: health, education, leisure, reconciliation of personal, family and work life, mobility and time management.

Using computer applications for monitoring and monitoring interventions.

Communication and dissemination of results. Reporting and reporting.

Quality management in interventions in the field of effective equality between women and men.

9. Professional module: Social participation of women.

Code: 1405.

Contents:

a) Characterization of people's social participation:

Social participation and gender:

Participation, democracy, feminisms and gender.

The role of women in recent history.

Differentiated socialization processes and gender impact.

Areas of participation: economic, political, associative, leisure and quality of life, among others.

Types of participation and social consequences.

Getting, interpreting, and analyzing social participation data:

Collection and analysis of participation data: research protocols, sources of information and materials.

Identifying the gender gap in different domains.

Assessment of the impact of participation on society.

b) Design of strategies to promote the social participation of women in the public sphere:

Women's needs and demands in the field of social participation.

Collaboration structures: types. Creation and consolidation.

Strategies and resources for establishing and maintaining contacts with the environment agent set:

Use of information and communication technologies in relation to the set of social agents.

Protocols for the permanent update of the training.

Strategies to favor participation.

Creating meeting spaces:

Analysis of the interests of the agents in your environment.

Participatory methodology.

c) Design of strategies to promote women's empowerment:

Discrimination and inequality for sex-gender reasons.

Beliefs, attitudes and behaviors of equality between women and men:

Theory and History of Gender Construction.

The social construction of gender: roles, stereotypes and values in terms of effective equality.

Social behavior and reproduction of sexist models: explanatory currents. The codes of non-verbal communication.

Analysis of the model itself.

Transmission Paths of Gender Roles.

Effective equality policies and women's empowerment.

Documents: protocols, statutes and memoirs, among others. Basic rules on equality policies.

Strategic framework: positive action measures, gender consideration and plans for effective equality of women and men.

Services, structures and organizations that favor women's empowerment.

Decision making and gender:

Invisible obstacles to equality: glass ceiling, sticky soil and velvet ghetto, among others.

The change actitudinal. Social processes of change.

Strategies to favor decision-making in both individual and group decisions. Women's empowerment processes: strategy and goal.

d) Development of intervention strategies in group processes:

Analysis of group processes from a gender perspective.

The shared identity.

Inputs from groups to individual development.

Phases of group development.

Group diagnostic techniques from a gender perspective: observation and interview, among others.

Leadership: definition, characteristics, and typology.

The identification of goals.

Group and team dynamic techniques.

Managing conflicts from a gender perspective.

e) Development of accompanying processes and counselling for women:

Obtaining information in the accompanying and advisory processes:

Strategies, techniques, and instruments for individualized data collection.

Application of social skills in the accompanying and advisory processes. Active listening techniques.

Identification and interpretation of demands related to participation and decision making.

Analysis of accompanying protocols and advice.

Accompaniment and advice for participation and decision-making. Individual and group accompaniment. Adequacy of the process to the demands.

f) Realization of community project evaluation activities:

Evaluation of participation and decision-making processes: Instruments, criteria and indicators.

Participatory assessment:

Techniques and instruments.

Adapting techniques and instruments to different agents.

Evaluation of communication strategies and instruments.

Elaboration of reports and memories at community level:

Adequacy to the different community agents.

Quality management in the field of women's social participation.

10. Professional module: Socio-educational intervention for equality.

Code: 1406.

Contents:

a) Characterization of socio-educational intervention in the prevention of violence against women:

The socio-educational intervention in the prevention of violence against women. Psycho-pedagogical fundamentals.

Non-formal education as a framework for socio-educational intervention in the field of coeducation and violence prevention against women:

Principles of non-formal education.

Collectives and intervention scopes:

Children, youth, families, women with disabilities, women's associations, professionals working in the field of violence against women, trainers and others.

Psychosocial characteristics of intervention collectives: childhood, youth, women and others.

Development of social cognition. Processes of social categorization. Attribution.

The construction of identity in childhood and youth. Influence of gender on identity construction.

The perception of violence against women in different collectives:

Gender-based violence among young people.

Attitudes, stereotypes and prejudices in relation to violence against women.

Vulnerability and risks of women with disabilities.

Strategies and resources for the identification and awareness of attitudes and beliefs in relation to gender-based violence.

Assessment of the importance of socio-educational intervention in the prevention of gender-based violence.

b) Design of training actions:

Intervention in coeducation and prevention of violence against women in different groups (children, adolescents, women, women with disabilities, teachers and professionals, among others). Specific features.

