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The breakdown of the traditional paradigms in the Ecuadorian education emerges to the urgent need for the omnipresence of the knowledge society, the requirements of solution are varied ,the effectiveness mitigated by context, not a panacea this proposal has legitimized the efficiency and effectiveness of academic training process of versatile professionals, competent and competitive contributing to sustainable, sustainable development of the country in line with its regional peers focused on international competitiveness (professional climbing). The skills of the students are identified, their skills are power, meets their personal needs, and it contributes to meeting the needs of the collective permeating warm human relationships, maximizing cooperative behavior assertive achievements through actual factual evidence. Methods, techniques and strategies vary according to the level that present the pre-professional; a standard educational model based on real skills, communication and satisfaction of human needs in accordance with the ecosystem, legitimizes the formation processes in real scenarios through cooperation. RESUMEN La ruptura del paradigma tradicional en la educacion ecuatoriana emerge ante la imperiosa necesidad de la omnipresencia de la sociedad del conocimiento, las prescripciones de solucion son variadas, mitigadas en su efectividad por el contexto; sin ser la panacea la presente propuesta ha legitimado la eficiencia y eficacia del proceso formativo academico de profesionales versatiles, competentes y competitivos que aportan al desarrollo sostenible, sustentable del pais en concordancia con sus pares regionales enfocados a la competitividad internacional (escalada profesional). Se identifica las habilidades de los estudiantes, se potencia sus destrezas, satisface sus necesidades personales, contribuye con la satisfaccion de las necesidades del colectivo permeando relaciones humanas calidas, comportamiento cooperativo asertivo maximizando logros a traves de evidencia factica real. Los metodos, tecnicas y estrategias varian en funcion del nivel que cursan los preprofesionales; un modelo estandar educativo con base en las competencias reales, la comunicacion y la satisfaccion de las necesidades humanas en concordancia con el ecosistema, legitima los procesos de formacion en escenarios reales a traves de la cooperacion.

Competencias Reales, perspectiva con base en las Relaciones Humanas y Estilos de Comportamiento