The demand for workforce skills in the industrial sector is one of the greatest challenges facing the national education system. Therefore, mechanisms must be developed to offer programs that directly link skill needs with the development of academic curricula. This effort aims to explore the implementation of lifelong learning and provide training and educational opportunities—such as courses, formal undergraduate and graduate programs, and technical training for the industrial sector in Honduras.

The purpose of this document is to systematize the process used to identify the articulation of training programs in the field of industrial technology, employing the methodology of learning outcomes classification from the National Qualifications Framework for Technical and Vocational Education and Training (TVET) in Honduras.

Since 2018, Honduras has been developing a National Qualifications Framework (NQF) for TVET, designed to articulate all forms of education and serve as a public policy instrument for the education sector. This framework draws on the descriptors and definitions of learning outcomes used in the Central American Qualifications Framework for Higher Education (MCESCA). Within this context, a curricular analysis methodology has been applied, accompanied by a pedagogical exercise to develop the various levels of the NQF-TVET and the MCESCA in the field of technical industrial engineering particularly in areas such as industrial design and manufacturing processes.

The outcomes of this process was the characterization of the TVET training spectrum, ranging from machine operator roles to doctoral programs in Engineering for Innovation. This resulted in an integrated network of analytical studies and learning pathways aimed at the development of professional competencies. The process was structured into an analytical matrix that outlines each level of training required for jobs in the industrial sector.

The industrial sector of the Sula Valley is a key region in Honduras, home to a wide range of manufacturing companies that require a highly skilled workforce with diverse technical competencies. This sector seeks to position itself competitively by leveraging one of its core strengths: a highly qualified labor force capable of managing a variety of production chains and specialized services. However, this workforce faces significant challenges in upgrading its qualifications and advancing from skilled labor profiles to positions of greater responsibility in design, intermediate manufacturing processes, and quality control.

In conclusion, is evident that the National Qualifications Framework for TVET in Honduras has been developed as a key tool to foster academic and professional development pathways for Hondurans. Furthermore, it serves as an integrative mechanism with the Central American Qualifications Framework for Higher Education, facilitating the design and implementation of academic programs with regional relevance. Through the application of both frameworks, a structured learning pathway has been established within the education system. This pathway has been designated as the Qualifications Framework for the Technical Industrial Engineering Sector.

Keywords: Innovation, CAD-CAM-CNC, TVET, UNAH.