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Summary

In the present thesis of analysis of the Network management of the construccion industry vocational centers is developed. It frames its activities in the context of both the Ministry of Labor and Education policies during the “kirchneristas” governments.

The relationship between vocational training and technological development, labor relations, and the productive and educational system in the construction sector is worked on. Also, on the network of relationships established by the trade union actor for the development of the management of training activities; and, finally, at a micro social level, the learning processes within these training institutions, are analyzed.

From a qualitative perspective, the fieldwork was developed during the years 2015 and 2016 in the institutions of the UOCRA Foundation´s Network of Vocational Training Centers, with qualitative interviews with both, technical and institutional referents and teachers of these institutions, including also, class observations and analysis of legal documentation, methodological, procedural and technical regulations on the subject.

Progress was made in the thesis analytical terms, in the reconstruction of the VET´S professional training policies and their relationships whit the concept of technological, labor and productive culture, public action and of the linkage of the labor relations model –and particularly the union actor’s role in it- concerning the workers´ qualifications in the sector. The political/state dimension was considered due to these actors´ influence in the public policies execution.

Regarding the VET´s network of actors and institutions in the sectorial framework (construction sector) the focus was on the institutions training management processes focusing on the Union´s action and its role in the knowledge sectorial management from a qualifications overview in the construction industry. Finally, within the UOCRA´s Vocational Training Institutions, the context of the classroom/workshop and the learning processes within it were considered as a learning and innovative area where practical knowledge is integrated with others more systematic and formal.



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