Analysis of socio-educational intervention programs in coeducation and prevention of violence against women:

Identifying general objectives and characteristics.

Job contents.

Methodology and procedures for intervention.

Group dynamics applied to socio-educational intervention in the prevention of violence against women.

Strategies and resources for the construction of a positive and differentiated identity and the rejection of violence. Use of ICT as an intervention resource in this field.

Collaboration with other agents and professionals. Relationships between formal and non-formal education.

Types of formative actions. Good practice.

Design of education programs in gender equality and prevention of violence against women for various groups.

Collaboration with other agents: paths and strategies. Role of the family.

c) Organization of training actions:

Strategies for initiating and maintaining contact with potential intervention organisations and institutions: schools, mothers 'and fathers' associations, women's associations, training centres, etc. teachers and trainers, institutions working in the field of gender-based violence and others.

Informational materials. Design and elaboration. Dissemination materials and strategies for women with disabilities.

Workshops and training actions: typology and development. Adequacy to target persons.

Organization of Workshops:

Coeducation.

Gender violence.

Analysis and interpretation of cultural constructs that naturalize the use of violence.

Strategies for the implementation of programs.

Other.

d) Implementation of training actions:

Techniques for the development of skills for the prevention of violence against women and victimization:

Non-sexist communicative skills.

Conflict management skills.

Selection of resources. Educational possibilities of information and communication technologies in the field of violence prevention against women.

Personal and social skills for intervention. Observation and active listening.

Valuation of the importance of establishing an appropriate climate in the development of training actions.

Analysis of the role of the professional according to the collective and the objectives of the intervention:

Contributions to training programs for professionals: experience and knowledge of civil society, academia, feminist organizations and professional practice.

e) Realization of activities for the evaluation of socio-educational interventions:

Participatory evaluation in non-formal education. Co-evaluation with other professionals.

Elaboration of protocols and records for evaluation of training actions.

Evaluation of socio-educational interventions with women with disabilities.

Assessment data analysis strategies and techniques.

Elaboration of reports and memories of socio-educational intervention.

Evaluation as an element of quality in socio-educational intervention.

Assessment of the importance of the participation of the target persons in the evaluation process.

11. Professional Module: Gender Equality Promotion Project.

Code: 1407.

Contents:

a) Identification of the needs of the productive sector and the organization of the company:

Identification of job roles.

Industry structure and organization.

Company activity and its location in the industry.

Organization chart of the company. Functional relationship between departments.

Industry trends: productive, economic, organizational, employment and other.

Work procedures in the company scope. Systems and methods of work.

Determination of excluded labor relations and special labor relations.

Collective agreement applicable to the professional field.

Company culture: corporate image.

Quality and security systems applicable in the industry.

b) Design of projects related to the sector:

Analysis of the local reality, the business offer of the sector in the area and the context in which the professional training module will be developed in the workplace.

Collecting information.

The overall structure of a project.

Crafting a work script.

Project execution planning: objectives, content, resources, methodology, activities, timing, and evaluation.

Project Feasibility and Opportunity.

Review of applicable regulations.

c) Planning for project execution:

Sequencing of activities.

Elaboration of work instructions.

Making a risk prevention plan.

Documentation required for project execution schedule.

Compliance with safety and environmental standards.

Project quality assurance indicators.

d) Defining control and evaluation procedures for project execution:

Proposal for solutions to the objectives outlined in the project and justification of the selected ones.

Defining the project evaluation procedure.

Determining the variables that can be evaluated.

Documentation required for project evaluation.

Process and end product quality control.

Log of results.

12. Professional module: Training and employment orientation.

Code: 1408.

Contents:

a) Active job search:

Valuation of the importance of permanent training for the career and professional career of the higher technician in the Promotion of Gender Equality.

Analysis of personal interests, skills and motivations for the professional career.

Identification of training itineraries related to the higher technician in Gender Equality Promotion.

Responsible for learning itself. Knowledge of the requirements and expected fruits.

Definition and analysis of the professional sector of the title of Superior Technician in Promotion of Gender Equality.

Planning your own career:

Setting work goals, in the medium and long term, compatible with needs and preferences.

Realistic and consistent goals with current and projected training.

Job search process in small, mid-sized, and large companies in the industry.

Learning and employment opportunities in Europe. Europass, Ploteus.

Job search techniques and instruments.

Self-employment assessment as an alternative for professional insertion.

