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.

Read the untranslated law here: http://www.boe.es/buscar/doc.php?id=BOE-A-2015-8480

Royal Decree 779/2013 of 11 October, by the Técnico Superior is set to Promoting Gender Equality and fix his minimum educations, acting in accordance with Royal Decree 1147/2011, of July 29, by the general organization of vocational training of the education system, defined in Article 9 the structure of vocational training diplomas and specialization courses, based on the National Catalogue of professional qualifications, establishes the guidelines set by the European Union and other aspects of social interest and implements the aforementioned title of Technician in Promoting Gender Equality.

The Organic Law 2/2006 of May 3, Education, provides that education authorities develop the curriculum of vocational training qualifications, from the core curriculum and the conditions set out in Article 6 bis.4 . The educational institutions will develop and complete, if necessary and as established by the education authorities, the curriculum of the different stages and cycles in using their autonomy as stated in Chapter II of Title V of that Act.

In accordance with the above and once the Royal Decree 779/2013, of 11 October, he has set the professional profile of Superior Técnico Promotion of Gender Equality, the basic aspects of the curriculum and other aspects of the academic organization to ensure common training and guarantee the validity of certificates throughout the national territory, now necessary to determine, in the field of management of Ministry of Education, Culture and Sport, expansion 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 labor market in the European Union require that the teaching of vocational training pay special attention to the languages ​​of member countries, incorporating in its educational offerings. In this sense, this training course in the curriculum incorporates English language training, responding to the provisions of Royal Decree 1147/2011, of 29 July.

In addition, the curriculum of this training cycle is established from respect for pedagogical, organizational and management of institutions providing vocational training, promoting these teachers work in equipment and the development of training plans, research autonomy and innovation in their teaching field and actions that promote continuous improvement of educational processes.

Moreover, vocational training centers will develop the curriculum established by this order, taking into account the characteristics of students, with special attention to the needs of people with disabilities.

Finally, it should be noted that this training cycle curriculum integrates scientific, technological and organizational aspects of the teachings set to ensure that students acquire an overall view of the productive processes of the professional profile senior technical Promotion of Equality of genre.

In the process of preparing this report has been issued by the State Board of Education.

For all the above, in virtue, I have:
CHAPTER
I
General provisions


Article 1. Purpose.

This order is to determine, from the core curriculum established by Royal Decree 779/2013 of 11 October, the Superior Técnico set in Promoting Gender Equality and fixed his teachings minimum, the curriculum of the training cycle of higher level, corresponding to that title.

Article 2. Scope.

The curriculum established by this order shall apply in the territory management Ministry of Education, Culture and Sport.
CHAPTER II

Curriculum


Article 3. Curriculum.

1. The curriculum for the teaching of vocational training for the title of Superior Technical Education System in Promoting Gender Equality, established in Royal Decree 779/2013, of October 11, is determined in the terms set out in this order.

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


3. The general objectives of the curriculum of the training program, the objectives of the professional modules expressed in terms of learning outcomes and assessment criteria are included in the title of Technician in Promoting Gender Equality, referred to in paragraph 1 of this Article.

4. The contents of the professional modules that make up the present curriculum, adapted to the socio-economic situation and the prospects for economic and social development of the environment, are set out in Annex I to this order.

Article 4. Adapting to socio-productive environment.

1. The curriculum covered in this training cycle is established by taking into account the socio-economic reality and geographical characteristics, socio-productive and labor environment implementation own title.

2. Vocational training centers have the necessary pedagogical, organizational and economic management for the development of teaching and adaptation to the specific characteristics of the socioeconomic, cultural and professional environment autonomy.

3. The centers authorized to offer this training cycle materialize and develop those that are most suited to the characteristics of their students and their productive environment, flexibly and use of their pedagogical autonomy, within the general framework of the educational project organizational and curricular measures under the terms established by the Organic Law 2/2006 of Education.

4. The curriculum regulated in this order training cycle will take place in the teaching programs and curriculum development, enhancing or creating a culture of prevention of occupational hazards in the spaces where different professional modules are taught, as well as promoting a culture of environmental respect, excellence at work, compliance with standards of quality, 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 centers managed by the Ministry of Education, Culture and Sport will develop the curriculum established by this order, taking into account the characteristics of students and the environment, with special attention to people with disabilities, accessibility and resources necessary support to ensure that these students can take these teachings under the same conditions as the rest.

2. Also, the teachings of this cycle will be held with a flexible and open methodology based on self-learning and adapted to the conditions, capacities and personal needs of students, so as to allow the reconciliation of learning with other activities and responsibilities.

Article 6. Duration and sequencing of the professional modules.

1. The total duration of the teaching for this training cycle, including professional training module in workplaces, is 2000 hours.

2. The professional modules of this training cycle, where offered based provision, be organized in two academic years and adjust to the time sequencing and weekly distribution defined in Annex II of this order.

3. The first academic year will take place entirely in the school. To take the second course, will have to pass the professional modules involving a whole, at least eighty percent of the hours of the first course.

4. the right of registration of those who have passed some professional module in another Autonomous Community in the terms set out in Article 48.3 of Royal Decree 1147/2011, of 29 July, the general organization of vocational training set will be ensured education system.

5. In general, during the third quarter of the second year, and after reaching the positive evaluation in all professional modules completed at school, professional training module will be developed in workplaces.

6. Exceptionally, and in order to facilitate the adaptation of the number of people enrolled to the availability of training positions in companies, about half the students of second course may develop such professional training module in workplaces during the second quarter of the second course, as long as they have positively passed all the professional modules of the first academic year.


7. Notwithstanding the foregoing, and as a result of the timing of certain economic activities that can prevent the development of professional training module in workplaces can be adjusted to the above assumptions, this could be organized in other overlapping periods with the development of the economic activity own professional profile title.

8. In any case, the evaluation of professional training module in workplaces will be conditional upon the positive assessment of other professional modules of the training cycle.

Article 7. Professional Module project.

1. Professional module project is interdisciplinary and incorporates technological and organizational variables related to essential aspects of the professional competence of Superior Técnico Promotion of Gender Equality.

2. In general this module will be taught by teachers who exercises mentoring training in workplaces.

3. Professional module project will be developed during the last period of the training cycle, combining individual tutoring and collective, so that at least 50% of the total duration is conducted in person and complete with tutoring distance in which the information and communications technology will be used.

