VET Studies in Catalonia- Structure and Organisation -
Spain is organized in 17 Autonomous Communitiesand 2 autonomous citiesSpainCatalonia505.992 km2 48.351.532 h.Surface7.512.000 h.31.896 km2Population6,3% 16%Introduction Spanish Education System Catalan Education System
The SpanishStateAdministrativeDivisionorganisesCatalonia in 4provinces.Introduction Spanish Education System Catalan Education System
BarcelonaGirona7.708 km2 5.511.513 h.Surface753.046 h.5.882 km2PopulationLleidaTarragona12.022 km2 439.768 h.808.420 h.6.253 km273%10%5,8%10,7%24,2%18,4%37,8%19,6%Introduction Spanish Education System Catalan Education System
Because of state’s administrative reasons,Catalonia is divided into 4 provinces(Barcelona, Tarragona, Lleida and Girona)and these are subdivided into 41 comarques,or districts, according to geographical andhistorical criteria, and they are governed bydistrict councils (consells comarcals)BarcelonaGirona7.708 km2 5.511.513 h.Surface753.046 h.5.882 km2PopulationLleidaTarragona12.022 km2 439.768 h.808.420 h.6.253 km273%10%5,8%10,7%24,2%18,4%37,8%19,6%Introduction Spanish Education System Catalan Education System
La Generalitat de Catalunya Moving from a centralised State to a self-governed state:• Administrative and political decentralization• Juridical and legislative capacities• Regional competence systemExclusive competenciesShared competenciesEducation:- State: obtaining, expedition and recognitionof certificates.- Generalitat: regulation and administrationof all the studies carried out in Catalonia.Introduction Spanish Education System Catalan Education System
Regional Government Ministries (Executive Council)• Presidential Department• Agriculture, Livestock and Fisheries• Social Welfare and Family Affairs• Trade, Tourism and Consumer Affairs• Culture• Economy and Finance• Education• Governance and Public Administration• Home Affairs• Justice• Environment and Housing• Town and Country Town and Public Works• Institutional Relations and Participation• Health• Employment and Industry• Universities, Research and InformationSocietyIntroduction Spanish Education System Catalan Education System
• Proposal of general policies and implementation of non-university education.• Significant responsibilities: Elaboration, approval, implementation and distribution of resources, buildings,installation and equipment for the schools. Ownership of public schools and educational centres, their creation, transformation,maintenance, etc. Negotiating and approval of authorisations for private schools, together with theirclassification, recognition, modification and closure. Establishing of grants for private schools. Organisation of competitive exams to secure teaching or administrative jobs, and jobtransfer according to merit. Teacher training School transport, canteens, residential centres, etc. Elaboration and approval of curricular plans, study programmes and pedagogicalguidance which develop and complement basic education. Teaching Catalan at all levels and using it as a teaching language in all the schools. Research and education experiments.Introduction Spanish Education System Catalan Education System
LabourMarket16 y18 yEntry testUniversityProfessional QualificationProgrammes (PQP)CertificateIntermediate Technician(qualification)Advanced Technician(qualification)1st2ndBAC CertificateBatxillerat/BaccalauerateVETIntermediateLevelEntry testUniversity1st cycle Diplomate3rd cycle Doctor/PhD2nd cycle BachelorVETAdvancedLevelCompulsory Secondary Education (ESO) [16 years old]WithoutCertificateEntrytest18 y 18 y20 y1st2nd1st2nd16 y18 yCertificatesVocational EducationIntroduction Spanish Education System Catalan Education System
Introduction Spanish Education System Catalan Education System- Public entity- Employers’ organisations- Trade Unions- Ministry of EducationProfessionalProfilesVETQualificationsThe Path of the Qualification
