Seminar Report VET.CAT 2012: Vocational education and ... · PDF fileCatalonia has a wide...

The first edition of the VET.CAT 2012 seminar is an INEHCA (Institute for Humanistic Studies Miquel Coll i Alentorn) initiative with the support of the CES (Centre for European Studies), and the Teaching Commission of the UDC (Unió Democràtica de Cataluna party), the Diputació de Barcelona and the Konrad Adenauer Foundation.

With the participation of representatives of the VET sectors such as centers and training institutes, partner companies, public institutions and national and European experts, being a meeting place to share models of training, experiences, best practices and proposals for the innovation and progress of VET in Catalonia.

Seminar Report

VET.CAT 2012:

"Vocational education and training: experiences, best practices and challenges

for the future"

Barcelona, December 2012

Seminar Report VET.CAT 2012

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1. PRESENTATION

2. SEMINAR ORGANIZATION

3. SPONSORS, PARTICIPANTS AND CONTRIBUTORS

4. SEMINAR VENUE

5. GENERAL DESCRIPTION

6. SEMINAR OBJECTIVES

7. PROGRAMME STRUCTURE, ROUNDTABLES AND DISCUSSIONS

7.1. First Roundtable 7.1.1. "The CETT group Experience" by Maria Abellanet 7.1.2. "The Machine-Tool Institute Experience" by Josean Egaña 7.1.3. "The German experience" by Mª Ángeles Caballero 7.1.4. "The Swiss experience" Pascal Philippe F. Décosterd

7.2. Second Roundtable 7.2.1. VET throughout Life Long Learning by Joan Josep Isern 7.2.2. Structure, organization, coordination and operational in VET. Improvement Proposals" by Gregori Cascante 7.2.3. "Best practices, ideas and vision for the future" by Ricard Coma

7.3. General discussion

8. CONCLUSIONS AND SUMMARY

8.1. General conclusions

8.2. Conclusions of the curriculum design

8.3. Conclusions for the innovation of the vocational education and training centers

8.4. Conclusions related to the "binomial" vocational centers and businesses

8.5. Conclusions to make a dream about the future come true

9. KEYS TO SUCCESS AND SEMINAR FORESIGHT


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1. PRESENTATION

The seminar VET.CAT 2012: "Vocational education and training: experiences, best practices and challenges for the future" has been an INEHCA (Institute for Humanistic Studies Miquel Coll i Alentorn) initiative in collaboration with CES (Center for European Studies).

In the seminar’s greeting, the president of INEHCA, UDC Foundation, said that the main goal of the Institute is to spread, directly and indirectly every single one of the democratic values, mainly the ones inspired by the Christian humanist tradition, and with special consideration to the ones referring to the Catalan society and nationality, as well as its development and implementation at a local, Catalan, Spanish and international level. Within these activities there are seminars planned as the VET.CAT sponsored by INEHCA and the Center for European Studies (CES), in collaboration with the Konrad Adenauer Foundation and the Diputació de Barcelona.

From the INEHCA’s role as a source of spaces for open dialogues, where everyone can freely express their ideals, their beliefs, their thoughts and proposals, to go forward in the progressive development of society, the vocational education and training - VET -was presented as a strategic activity in the development of a country in an innovation process and with an economical and social competitiveness needed to build a leading country in Europe in terms of economy and quality of life of its citizens, with international projection.

Catalonia has a wide range of companies with great potential and training vocation, which collaborate with successful experiences in vocational education and training to promote areas where to develop the skills and competences of our future professionals. We also encourage other institutions to maintain an ongoing dialogue for innovation and development for the future professionals as much as for the companies.

The Vice-president of the Education Commission UDC presented VET.CAT seminar as a meeting point for a project that tries to facilitate the vocational education and training system, which aims to share knowledge towards VET sharing best practices and proposing improvement actions with the experts who provide news, research and experience, each one from their own area of expertise: politicians, companies, training centers or social agents.


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2. SEMINAR ORGANIZATION

The seminar VET.CAT 2012: "Vocational education and training: experiences, best practices and challenges for the future" was organized by the Education Commission of the Democratic Union of Catalonia with the support of the UDC Board, CES and CETEI - Ituarte Technology Center - as an expert organization on education and on event management on training and knowledge dissemination.

The seminar VET.CAT 2012, was conceived as a space for exchanging experiences, knowledge, ideas and visions. Presentations made by experts from different VET fields, different countries and geographies were taken place with representatives from various departments and VET related entities in Catalonia.

The spirit of the seminar and the speakers and attendees selection was oriented towards sharing and discussing experiences and best practices, innovations and contributions to improve the vocational education and training in Catalonia with the participation of national and international experts from different fields.