4. In any case and before the professional training module in workplaces, the responsible teachers should anticipate teaching and learning activities that facilitate the development of professional project module.

5. Professional evaluation of this module will be conditional upon the positive assessment of other professional modules of the training cycle, including Training in workplaces.

Article 8. Bilingual Education.

1. The curriculum of this training course incorporates English language in an integrated manner at least two professional modules including make up the entire training cycle. These modules will be taught by teachers with a teaching assignment in them and which also possesses the corresponding to level B2 of Common European Framework of Reference for Languages ​​language qualification.

2. In order to ensure that bilingual education is provided in both academic courses of training cycle continuously, professional modules of both courses are chosen.

3. The devices that can be taught in English are those listed in Annex III.

4. As a result of the greater complexity of the transmitting and receiving teachings in a different mother tongue, professional modules taught in English will increase their collective credit hours, three hours per week for all the modules that are taught in the first year and two hours for developed during the second year. In addition, teachers imparting these professionals have assigned modules in their individual schedule, at least three hours a week for preparation. These hours will have the same character as teaching hours.

5. Exceptionally and temporarily until 2020 character when teachers with teaching attribution does not have the level of English required by these professional modules, will share a total of three hours per week for all the modules that are taught in the first year and two hours for developed during the second course with a teacher or a teacher of English specialty. In this case, the programming of these modules include at least one work unit or teaching to be held exclusively in English and other teaching units incorporate teaching and learning activities taught exclusively in English in the allotted time.

6. Exceptionally, and for those who request it, in the case of students or students with disabilities who may have difficulty in oral expression (cerebral palsy, deafness ...) easing measures and / or alternative will be established in the requirement for delivery of modules in English, so that they can take all the teachings of the professional modules in Spanish. These adaptations in no case be taken into account to lessen the grades obtained.
CHAPTER III


Faculty, spaces and equipment

Article 9. Qualifications and accreditation of teacher requirements.


1. The specialties of teachers with teaching award in the professional modules that make up the teachings set for the title referred to in Article 1 of this order, and the equivalent for the purposes of teaching qualifications are those listed in Annexes III A and III B Royal Decree 779/2013 of 11 October.

2. In order to ensure compliance with Article 12.6 of Royal Decree 779/2013, of October 11, for the delivery of modules that comprise professionals in private centers or other publicly owned educational administrations, is it must prove that it meets all the requirements set out in that Article, the following documentation:

A) photocopy of official academic qualifications required, according to the qualifications listed in Annex III C of Royal Decree 779/2013 of 11 October. When titling has submitted correspondence with the professional module to be impart, it is deemed itself encompasses the objectives of that module. Otherwise, in addition to the degree, the documents referred to in paragraph b) or c) shall be provided.

B) If it is desired to justify educations leading to the degree provided encompass the goals of the vocational modules it is intended to impart:

Personal academic certification of studies, original or certified copy, issued by an official center in stating the previous studies detailing the subjects.

Programs and cursados ​​the studies provided by the person concerned, original or certified copy thereof, sealed by the University or authorized officer or corresponding teaching center.

C) If it is necessary to justify through work experience which has developed its activity in the family linked to the professional sector, at least for three years, its duration will be accredited by the relevant supporting official document, to be added:

Certification employer company or organization which specifically record the activity of the person concerned. This activity must be implicitly linked to learning outcomes of professional module is intended to impart.

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

Article 10. Spaces and equipment.

Spaces and equipment that must meet the vocational training centers to allow the development of teaching, are set out in Annex IV of this Order and shall comply with the provisions of Article 11 of Royal Decree 779 / 2013, of October 11, and the rules on equal opportunities, "design for all people" and universal accessibility, risk prevention and health and safety in the workplace.
CHAPTER IV


Other offers and form of these teachings

Article 11. Offer a distance.

1. The professional modules offered at a distance, when the nature require, ensure the students achieving all the objectives expressed in learning outcomes through classroom activities.

2. Provincial Directorates and Departments of Education take the necessary measures and dictate the precise instructions to the centers that are authorized to offer this training cycle based provision for the implementation and operation of the supply of the same distance.

3. The centers authorized to offer vocational training courses remotely appropriate curriculum materials will have to be adapted to the provisions of the fourth additional provision of Organic Law 2/2006 of 3 May.

Article 12. Combined offer.

In order to meet the needs and interests and give the possibility to combine training with work, with other activities or situations, offer these lessons for adults and young people in special circumstances may be combined between regimes face teaching and distance simultaneously, provided that the same modules can not pursue an education in both modes simultaneously.

Article 13. Offer for adults.

1. The professional modules of this training cycle competency units associated with the National Catalogue of Professional Qualifications may be a modular offering designed for adults.


2. This training will be developed with an open and flexible methodology, adapted to the conditions, capacities and personal needs allowing them to combine education with other activities and responsibilities, complying with the provisions of Chapter I of Title IV of Royal Decree 1147/2011, of July 29. In addition, such training will be capitalized to achieve a vocational qualification, whose preparation will be necessary to prove the requirements set access.

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

4. In order to promote training throughout life, the Directorate General of Vocational Training of the Ministry of Education, Culture and Sport may authorize the Provincial Directorates and Departments of Education teaching in centers of competence, of professional training modules organized into shorter units. In this case, each learning outcome, with evaluation criteria and their corresponding block of content will be the minimum partition and indivisible unit.

First additional provision. Authorization to impart these teachings.

Provincial Directorates and Departments of Education dealt with the General Directorate of Vocational Training authorization to impart the teachings of this training cycle, in whole or in part, in requiring attendance and distance learning centers that request and meet the requirements required under current legislation.

Second additional provision. Enabling language teachers in bilingual education.

The teachers who will teach in English must hold before the start date of each academic year, the corresponding language habilitation, for which purpose the Ministry of Education, Culture and Sport will hold a empowerment procedure before the start of each course.

Third additional provision. Teacher training for bilingual education.

The Provincial Directorates and Departments of Education scheduled courses and training in English for all teachers of vocational training will teach in vocational modules capable of being taught in English, who are obliged to attend to them until they get the required authorization. These measures shall apply until at least 2020.

