| Study programme competencies |
|
Code
|
Study programme competences
|
| A7 |
Analizar a Seguridade Social dos traballadores que circulan no ámbito da Unión Europea. |
| A11 |
Elaborar planes de Recursos Humanos, coherentes co obxectivo a acadar. |
| B2 |
Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en contornas novas ou pouco coñecidas dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo. |
| B3 |
Que os estudantes sexan capaces de integrar coñecementos e enfrontarse á complexidade de formular xuízos a partir dunha información que, sendo incompleta ou limitada, inclúa reflexións sobre as responsabilidades sociais e éticas vencelladas á aplicación dos seus coñecementos e xuízos. |
| B4 |
Que os estudantes saiban comunicar as súas conclusións (e os coñecementos e razóns últimas que as sustentan) a públicos especializados e non especializados dun modo claro e sen ambigüidades. |
| B5 |
Que os estudantes posúan as habilidades de aprendizaxe que lles permitan continuar estudando dun modo que haberá de ser en gran medida autodirixido ou autónomo. |
| B6 |
Adquirir un coñecemento amplo das institucións básicas do ámbito socio-laboral especialmente do Dereito do Traballo e da Seguridade Social. |
| B7 |
Desenvolver os coñecementos, habilidades e aptitudes que permitan unha idónea dirección e xestión laboral. |
| B8 |
Saber recoñecer os aspectos económicos da Seguridade Social e das Relacións Laborais. |
| B9 |
Desenvolver a capacidade de organización, planificación e toma de decisións. |
| B10 |
Adquirir os coñecementos necesarios nos campos laboral, tributario e de Seguridade Social para prestar servizos de asesoría socio-laboral. |
| C1 |
Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
| C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
| C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
| C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
| C5 |
Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras. |
| Learning aims |
| Learning outcomes |
Study programme competences |
| That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments |
|
BJ3
|
|
| That students know how to communicate their conclusions (and the knowledge and ultimate reasons that support them) to specialized and non-specialized audiences in a clear and unambiguous way. |
|
BJ4
|
|
| Express oneself correctly, both orally and in writing, in the official languages ??of the autonomous community. |
|
|
CC1
|
| Mastering the expression and understanding of a foreign language orally and in writing. |
|
|
CC2
|
| To develop for the exercise of an open, cultured, critical, committed, democratic and supportive citizenship, capable of analyzing reality, diagnosing problems, formulating and implementing solutions based on knowledge and oriented to the common good. |
|
|
CC4
|
| That students know how to apply the acquired knowledge and their ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of ??study. |
|
BJ2
|
|
| That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous. |
|
BJ5
|
|
| Use the basic tools of information and communication technologies (ICT) necessary for the exercise of their profession and for learning throughout their lives |
|
|
CC3
|
| Understand the importance of entrepreneurial culture and know the means available to entrepreneurs. |
|
|
CC5
|
| Prepare Human Resources plans, consistent with the objective to be achieved. |
AJ11
|
|
|
| Analyze the Social Security of workers who circulate within the European Union. |
AJ7
|
|
|
| Acquire a broad knowledge of the basic institutions of the socio-labor field, especially Labor Law and Social Security. |
|
BJ6
|
|
| To develop the knowledge, skills and aptitudes that allow a suitable direction and labor management. |
|
BJ7
|
|
| Know how to recognize the economic aspects of Social Security and Labor Relations. |
|
BJ8
|
|
| Develop the capacity for organization, planning and decision making. |
|
BJ9
|
|
| Acquire the necessary knowledge in the labor, tax and Social Security fields to provide socio-labor advisory services. |
|
BJ10
|
|
| Contents |
| Topic |
Sub-topic |
1.- INTRODUCTION TO COMPLEMENTARY SOCIAL SECURITY.
|
1. Introduction. 2. Historical evolution. 3. Constitutional foundation. 4. Characteristics of the complementary social security. 5. Equality and non-discrimination on grounds of sex in social protection |
| 2. THE VOLUNTARY IMPROVEMENTS OF SOCIAL SECURITY AND THE SOCIAL SERVICES OF THE SOCIAL SECURITY. |
1. Introduction. 2. Voluntary improvements to temporary benefits. 3. Improvement of unemployment benefit. 4. Social security services. |
| 3. THE PENSION AND FUND PLANS |
1. Introduction. 2. Concept, characters and modalities. 3. Protectable Contributions and Contingencies. 4. Benefits 5. Consolidated rights |
| 4. MUTUALITIES OF SOCIAL SECURITY AND LABOR FOUNDATIONS |
1. Concept and types of mutual benefit societies. 2. Constitution, operation and benefits. 3. Definition and elements of labor foundations. 4. Constitution. |
5. PRIVATE INSURANCE
|
1. Introduction 2. Concept 3. Elements 4. Special consideration of group life insurance |
| 6. SOCIAL ACTION IN THE COMPANY AND COLLECTIVE BARGAINING |
1. Introduction. 2. Institutional aspects. 3. Objectives of the social actors. 4. Channels of instrumentalization of social protection. 5. The collective agreements source of pension commitments. |
| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Oral presentation |
B3 B4 C1 C2 C4 |
1 |
2 |
3 |
| Case study |
B2 B5 B7 B8 B9 B10 C3 C5 |
4 |
16 |
20 |
| Multiple-choice questions |
A11 B6 |
6 |
36 |
42 |
| Guest lecture / keynote speech |
A7 |
8 |
0 |
8 |
| |
| Personalized attention |
|
2 |
0 |
2 |
| |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
|
Methodologies |
Description |
| Oral presentation |
Intervention inherent to the teaching-learning processes based on verbal exposition through which students and teachers interact in an orderly manner, proposing questions, making clarifications and presenting topics, works, concepts, facts or principles in a dynamic way. |
| Case study |
Methodology where the subject is faced with the description of a specific situation that poses a problem that has to be understood, valued and solved by a group of people, through a process of discussion. The student faces a specific problem (case), which describes a real situation in professional life, and must be able to analyze a series of facts, related to a particular field of knowledge or action, to arrive at a reasoned decision to through a process of discussion in small working groups. |
| Multiple-choice questions |
Objective test that consists of formulating a question in the form of a direct question or incomplete statement, and several answer options or alternatives that provide possible solutions, of which only one is valid. |
| Guest lecture / keynote speech |
Oral presentation complemented with the use of audiovisual media and the introduction of some questions aimed at students, in order to transmit knowledge and facilitate learning.
