Adaptations on training design and performing to answer the current context: The importance of C*M*A Alignment
This paper presents a reflection on some key elements that make teaching strategies the keystone of teaching adaptation to the current training context in higher education. The approach is based on the consideration of changes in different levels and fields; namely, normative changes (including law), educational centres' normative, etc. Social changes also impact on the educational system, strategies and goals. In this case, it is important to keep in mind how the social model has change in the last decades in terms of communication, needs, learning processes, motivation, etc. The paper also analyses the impact of market/job changes, how professional profiles have changed with respect to the demanded competences, skills and employers' expectations on junior workers, and how these requirements are considered at different levels of higher education (for instance, in internships). The focus of this paper is on how university teachers can design, perform and assess their teaching with the aim of facilitating the professional integration of our young generation into a global society, with its specific needs and its demands. Thus, teaching methodology during the teaching-learning processes is a key element to deal with all these changes and new training requirements. The teaching methodological approach can help both teachers and students to plan and develop a formative road-map including the competences for increasing as much as possible students' occupability skills, which will help them be more flexible and versatile. The second part of the paper (based on improvements on training performance) includes the presentation of different models to keep the coherence (alignment) between the design of training programmes, teaching methodology and assessment of learning outputs, paying special attention to the Context Contingent Aligned Model- CCAM.