Presentaci

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SCHOOL TO WORK TRANSITION IN SPAIN SYSTEM AND
PROJECTS
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• SCHOOL TO WORK TRANSITION IN SPAIN
• SYSTEM AND PROJECTS
• Introduction
• Vocational Guidance and Training in the Spanish
  System
• 2.1 Compulsory Education
• 2.2 Initial Training Programmes. Social Guaranty
  Programmes. Q. Level 1.
• 2.3 Vocational Training Intermediate Level. Q
  level 2.
• 3. Strong a weak points.
• 4. European Projects New Perspectives and
  practices.
• 4.1 Leonardo
• 4.2 Comenius
• 5. Other actions
• 5.1 Entrepreneurship
• 5.2 Individual School projects
• 5.3 Municipal initiatives.
• 6. Conclusion.

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• 2.1 Compulsory Secondary Education 12 - 16
• Academic and Vocational counselling
• Basic right
• Quality Factor
• Levels Class - School - District

• Class level Form teacher
• Themes
• group management and learning atmosphere
• pupils integration at school
• election of class representatives
• participation in class and school life
• follow up of the academic progress and
  evaluation
• individual counselling
• learning difficulties
• academic and vocational counselling

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School Level Guidance Department Head
psychopedagoge. School Orientation Plan.
District Level Professional team psychologist,
pedagogue, social worker. Support to and
coordination of school Guidance
Departments. Intervention in complex and specific
learning problems.
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• School to Work Transition
• Basic Professional Training in Compulsory
  Secondary
• 12-16 years of age.
• Technology
• 2 / 3 hours a week.
• Body of knowledge, abilities, attitudes and
  skills common to many professional profiles.
• Guarantee of a multipurpose training.
• Goal Enhance the training-employment
  relationship throughout this stage of education.

Personal Counselling Guide at the end of
compulsory education
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• 2.2 Initial Training Programmes. Social Guaranty
  Programmes. Qualification level 1.
• For pupils that do not reach the general
  objectives of compulsory secondary education.
• Minimum age 16
• Goal to provide all youths with a minimum basic
  and professional training to
• join the labour market or
• Follow education in Intermediate Vocational
  Training
• Curriculum
• Basic Education, Counselling, Training for the
  labour market, and Specific Vocational Training
  with on-the-job training
• Duration Between one and two academic years.
• No more than twenty pupils per group ?

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• 2.3 Vocational Training Intermediate Level.
  Qualification Level 2.
• 1300 and 2000 hours (one and a half or two school
  years).
• 300-700 hours on-the-job training
• Co-operative training close collaboration and
  exchange of services between the productive
  sector and the education system
• Joint formulation by Education Authorities and
  experts from the working world of a catalogue of
  vocational certificates, which should serve as a
  guide for the kind of training that the education
  system is to provide.
• Inclusion of 'On-the-Job Training' in the
  curriculum of the Vocational Education and
  training.
• Teacher training in companies, the
  enlistment of technology experts from the
  productive sector as teachers in Vocational
  Training establishments, training courses in such
  establishments for company employees, etc
• Labour Marquet Orientation and Training provides
  to all VET students the necessary skills and
  knowledge to enter successfully into the labour
  market ?

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3. STRONG AND WEAK POINTS

• Vocational Education and Training
• Successful results in terms of
• Employment
• Number of students enrolled
• Number of titles (139 in 22 professional
  branches)
• Leonardo Project A relation between the
  educational system and the labour market
  Secondary Vocational School of Mechanics and
  Construction Industry of Zabrze, Poland. ?

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• 2. STRONG AND WEAK POINTS
• Compulsory Secondary Education
• A single type of school for all 12 to 16
  year-olds.
• Diversity managed within the class group
• Difficulty to integrate difficult students with
  permanent school failure.
• NATIONAL DEBATE. CONSERVATIVE PROPOSAL
• Itineraries at 15 years of age
• 1. Academic
• 2. Vocational,
• Labour market oriented. ?

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4. EUROPEAN PROJECTS NEW PERSPECTIVES AND
PRACTICE 4.1 Leonardo Mobility projects,
Networks. Mobility DOWNUP

• Coordinator City of Granada
• Target group people with down syndrome.
• Activities
• Research on their social and vocational
  situation.
• Placement in ordinary companies.
• Vocational training for trainers on the job.
• Design and development of educational programmes
  and methodologies of intervention ?

