DUAL VET FROM THE TEACHERS PERSPECTIVE: THE ELEMENTS THAT CONDITION ITS IMPLEMENTATION IN SCHOOLS
DOI:
https://doi.org/10.5944/educxx1.21242Keywords:
Vocational education and training, dual system, vocational education teachers, apprenticeship, training centers, educational reformAbstract
The dual system is currently one of the most valued VET systems on aninternational level and is being transferred to many countries as a measure to improve youth unemployment rates and adjust training to the productive sector.
It began to be implemented in Spain in 2013 and the available data shows a progressive increase in the participation of students, centers and companies.
However, it is necessary to analyze the perception of the key agents, such as teachers, about the facilitators and the elements that hinder the development of the system: this is the main goal of this study.
A questionnaire designed ad hoc was administered to a representative
sample of training centers (management teams, tutors and coordinators) in five regions.
The results show some positive elements, such as the decision to carry
out the dual model by consensus and the students’ motivation. However,
other results show difficulties on the part of the centers when adapting to
the implementation of dual training: teacher training deficiencies regarding
the system, insufficient resources, lack of recognition of the role played by
the teaching staff and lack of time among school tutors. Moreover, findings indicate that public schools express more difficulties; and that teachers in the centers where dual training is already being implemented perceive more favorable conditions, identifying fewer barriers, compared to those that have not yet begun the implementation. The study provides the basis for future, more specific research on these key factors of implementation and their relationship with the learning outcomes in the students.
Downloads
References
Alemán, J.A. (2015). El sistema dual de formación profesional alemán. Educaço e Pesquisa, 41(2), 495-511.
Echeverría, B. (2016). Transferencia del Sistema de FP Dual a España. Revista de Investigación Educativa, 34(2), 295-314.
Eichhorst, W. (2015). Does vocational training help young people find a (good) job? Systems combining structured learning on the job with classroom training can ease youth unemployment. IZA World of Labor, 112. doi: 10.15185/izawol.112
Euler, D. (2013). Germany’s dual vocational training system: a model for other countries? Gütersloh (Germany): Bertelsmann Stiftung.
Comisión Europea (2013). Apprenticeship and Traineeship Schemes in EU27: Key Success Factors. A guidebook for Policy Planners and Practitioners. Recuperado de https://goo.gl/25TNiS
Gómez Fernández, D. (1981). El «ESP-E», un nuevo cuestionario de personalidad a disposición de la población infantil española. Revista de Psicología General y Aplicada, 36, 450-472.
Guilford, J. (1954). Psychometric Methods. McGraw-Hill, New York.
IESE (2014). La formación profesional dual como reto nacional. Navarra: IESE Business School-Universidad de Navarra.
Kotthoff, H.G. (2011): Between excellence and equity: the case of the german education system. Revista Española de Educación Comparada, 18, 27-60.
Lassnigg, L. (2015). The political branding of apprenticeship into the ‘Dual System’ – Reflections about exporting the myth of employment transition. In A. Heikkinen & L. Lassnig (Eds.), Myths and Brands in Vocational Education (pp. 78-98). Cambridge Scholars Publishing.
Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa.
Pfeiffer, J.W., Heslin, R., & Jones, J.E. (1976). Instrumentation in Human Relations Training. La Jolla (California): University Associates.
Pineda, P., Fernández de Álava, M., & Espona, B. (2018) Dual vocational education and training as a company strategy in the automotive sector: the case of Spain. Revista de Educación. In press.
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.
Rego Agraso, L., Barreira Cerqueiras, E.M., y Rial Sánchez, A. (2015). Formación Profesional Dual: comparativa entre el sistema alemán y el incipiente modelo español. Revista Española de Educación Comparada, 25, 149-166.
Rom, J., Solanilla, A., Miotto, G., & Polo, M. (2016). Las empresas y la FP Dual en España. Informe de situación 2016. Alianza para la FP Dual e IFPInnovación en Formación Profesional.
Scandurra, R. (2015). Un model de formació professional dual per a Catalunya? Aportacions dels agents implicats. Barcelona: Fundació Jaume Bofill.
Seyfried, E. (2009), Report of the peer activity on the role of social partners in quality procedures in VET. Berlin, 7-9 October 2008. ENQUA-VET.
Subdirección General de Orientación y Formación Profesional [SGOFP] (2014). Seguimiento de proyectos de Formación Profesional Dual: curso 2013-2014. Madrid: Autor.
Valiente, Ò. (2016). L’adaptació del model dual al cas català. Intervenció d’Òscar Valiente Coordinador de la recerca «Un model de formació professional dual per a Catalunya?». En R. Scandurra, Un model de formació professional dual per a Catalunya? Aportacions dels agents implicats (pp. 11-14). Barcelona: Fundació Jaume Bofill.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Educación XX1
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Educación XX1 is published under a Creative Commons Attribution-NonCommercial 4.0 (CC BY-NC 4.0)