The training bid will be of three types:

A) Intensive training through a course conducted, preferably in the modality, during the month of September.

B) long-term training throughout the school year, through a course that combines classroom and online, to be held after hours must stay in the training center. During the period of implementation of professional training module in workplaces, this course will intensify and will take place, if possible, within hours must stay in the center.

C) Training Anglophone country, through courses, that if possible, include cultural visits and institutions and attending conferences, and to be held at the end of the course after completion of school activities in training centers.

First final provision. Application of the order.

Is authorized to the Directorate General of Vocational Training, in the scope of its powers, to take the measures and issue the necessary instructions for the implementation of the provisions of this order.

Second final provision. Implementation of these teachings.

1. During 2015-2016 the first course of the training course referred to in Article 1 of this order will be implemented.

2. During 2016-2017 the second year of the training course referred to in Article 1 of this order will be implemented.

Final disposition third. Entry into force.

This order shall enter into force on the day following its publication in the Official State Gazette.

Madrid, July 21, 2015-The Minister of Education, Culture and Sports, Inigo Mendez de Vigo and Montojo.
ANNEX I

Professional Modules


1. Professional Module: Social Skills.

Code: 0017.

Contents:

A) Implementation of strategies and techniques that encourage social interaction 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. The verbal and nonverbal communication. communication styles.

Communicative context Rating: facilitators and barriers in communication.

Rating the importance of attitudes in the aid relationship.

Emotional intelligence. Emotional education. Emotions and feelings.

Defense mechanisms.

Programs and communication skills and social skills.

B) Revitalisation of group work:

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

Analysis of the structure and processes groups.
Techniques for analysis
groups.

Rating the importance of communication in the group's development.

Communication in 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:

Dynamics presentation, knowledge and confidence.

Cohesion and collaboration.

Social skills and conflict resolution.
Driving
group dynamics.
Fundamentals psicosociológicos
applied to group dynamics.

Team work. Cooperative work strategies. Organization and distribution of tasks. The leadership.

Individual work and group work.

Confidence in the group.

Assessment of the role of motivation in group dynamics.

Awareness about the importance of respecting the opinions mismatched own.

C) Conduct of meetings:

The meeting as groupware.

Types of meetings and functions.

Techniques for public speaking.

Stages in the development of a meeting.

Meeting moderation techniques.

Using dynamic group meetings.

Motivation. Techniques and strategies.

Identification of the type of meeting participants.

Analysis of factors affecting the behavior of a group: boycotting et al.

Data collection instruments.

D) Implementation of conflict management strategies and decision making:

Rating conflict in group dynamics.

Analysis of problem solving techniques.

The decision-making process.

Group management conflicts. Negotiation and mediation. Causes. Skills and techniques.

Implementation of resolution strategies group conflicts.

Assessment of the role of respect and tolerance in solving problems and conflicts.

E) Evaluation of social competence and group processes:

Data collection. Techniques.

Identification evaluation indicators.

Evaluation of social competence.

Evaluation of the structure and group processes.

Application of social research techniques to work with groups.

Analysis of strategies and tools for the study group.

Basic Sociometry.
Rating
self-assessment as a strategy for improving social competence.

Reports: structure and preparation.

2. Professional module: First aid.

Code: 0020.

Contents:

A) Initial assessment of emergency assistance:

Emergency systems.

Objectives and limits of first aid.

Legal framework, responsibility and professional ethics.

Types of accidents and their consequences.

Vital signs in adult populations commitment, child and infant:

Cardiorespiratory stop.

Heart rhythm disorders.
Methods and materials
protection of the area.

Security measures and staff self-protection.
First aid kit
:

Classification of material: basic materials and useful accessories.

Features of use.

Storage systems.

Maintenance and revision.

Priorities for action in multiple victims:

The simple triage. Simple methods triage.

Assessment by severity criteria.

Signs and symptoms of urgency:
Rating
level of consciousness.

Taking vital signs: pulse and breathing.

Basic Scanning in an emergency:

Scanning protocols.

Methods of identifying alterations.

Signs and symptoms.

Medical and health terminology in first aid.

Protocol transmission of information.


Rating performance safely and self-confidence.

B) Application of life support techniques:

Objective and priorities of basic life support.
Control
airway patency:

Technical opening of the airway.

Cleaning techniques and unblocking the airway.
Basic CPR
:

Mouth-to-mouth breathing.

Mouth-nose breathing.

External cardiac massage.

Semi-automatic external defibrillator (AED):

Operation and maintenance of the automated external defibrillator.

Protocol use.

Data collection a semi-automatic external defibrillator.

Rating injured.
Initial Care
injury by physical agents:

Injuries: fractures, dislocations 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 frostbite.

Electricity protocols in electrocution.

Radiations.
Initial Care
injuries chemical and biological agents:

Types of chemicals and drugs.

Routes of entry and injuries.

Performances as toxic and gateway.

Bites and stings.

Anaphylactic shock.

Initial care in emergency organic pathology:

Protocols in emergency cardiovascular disorders: coronary heart disease and heart failure.

Protocols in respiratory disorders: respiratory failure and bronchial asthma.

Protocols in neurological disorders: stroke, seizures in children and adults.

Initial Performance at the impending birth.

Limited to matters within their jurisdiction Performance.

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

C) Application of immobilization and mobilization procedures:

Management Protocol victims.

Evaluation of the need for transfer:

Situation in the area.

Risk identification.

Indications and contraindications for the transfer.

Security positions and wait.

Immobilization techniques:

Fundamentals of performance against fractures.

Indications of immobilization.

General immobilization techniques.

Mobilization techniques:
Indications
mobilization at risk.

Simple mobilization techniques.

Manufacture of stretchers and immobilization materials.

Protocol personal safety and self-protection.

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

Basic Communication Strategies:

Communication elements.

Types of communication.

Communication difficulties.

Basic techniques of communication in stressful situations.

Communication with the injured.

Communication with relatives.

Assessment of the role of first responder:

Reactions to stress.

Basic techniques of psychological help to intervening.

Facilitative interpersonal communication techniques: basic skills that enhance communication.

Factors that predispose to anxiety in situations of accident or emergency.

Mechanisms and techniques of psychological support.

3. Professional Module: Methodology of social intervention.

Code: 0344.

