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Blearning in the SENA’s Training by Cárdenas Espinosa, Rubén Darío

“…This article introduces the pedagogical research applied at the Industrial Automation Centre of SENA, at the regional centre Caldas, from the comprehensive professional training projects, applied research, technological development and innovation, in which Blearning is applied through the PACIE Model (Presence, reach, training, interaction and Elearning) worked from the Seedlab of Biometronic Research, and through competences, results and learning route of the training programs in electrical and instrumental/industrial maintenance, computing equipment maintenance, design and structured wiring installation.…”
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Articulation of the Training Project, startups and Scrum in SENA learning by Bedoya Mendoza, Beatriz Elena

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the The instructor and project training at SENA by Zapata, Liliam

“…As a methodological strategy in SENA, training by projects has been worked on since the 1990s and, although it has been recognized in the framework of training by labor competencies, it is necessary to retake its foundations and the way in which it is day-to-day it is constituted and rebuilt as part of the pedagogy strategy assumed by SENA from the guidelines of UNESCO and its four pillars: learning to know, learning to do, learning to live together, learning to be (Delors, nd). …”
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Design Thinking in SENA's training processes by Cuarán Rodríguez, Edison

“…To address and address the current requirements, was used as a significant learning process, the strategy of “Learning Disenoñando”, aimed at improving the quality of life of apprentices and their families, through the development of skills in the training program so creative and innovative with impact on the community. …”
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Diagnosis of the accounting training of the apprentice of the National Service of Learning SENA Regional Magdalena by Pérez-Méndez, Paola Fabiola

“…This research article analyzes the current state of the accounting training of the apprentices of the Center for logistics and ecotourism promotion (CLPE), of the National Learning Service (SENA), Magdalena region, in the accounting and financial management programs and accounting for commercial and financial operations, the first one as a technologist and the second one as a technician. …”
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A look at comprehensive professional training from the perspective of SENA learning activities by Saldaña Duque, Reina

“…It then reviews the concept of learning activity in the SENA context, its dynamics and horizon of pos­sibilities.…”
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Vocational training and lifelong learning by Vargas Asenjo, Marcelo

“…The following article exposes the relationships among professional training, the SENA curriculum and the learning process, which should point to a reflexive practice and a strategic, meaningful and autonomous learning, which is not complete in the school setting, but should continue throughout the individual life, according to their needs, interests and abilities.…”
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The quality of training at the SENA is achieved with high quality instructors by Ramírez Perdomo, Eber Fernando

“…The text presents a reflection on the role of institutional policies in the instructors’ selection, recruiting, training and evaluation, and the importance of their role in improving the quality of the training provided by the National Service of Learning, SENA. …”
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STEM education in strengthening the training strategy by SENA projects by Vélez, Marco Tulio

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SENA's training to counteract unemployment at the sugar cane industry by Henao Puerta, Alejandra

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Nanotechnological simulation in hydrophobic coatings for teaching - learning of chemistry from the integral professional training of SENA by Goyeneche López, Freddy

“…This research project was based on strengthening the theoretical-practical knowledge to apprentices in the Nanotechnological Simulation of Hydrophobic Coatings using natural, ordinary and synthetic compounds, through active and investigative pedagogical strategies carried out in the laboratory for the teaching processes- learning chemistry. Everything seeks that the apprentices learn to work with nanotechnology andits application for the use of it, in different productive and economic areas such as the primary extractive, industrial and commercial sector. …”
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Integral professional training, entrepreneurship and research in the SENA and its rela by Gómez Agudelo, Mayeline

“…Relating the mission processes of the National Learning Service -SENA- with the goals of the Sustainable Development Goals -SD- is a way to understand the complexity of the relationships that are woven between each goal and how the contributions in one dimension of Sustainable Development -SD- can help solve problems in the others. …”
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Causes of dropout and retention strategies in virtual complementary training in SENA by Angel Benavides, Wilmer Ismael

“…In order to improve the quality in virtual training and generate retention strategies, the “Training Execution Team” developed a study that aimed to identify the causes of desertion in short virtual courses at the National Learning Service - SENA. …”
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Training by SENA Projects, a solution strategy in the Barrancabermeja’s hotel sector by Alvarado Dávila, Tatiana Liceth

“…This article exposes the pedagogical practice implemented by apprentices and instructors of "Technology in Environmental Control" in companies of the Barrancabermeja’s hotel sector, as a teaching-learning strategy that allows to consolidate a model of authentic knowledge, where the instructor provokes experiences in real contexts to develop in the apprentices more responsibility on their own learning, applying skills acquired in the training.…”
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The framework of SENA’s comprehensive vocational training and interprofessional education in times of pandemics by Dueñas Garzón, Adriana Lucia

“…This writing emphasizes the reference framework of Comprehensive Vocational Training and Interprofessional Education in times of pandemic, prioritizing the ways in which teaching-learning processes are assumed and operationalized. …”
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Financial Investments and their Impact on the Quality of Training in the Agricultural Area SENA - CIAT by Gómez Hurtado, Lina María

“…The current article shows a review of the real bud­get data invested in the technological programs of the Agricultural area at SENA-CIAT (Center of the Innovation, the Agroindustry and the Tourism) and its possible fingerprint in the quality of pedagogical training. …”
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The transformation from professional training to the tertiary education in Colombia: SENA case by Franco Rincón, José Luis

“…This process has motivated a series of discussions, not only inside SENA but also in the universities over the nature of the vocational training and how it is nucleated into the tertiary education and the implications which it raises in terms of curriculm, teleology and administration.…”
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Implementation of WorldSkills strategy in SENA Capital District CMTC training by Pardo Gutiérrez, Miguel Ángel

“…This article describes the results achieved by carrying out the WorldSkills methodology to a group of Technology Apprentices in Supervision of Clothing Processes in the SENA capital district of the textile and leather manufacturing center, for this the skill in which they are will be evaluated and subsequently the modules of the competence to be addressed are analyzed to apply the different types of criteria in which they, through a first test, will evaluate the knowledge obtained and subsequently, based on these results, awareness-raising and feedback will be carried out within the context of the skill and in which through a second test the results and conclusions obtained will be analyzed, it seeks to determine how the WorldSkills methodology contributes to the knowledge and obtaining of skills of the apprentices in key competencies within the exit profile of the technologist and how these strengthen the training process. in SENA environments…”
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Learning experiences in training processes. Case of apprentices from a training center in the Caldas regional by Erazo Mu´ñoz, Pablo Andrés

“…The perception of the apprentices of a training center of SENA Caldas regional regarding the learning experiences in the development of the training program and their passage through the entity after at least one academic term has elapsed is presented, with the projection that the results may contribute to the implementation of actions by different institutional actors to improve the teaching-learning process, both in the improvement of the pedagogical practices of the instructors and in the satisfaction and expectations of the apprentices of the training center. …”
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