vet studies in catalonia -structure and organisation – josé antonio martín deputy general...

VET Studies in Catalonia

-Structure and Organisation –

José Antonio Martín

Deputy General Director for Programmes, Teacher Training & Innovation

Barcelona,Tuesday, 9, Juny, 2015

Spain is organized in 17 Autonomous Communities and 2 autonomous cities

Spain

Catalonia

505.992 km2 46.512.277 h.

Surface

7.512.982 h.31.896 km2

Population

6,3% 16,1%

Introduction Spanish Education System Catalan Education System

The Spanish State Administrative Division organises Catalonia in 4 provinces.


Barcelona

Girona

7.708 km2 5.511.513 h.

Surface

753.046 h.5.882 km2

Population

Lleida

Tarragona

12.022 km2 439.768 h.

808.420 h.6.253 km2

73%

10%

5,8%

10,7%

24,2%

18,4%

37,8%

19,6%


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 and historical criteria, and they are governed by district councils (consells comarcals)


Barcelona

Girona

7.708 km2 5.520.277 h.

Surface

754.800 h.5.882 km2

Population

Lleida

Tarragona

12.022 km2 437.738 h.

800.982 h.6.253 km2

73,5%

10%

5,8%

10,7%

24,2%

18,4%

37,8%

19,6%

La Generalitat de Catalunya Moving from a centralised State to a self-governed state:

• Administrative and political decentralization

• Juridical and legislative capacities• Regional competence system

Exclusive competenciesShared competencies

Education:- State: obtaining, expedition and recognition

of certificates.- Generalitat: regulation and administration

of all the studies carried out in Catalonia.


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 Information

Society


• 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 their classification, recognition, modification and closure.

Establishing of grants for private schools. Organisation of competitive exams to secure teaching or administrative jobs, and job

transfer according to merit. Teacher training School transport, canteens, residential centres, etc. Elaboration and approval of curricular plans, study programmes and pedagogical

guidance 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.


The context

Year 2012-3 2013-4 2014-5 2015-6

Trainees 590 2.116 3.718 5.040

Groups 32 92 207 281

Training Centres 25 49 122 138

Degrees 18 44 67 86

Companies and

Organizations 118 251 645 1050

VET Sandwich and dual projects in Catalonia

Lab

ou

r Market

16 y

18 y

Entry testUniversity

Professional Qualification Programmes (FPB/PFI)Between 1000 & 2000 h.

CertificateIntermediate Technician

(qualification)

Advanced Technician (qualification)

1st

2nd

BAC Certificate

Batxillerat/Baccalauerate

VETIntermediate

Level

Entry test

University

1st cycle Diplomate

3rd cycle Doctor/PhD

2nd cycle Bachelor

VET Advanced

Level

Compulsory Secondary Education (ESO) [16 years old]

WithoutCertificate

Entry test

18 y 18 y

20 y

1st

2nd

1st

2nd

16 y

18 y

Certificates

Vocational Education



- Public entity

- Employers’ organisations

- Trade Unions

- Ministry of Education

Professional Profiles

VET

Qualifications

The Path of the Qualification


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 electronics / vehicle maintenance)• PMs common to all qualifications, related to guidance for work and

entrepreneurship• Final project thought to put into practice many of the competences acquired

during the VET course

Have an in-company training module of a duration ranging between 350 and 410 hours. It is formalized through a training agreement signed by the student, the school and a company of the related professional field

All VET qualifications:


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 learning process, 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 the

core 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 the conditions 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 order to attain a given professional competence; they consist of procedures (know how), concepts (knowledge) and attitudes (behavior).

The curriculum in the VET qualifications


VET Qualification Sectors


Result: improvement of lifelong learning and the quality of education, by the adaptation of the educational offer to students’ special personal or professional situations

The strategy

How: by adapting the VET offer and make it more flexible

How

The curriculum The Timetable

Objectives: To increase the training and

qualification levels of the working population.

To promote the adaptation and innovation of the educational offer.


Split the curriculum

Split the curricula into smaller units called Training Units (TU), lasting typically between 20 and 60 hours.

Easier to be identified and acknowledged by people coming from the labour market, and they allow them to be enroled in only parts of the curriculum.

Professional module (PM) Hours Training Units (TU) Hours

PM5 Culinary products 220

TU1: Production and services processes in cooking 28

TU2: Catalan cuisine, Spanish territorial cuisine and international cuisine

80

TU3: Creative and author’s cuisine 56

TU4: Dishes for people with special nutritional needs 28

TU5: Dish decoration and presentation 28

In the case of the VET course on Cuisine and Gastronomy, the breakup of the PM of Culinary Products is the following:

Adapting and making the Curriculum flexible


Curricular hours designed by the training centre

All the qualifications, have curricular hours (around 165) that the training centres are free to allocate according to its social and economical environment.

They can be used to reinforce the contents already mentioned in the curriculum, introduce new ones or increase proportionally the hours already distributed in the existing TUs.

For instance, in a training centre delivering tourism-related courses in a town with a high number of German tourists, it was decided to use these hours to introduce the German language




Curricular adaptations

Curricular adaptations consist in changing part of one specific curriculum in order to make it closer to a specific professional sector.

A good example would be the VET course on maintenance of machinery which has been adapted to:

Maintenance of recreational boats in some training centres based in coastal towns.