Contents:

A) Determination of methods, techniques and tools of analysis of reality:

Methods and techniques of social research:

Concepts and theoretical aspects.

Action research.

Technical and qualitative and quantitative instruments.

Analysis of basic sampling techniques.

Analysis of the main sources and systems recording information:

Observation.

Interview.

The questionnaire.

The survey.

The documentary collection.

Development and implementation of information-gathering instruments.

Possibilities and limitations of different techniques and instruments.

The sources of information.

Reliability and validity of the information.

Using information and communications technology in social research.

Analysis and interpretation of data:

Methods, techniques and tools.

Basic Statistics.

Evaluation of ethical aspects of information collection.

B) Determination of the elements of social intervention projects:
ecological and systemic, including:
theoretical models in social intervention.


Planning in social intervention:

Concept, functions and theoretical models.

Levels of planning: plan, program and project.

Types of planning.

General principles and requirements planning.

Advantages, disadvantages and limitations of planning.
Programming Techniques
characteristics of social intervention.

The planning process. Phases and elements:

Basics.

Methodological elements: strategies and intervention techniques, activities and tasks.
Techniques
definition of time.

Organization and management of human and material resources.

Analysis of internal consistency.

The customer plan.

Feedback.

Assessment of the project as the focus of the intervention of the technician.

C) Determination of promotion and dissemination strategies of intervention projects:

Basics of advertising and communication.

Advertising and media in social intervention:

Promotion and dissemination strategies. Marketing.

Design promotional campaigns and dissemination of social intervention projects.

Development of materials for the promotion and dissemination of social projects: posters, brochures, among others.

Use of information and communications technology in the promotion and dissemination of social projects: word processing, presentations, radio and video, among others.

D) Mainstreaming gender in social intervention projects:

Analysis of reality from the 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 in equality between men and women.

Roles, stereotypes and values ​​on equal gender opportunities.

Legal framework of equal opportunities:

Equality policies.

Plans, programs and projects of equal opportunities.

Analysis of different resources and / or bodies promoting equality between women and men:

Treatment and transfer of information to promote equality between men and women and reconciling family life.

International protocols. Guides and manuals of non-sexist language.

Mainstreaming gender in promotion and dissemination instruments.

E) Definition of procedures for evaluating social intervention projects:
Project evaluation
:

Concept, functions and theoretical models.

Principles and types of evaluation.

The assessment as part of programming.

Analysis of the evaluation process:

Phases.

Contents of the evaluation.

Organization of resources and evaluation activities.

Computer storage media in the treatment and organization of information.

Reporting and memories.

The quality management in projects of social intervention.

Evaluation and monitoring interventions to promote equality between men and women.

Evaluation objectivity in the evaluation.

4. Professional Module: Community Development.

Code: 1128.

Contents:

A) Community Project Design:

Analysis of community structure. Community organization. Delimitation of community structures. sociocultural indicators:

Concept of community.

Structural elements of the community.

Territory, population, demand and resources.

Social network, groups, collectives and neighborhood.
Community Development
:

Conceptions of development.

Historical background.

Contexts, areas and sectors of intervention.

Rural and community development.
Agents
Community process:

Administration and institutions.

Population and their organizations.

Technical and professional resources.

The community team.

The community dynamic. Role and functions. Presentation protocols.

Creating and maintaining relationships with community agents. Strategies.

Development of databases at Community level:

Selection, classification and archiving information. Basic principles.

Criteria for implementation: reliability, easy upgrade and autonomous use by community members. Accessibility.

Maintenance and updating of information.


Analysis of programs and concrete experiences of community development.

Participatory analysis of reality:

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

Techniques and data collection instruments at Community level.
Participatory planning
:

The results-oriented and participatory planning processes: logical framework approach.

Rating participation at the heart of community development.

B) Activities to promote citizen participation in building community processes:

Social and civic participation:

Origin.

History.

Current situation.
Volunteer social
:

Historical evolution.

Legal framework of volunteering at international, national and regional level.

Volunteerism and cooperation.

The role of volunteerism today.

Legal framework of citizen participation:

Regulations for citizen participation.

Analysis of community participation:

Techniques and instruments.

Criteria and indicators.

Analysis of the influential factors in the process of social participation:

Attitudes and motivation for social participation.

Participation strategies. Awareness and motivation. Preparation and training of the community.

Social support for Community intervention:

Social networks. Types and formation of social networks.

SHGs.

The role of the professional.

Spaces as a methodological resource.

Meeting spaces. Participative management:

Protocols use and operation.

Importance of meeting spaces as a resource for participation.

C) Application of resources and strategies to promote communication and exchange of information between community agents:

Communication techniques applied to social participation.

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

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

Identification media in the community setting:

Formal and informal means.
Research
resources.

Making information and training in community development campaigns.

Information management at Community level:

Channels and sources of information.

Databases.

Updating information. Importance.

Protocols for exchange of information. Development criteria: efficiency in reception, adaptation to the characteristics of the receptors, channels, supports, times, periods and profitability of the instruments.

Impact of information. Indicators.

D) Implementation of actions to support and support to associations:

Non-governmental organizations (NGOs), foundations and social associations:

Historical framework.
Legal framework
:

Associations Act.

Law on Foundations.

Process for the creation of an association / foundation. Characteristics of each phase.

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

Organization of work.

Communication.

Internal training.

Personnel Management.

Profiles and functions.

Administrative organization: files and procedures.
Human resources
associations, foundations and non-governmental organizations.

Role and functions of professional support and support to associations.

Public Administration in the partnership support.
Selecting
support resources associations:

Development of databases. Criteria for processing.

Developing guidelines. Criteria for processing.

Resourcing.

Types of funding: grants, agreements, contracts and services.

E) Development of community mediation processes:

Conflict Management at Community level:

Features.

Definition and common types of conflict.

Components conflict at the community level.

Cycles of conflict.
Community mediation
:

Types, characteristics and actors in conflict management at Community level.

The mediation process in the community revitalization.

Principles of community mediation.

Areas of application.

Beneficiaries of community mediation.

Advantages and disadvantages of community mediation.
Making
community mediation processes:


Identification stages. Characteristics of each phase.

Application of techniques of conflict management in the community.

The community mediation agreements. Characteristics and conditions.

The role of those involved in community mediation.

