21 August. The Alliance for Dual Training in Latin America and the Caribbean —under the pro tempore presidency of SENAC Brazil and with the Technical Secretariat of the ILO/Cinterfor— held a new webinar focused on “The connection between curriculum and the world of work”. The event explored how the SENAC Pedagogical Model integrates curriculum, methodologies and competence-based assessment to respond to the current demands of the productive sector.

Key aspects of the pedagogical model

Alessandra Cruz (Specialist in Vocational Education at SENAC’s National Department) and Thabata Franco (Technical Officer for the management of SENAC’s educational projects) presented the institution’s comprehensive conception of dual training, based on competence development and on an evaluation system that replaces traditional grading with achievement criteria (“achieved / in progress / not achieved”).

1. SENAC Pedagogical Model

• Governs all educational actions of the institution.
• Encompasses values, principles and concepts for work-oriented education.
• Underpins methodologies, teaching practices and learning environments (classrooms, laboratories).
• Employs a competence-based assessment process, rather than traditional grading.
• Core axis: integral development of competences, both occupational and personal.
• Promotes active learning methodologies and student autonomy.

Integrates the “SENAC Formative Marks” (soft skills): technical and scientific expertise, collaboration and communication, creativity, entrepreneurial attitude, sustainable attitude, critical thinking and digital autonomy.

2. Dual training and competences

• Combines activities in the workplace and the educational institution.
• Ensures comprehensive training, preparing apprentices for professional and personal challenges.
• Graduate profiles are designed in dialogue with business needs, especially in trade, services and tourism.

3. Profile development

Based on labour legislation and educational guidelines.

Key documents:

• Brazilian Classification of Occupations (CBO).
• National Curriculum Guidelines for VET (training pathways).
• National Catalogue of Apprenticeship Programmes.
• National Catalogue of Technical Courses.
• Guide to Professional Qualifications.
• SENAC’s own sectoral studies.

The CBO categorises occupations recognised by the Ministry of Labour and ensures nationwide uniformity (example: “salesperson”).

4. Curriculum design and dialogue with the productive sector

• Curriculum translates occupational functions and sub-functions into competence-based units.
• Includes competences for Industry 4.0, youth protagonism and socio-emotional skills.
• Adopts STEAM as a pedagogical approach.
• Aligned with ILO Recommendation No. 208 on quality apprenticeships.
• Example: Administrative Services course → trains administrative assistants.
• Youth Journey: develops socio-emotional skills and literacy (mathematics, language, digital).
• Occupational Competences: profession-specific competences.
• Integrative Project: final product aligned to the occupation.
• Youth Laboratory: social projects linked to the community.

Workload: up to 80% in-company and at least 20% or 400 hours at SENAC.

5. Types of dual training at SENAC

• Vocational qualification
• Up to three lower-complexity occupations (e.g., salesperson, stock replenisher).
• Rotation of activities in the company.
• Technical qualification (technical apprenticeship)
• Higher-level technical occupations (more complex).
• Longer workload.

Aimed at companies seeking more highly prepared professionals.

6. Implementation and the role of teachers

• Teachers are key to applying the curriculum and formative marks.
• Active methodologies are promoted, with clear objectives and tangible outputs.
• SENAC invests in learning environments that foster digital competences.

Soft skills are not graded, but are intentionally observed in projects, simulations and practice.

7. Training pathways and educational continuity

• Profiles are structured in segments and levels of complexity.
• SENAC works in articulation with secondary education, facilitating early access to technical training.
• Competence transfer is encouraged between courses (horizontal and vertical).

Dual training is regarded as the gateway to consistent and solid careers.

Conclusion

SENAC reaffirms its commitment to providing comprehensive dual training, based on competences, active methodologies and strong dialogue with the productive sector. This model not only strengthens youth employability —often excluded from the Brazilian labour market— but also encourages educational continuity and contributes to transforming lives.