Maintenance of heavy agricultural machinery in some rural areas.


Adapting and making the VET Offer flexible

Adaptations in the VET offer

Measures related to training organizations:

Different solutions, according to the specificities of the companies, the territory and the people.

Easier access for workers, it is now possible to follow the courses not just in the traditional, two year long schedule, but also fitting the society’s needs.

Developed and implemented jointly by the Catalan Ministry of Education and social partners, in the frame of collaboration agreements.

There are currently 200 collaboration agreements in the whole of the Catalan territory, concerning 105 VET training centres.

Two main points: Adaptation to the companies and the territory Adaptation to people


Adaptation 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 Management and Trade skills, so that the student can get both diplomas in three years; this is of interest mainly in small populations where more multi-skilled workers are sought.

Implementation of a VET course complemented with some professional modules and/or training units from other courses

Experimentation with the apprenticeship system in several VET training centres.

In Catalan regions with a low population density, blended learning is on offer so that students don’t need to travel long distances or move to larger urban centres.

For instance in the main Catalan wine-producing region the Sales Management and Marketing VET course has been complemented with grape growing and wine production skills.



Adaptation 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 at a different pace, partial enrolment in specific professional modules or training units is also possible.

Blended learning allows a student to attend to at least to 50% of the lessons; 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 or professional 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.



The 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 implement

training units bearing in mind workers from a company. The validation of the training delivered in companies provides

academic certificates to people having successfully undergone the established assessment procedures.

The validation of informal education.

In all cases, the candidates can obtain a training certificate, useful for the accumulation of training units which lead to the achievement of a VET qualification.

About 16.000 people have already achieved some kind of validation.



Participation in European projects.

The Catalan Ministry of Education has participated in several European projects to develop the European dimension in Vocational Education and Training.

The ECVET principles have set the guidelines for the experimentation and implementation projects.

The main topics are the transparency, transfer and recognition of learning outcomes, and the accumulation of credits to achieve a qualification.


European Comission - DG Education and Culture

Cooking – Electricity – SportsCar maintenance – HealthEQF 3-4-5

HairdressingMachiningEQF 3-4

Industrial vehicleEQF 5

International tradeCommerceEQF 5

It is a VET system alternating work placements with school-based training, in which the tasks are coordinated between the training centre and the company with the recognition of the learning outcomes

acquired by the trainees during their activity in the company

VET in simple alternance

Simple alternance combines the usual training time at school with a working weekly time at the company without the recognition of the knowledge acquired at the company

Theoretical-practical Training

FCT*

Work contract in a company through a

specific agreement

At school At the company

Theoretical Practical Training

Work contract in a

company through a specific agreement

At school At the company

Aca

dem

ic r

eco

gn

ito

n

Dual VET System with academic recognition of the knowledge 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 training

alternative 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 second

academic 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 to

acquire 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 of

the learning outcomes acquired by the trainee through work and training carried out at the company.

Time allocation to each training module (in general, 2 hours work at the company equals 1 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 acquisition

needed correcting actions on student’s training process to favour competence acquisition

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 competence

have not been acquired Monthly allowance*: to be negotiated between the school and the company. The

reference 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 internship

grant, some ‘FCT’ hours’, can be agreed to facilitate a first contact with the company. There’s a special agreement signed by the school and the company with a contracted insurance policy.

*It’s recommended to fix only one type (contract or grant) and the same amount of money for all the companies taking part in the same VET Dual Project

An intensive general training period at school during the first year is highly recommended.

During the 2nd year, the alternance between the school and the company 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 at

the company Attendance in agreed periods:

– Alternate internship; for instance 2 weeks in the company, one at school,...

– Intensive internships at the company during school holidays,...

The company and the school can agree upon: The academic recognition of learning outcomes acquired

through work experience by the company unqualified staff The validation of learning outcomes acquired through in-

service training schemes within the company by trainees and unqualified staff

Increase of trainee's employability due to a greater contact and knowledge of the world of labour 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 replacing retired staff

Training at the company with own equipment, processes, values... Increase of the company’s potential thanks to new opportunities and the improvement

of 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 the

trainees and the unqualified company staff, can obtain the academic recognition of this training

...

Reforma del Estatuto de los trabajadores Real Decreto-Ley 3/2012 de 10 de febrero, de medidas urgentes para la

reforma 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 el

contrato para la formación y el aprendizaje y se establecen las bases de la formación 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.Ene

ro12.pdf http://www.sepe.es/contenido/empleo_formacion/empresas/pdf/Mod._229.Ene

ro12.pdf

http://www.boe.es/boe/dias/2012/02/11/pdfs/BOE-A-2012-2076.pdf

http://www.boe.es/boe/dias/2012/11/09/pdfs/BOE-A-2012-13846.pdf

http://www.sepe.es/contenido/empleo_formacion/empresas/pdf/Mod._226.Enero12.pdf





More information:

http://www20.gencat.cat/portal/site/ensenyament

http://www.xtec.cat/estudis/fp/nova_fp/

- VET Studies in Catalonia - Tuesday, 9, Juny, 2015

By:José Antonio MartínSotsdirector General de Programes Formació I innovacióDirecció General de [email protected] +34 93 551 69 00 - 6955

vet studies in catalonia -structure and organisation – josé antonio martín deputy general...

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