P.R. Laws tit. 18, § 1588
The Chairperson, with the participation of the various components of the system, shall draw up a Strategic Five-Year Plan, which must include aspects such as the following, among others:
(a) Factors external to the traditional academia that justify the adoption of a new integrated institutional design to [promote occupations] and education in the technological field.
(b) The statements of educational policy that highlight the ethical and social value of work in general and of the occupations and technologies that make up the competitive production infrastructure of our people.
(c) Highlight the new scenario of integrated economies and the globalization of human life and how the occupations and technologies of the Puerto Rican community can be integrated advantageously to this new economic scenario.
(d) Specific actions to incorporate the entrepreneurial sector as an assessing and designing partner of the occupational and technical curricula pertinent to the actual work scenario and concrete arrangements of articulation with the entreprenurial sector that illustrate how the enterprise’s laboratories and workshops are constituted in training places through a consortium with the occupational education system.
(e) Specific plans to guarantee the adequate guidance of children, youths and adults who are interested in entering the system.
(f) A flexible policy of admission to the system and plans to attain a high retention of participants, and with respect to support and general basic education services; as well as to develop the mechanisms to report the system’s dropouts under the age of eighteen (18), to the General Council on Education.
(g) Specify, with the maximum flexibility, the access routes to the system for students who have dropped out of the education system; persons who have been displaced from the job market because their skills are not marketable; active students from other education systems who concurrently want to be trained in a useful occupation; persons who want to be trained or retrained; elderly persons who want to be trained in occupations, and disabled persons who want to be trained.
(h) An innovative and flexible articulation of services between the public university and preuniversity education systems, with emphasis on the occupational education curricula.
(i) Articulation with the entreprenurial and government sector and the desirable organization to ensure the placing of occupational program graduates in the corresponding places of employment.
(j) Concrete quality control indicators of the technological-occupational curricula and an evaluation system based on results.
(k) A strategy of promotion and disclosure of the opportunities that the occupational system shall offer, directed at the clientele, private enterprise and other organizations.
(l) A pedagogical training and continued education plan for the instructors of the different components of the system.
(m) Innovative plan for recruitment, incentives and retention of the best personnel in charge of the technological and occupational instruction, with flexibility in the use of human resources.
(n) Elaborate the pedagogical models that shall be applied to the different clienteles in technological-occupational education that will attend to such aspects as:
(1) Communication skills.
(2) Critical and creative thinking skills within the context of the occupations.
(3) Group working skills.
(4) Productivity and quality in the market.
(5) Characteristics of the work environment in the present scenario.
(6) Work ethic.
History —Dec. 18, 1991, No. 97, § 9.