ANALYSIS OF EDUCATIVE PROJECTS UNDER THE IPMA COMPETENCE APPROACH. CASE STUDIES IN LATIN AMERICA AND ASIA

Abstract

Education is considered as one of the bases that lead to development, especially in rural areas. This is quite evident in some rural areas of developing countries in Africa, Asia and Latin America. The alternating system of education implemented by the formative projects of the Family Educative Centers for Training by Alternating Cycle (CEFFA by its acronym in Spanish), permits to verify these impacts on local development and sustainability of agriculture, which is increasingly diversified and multifunctional and tends to transform agricultural employment in rural non-farm employment (RNFE). This paper shows some of these impacts in the case of a Latin American country (Colombia) and another of Asia (Philippines). After analyzing the CEFFA under the approach of the International Project Management Association (IPMA), some lessons of experience about the competences were described on the cases of the studied countries. Furthermore, the paper suggests some guidelines to define the teacher profile. Keywords: project; competencies; alternating cycle education; Colombia; Philippines.