The decision-making process.

Setting a personal checklist of consistency between career plan, training, and aspirations.

b) Conflict management and work teams:

Methods for conflict resolution or suppression: mediation, reconciliation, and arbitration Valuation of the advantages and disadvantages of team work for the effectiveness of the organization.

Teams in the sector in relation to gender equality services according to the roles they perform.

Analysis of the training of work teams.

Features of an effective work team.

The participation in the work team. Analysis of the possible roles of their members.

Conflict: features, sources, and stages.

c) Job Contract:

The right of the job.

Intervention of public authorities in industrial relations.

Analysis of the individual labor relationship.

Determination of excluded labor relations and special labor relations.

Hiring contract modes and promotion measures.

Rights and duties arising from the employment relationship.

Working Conditions. Salary, work time and work rest.

Modifying, suspending, and extinguishing the work contract.

Representation of workers.

Collective bargaining as a means of reconciling the interests of workers and employers.

Analysis of a collective agreement applicable to the professional scope of the higher technician in the Promotion of Gender Equality.

Collective conflicts of work.

New work organization environments: subcontracting and teleworking, among others.

Benefits for workers in new organizations: flexibility and social benefits, among others.

d) Social Security, Employment and Unemployment:

The Social Security System as a basic principle of social solidarity.

Structure of the Social Security system.

Determination of the principal obligations of employers and workers in the field of social security: affiliation, ups, downs and contributions.

The protective action of Social Security.

Classes, requirements, and benefits.

Unemployment-protected situations.

Systems of workers ' advice regarding their rights and duties.

e) Professional risk assessment:

Importance of preventive culture at all stages of professional activity.

Assessment of the relationship between work and health.

Analysis and determination of working conditions.

The concept of professional risk. Risk factor analysis.

Risk assessment in the company as a basic element of preventive activity.

Risk analysis linked to security conditions.

Risk analysis linked to environmental conditions.

Risk analysis linked to ergonomic and psychosocial conditions.

Specific risks in the sector, in relation to gender equality services.

Determination of the possible health damage to the worker that can be derived from the identified risk situations.

f) Planning for risk prevention in the enterprise:

Rights and duties in the field of occupational risk prevention.

Responsibilities in the field of occupational risk prevention.

Managing prevention in the enterprise.

Representation of workers on preventive matters.

Public bodies related to the prevention of occupational risks.

Planning for prevention in the enterprise.

Emergency and evacuation plans in work environments.

Elaboration of an emergency plan in a small or medium enterprise in the sector.

g) Application of prevention and protection measures in the enterprise:

Determination of individual and collective prevention and protection measures.

Action protocol in an emergency situation.

Training for workers in the field of emergency plans.

Surveillance of workers ' health.

First aid.

13. Professional module: Enterprise and entrepreneurial initiative.

Code: 1409.

Contents:

a) Entrepreneurship Initiative:

Innovation and economic development. Main features of innovation in the activity of gender equality (materials, technology and organization of production, among others).

Entrepreneurial culture as a social need.

The entrepreneurial character.

Key factors for entrepreneurs: initiative, creativity and training.

Collaboration between entrepreneurs.

The performance of entrepreneurs as employees of a company related to gender equality.

The performance of entrepreneurs as entrepreneurs in the category of gender equality services.

The risk in entrepreneurial activity.

The entrepreneur. Requirements for the exercise of business activity.

Personal goals versus business goals.

Business Plan: the business idea in relation to gender equality services.

Good entrepreneurial culture practices in community service activity at the local level.

b) The company and its environment:

Basic company functions.

The enterprise as a system.

The overall business environment.

Analysis of the overall environment of an SME in relation to gender equality services.

The company's specific environment.

Analysis of the specific environment of an SME in relation to gender equality services.

A SME's relationship in the field of gender equality services with its environment.

Relations of an SME in the field of gender equality services with the whole of society.

Company culture: corporate image.

Social responsibility.

The Social Balance.

Business ethics.

Social responsibility and ethics of service sector companies to the community.

c) Creating and starting a company:

Company concept.

Enterprise Types.

The responsibility of the owners of the business.

Taxation in companies.

Choice of the legal form. Dimension and number of partners.

Administrative formalities for the formation of a company.

Economic Viability and Financial Feasibility of a Company Related to Services to the Community.

Analysis of the sources of financing and budgeting for a company related to services to the community.

Aid, grants and tax incentives for SMEs related to services to the community.

