Prodis Project

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Prodis Project

  1. 1. EDUCATION FOR JOB PLACEMENT IN THE UNIVERSIDAD AUTÓNOMA DE MADRID José I. Aguirre, PhD.
  2. 2. PRESENTATION CONTENTS •Education Curriculum for the Job Placement Program at the Universidad Autónoma de Madrid •Program evaluation and research process Results
  3. 3. PLAN OF STUDIES PRACTICUM 1st y 2nd years RESEARCH RESEARCH PROMENTOR JOB JOB PLACEMENT PERMANENT COACHING EUDCATION EDUCATION COURSES FOLLOW UP OF JOB PLACEMENT THROUG PROFESIONNAL LIFE
  4. 4. OBJECTIVES OF THE PROGRAM OF EDUCATION FOR JOB PLACEMENT OF PEOPLE WITH INTELLECTUAL DISABILITY GENERAL OBJECTIVE Answer to the demands of education for particular jobs from intellectually disabled people.
  5. 5. PROGRAM OF EDUCATION FOR JOB PLACEMENT OF PEOPLE WITH INTELLECTUAL DISABILITY Specific objectives: ►Analyze the educational necessities to take on work positions. ►Design an adequate education model to the necessities and demands of the working environment. ►Implement an education program in the university environment. ►Educate job coaches as professionals for job placement support. ► Develop permanent education from the university
  6. 6. PLAN OF STUDIES
  7. 7. ORAL AND WRITTEN COMUNICATION Develop strategies and abilities to improve communication quality.
  8. 8. INTERPERSONAL RELATIONS WITHIN THE COMPANY Acquire adequate relationship abilities in the work environment: partners, bosses, higher positions... . Learn to establish differences over the kind and quality of relationships.
  9. 9. BASIC ENGLISH Basic knowledge to identify functional words and sentences and written and oral skills for everyday use. Simple conversations. Culture and customs in different countries.
  10. 10. JOB POSITIONS LEARNING AND IDENTIFICATION OF PROFESIONAL PROFILES AND THEIR SPECIFIC COMPETENCES
  11. 11. COMPANY TECHNOLOGY Development of abilities to use text processors email Internet access and navigation Learning of databases, web pages and computer design
  12. 12. FUNCTIONAL MATH & ACCOUNTING European currency. Accounting & budgets. Measure units.
  13. 13. THINKING STRATEGIES OBSERVATION ANALYSIS IDENTIFICATION COMPARISON PERCEPTION CLASIFICATION DEDUCTION...
  14. 14. VALUES DEVELOPMENT -Acceptance of diversity -Duties and rights -Intercultural coexistence -Respect and tolerance to others to achieve a satisfactory coexistence
  15. 15. Use of comunity services Competence related to utilizing most of the services provided by the Madrid Province
  16. 16. EMOTIONAL ABILITIES • Self-reflection. • Distinguish some emotional states from others. • Learn to properly express emotions. • Develop selfcontrol. • Improve interpersonal relationships. • Develop emotional intelligence.
  17. 17. PLAN OF STUDIES 2 nd YEAR
  18. 18. SUBJECTS 1. Job Relationships. 2. Bank and Paperwork. 3. Files and Organization. 4. New Technologies. 5. Culture and Society. 6. English II. 7. Emotional Abilities II.
  19. 19. PRACTICUM Acquire abilities and training by direct experience. Practice acquired experiences.
  20. 20. PROFESIONAL POSITIONS •Library assistant. •Pre-school teacher assistant. •Departments secretary assistant. •Reprographics assistant. •Janitor assistant. •Cafeteria assistant. •Convention hostess/host assistant.
  21. 21. PROGRAM EVALUATION AND RESEARCH PROCESS INNOVATIONS: ►Occupational training program (12 subjects) before accessing working environment complemented by practicum similar to job positions. Duration 2 years. ►Job coach at job position, trained in College for an unlimited time. ► Program developed at College. Inclusion in campus environment. Cooperative work with College students. ► Permanent training of members of the program once at their job position. Family support service.
  22. 22. PROGRAM EVALUATION AND RESEARCH PROCESS OBJECTIVES: ► Test fitting of program to objectives. ► Collect information about the quality of the program and development of competencies. ► Analyze opinions of people involved in the program: teachers, students, parents and collaborators. ►Obtain information about new thinking related to factors influencing development.
  23. 23. PROGRAM EVALUATION AND RESEARCH PROCESS EVALUATION RESEARCH ►Quantitative techniques: questionnaires. SPSS software ►Qualitative techniques: structured interviews, experience diaries, discussion groups, participative observation. ATLASti software. ► Validity principles: appropriateness, sufficiency, efficiency, results. ►Guarantees of reliability: related to stability and consistency (Cronbach’s alpha)
  24. 24. RESEARCH RESULTS Inclusion in campus environment ►High level of implication of students in the process of learning. Good attitudes towards study. High valuation of all the subjects. ►Plan of studies very adequate for professional development. High valuation of learning environment. Friendship bounds. High level of work expectations. ►Development of personal maturity, responsibility and social values. Coincidences over the prior points (parents). ► Initial expectations surpass and general agreement with program efficiency (teachers, parents, collaborators).
  25. 25. INCLUSION IN UNIVERSITY ENVIRONMENT END OF SCHOOL TRIP FUERTEVENTURA 2007
  26. 26. INCLUSION IN CAMPUS ENVIRONMENT
  27. 27. RESEARCH RESULTS Inclusion in working environment ►Development of equity, equality and social habits. ►Training of job coaches. Follow up of workers from the practicum to the end of their working life. ►Analysis of job positions and design of particular professional profiles by the job coach. ► Incorporation of the first class to their job positions offered by: Tarmac, Prosegur, Metrovacesa, Agency Health Care, International school of mass media (EIMA-MASTV), Spanish Congress, Santander Bank….among many others
  28. 28. INCLUSION IN WORKING ENVIRONMENT
  29. 29. SOME COMPANIES COOPERATING IN THE PROGRAM •METROVACESA •PROSEGUR •SPANISH CONGRESS •POZUELO CITY HALL •PRESS ASSOCIATION •SANTANDER BANK •ENTREMARES GROUP •EULEN •INTERNATIONAL SCHOOL OF M.M. •TARMAC IBERICA

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