Introduction Spanish Education System Catalan Education System Consist of 2000 tuition hours, distributed generally in two academic years. Are classified in different levels:• VET Intermediate Level (EQF level 4 )• VET Advanced Level (EQF level 5 ) Are organized into Professional Modules (PM), that belong to different categories:• PM linked to one or more profession-related competences.• Supporting PMs contain information common to several VET qualifications (e.g.electricity or human anatomy and physiology)• PMs common to all qualifications, related to guidance for work andentrepreneurship• Final project thought to put into practice many of the competences acquiredduring the VET course Have an in-company training module of a duration ranging between 350 and 410hours. It is formalized through a training agreement signed by the student, the schooland a company of the related professional fieldAll VET qualifications:
Introduction Spanish Education System Catalan Education System The elements building up the professional modules are:• Learning outcomes (LO)• Assessment criteria (AC)• Contents (C) Learning outcomes (LO): The competences acquired by the students through a learningprocess, which will allow them to carry out processes and gain learning results.• Each PM contains typically between 1 and 4 LOs .• Since LOs will be the reference for teaching/learning and assessment activities, they are thecore element of the curriculum.• Each LO is associated to the assessment criteria and the contents. Assessment criteria (AC): They establish the actions to be taken, the contents and theconditions for the assessment activities, which decide whether the LO has been achieved or not. Contents (C): The contents are the set of basic knowledge the students need to achieve in orderto attain a given professional competence; they consist of procedures (know how), concepts(knowledge) and attitudes (behavior).The curriculum in the VET qualifications
Introduction Spanish Education System Catalan Education SystemVET Qualification Sectors
Introduction Spanish Education System Catalan Education SystemResult: improvement of lifelong learningand the quality of education, by theadaptation of the educational offer tostudents’ special personal orprofessional situationsThe strategyHow: by adapting the VET offer andmake it more flexibleHowThe curriculum The TimetableObjectives: To increase the training andqualification levels of theworking population. To promote the adaptation andinnovation of the educationaloffer.
Introduction Spanish Education System Catalan Education SystemSplit the curriculumSplit the curricula into smaller units called Training Units (TU), lastingtypically between 20 and 60 hours. Easier to be identified and acknowledged by people coming fromthe labour market, and they allow them to be enroled in only partsof the curriculum.Professional module (PM) Hours Training Units (TU) HoursPM5 Culinary products 220TU1: Production and services processes in cooking 28TU2: Catalan cuisine, Spanish territorial cuisine andinternational cuisine80TU3: Creative and author’s cuisine 56TU4: Dishes for people with special nutritional needs 28TU5: Dish decoration and presentation 28In the case of the VET course on Cuisine and Gastronomy, the breakup ofthe PM of Culinary Products is the following:Adapting and making the Curriculum flexible
Introduction Spanish Education System Catalan Education SystemCurricular hours designed by the training centreAll the qualifications, have curricular hours (around 165) that the training centresare free to allocate according to its social and economical environment. They can be used to reinforce the contents already mentioned in thecurriculum, introduce new ones or increase proportionally the hours alreadydistributed in the existing TUs.For instance, in a training centre delivering tourism-related coursesin a town with a high number of German tourists, it was decided touse these hours to introduce the German languageAdapting and making the Curriculum flexible
Introduction Spanish Education System Catalan Education SystemAdapting and making the Curriculum flexibleCurricular adaptationsCurricular adaptations consist in changing part of one specific curriculum in orderto make it closer to a specific professional sector.A good example would be the VET course on maintenance ofmachinery which has been adapted to: Maintenance of recreational boats in some training centresbased in coastal towns. Maintenance of heavy agricultural machinery in some ruralareas.