Business plan: choice of legal form, economic and financial feasibility study, administrative procedures and management of grants and grants.

d) Administrative function:

Concept of basic accounting and notions.

Accounting operations: recording the economic information of a company.

Accounting as a true picture of the economic situation.

Analysis of accounting information.

Corporate Tax Obligations.

Requirements and deadlines for the filing of official documents.

Administrative management of a company in the field of gender equality services.

14. Professional module: Training in job centres.

Code: 1410.

Contents:

a) Identification of the structure and business organization:

Structure and business organization of the service sector to the community.

Company activity and its location in the service sector to the community.

Organization chart of the company. Functional relationship between departments.

The company's logistics organization. Suppliers, customers, and marketing channels.

Work procedures in the company scope. Systems and methods of work.

Human resources in the enterprise: training requirements and professional, personal and social skills associated with different jobs.

Quality system set in the job center.

The security system set in the job center.

b) Application of ethical and labour habits:

Personal Attitudes: empathy, punctuality.

Professional attitudes: order, cleanliness, responsibility and security.

Attitudes to the prevention of occupational and environmental risks.

Hierarchy in the enterprise. Communication with the work team.

Documentation of professional activities: methods of classification, coding, renewal and elimination.

Recognition and application of internal company rules, work instructions, standard work procedures, and others.

c) Realization of operations to prepare for the promotion of equality or prevention of gender-based violence:

Identification of the documentation associated with the preparation of the activity.

Interpretation of instructions for the preparation of the activity.

Application of regulatory and control procedures.

Conditioning spaces.

Adapting the activity to the guidelines and criteria set out in the schedule.

Identification of the needs of the target people in the activity.

Relationship with users.

Identification of difficulties in the organization of the activity.

Respect to the intimacy of users.

d) Implementation of the activities planned in the job plan:

Documentation associated with the development of the activity.

Interpretation of instructions for performing the activity.

Application of established procedures for performing tasks.

Application of deontological criteria in the development of the activity.

Confidentiality of information.

Attitudes in relation to users.

Using technical resources.

e) Compliance with the safety and hygiene criteria:

Health-hygiene rules.

Identification of hygiene-sanitary or security risk behaviors.

Adapting the dress to the activity.

Identification of occupational risk prevention rules.

Respect for environmental conservation.

Application of environmental care-related rules.

f) Analysis of the service provided:

Determining assessment activities.

Documentation associated with controlling and tracking activity.

Quality management procedures and instruments.

Application of the assessment instruments.

Analysis and communication of the collected information.

Self-assessment of the activity itself.

ANNEX II

Sequencing and weekly hourly distribution of professional modules

Higher Grade Forming Cycle: Gender Equality Promotion

1128. Community Development(1)

1405. Women's social participation

1403. Promoting female employment.

Module

Duration (hours)

First Course (h/week)

Second

2 Quarters (h/week)

1 quarter (hours)

0017. Social skills(1)

100

3

 

0344. Social intervention methodology(1)

110

4

105

3

 

1402. Gender-based violence prevention

165

5

 

1404. Intervention scopes for equality promotion

140

4

100

3

 

1408. Job training and guidance

90

3

1409. Enterprise and entrepreneurship

60

2

reserved for the English imparted module

90

3

0020. First aid(1)

40

2

1401. Gender perspective information and communication.

185

9

185

9

1406. Socio-educational intervention for equality

150

8

40

40

 

2

1410. Job center training

400

400

1407. Gender equality promotion project

40

40

in the formative cycle

2,000

30

30

440

(1) Professional modules cross-cutting to other Professional Training titles.

ANNEX III

Modules capable of being imparted in the English language

0344. Methodology of social intervention.

1401. Information and communication with a gender perspective.

1402. Prevention of gender-based violence.

1403. Promotion of female employment.

1404. Areas of intervention for the promotion of equality.

1406. Socio-educational intervention for equality.

ANNEX IV

Minimum spaces and equipment

Spaces:

Form Space

Surface

30 pupils

20 pupils

60

60

40

Service Aula to the community.

150

100

Minimum Equipment:

Forative Space

-purpose Aula.

Computers installed in network, projection system, and internet.

Audiovisual media.

Application computer programs

Classroom.

Sillas.

Sillas.

The teacher's table with armchair.

white fixed board.

Screen projection.

Canon of projection and connection to the Internet.

Armary with lock.

Armario-display with glass doors.

Stance_body.

Image equipment and digital sound.

Perches.

Waste container.