The master class is also known as "master class", "expository method" or "master class". The latter modality is usually reserved for a special type of lesson taught by a teacher on special occasions, with content that involves an original elaboration and based on the almost exclusive use of the word as a way of transmitting information to the public. |
| Personalized attention |
|
Methodologies
|
| Guest lecture / keynote speech |
| Multiple-choice questions |
| Oral presentation |
| Case study |
|
| Description |
The personalized attention that is described in relation to these methodologies is conceived as moments of face-to-face work with the teacher, so they imply a mandatory participation for the students.
The way and the moment in which it will be developed will be indicated in relation to each activity throughout the course according to the work plan of the subject. |
|
| Assessment |
|
Methodologies
|
Competencies |
Description
|
Qualification
|
| Multiple-choice questions |
A11 B6 |
Objective test that consists of formulating a question in the form of a direct question or incomplete statement, and several answer options or alternatives that provide possible solutions, of which only one is valid. |
50 |
| Oral presentation |
B3 B4 C1 C2 C4 |
Intervention inherent to the teaching-learning processes based on verbal exposition through which students and teachers interact in an orderly manner, proposing questions, making clarifications and presenting topics, works, concepts, facts or principles in a dynamic way. |
10 |
| Case study |
B2 B5 B7 B8 B9 B10 C3 C5 |
Methodology where the subject is faced with the description of a specific situation that poses a problem that has to be understood, valued and solved by a group of people, through a process of discussion. The student faces a specific problem (case), which describes a real situation in professional life, and must be able to analyze a series of facts, related to a particular field of knowledge or action, to arrive at a reasoned decision to through a process of discussion in small working groups. |
40 |
| |
|
Assessment comments |
Students who have recognized part-time dedication, will be able to pass the subject through a theoretical practical exam, wich will take place onthe dates officially established by the Faculty of Labor Sciences. As for the requirements of the second call will be the same as in the first. In accordance
with article 11, section 4 b), of the UDC Student Disciplinary Regulations,
students who commit fraud or plagiarism will have their grade suspended in the
session in which the offense is committed and with respect to the matter in
which it was committed. The student will be graded as "failed"
(numerical grade 0) in the corresponding call for the academic year, whether
the offense is committed on the first opportunity or on the second. To do this,
he will proceed to modify his qualification in the first opportunity report if
necessary. |
| Sources of information |
|
Basic
|
GONZÁLEZ-POSADA MARTÍNEZ, E. (ed.), (1997). >Los planes de pensiones en el sistema de protección social: el modelo de pensiones complementarias. Madrid; MTAS
CASAS BAAMONDE, M.E. (1977). Autonomía colectiva y Seguridad Social. Madrid
MARTÍNEZ GIRÓN, J., ARUFE VARELA, A. y CARRIL VÁZQUEZ, X.M. (2017). Derecho de la Seguridad Social. Barcelona: Atelier
GALA DURÁN, C (1995). El régimen jurídico de las mejoras voluntarias de prestaciones de la Seguridad Social. Barcelona: Bosch
MARTÍN VALVERDE, A. (1970). Las mejoras voluntarias de la Seguridad Soci. Sevilla:Universidad de Sevilla-Instituto García Oviedo
ROQUETA BUJ, R. (2010). Las mejoras voluntarias de la Seguridad Social. Madrid: Actualidad Laboral
YANINI BAEZA, J. (1995). Las mejoras voluntarias en la Seguridad Social. Régimen del seguro colectivo laboral. Madrid: Edersa
MALDONADO MOLINA, F.J., (2001). Las mutualidades de previsión social como entidades asegur. Granada: Comares
VALDÉS DE LA VEGA, B. (1999). Mejoras voluntarias por edad de jubilación en la negociación colectiva. Valencia: Tirant lo Blanch
AGUILERA IZQUIERDO, A. (2001). Pensiones privadas: obligaciones de las empresas y garantías de los trabajadores. Madrid: Civitas
FERNÁNDEZ DOMÍNGUEZ, J.J (1999). Protección social complementaria de accidentes de trabajo y enfermedades profesionales. Valencia: Tirant lo Blanch
|
|
|
Complementary
|
|
|
| Recommendations |
| Subjects that it is recommended to have taken before |
|
| Subjects that are recommended to be taken simultaneously |
|
| Subjects that continue the syllabus |
|
| Other comments |
|
In order to contribute to a responsible environment, from this matter it is intended to contribute, using only the essential role, giving greater use to telematic means. The involvement with the gender angle is also the vocation of this subject in all the subjects to be studied. |
|