Vocational education and training in Spain When politicians’ hands rock the cradle

1. Vocational education and training in SpainWhen politicians’ hands rock the cradle Fernando Marhuenda Fluixá Myths and Brands in Vocational Education Tampere, 15.6.2013

2. Context • Two decades of improvement • Achievements and challenges • Changing discourses

3. 1. Context

4. Uniqueness of VET • Exception among education • Legal diversion • Coordination between State and regions • Participation of social agents • Articulation between public and private • Open school organization

5. Education and employment • Educational system • National system of vocational qualifications • INCUAL • National employment system • SPEE

7. Labour markets - 1 • Sectors • Levels of qualification • Entrepreneurial structure • Working conditions • Temporary • Precarious • Flexible • Generation (and destruction) of employment • Hidden economy

9. Labour market - reforms

10. Youth unemployment

11. Early school leaving • Youth between 18 and 24 neither in education nor employment nor training • Source: EPA - INE

12. Early school leaving - 2 • Teil der Jugendlichen zwischen 18 und 24 die ohne GESO Schulabschluss entweder keine weitere Qualifikation suchen • Quelle: Eurostat, 19.9.2012

13. Overqualification • Leute zwischen 30 und 35 mit Universitätsdiplom • Quelle: Eurostat, 19.9.2012

14. Labour markets - questions • Productive system • Qualification model? • Economic and social development model? • Training and employment • VET subsystems … • … and increasing vocationalisation of all educational levels • VET and transitions • VET as an individual option, rather than • … VET as an action upon the territory

16. 2. Two decades of success

17. VET development

18. LCyFP Qualifications and VET law • Repertoire of qualifications • Integration of VET offers • Integrated information and guidance system • Specialisations of VET schools • Vocational observatories • Quality assurance system

19. 3. Achievements - challenges

20. Achievements- 1 • Modularisation of curriculum • Work based learning • Accreditation of informal learning • Acknowledging different VET traditions

21. Achievements - 2 • New qualifications • Specialisation • PGS and PCPI • Entry requirements to formal VET • Relative parity of esteem • Forecast • Map of VET in Spain

22. Principles • Work based learning • Production of knowledge • Skills and learning trajectories • Accreditation of experience • Acknowledgement of learning • Labour markets • Recognition of training traditions

23. Policies • Production and update of qualifications • Compensatory role of VET • Information to ground VET offer

24. Management • Planning VET • Decentralization and local development • Innovation • Stability and continuation

25. Challenges: system level • Offer • Access and retention • Specialisation or polivalence • Cooperation • Local dimension • Funding • R+D in VET • General Council of VET

26. Challenges: school level • Pedagogy of VET • Guidance and transitions • Non-school management • Specialisation and segregation

27. Challenges: individual (student) level • Access • Qualifying • Education - acquiring a vocation • Socialisation • Vocational identity • Citizenship

28. Challenges: company level • Offer • Stability • Investment • Responsibility • Trust

29. 4. Changing discourses

30. Breakthrough - LCyFP • Enough offer? • Social cohesion • New trades? • Twist of work based learning • Career pathways? • Lack of information • Guidance system?

31. Breakthrough - LOMCE • New basic VET qualification? • Segregated access • Integrated VET system? • Compensatory role for VET • False dual system • Apprenticeship without training nor accreditation

32. What is at stake - 1 • Right to education and to work • Work, vocation, citizenship • Short-term views • Employment being replaced by employability

33. What is at stake - 2 • Pedagogical innovation • Double way match between education and employment • Social dialogue • VET as a tool for social and economic development

34. Reconsidering VET • Recognition between systems • One and diverse • Between anticipation and reaction • LLL, learning, training and selection • Under the context of crisis

35. References - 1 • AA.VV (2011). Joves i identitats. Papers, vol. 96, 1. • AA.VV. (2011). Canvis en la relació educació-treball i en el comportament dels actors implicats. Papers, vol. 96, 4. • Casal, J. (1996). Modos emergentes de transición a la vida adulta. En REIS, 75, 295-316. • CES (2009). Sistema educativo y capital humano. Madrid, CES. • Coscubiela, J. y Rojo, E. (2012). Treinta años de reformas laborales en España. Barcelona, Cristianisme i Justícia. • Homs, O. (2008). La formación profesional en España. Barcelona, La Caixa. • Instituto de Juventud (2011). Desmontando a ni-ni. Madrid, INJUVE. • Marhuenda, F. (2012). La formación profesional. Madrid, Síntesis.

36. References - 2 • Marhuenda, F. (coord.)(2006). La cualificación profesional básica. Revista de Educación, 341. • MEC (2011). Mapa de la oferta de FP en España. Madrid, MEC. • Merino, R. (coord.)(2012). Formación profesional. RASE, vol. 5, 1. • Moreno Mínguez, A. (coord.), López Peláez, A. y Segado Sánchez-Cabezudo, S. (2012). La transición de los jóvenes a la vida adulta. Barcelona, La Caixa. • Rocha, F. (2012). El desempleo juvenil en España. Madrid, Fundación 1º de mayo • Salvà, F., y Nicolau, I. (2009). Trabajo, formación y ciudadanía.s Madrid, Pirámide. • Santana, L. (coord.)(2010). La transición a la vida activa. Revista de Educación, 351.