Introduction Spanish Education System Catalan Education SystemAdapting and making the VET Offer flexibleAdaptations in the VET offerMeasures related to training organizations: Different solutions, according to the specificities of the companies, theterritory and the people. Easier access for workers, it is now possible to follow the courses not just inthe traditional, two year long schedule, but also fitting the society’s needs. Developed and implemented jointly by the Catalan Ministry of Education andsocial partners, in the frame of collaboration agreements. There are currently 200 collaboration agreements in the whole of the Catalanterritory, concerning 105 VET training centres.Two main points: Adaptation to the companies and the territory Adaptation to people
Introduction Spanish Education System Catalan Education SystemAdaptation to companies and territory Joint implementation of two or more VET courses.An example would be the creation of a new professional profile combining Office Managementand Trade skills, so that the student can get both diplomas in three years; this is of interestmainly in small populations where more multi-skilled workers are sought. Implementation of a VET course complemented with some professional modulesand/or training units from other courses Experimentation with the apprenticeship system in several VET trainingcentres. In Catalan regions with a low population density, blended learning is on offer sothat students don’t need to travel long distances or move to larger urban centres.For instance in the main Catalan wine-producing region the SalesManagement and Marketing VET course has been complemented with grapegrowing and wine production skills.Adapting and making the VET Offer flexible
Introduction Spanish Education System Catalan Education SystemAdaptation to people Implementation of VET courses with adapted timetables for workers. Partial enrolment.In order to allow workers or people with other obligations, to follow their training pathways ata different pace, partial enrolment in specific professional modules or training units is alsopossible. Blended learning allows a student to attend to at least to 50% of thelessons; the rest of the tuition will be carried out outside the trainingcentre. Distance learning (IOC).The Open Institute of Catalonia offers distance learning/e-learning (full VET courses orprofessional modules) to its more than 25.000 students in Catalonia and worldwide.For instance VET courses are offered to workers in a petrochemical complex,adapted to their timetable and in the company premises.Adapting and making the VET Offer flexible
Introduction Spanish Education System Catalan Education SystemThe Validation programme. It’s a training validation model, that provides to unemployed and active workers,guidance and recognition to improve their qualifications. There are three areas covered: Training offer to specific target groups. VET training centres can implementtraining units bearing in mind workers from a company. The validation of the training delivered in companies providesacademic certificates to people having successfullyundergone the established assessment procedures. The validation of informal education. In all cases, the candidates can obtain a training certificate, useful for theaccumulation of training units which lead to the achievement of a VET qualification. About 16.000 people have already achieved some kind of validation.Adapting and making the VET Offer flexible
Introduction Spanish Education System Catalan Education SystemParticipation in European projects.The Catalan Ministry of Education has participated in several European projects to developthe European dimension in Vocational Education and Training. The ECVET principles have set the guidelines for the experimentation andimplementation projects. The main topics are the transparency, transfer and recognition of learning outcomes,and the accumulation of credits to achieve a qualification.Adapting and making the VET Offer flexibleEuropeanComission - DGEducation andCultureCooking – Electricity –SportsCar maintenance – HealthEQF 3-4-5HairdressingMachiningEQF 3-4Industrial vehicleEQF 5InternationaltradeCommerceEQF 5
Introduction Spanish Education System Catalan Education SystemMore information:http://www20.gencat.cat/portal/site/ensenyamenthttp://www.xtec.cat/estudis/fp/nova_fp/Study visits for education and vocational trainingSpecialists from Switzerland- VET Studies in Catalonia -Monday, 06, May, 2013, 18:15By:José Antonio MartínSotsdirector General de Programes Formació I innovacióDirecció General de FPIiEREjoseantonio.email@example.com +34 93 551 69 00 - 6955
It is a VET system alternating workplacements with school-based training, inwhich the tasks are coordinated betweenthe training centre and the company withthe recognition of the learning outcomesacquired by the trainees during theiractivity in the company
VET in simple alternance Simple alternance combines the usual training time at schoolwith a working weekly time at the company without therecognition of the knowledge acquired at the companyTheoretical-practicalTrainingFCT*Workcontract ina companythrough aspecificagreementAt school At the company
