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Presentation Sweden

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  • 1. Quality – a holistic approach to environmental education STUDY VISIT - 367 Presentation: FOREM-Andalucía Alberto Martinez Villar Sweden, Boden; 25/05/09 - 29/05/09 Málaga. Spain ecoforman@gmail.com
  • 2. EXPECTATIONS ABOUT THE STUDY VISIT • How is it considered Environmental Awareness in the VOCATIONAL TRAINING SYSTEM of each country? • Consideration of the ESD (Education for Sustainable Development). How to develop sustainability across the curriculum? • Holistic approach to environmental education as well as sharing some good practices of Quality Assurance. • Look at environmental and sustainability education. • Implications for the management of the Centres. • Possibilities for nature observation, adventures and research for school pupils.
  • 3. VOCATIONAL TRAINING IN SPAIN VOCATIONAL TRAINING Education, Social Politic and Sports Ministry Labour Ministry Specific Occupational Continuing VOCATIONAL TRAINING FOR EMPLOYMENT INITIAL VET CERTIFICATES OF VOCATIONAL CONTINUING TRAINING COMPETENCE AGREEMENT ACTIONS MIDDLE LEVEL FIP PLAN TRAINING WORKSHOPS, EMPLOYMENT WORKSHOPS HIGHER LEVEL CRAFT CENTERS CONTINUING TRAINING PROGRAMMES
  • 4. Law 5/2002 Vocational Traning and Qualifications Vocational Training offers are: VOCATIONAL CERTIFICATES OF TRAINING VOCATIONAL QUALIFICATIONS COMPETENCE2 Education, Social Politic and Sports Ministry Labour Ministry 1 : RD 1538/2006, of december the 15th 2 : RD 34/2008, of january the 18th
  • 5. Differences between IVET and Vocational Training for Employment Vocational Training in the Educational System: • It´s the Vocational Training of Educational System • It´s aimed mostly, but not only, to young people • It includes Complementary Training and key competences • It´s about 2000 hours. Both are complementary Vocational Traning for Employment and recognize • Mainly for workers but now also for each other. unemployed persons who want to improve and bring their studys up to date. • It´s aim is to encourage employment and re- employment of job-seekers by providing for qualification , requalification or updating off occupational skills and competences.
  • 6. LAW 5/2002 Qualifications and Vocational Training A C Formal Training R E D Competence Vocatioanal COMPETENCE I ADQUIRING T Labor and personal A WAYS experience T ¿PEACP? I Non formal and O VOCATIONAL informal COMPETENCE N learning ACCREDITATION AND EVALUATION.
  • 7. The aims of the national vocational qualification system are : 1- Firstly, to pursue unification of the system of vocational qualifications by defining a common benchmark of competences on the basis of the realities of economic activity (which will determine the standards of competence demanded for vocational qualifications); 2.- Secondly, to bring together the various ways and means of acquiring occupational competence, and 3.- Thirdly, to standardise the vocational training available.
  • 8. PROFESSIONALS FAMILIES . Anexo 1 R.D. 1128/2003 1.- Agraria 14.- Edificación y Obra Civil 2.- Marítimo- Pesquera 15.- Vidrio y Cerámica 3.- Industrias Alimentarias 16.- Madera, Mueble y Corcho 4.- Química 17.- Textil, Confección y Piel 5.- Imagen Personal 18.- Artes gráficas 6.- Sanidad 19.- Imagen y Sonido 7.- Seguridad y Medio Ambiente 20.- Informática y Comunicaciones 8.- Fabricación Mecánica 21.- Administración y Gestión 9.- Instalación y Mantenimiento 22.- Comercio y Marketing 10.-Electricidad y Electrónica 23.- Servicios Socioculturales y a la 11.- Energía y Agua Comunidad 12.- Transporte y Mantenimiento de 24.- Hostelería y Turismo Vehículos 25.- Actividades Físicas y Deportivas 13.- Industrias Extractivas 26.- Artes y artesanías
  • 9. INDICATORS PROPOSAL VOCATIONAL TRAINING AND THE ENVIRONMENT: SUSTAINABILITY AND EMPLOYMENT Research was carried out under the guidance of professors from the University of Granada José Gutiérrez Pérez (jguti@ugr.es), Professor of educational research and diagnostic methods and F. Javier Perales Palacios (fperales@ugr.es), Lecturer in educational sciences http://www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/503/44_en_Villar.pdf
  • 10. ENVIRONMENTAL AWARENESS MODULE (EAM) QUALITY CRITERIA PROPOSAL FOR A SYSTEM OF ENVIRONMENTAL AWARENESS INDICATORS Design indicators 1. Relationship between this training strategy and others such as regional environmental education or sustainable development strategies. 2. Involvement of Autonomous Community managers from Employment or Environment Departments 3. Use of teaching material quality indicators designed for the EAM. 4. Criteria used to promote participation. 5. Has an EAM communication campaign being conducted?
  • 11. QUALITY CRITERIA PROPOSAL FOR A SYSTEM OF ENVIRONMENTAL AWARENESS INDICATORS Process indicators in the Training Centre 6. Introductory training for training centre managers and teaching staff in all specialities. 7. Preparation and application of a code of GEP in the training centre Establishment of pathways for participation in centre management. 8. Profile of teaching staff delivering the course. Experience and training in socioprofessional and EE fields. 9. Availability of material resources that are appropriate for environmental criteria. 10. Upgrading of training centre equipment to environmental criteria.
  • 12. QUALITY CRITERIA PROPOSAL FOR A SYSTEM OF ENVIRONMENTAL AWARENESS INDICATORS Course process indicators 11. Integral worker training. Behaviour and attitudes that are respectful of the surrounding environment, inside and outside the workplace. 12. Application of the following principles: a. Constructivism. b. Systematic focus. c. Horizontality. d. Interdisciplinarity. 13. Improvement of understanding, analysis and awareness of environmental matters (local and regional situation). Gather suggestions from students. 14. Use of Environmental Awareness Techniques Motivation Techniques: Constructivist principles (contact with reality, experiences of students, use of games, diversity of resources, relaxed environment). Consciousness-raising Techniques: Sensory education and approach (use the senses). Become aware. Emotional life and emotional development. Role playing and simulation techniques: Effective-emotional and conceptual development. Development of skills aimed at a positive attitude to environmental matters. Thematic approach (natural and social environment) to reality in a global manner, interconnection. 15. Preparation of a GEP Code. 16. Setting of course programming. The trainer, who is truly knowledgeable about the special subject he or she teaches and is the leader of the learning process, must act as a mediator of environmental content.
  • 13. QUALITY CRITERIA PROPOSAL FOR A SYSTEM OF ENVIRONMENTAL AWARENESS INDICATORS Results indicators 17. Ethical positioning for acting and taking part in problem solving. 18. Pro-environmental attitudes by students with regards to: • Use of resources (care of material, facilities, etc.). • Waste created during the course • The group as a whole (respect, participation, solidarity, etc.). • Environmental activities proposed by the monitor. • All directed at a code of values during the course for trainers and participants. 19. Application of a GEP Code to the specialism in question. 20. Evaluate and determine the level of application of GEP in the future professional duties of students. Determine the acquisition of pro-environmental behaviour. 21. Use of evaluation and results to improve efficacy and efficiency in future activities.
  • 14. ANNEXES
  • 15. ANNEXES
  • 16. ANNEXES
  • 17. ANNEXES

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