Los retos de la colaboración público-privada en la implementación de la formación profesional dual. Una revisión sistemática

Luis Martínez-Izquierdo; Mónica Torres Sánchez

doi:10.5944/reec.43.2023.34009

Autores/as

Luis Martínez-Izquierdo Universidad de Granada https://orcid.org/0000-0002-2369-0011
Mónica Torres Sánchez Universidad de Málaga https://orcid.org/0000-0002-8626-8512

DOI:

https://doi.org/10.5944/reec.43.2023.34009

Palabras clave:

Formación profesional, Formación profesional dual, Diálogo social, Reforma educativa, Revisión sistemática

Resumen

Las altas tasas de desempleo estructural en los países d sur europeo, junto a la carencia de profesionales de titulaciones de nivel medio, están generando la puesta en marcha de reformas en sus sistemas de formación profesional (FP). Estas reformas, impulsadas desde la Unión Europea, han utilizado como modelo de referencia el sistema dual centroeuropeo. No obstante, esta transferencia implica procesos de adopción, adaptación y transformación en su implantación, donde se presentan diferentes retos, dificultades y desafíos entre los actores implicados.

Este artículo se basa en una revisión sistemática de la literatura de los retos y dificultades a los que se enfrentan los sectores públicos y privados en la implantación del modelo dual. En la misma se ha seguido el protocolo PRISMA y las propuestas de O’Neill & Booth (2017) para el uso de Nvivo en revisiones sistemáticas. La búsqueda y creación del corpus bibliográfico se realizó a través de WoS-Main Collection, Scopus y ProQuest.

Los resultados sistematizan los retos y dificultades que la literatura académica identifica en lo referente a la colaboración público-privada para el correcto funcionamiento de la FP dual, claves en los procesos de implementación. Estos giran en torno al acceso, la cooperación en red, el desarrollo del currículo, la tensión entre productividad y formación y la respuesta a las recesiones económicas.

La literatura revisada advierte de que cualquier intento de reformar la FP siguiendo el modelo dual centroeuropeo conlleva múltiples desafíos contextuales que dificultan una transferencia directa. El diálogo social emerge como herramienta fundamental para una exitosa implement

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Biografía del autor/a

Luis Martínez-Izquierdo, Universidad de Granada

Luis Martínez-Izquierdo es estudiante de doctorado. Becario de investigación del programa español de Formación del Profesorado Universitario (FPU) del Ministerio de Universidades, en el Departamento de Pedagogía de la Universidad de Granada, España. Es Licenciado en Educación Infantil y Máster en Investigación e Innovación en Currículo y Formación. Sus intereses de investigación se centran en la Educación y Formación Profesional, la educación comparada y las reformas y políticas educativas.

Mónica Torres Sánchez, Universidad de Málaga

MÓNICA TORRES SÁNCHEZ es Profesora Titular de Teoría e Historia de la Educación en el departamento de Teoría e Historia de la Educación y Métodos de Investigación y Diagnóstico en Educación de la Universidad de Málaga. Imparte docencia en el Grado de Pedagogía, en el Máster en Cambio Social y Profesiones Educativas y en el Máster en Investigación e Innovación en Currículum y Formación en la Universidad de Granada, del que fue coordinadora. Ha participado en varios proyectos internacionales sobre exclusión social y escolar de jóvenes (entre ellos, Education Governance and Social Integration and Exclusión in Europe y Policies Supporting Young People in their Life Course. A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe), además de otros nacionales, el más reciente, del que es co-IP sobre las reformas de la formación profesional dual en el ciclo formativo de la Educación Infantil.

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