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.

18. ANNEXES

19. ANNEXES

20. ANNEXES

21. ANNEXES