Organization and Management of Vocational Training

Academic year
Subject Area
Education Sciences
Language of Instruction
Other Languages of Instruction
Mode of Delivery
ECTS Credits
2nd Cycle Studies - Mestrado

Recommended Prerequisites

General knowledge in the area of management, obtained in a first cycle of studies.

Teaching Methods

It is intended to reconcile the expository method dialogued, for framing and elucidation, with the use of pedagogical practices centered on the student's work. During the course, it will also be encouraged to carry out bibliographic reviews and/or guided research; carrying out small works related to the themes in the classroom; the elaboration of questions about the content of the classes; making short summaries on the topics covered; study visits and/or conferences by invited experts.

Learning Outcomes

In this curricular unit, students must recognize the importance of lifelong education considering both personal and organizational advantages and the demands of contemporary society. In this sense, we state the following student's learning outcomes:

To identify the main reasons that justify the need for lifelong education in modern societies;

To understand the main ideas and perspectives that underlie post-initial training;

To understand training as a knowledge strategy;

To identify fundamental aspects of the profile and functions of the trainer;

To envisage the characteristics of the main stages in the definition of training programs;

To master the fundamental aspects of strategic training planning;

To master the steps and methods of assessing organizations of formation.

Work Placement(s)



1.The Lifelong Education Paradigm

1.3.ELV as a structuring paradigm of education and training

2.Necessity and relevance of formation

2.1.Organizations’ perspective

2.2.Person's perspective

2.3.Scopes and types of formation

3.Conditions to be met when organizing formation

3.1.Detection of needs

3.2.Resources, contexts and conditioning variables

4.Competences to act and intervene

4.1.Didactic competences of the educator

4.2.Educator’s and participant’s tasks

4.3.The educator as a communicator

4.4.Importance of spatial layout: models and features

5.Strategic planning of formation

5.1.Purposes, competence and objectives to systematize formation planning

5.2.The planning understood as permanent and strategic

5.3.Strategic formation planning steps

5.4.Plan, projects and formation programs

5.5.Steps and the design of the strategic formation planning

6.Stages for organizing formation

7.Evaluation of formation its organizations

Head Lecturer(s)

Carlos Francisco de Sousa Reis

Assessment Methods

Research work: 30.0%
Synthesis work: 30.0%
Exam: 40.0%


Berrocal, F.B. & García, M.A.A. (2020). Técnicas de formación y desarrollo de personas en las organizaciones. Universitaria Ramón Arece

Cardim, J. C. (2009). Gestão da formação nas organizações. Lidel.

D'Addario, M. (2017). Formador de formadores: Técnicas, didáctica y pedagogía. CSIPP.

Mekonnen, M.A. (2022). Gestión de la formación y el desarrollo. Nuestro Conocimiento.

Murcia, R. H. G. & Suarez, M. M. (2018). Maestros Formadores: Formación reto en la educación. Académica Española

Tejada, J. & Gimenéz. V. (Coord.) (2006). Formación de formadores. Tomo 1 - Escenario aula. Paraninfo.

Tejada, J. & Gimenéz. V. (Coord.) (2007). Formación de formadores. Tomo 2 - Escenario institucional. Madrid: Paraninfo.

Vázquez, M. I. G. (2017). Alfabetización Académica: Una propuesta para la formación de formadores en la Universidad. Riga: Editorial Académica Española.

Zayas, & L.-B. (Coord.). (2006). Estrategias de formación en el Siglo XXI: Lifelong learning. Barcelona: Ariel.