Professional in the mediation process. Functions and skills.

Evaluation and monitoring of mediation processes:

Coordination with external evaluators in community mediation.

Completion of the documentation associated with the mediation process.

F) Conducting assessment activities of community projects:

The evaluation at Community level: characteristics and process.
Participatory Evaluation
:

Techniques and instruments.

Adaptation of techniques and instruments to different agents.

Evaluation of participatory processes. Instruments, criteria and indicators.

Evaluation of relationships and level of coordination between the different actors. Instruments, criteria and indicators.

Evaluation of communication strategies and tools. Instruments, criteria and indicators. Dissemination and impact indicators of the information.

Coordination with external evaluators.

Reporting and reports at Community level:

Adaptation to the various EU players.

Presentation and dissemination of results.

The quality management at Community level.

5. Professional Module: Information and communication with 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 relationships. Analysis of their influence on belief systems and knowledge.

Influence of language in the social construction of gender.

Communication processes: basics and strategies.

The media as instruments of reproduction and social change.

Communication analysis from a gender perspective. Communication and power. Women in the media. informative treatment of gender violence.

Analysis of the role of the media in the transmission of gender ideology. Models of male and female identity in the media.

Advertising and gender.

The information society and women:

Information and communication networks with gender perspective.

The woman on the network.

B) Detection of situations of gender discrimination in the processes of communication and information:

Communication analysis from a gender perspective. Strategies and techniques. Content analysis.

Gender roles and stereotypes in communication and information:

Sexist Stereotypes presence in the content, language, images and actions. Inadequate practices in the use of language.

Analysis of the types of discrimination in communication and information gender:

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

Processes and forms of discrimination based on gender communication:

The organization, scheduling and selection of content in the media as a mechanism of discrimination based on gender.

The treatment of issues such as discrimination mechanism.

Protocols for gender analysis of systems and communication tools used in different fields: business, organization and institutions, among others.

C) Design of communication actions and information from a gender perspective:

Analysis of guidelines for the design of gender-neutral actions in the field of communication and information.

Resistant elements and enhancers changes in communication styles. Significance of detection for the success of the intervention.

Developing strategies for change towards gender neutral patterns in communication and language use in different areas: companies, organizations and institutions, among others. Participation as a key element for change.

Guides and manuals sexist or discriminatory use of language:

Linguistic resources for non-discriminatory use of language.

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

Non-sexist language in written documentation:

Manuals and protocols.


Circulars and letters.

Contracts.

Signs and indicators.

Media advertising and information brochures and posters, among others.

Guides.

Other.

Non-sexist language in the audiovisual communication.

The non-sexist language in the media.

Importance of gender perspective as a pattern of communication flattering equality.

D) Implementation of communication actions and information are not sexist:

Development of texts and messages in various communication media from a gender perspective.

Development of tools to promote non-sexist use of language in different areas: education, business, information, technological, administrative and institutional, among others.

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

Implementation of legislation on data protection in the processing of information.

E) Evaluation of communication activities and information from a gender perspective:

Evaluation strategies in information and communication activities.

Techniques and tools to evaluate the actions of communication and information from a gender perspective. Indicators:

Impact Assessment.

Writing reports and reports from the gender perspective.

The transmission of information from a gender perspective:

Channels of information in the context of intervention.

Information channels on the intervention team.

The gender as a criterion in quality management.

6. Professional Module: Prevention of gender violence.

Code: 1402.

Contents:

A) Characterization of situations of gender violence:

Domestic violence in the context of equality between women and men:

Violence: definition and typology.

The invisible violence and violence against women. The micromachismos.

Relationship between violence against women and inequality between women and men.

Basic processes involved in situations of violence against women:

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

Violence against women and multiple discrimination.

Types of violence and crimes against sexual freedom of women:

Physical, psychological, economic, social and sexual violence.

Gender violence indicators for diagnostic studies.

Signs and symptoms.

The process of abuse in women. Factors that promote or inhibit them.

Theories and explanatory models of abuse. Risk factor's.

The abuser. Profile and characteristics.

Social psychological and social aspects of gender violence.

Domestic violence and the media.

The situation of women with disabilities. Types and degrees of disability. Difficulties in joining the various areas of life.

B) Characterization of the framework of preventive intervention in gender violence:

Awareness measures against gender violence:

Advertising campaigns.

Guides and manuals prevention of gender violence and care for victims of family violence, domestic and sexual gender.

Prevention measures against gender violence:

Prevention in education.

Prevention in the workplace.

Services comprehensive assistance and protection to victims of domestic violence:

Measures in the health field. Medical care in cases of gender violence.

Measures in the workplace and employment.

Special protection systems.

Information and legal guidance.

Regulatory and procedural references violence against women:

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

Protocols and procedures for the care of women victims of violence.

Domestic violence and procedural, civil, canon, criminal and Community law. International organizations. labor and social security law. Immigration law and asylum legislation.

C) planning prevention activities on gender violence:

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


Typology and characterization.

Care services to women victims of violence:

Care resources and information, health, shelter, protection and security.

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

Economic aid and preferential access to resources.

Resources and aid for employment and training.

Resources and materials for WWD.

Specialized care services for women victims of domestic violence and / or children in their care.

Coordination Resources and State Observatory on Violence against Women.

D) Development of intervention strategies in domestic violence:
Family intervention strategies
:

Intervention with children.

Prediction of violence.

Indicators of sexual abuse of minors.

Early detection of abuse.

The simulation victim and perpetrator.
Comprehensive advice to victims
:

Intervention in crisis situations.

Guidance and career counseling to victims: programs.

Informative and Healthcare Services in gender violence.

Unconventional therapeutic resources.

Advice.

Technical advice for women with disabilities.

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

Action protocols in cases of gender violence.

Initial care protocols. Performance against anxiety attacks.

Action protocols for women victims of gender violence in police intervention in health services and judicial level.

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

Legal assistance and legal representation.

Disclosure of the protection order.

E) Monitoring and control of the intervention in gender violence:

Techniques and instruments for carrying out the control and monitoring in situations of gender violence.

Data collection. Techniques for preparation and completion of records.

Registration data on suitable media.

Control and monitoring indicators. Assessment instruments: preparation and selection.

Reporting and memories.

Assessment of the importance of evaluation as a resource for improving the intervention.