Theoretical PracticalTrainingWorkcontract in acompany through aspecific agreementAt school At the companyAcademicrecogniton Dual VET System with academic recognition of theknowledge acquired in a company through: work An internship grant Vocational training in the company
Offer It is possible to do it in all the VET qualifications from level 3 to level 5 It is offered to all the students in a group class Duration of a qualification in the VET Dual System In general, the same as ordinary VET qualifications: 2 academic years The qualification could be organised in three years, especially if some trainingalternative or complementary units are added In any case it can be shorter than the one stated officially in the curriculum. In general the internship grant or the work contract takes place in the secondacademic year of the qualification
Dual VET projects are implemented through an agreement Company’s responsibilities Welcoming the trainee with the internship grant or work contract Assigning an adequate work place to the agreed training tasks (with enough time toacquire the agreed correspondent competence) Following up of the tasks performance and reporting back to the school School’s main responsibilities Programming, Organization and Coordination of the training process and recognition ofthe learning outcomes acquired by the trainee through work and training carried out atthe company. Time allocation to each training module (in general, 2 hours work at the company equals1 hour of training at school) Assessment of the trainee’s performance, both at school and at the company Evaluation of the acquired learning outcomes Setting up of the actions needed to improve the trainee’s competence acquisitionneeded correcting actions on student’s training process to favour competenceacquisition
Work Contract All types of contracts, to be fixed by the company We recommend: “contrato para la formación y el aprendizaje” Salary*: It’s established in the agreement (proportional to the time worked). Training grant Minimum of 2 months and maximum of 10, in 1 academic year Possibility of an extension if the required learning outcomes and competencehave not been acquired Monthly allowance*: to be negotiated between the school and the company. Thereference index is ‘IPREM’ (in the percentage of effective time worked) Social security as an employee Compulsory-in-company-training (FCT) An unpaid in-company-period, previous to the contract or to the training internshipgrant, some ‘FCT’ hours’, can be agreed to facilitate a first contact with thecompany. There’s a special agreement signed by the school and the companywith a contracted insurance policy.*It’s recommended to fix only one type (contract or grant) and the same amount of money for all the companiestaking part in the same VET Dual Project
An intensive general training period at school during the first year ishighly recommended. During the 2nd year, the alternance between the school and thecompany happens as follows: Daily alternate attendance: some hours at school and some at the company Weekly alternate attendance : some intensive days at school and some atthe company Attendance in agreed periods:– Alternate internship; for instance 2 weeks in the company, one atschool,...– Intensive internships at the company during school holidays,...
The company and the school can agree upon: The academic recognition of learning outcomes acquiredthrough work experience by the company unqualified staff The validation of learning outcomes acquired through in-service training schemes within the company by traineesand unqualified staff
Increase of trainees employability due to a greater contact and knowledge of the world oflabour between trainee and company The company becomes actively involved in the training of their prospective future workers. Advantages for the company Direct knowledge of trainee’s potential, which might help the company when replacingretired staff Training at the company with own equipment, processes, values... Increase of the company’s potential thanks to new opportunities and the improvementof the staff’s work competence and qualification Greater adaptability of the qualifications of the labour market Incorporation of new trainees in the in-service training scheme so that both thetrainees and the unqualified company staff, can obtain the academic recognition of thistraining ...
Reforma del Estatuto de los trabajadores Real Decreto-Ley 3/2012 de 10 de febrero, de medidas urgentes para lareforma del mercado de trabajo (BOE de 11 de febrero)http://www.boe.es/boe/dias/2012/02/11/pdfs/BOE-A-2012-2076.pdf Desarrollo reglamentario Real Decreto 1529/2012, de 8 de noviembre, por el que se desarrolla elcontrato para la formación y el aprendizaje y se establecen las bases de laformación profesional dual.http://www.boe.es/boe/dias/2012/11/09/pdfs/BOE-A-2012-13846.pdf Modelo de contrato y de acuerdo para la actividad formativa http://www.sepe.es/contenido/empleo_formacion/empresas/pdf/Mod._226.Enero12.p http://www.sepe.es/contenido/empleo_formacion/empresas/pdf/Mod._229.Enero12.p