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Leonardo Networks Guide to the World of
Occupations Online programme assistance for
occupational choices and employment seek.
Database offering support in all phases of
career guidance Self awareness, awareness of
labour market opportunities, career decision
making, implementing decisions and getting
appropriate employment. Euroguidance is the
working title for the Network of Leonardo
National Resource Centres for Vocational Guidance
(NRCVG). Established by the European
Commission Transit (materials for mobility),
Guideet (innovation in guidance), Eurodime
(European dimension of guidance), Fit for Europe,
etc.
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4.2 COMENIUS 1.1 School Projects 1.2 School
Development Projects
FIRST YEAR MUTUAL KNOWLEDGE AMONG SCHOOLS
THE STANDARD COMENIUS 1 ON TRANSITION
SECOND YEAR INFORMATION COLLECT, PROCESS
TRANSMIT
THIRD YEAR COMPARE INFORMATION
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FIRST YEAR MUTUAL KNOWLEDGE AMONG
PARTNERS. Participating students, teachers,
schools and their context. Use of letters,
e-mail, video, web-pages. Topics for pupils
Myself, my family, my class, my school, my
friends, my house, my town, landscapes,
environment, art, traditions, and food
Self-knowledge Who am I? My likes. My
interests. The job of my dreams. What I am good
at. My aptitudes and skills ?
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• SECOND YEAR COLLECT, PROCESS AND TRANSMIT
  INFORMATION ABOUT THE WORLD OF WORK.
• Collect information
• Knowledge of the school system, career choices,
  academics requisites.
• Activities connecting the school with their
  economical context. Parents jobs. Most common
  jobs in the area.
• Visits of professionals and representatives of
  local institutions to the school.
• Visits of students and teachers to firms and
  local institutions.
• Interviews to workers Professional
  qualification, profile, skills, type of
  activities
• Interviews to entrepreneurs business
  organisation, chart, professional demands
• Active job search CV, phone calls, job offers
  online, job interviews (at school, on firms)
• Process information
• Reports on visits, photographs, diagrams,
  personal experiences, data processing, video,
  wall-charts, dossiers, brochures, computer
  presentations, web-pages, oral presentations ?

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Third year compare information All the
information is exchanged, collected in every
partner school and compared. Out of this
comparison new information is produced, processed
and presented ?
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SOFT SKILLS FOR OUR LEARNING SOCIETY ? Local
and International team working.
Interdisciplinary teams. ? Communication, social
skills. ? Project working. ? Use of
ICTs. ? Foreign languages. ? Interaction with the
school context ?
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FIRST YEAR OUTPUTS Vocational Training at School
with Disabled, Disadvantaged and Demotivated
Students IES San Isidro. Azuqueca de Henares.
Spain Coordinator BuSO Don Bosco, Belgium
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SECOND YEAR OUTPUTS COLLECTING, PROCESSING AND
TRANSMITTING INFORMATION IES de Noreña,
Asturias, Spain Young people in Europe The
World of Work and Culture Web presentation of
studentsactivities Interviews with employers and
analysis of results.
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Project Communication as a Life long learning
IHBS from Graz IES Saltés from Punta Umbría
Spain Visits of professionals to school Work
experience
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Project Communication as a Lifelong
Learning Professional School Galileo Oristano,
Italy Presentation and data analysis in a CD
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Project Communication as a Lifelong
Learning Victor Kaplan Hauptshule, Neuberg,
Austria Video reporting the activities on
vocational orientation and transition developed
during a whole school year.
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Project Communication as a Lifelong
Learning The lower secondary school of
Jynkänlahti, Kuopio, Finland Web tool letting
partners the publication of web content online
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• 5. OTHER ACTIONS.5.1 Entrepreneurship.
• VALNALÓN
• Regional government of Asturias
• Entrepreneurs Training Chain
• Primary education
• An Enterprise in my School. Age 5-12 years
• Lower secondary education
• (EJE) Young European Enterprise. Age 14-16
• Upper Secondary and vocational training
• Entrepreneurs Workshop. Age 17-18 , 16-25 ?

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• 5.2 Single school projects
• Adapted Lower Secondary
• School Virgen de Belén, Huelva, Spain
• Goal
• Positive insertion in school and in society of
  youngsters at risk
• Drop-out prevention
• Method
• Early start in vocational training (age 12)
• Reduction in the number of teachers for more
  individualised attention.

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5.3 Municipal initiatives
International Association of Educating Cities.
IAEC Barcelona. Network on School-to-Work
Transition To set up a stable platform with
educative, economic and social agents in the city
so as to establish ongoing, global co-operation
between the educational and production
systems Database on experiences and projects.
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• Integral Training Plan
• Town of Punta Umbría
• Goals
• Basic education, orientation and training to
  young people without qualification an not in
  education or work.
• Reinsertion in education or labour market.
• Curriculum VET courses, basic education, social
  skills, cultural and sport activities.
• Resources provided by different local and
  regional institution and coordinated by the Local
  Development Area of the municipality.

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• 6. Key features of future quality actions
• Early start in vocational learning and
  counselling.
• Cooperation School-Community (municipalities,
  enterprises and different organisations). Local
  Networks. Active citizenship.
• Cooperation Labour-Education administrations.
• European dimension.
• Networking for the exchange of ideas, information
  and training opportunities.
• More attention to the insertion of groups of risk
  ?

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