Justification of evaluation as a useful tool in making decisions.

7. Professional Module: Promotion of female employment.

Code: 1403.

Contents:

A) Characterization of the situation of women in employment:

Job. Definition and typology.

Employment. Definition and types of employment and work situations.

Analysis of legislative references and employment policy: international, European, national and regional.

Labor needs and demands of women. Analysis of the situation of women in the workplace. Feminised sectors and job insecurity.

Development of a diagnosis of occupational needs of women.

Description and analysis of gender discrimination at work. Analysis of attitudes: stereotypes and prejudices in the workplace. Workplace harassment on grounds of sex in employment.

Union action and equal opportunities. Women in the trade union field.

Importance of the contribution of women to the development of the workplace.

B) Organization of activities to promote effective equality in employment:

Conciliation. Responsibility. Time Management. Strategies for using times of women and men in the productive sector: reconciliation measures.

Provisions on reconciliation of personal, family and work life guides and manuals.

Obstacles that hinder or prevent access to the labor market. Definition of concepts such as glass ceiling, velvet ghetto and sticky floor.

The role of different social actors.
Good practices
:

Good practices promoted by private and public initiative.

Planning advocacy in employment in gender. Campaigns. Different groups. Different contexts.

Technical Analysis and application of information and awareness.

Development of information and awareness materials.

Using information and communications technology for organizing information and awareness activities.

C) Organization consulting activities and exploration companies:


Company, organizations and employment structures. Type and characteristics.

Application of social research techniques.

Development of tools for collecting information on the activities of prospecting companies.

Job. Analysis of the characteristics of the job in the taskscape. Development of resource maps.

Sources of employment. Detection of demands, offers, services and potential sources of employment.

Planning counseling strategies. Using guides and manuals on employment equity. Seal equality in the company.

Training and leadership development.
Rating
real equality in employment.

Organization of information and awareness activities.

D) Development of processes information and guidance to women in employment:

Employability of women.

Shares information and guidance on employment.

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

Advice on creation, access and retention in employment. career advancement equal.

Design customized itineraries of insertion. Support in the job search process.

Strategies occupational information resources.

Application job search techniques.

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

Guide entrepreneurial measures and good practices.

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

E) Performing control activities and monitoring of the intervention in the family unit:
Determination
evaluation technique.

Determining the timing and sequence of evaluation activities.

Establishment of indicators and evaluation protocols in promoting employment.
Assessment instruments
:

Development and selection.

Development and implementation of assessment tools in promoting employment.

Registration data on suitable media: analysis of the data obtained.

Development of assessment documentation for dissemination among social partners involved in promoting employment.

Reporting and memories.

Use of new information and communications technology.

Assessment of the importance of evaluation as a resource for improving the intervention in promoting employment.

Assessment of the need for the technician in Promoting Gender Equality reflect on their own actions and decisions.

Rating evaluation as a useful tool in making decisions.

8. Professional module: Areas of intervention for promoting equality.

Code: 1404.

Contents:

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

Quality of life from the perspective of gender.

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

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

Analysis of 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, urbanism, leisure and time management.

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

Indicators of health and wellness from a gender perspective.

Gender indicators on reconciliation of personnel, work and family life.

Gender indicators on sport and urbanism.

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

Public, private and domestic space. Relationship.

Use of space and time. Differences between men and women in relation to leisure, health and sexuality. Sport, urban planning, welfare and quality.

B) Design strategies for effective equality between men and women:

Agencies related to equal gender opportunities: a European national, regional and local level,.


Legislation on health, education, leisure, reconciling personal, family and work life, mobility, disability and time management and improved quality of life.

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

Health services. Dimensions of health: emotional, sexual and reproductive health. Centers sexual and reproductive health and family planning. STD prevention.

Services Leisure: characterization, targeted and users.

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

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

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

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

The life care: hygiene, food, shelter, emotional, mental and sexual attention, among others.

Tasks and time dedicated to care for life:

Sexual division of labor. Sexual covenant.

Analysis of the impact of unpaid work and care for life to personal, family and socioeconomic structure level. negative consequences of performing unpaid work in the quality of life of women.

Associated value of unpaid work in the home and application in other contexts.
References
regulations.

Development of information and awareness activities on unpaid work:

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

Strategies and tools to promote responsibility in the home and care for life.

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

Strategies for change in the use of time by women and men in the productive sector: reconciliation measures.

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

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

The intervention team in promoting effective equality:

Collaboration and coordination.

Structures teamwork.

Analysis of the mechanisms of collaboration.

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

E) Performing control activities and monitoring of the intervention on effective equality:

Evaluation and monitoring of actions on effective equality.

Criteria and evaluation indicators: health, education, leisure, reconciling personal, family and work life, mobility and time management.

Using applications for control and monitoring of interventions.

Communication and dissemination of results. Reporting and memories.

Quality management interventions on effective equality between women and men.

9. Professional Module: Social participation of women.

Code: 1405.

Contents:

A) Characterization of the social participation of persons:

Social and gender Participation:

Participation, democracy, feminism 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.

Collection, interpretation and analysis of social participation:

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

Identification of the gender gap in various fields.

Impact assessment of participation in society.

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

Needs and demands of women in the field of social participation.

Collaboration structures: types. Creation and consolidation.

Strategies and resources to establish and maintain contacts with all of agents in the environment:


Using information and communications technology in the relationship with all social partners.

Protocols for continuous updating of training.

Strategies to encourage participation.

Creating meeting spaces:

Analysis of the interests of agents in the environment.

Participatory methodology.

C) design strategies to promote women's empowerment:
Discrimination and inequality
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 ​​on effective equality.

Social behavior and reproduction of sexist models: explanatory currents. Codes of nonverbal communication.

Analysis of the model itself.

Transmission routes gender roles.

Policies effective equality and empowerment of women.

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

Strategic Framework: affirmative action, gender consideration and plans for the effective equality of women and men.

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

Decision making and gender:

Invisible barriers to equality: glass ceiling, the floor sticky and velvet ghetto, among others.

The attitudinal change. social change processes.

Strategies to favor making decisions both individual and group. The processes of empowerment of women: strategy and goal.

D) Development of intervention strategies in group processes:

Analysis of group processes from a gender perspective.

The shared identity.

