Adfsdf

Technological Cooperation, System Development and Management in Vocational Training

Desarrollo e implementación de la
Formación por Proyectos en el SENA
Un ejemplo de Buenas Prácticas en la transferencia metodológica

Propuesta metodológica, herramientas y experiencias prácticas

On behalf of

Índice de contenidos



























 
 





























































































Aprendices del SENA en el taller de construcción

Introducción






















...