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  • 1. STUDY VISIT Nº 19 Stockholm- sweden. “Role of Social Partners in VET” Álvaro Ferreirós Rey.
  • 2. The place  Secondary School… … but where is it?
  • 3. The job Teacher • InVET • Subject: Labour Legal Frame Member of School Management Staff • Secretary: finantial management & general administration PhD Student • Thesis • Topic: transition from school to work
  • 4. The reasons Interested in: transition from school-to-work VET organization in other countries practical training how to encourage social partners the search for employers`s cooperation the access to the labour market
  • 5. The connection As a PhD student: - Research on the role of social partners in VET As managenment staff: -Training contracts As a teacher: - Information about practice -Open minds
  • 6. SPANISH VET SYSTEM Labour Market CONTINUING TRAINING FOR OCCUPIED VOCATIONAL TRANING FOR UNEMPLOYED INITIAL VOCATIONAL TRAINING
  • 7. SPANISH EDUCATIONAL SYSTEM
  • 8. DESCRIPTION OF SPANISH EDUCATIONAL SYSTEM INFANT EDUCATION PRIMARY EDUCATION COMPULSORY SECUNDARY EDUCATION BASIC, FREE & LAICAL EDUCATION IN STATE SCHOOLS POST COMPULSORY EDUCATION HIGHER SECONDARY EDUCATION ≈ SIXTH FORM MIDDLE LEVEL SPECIFICVOCATIONAL TRAININGCYCLES HIGHER EDUCATION UNIVERSITY HIGHER LEVEL SPECIFIC VOCATIONALTRAINING CYCLES LANGUAGE STUDIES ARTISTIC STUDIES SPORT STUDIES SPECIALISED STUDIES COMPULSORY EDUCATION or or in language schools in conservatories in sport schools VOLUNTARY EDUCATION &
  • 9. Statistics: Students in Higher Secundary/VET Comparison and Progression
  • 10. Comparative Statistics, Course 2010/11: according to Age and Studies 0 50,000 100,000 150,000 200,000 250,000 16 years 17 18 19 20 21 25+ Higher Sec. Med. L. VET PCPI (Drop-outs) High L. VET
  • 11. SPECIFIC INITIAL VOCATIONAL TRAINING CYCLES TO PROVIDETRAINING ACTIVITIES THAT ENABLE QUALIFIED STUDENTS FORTHE PERFORMANCE OFVARIOUS PROFESSIONS, ACCESSTO EMPLOYMENT AND ACTIVE PARTICIPATION IN SOCIAL, CULTURAL AND ECONOMIC LIFE TO PREPARE STUDENTSTOWORK AND HELP THEM ADAPTTOWORKING LIFE TO INCLUDE A MODULAR ORGANIZATION OF VARIABLE DURATION ANDTHEORETICAL & PRACTICAL CONTENT APPROPRIATETOTHE VARIOUS PROFESSIONAL FIELDS DIVIDED INTO AIMS MIDDLE LEVEL HIGHER LEVEL ORGANIZED IN PROFESSIONAL GROUPS COMPLETION OF COMPULSORY SECONDARY EDUCATION COMPLETION OF HIGHER SECONDARY EDUCATION
  • 12. Practical Training Technical skills Social skills A true apprenticeship > Employability
  • 13. Practical Traning in VET- “FCT” Compulsory Once all subjects have been passed Three months (approx.) At the end of the course “FCT” Coordinator Group Tutor JobTutor
  • 14. SPANISH VET SYSTEM Labour Market CONTINUING TRAINING FOR OCCUPIED VOCATIONAL TRANING FOR UNEMPLOYED INITIAL VOCATIONAL TRAINING
  • 15. Vocational Training for the Unemployed It is managed by... Responsibilities... the employment authority SPEE-INEM (National Public Employment Service) or, in some cases, by the departments of employment in eachAutonomous Community Implementing the Plan Nacional de Formación e Inserción Profesional FIP (National Vocational Education and Training Plan) Implementing the National Plan for School- Workshops, Trade Learning Centres and Employment Workshops …
  • 16. Continuing Training for the Occupied It is managed by… theTripartite Foundation forTraining in Employment Social partners (Enterprises and employer’s organisations as well as the Unions) and the labour authority (Ministry of Labour and SocialAffairs and Regional Labour Departments) share the powers and responsibilities for continuing vocational training
  • 17. Social Partners_General Vocational Training Council At the national level: GeneralVocationalTraining Council_ Advising the government on issues related toVocationalTraining. Drafting and presenting a NationalVocationalTraining Plan to theGovernment for its approval. At the regional level: AutonomousVocationalTraining Councils_ Drafting autonomous vocationalTraining programmes. At a sector level: Sectorial Peer Commissions for ContinuingTraining. At company level: Collective agreements within the company.
  • 18. General Vocational Training Council Organized on a tripartite basis with the participation of … Objectives: Public Administrations trade unions employers organizations To observe qualifications and their evolution To determine qualifications To accredit qualifications To develop the integration of professional qualifications Follow-up and assessment of the National Program of VocationalTraining
  • 19. The Organic Act 5/2002 on Qualifications and Vocational Education and Training The aim... To consolidate the three vocational subsystems into one National System of Qualifications and VocationalTraining (SNCFP ): National Institute of Qualifications (INCUAL) National Catalogue of Professional Qualifications
  • 20. DEMANDS To increase the participation of workers in lifelong learning To strength the role ofGeneralCouncil of VET and INCUAL Formation contracts To regulate the right of formation To end up with the process of integration of the threeVET subsystems Dual system
  • 21. Thank you for your attention!! Álvaro Ferreirós
  • 22. The Organic Act 5/2002 on Qualifications and Vocational Education and Training  The aim: to consolidate the three vocational subsystems into one.  This law has also created the National System of Qualifications andVocationalTraining (SNCFP ): instruments and actions which are necessary to promote and develop the integration of vocational education and training through the National Catalogue of Professional Qualifications.  National Institute of Qualifications (INCUAL): It is the technical instrument, which supports the Spanish General Council ofVocational Education andTraining in order to attain the objectives of the SNCFP.
  • 23. SOCIAL PARTNERS
  • 24. Education & Labour Market Unemployment rates by age group and formation (2008)
  • 25. Time to get a job
  • 26. Paths to the access to work  First job in “fct” company
  • 27. Paths to the access to work
  • 28. The transition to work
  • 29. Public investment in Education according to GDP(2006)
  • 30. “FCT” Achievements Problems For the students: Knowledge of real productive processes & labour environments For the educative centre: Being in touch with the labour market demands For the employers: Traning their future workers & a better knowledge of them  Formative point of view in employers  Educational formation for the job tutor  Higher companies commintment  More participation of companies in the design of “FCT” programmes  Curricula updating inVET  Simultaneity between school and labour world
  • 31. “FCT” impact on the students Positives Negatives  Real apprenticeship  Employability  Better labour prospects  No feed-back  Cheap labour force  Reduce range of tasks  Disarrangement between school & job  No updated of the educative equipment
  • 32. Employers demand… … improvement in technical skills … bringing the teachers closer to labour world … increasement in length for effective practice … direct transition from intermediate level to higher level … on “FCT”
  • 33. Better coordination between theory & practice through… More frequent periodical checking of the professional families curricula More participation of the job tutor in the practices programmes Increasement of the length of practices. Insertion in the academic course , not at the end.
  • 34. Educative path