This document discusses a study visit to Stockholm, Sweden to learn about the role of social partners in vocational education and training (VET). It provides an overview of the Spanish VET system and how social partners are involved at different levels. This includes the General Vocational Training Council which advises the government on VET issues and includes representatives from public administrations, unions, and employers organizations. The Organic Act of 2002 consolidated Spain's three VET subsystems into a single National System of Qualifications and VET.

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

25. Education & Labour Market
Unemployment rates by age group and formation
(2008)

26. Time to get a job

27. Paths to the access to work
 First job in “fct” company

28. Paths to the access to work

29. The transition to work

30. Public investment in Education
according to GDP(2006)

31. “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

32. “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

33. 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”

34. 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.

35. Educative path