Contributions from groups to individual development.

Phases of group development.

Group diagnosis techniques from a gender perspective: observation and interviews, among others.

Leadership: definition, characteristics and typology.

Identifying goals.
Techniques
group dynamics and teamwork.

Conflict management from a gender perspective.

E) Development of process support and advice to women:

Obtaining information processes support and advice:

Strategies, techniques and tools for individualized data collection.

Application of social skills in the process of support and advice. Active listening techniques.

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

Analysis protocol support and advice.

Support and advice for participation and decision making. Individual and group support. Adequacy of the process to the demands.

F) Conducting assessment activities of community projects:

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

Techniques and instruments.

Adaptation of techniques and instruments to different agents.

Evaluation of communication strategies and tools.

Reporting and reports at Community level:

Adaptation to the various EU players.

The quality management in the field of social participation of women.

10. Professional Module: socio-educational intervention for equality.

Code: 1406.

Contents:

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

The educational intervention in the prevention of violence against women. psicopedagógicos fundamentals.

Non-formal education as a framework for educational intervention on coeducation and prevention of violence against women:

Principles of non-formal education.

Collective and areas of intervention:

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

Features psychosocial intervention groups: children, youth, women and others.

Development of social cognition. Social categorization processes. Attribution.

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

The perception of violence against women in the different groups:


Domestic violence among young people.

Attitudes, stereotypes and prejudices regarding violence against women.

Vulnerability and risks of women with disabilities.

Strategies and resources for identification and awareness of attitudes and beliefs about gender violence.

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

B) design training activities:

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

Analysis of educational intervention programs in co-education and prevention of violence against women:

Identification of objectives and general characteristics.

Contents work.

Methodology and intervention procedures.

Group dynamics applied to the educational intervention in preventing violence against women.

Strategies and resources for building a positive and distinct identity and rejection of violence. Use of ICT as a resource for intervention in this area.

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

Types of training activities. Good practices.

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

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

C) Organization of training activities:

Strategies to initiate and maintain contact with organizations and institutions target potential intervention: schools, parents associations, women's associations, training centers for teachers and trainers, institutions working in the field of gender violence and others.

Informational materials. Design and development. Materials and dissemination strategies for women with disabilities.

Workshops and training activities: typology and development. Adjustment to the targeted people.
Organization of workshops
:

Coeducation.

Gender Violence.

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

Strategies for implementation of the programs.

Other.

D) Implementation of training activities:

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

Non-sexist communication skills.

Conflict management skills.
Selecting
resources. educational possibilities of information and communications technology in the prevention of violence against women.

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

Rating the importance of establishing a positive climate in the development of training activities.

Analysis of the role of professional depending on the group and the objectives of the intervention:

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

E) Conducting assessment activities socio interventions:

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

Development of protocols and assessment records of training activities.

Evaluation of socio-educational interventions with women with disabilities.

Strategies and techniques of data analysis evaluations.

Reporting and memories of the educational intervention.

The quality evaluation as an element in the educational intervention.

Rating the importance of the participation of those targeted in the evaluation process.

11. Professional Module: Project to promote gender equality.

Code: 1407.

Contents:

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

Identification of the functions of the job.

Structure and organization of business sector.

Company activity and its location in the sector.

Organizational chart of the company. functional relationship between departments.

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

Working procedures in the field of business. Systems and working methods.


Determination of excluded special labor relations and labor relations.

Collective agreement applicable to the professional field.

The company culture: corporate image.

Systems quality and safety standards in the sector.

B) Design of projects related to the sector:

Analysis of the local reality, the business supply sector in the area and the context in which it will develop the professional training module in workplaces.

Gather Information.

General structure of a project.

Development of a working script.

Planning project implementation: objectives, content, resources, methodology, activities, timing and evaluation.

Feasibility and timing of the project.

Review applicable regulations.

C) Planning project implementation:

Sequencing of activities.

Development of work instructions.

Developing a risk prevention plan.

Documentation necessary for planning project implementation.
Compliance
safety and environmental standards.

Indicators of quality assurance of the project.

D) Definition of procedures for monitoring and evaluation of project implementation:

Proposed solutions to the goals outlined in the project and justification of the selected.

Definition of project evaluation procedure.

Determination of assessable variables.

Documentation required for project evaluation.

Quality control process and final product.

Record results.

12. Professional Module: Training and Guidance.

Code: 1408.

Contents:

A) Active Job Search:

Rating the importance of lifelong learning for employment and career of senior technician in Promoting Gender Equality.

Analysis of the interests, aptitudes and motivations for personal career.

Identification of training pathways related to senior technician in Promoting Gender Equality.

Accountability own learning. Knowledge of the requirements and expected results.

Definition and analysis of the professional sector of the title of Technician in Promoting Gender Equality.
Career planning
own:

Establishment of employment goals, medium- and long-term support needs and preferences.

Realistic and consistent with the current and projected training objectives.

Job search process in small, medium and large companies.

Learning opportunities and jobs in Europe. Europass, Ploteus.

Techniques and instruments job search.
Rating
self-employment as an alternative for employability.

The decision-making process.

Establishing a personal checklist of coherence between career plan, training and aspirations.

B) Conflict management and work teams:

Methods for conflict resolution or suppression: mediation, conciliation and arbitration rating the advantages and disadvantages of teamwork for the effectiveness of the organization.

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

Analysis of the formation of work teams.

Features an effective team.

Participation in the team. Analysis of the possible roles of its members.

Conflict: Characteristics, sources and stages.

C) Employment contract:

The labor law.

Intervention of public authorities in labor relations.

Analysis of the individual employment relationship.

Determination of excluded special labor relations and labor relations.

Employment contract modalities and measures to promote recruitment.

Rights and duties arising from the employment relationship.

Working conditions. Wages, working time and rest from work.

Modification, suspension and termination of the employment 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 field of senior technician in Promoting Gender Equality.

Collective labor disputes.
New environments
organization of work: outsourcing and telecommuting, among others.


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

D) Social, Employment and Unemployment Security:

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

Structure Social Security system.

Determination of the main obligations of employers and employees in Social Security: affiliation, high, low and trading.

The protective action of the Social Security.

Classes, requirements and level of benefits.

Protectable unemployment situations.

Systems advice workers about their rights and duties.

E) Evaluation of occupational hazards:

Importance of preventive culture in all phases of professional activity.

Evaluation of the relationship between work and health.

Analysis and determination of working conditions.

The concept of professional risk. Analysis of risk factors.

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

Analysis of risks linked to security conditions.

Analysis of risks linked to environmental conditions.

Analysis of risks linked to ergonomic and psychosocial conditions.

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

Determination of potential damage to the health of workers that may result from risk situations detected.

F) Planning risk prevention in the company:

Rights and duties in the prevention of occupational hazards.

Responsibilities in prevention of occupational hazards.

Prevention management in the company.

Representation of workers in prevention.

Public bodies related to the prevention of occupational hazards.

Planning prevention in the company.

Emergency plans and evacuation work environments.

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

G) Implementation of preventive and protective measures in the company:

Determination of prevention measures and individual and collective protection.

Protocol for action in an emergency.

Training workers on emergency plans.

Health surveillance of workers.

First Aid.

13. Professional Module: Enterprise and Entrepreneurship.

Code: 1409.

Contents:

A) Entrepreneurship:

Innovation and economic development. Main characteristics of innovation activity in gender equality (materials, technology and organization of production, etc.).

The entrepreneurial culture as a social necessity.

The entrepreneurial nature.

Key factors of entrepreneurs: initiative, creativity and training.

The collaboration between entrepreneurs.

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

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

The risk in entrepreneurial activity.

The businessman. Requirements for the exercise of business.

Personal goals versus business goals.

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

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

B) The company and its environment:

Basic functions of the company.

The company as a system.

The overall business environment.

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

The specific environment of the company.

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

Relations of an SME in the field of gender equality services with their environment.

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

The company culture: corporate image.

Social responsibility.

The social balance.

Business ethics.

Social and ethical responsibility of businesses in the community services sector.

C) Development and implementation of a company:

Business concept.
Types
company.

The responsibility of the owners of the company.

Taxation in business.

Choice of legal form. Size and number of partners.


Administrative procedures for establishing a business.

Economic feasibility and financial viability of a business related services to the community.

Analysis of funding sources and budgeting of a company related to community service.

Grants, subsidies and tax incentives for SMEs related services to the community.

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

D) Administrative function:

Accounting concept and basics.

Accounting operations: registration of economic information of a company.

Accounting as true picture of the economic situation.

Analysis of accounting information.

Tax obligations of companies.

Requirements and deadlines for submission of official documents.

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

14. Professional Module: Training workplaces.

Code: 1410.

Contents:

A) Identification of the structure and organization business:

Structure and business organization of community services sector.

Company activity and its location in the area of ​​community service.

Organizational chart of the company. functional relationship between departments.

Logistics company organization chart. Suppliers, customers and marketing channels.

Working procedures in the field of business. Systems and working methods.
Human Resources
company training requirements and professional, personal and social skills associated with different jobs.

Quality system established in the workplace.

Security system established in the workplace.

B) Application of labor and ethic habits:

Personal attitudes: empathy, punctuality.

Professional attitudes: order, cleanliness, responsibility and safety.

Attitudes towards the prevention of occupational and environmental risks.

Hierarchy in the company. Communication with the work team.

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

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

C) Making preparation operations activity promotion of equality and prevention of gender violence:

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

Interpretation of instructions for the preparation of the activity.

Enforcement of regulations and control procedures.

Conditioning spaces.

Adaptation of the activity guidelines and criteria established in the schedule.

Identification of the needs of the persons to whom the activity.

Relationship with users.

Identification of difficulties in organizing the activity.

Respect the privacy of users.

D) Implementation of the activities envisaged in the work plan:

Documentation associated with the development of the activity.

Interpretation of instructions for carrying out the activity.

Application of the procedures for the tasks.

Application of ethical criteria in the development of the activity.

Confidentiality of information.

Attitudes in the relationship with users.

Use of technical resources.

E) Compliance with health and safety criteria:

Sanitary standards.

Identification of behaviors hygiene and health and safety risk.
Adequacy of clothing
activity.

Identification standards prevention of occupational hazards.

Respect for environmental conservation.

Application of standards related to environmental care.

F) Analysis of service:

Determination of evaluation activities.

Documentation associated with the control and monitoring of the activity.

Procedures and instruments quality management.

Application of assessment tools.

Analysis and communication of the information collected.

Self-assessment of the activity itself.
ANNEX II


Sequencing and weekly schedule of professional modules

Higher Level Training Cycle: Promoting Gender Equality





professional module





Duration (hours)





First year (h / week)





Second course






2 quarters (h / week)





1 trimester (hours)






0017. Social Skills (1)





100





3


















0344. Methodology of social intervention (1)





110





4


















1128. Community development (1)





105





3


















1402. Prevention of gender violence





165





5


















1404. Areas of intervention for the promotion of equality





140





4


















1405. Social participation of women





100





3


















1408. Training and Guidance





90





3


















1409. Enterprise and Entrepreneurship





60





2


















Hours reserved for the module taught in English





90





3


















0020. First aid (1)





40











2












1401. Information and communication with gender perspective.





185











9












1403. Promotion of female employment.





185











9












1406. educational intervention for equality





150











8












Hours reserved for the module taught in English





40











2












1410. Training in workplaces





400

















400






1407. Project to promote gender equality





40

















40






Total in the training cycle





2,000





30





30





440





(1) cross-professional modules to other vocational training titles.
ANNEX III


Modules that can be taught in English

0344. Methodology of social intervention.

1401. Information and communication with gender perspective.

1402. Prevention of gender violence.

1403. Promotion of female employment.


1404. Areas of intervention for promoting equality.

1406. educational intervention for equality.
ANNEX IV

Spaces and minimum equipment

Spaces
:





training area




Surface m²






30 students





20 students






multipurpose classroom.





60





40






Classroom community service.





150





100




Minimum Equipment
:





training area




equipment






multipurpose classroom.





Installed on network computers, projection system and internet.

Media.

application software.






Classroom community service.





Work tables.

Chairs.

Teacher's desk with armchair.

fixed white board.

Projection screen.

Beamer and Internet connection.

Lockable cabinet.

Armoire cabinet with glass doors.

Shelves.

Equipment digital picture and sound.

Perches.

Waste container.