3. SPONSORS, PARTICIPANTS AND CONTRIBUTORS

Forty-six professionals participated in the Seminar including speakers, moderators and attendees. The speakers were a good representation of Catalan and European public institutions, training centers, companies that collaborate in vocational education and experts in the field of VET. On the other hand, the moderators were representatives of the public institutions and the INEHCA - see roundtables description -.

Attendees were nominally invited by the Seminar Organization considering their membership in the VET environment and consequently their interest and commitment in the exchange and incorporation of new knowledge, innovation and progress of their organizations.

Among the sponsoring organizations, CES and INEHCA participated in the seminar as the most representative. There also participated members of public institutions as the Municipal Institute of Education of Barcelona, the City Council, and the Consortium for Continuing Education of Catalonia, the Foundation for Vocational Training of Barcelona and the Center for Economic and Social Studies, foundations, institutes and higher education centers related to VET and CES.

Besides, there participated studies managers of the collaborating companies in the VET, consulting companies, members of the Catalan and European Parliament related to VET, associations and consulting organizations.


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The VET.CAT Seminar 2012 was made thanks to the initiative and commitment of the promoters, the Institute for Humanistic Studies Miquel Coll i Alentorn (INEHCA) and the Center for European Studies (CES). There were other entities that supported the organization of the Seminar, such as the Education Commission of the UCD (Democratic Union of Catalonia party), the Diputació de Barcelona and the Konrad Adenauer Stiftung (KAS).

4. SEMINAR VENUE

The VET.CAT Seminar 2012 was held in the premises of the Hotel Escola Alimara in Barcelona. The center was chosen as an example of innovation in VET training where an education center (CETT) and a set of restoration services integrate their aims, challenges and actions to promote the training and development of future professionals in this context.

5. GENERAL DESCRIPTION

Based on the aims of the seminar VET.CAT 2012, the presentations were made by experts from different VET fields, different countries and geographies with representatives from various departments and VET related entities in Catalonia.

The Seminar was organized in two roundtables: - Seminar opening - First Roundtable: Presentations of the experiences and best practices - Discussions on First Roundtable - Second Roundtable: VET in Catalonia. Improvement Proposals and Future Challenges - Discussions on Second Roundtable - Conclusions - Closing

The opening and closing of the Seminar was supported by the Councilor for Education and Universities of the Barcelona City Council, Mr.Gerard Ardanuy, the General Director of INEHCA

and the General Secretary of Unió Democràtica de Catalunya party (UDC).

6. SEMINAR OBJECTIVES

The seminar VET.CAT 2012 was oriented towards sharing and discussing experiences and best practices, innovations and contributions to improve


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the vocational education and training with the participation of national and international experts from different fields.

From this perspective, it is expected that the exchange of ideas and considerations made during the seminar, were contributions to move towards the improvement and success of the vocational education and training and the business network in Catalonia.

To promote a true professional network which has the same belief about the skills and values that our vocational education and training model in Catalonia, Spain and Europe has to transmit. Our ultimate goal is to give to any citizen the chance to live from the effort of its own work in an environment as complex as the present.

7. PROGRAMME STRUCTURE, ROUNDTABLES AND DISCUSSIONS

The seminar VET.CAT 2012 " Vocational education and training: experiences, best practices and challenges for the future" was structured into two parts: the first roundtable focused on current experiences and best practices and second roundtable, positioning VET in Catalonia and incorporating improvement suggestions and future challenges.

7.1. First Roundtable

During the First Roundtable, four experiences were presented:

- "The CETT group Experience" by Maria Abellanet - "The Machine Tool Institute Experience" by Josean Egaña - "The German experience" by Mª Ángeles Caballero. - "The Swiss experience" Pascal Philippe F. Décosterd

7.1.1. "The CETT group Experience" by Maria Abellanet

The first presentation was about the CETT Group experience (Tourism Education Center) as an international center of training and knowledge transfer in tourism and hotel industry attached to the University of Barcelona. This center provides a complete personalized curricular training itinerary on undergraduate and postgraduate higher education, vocational education and training for professionals and businesses.

Some of the relevant aspects of the model provided by the CETT training were:


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- The school as a complex of different facilities where students learn including the training center and other facilities such as hotel and restaurant services. Learning competence is integrated into a process where theory and practice coexist in the same space and time.

- A complete training itinerary with qualifications in the field of hotel management and tourism from vocational training to undergraduate and postgraduate.

- A wide training program in language skills (22 subjects in English). - A powerful relationship between the training centers and the companies, with a large

network of companies that support both the learning process of future professionals and offers of employment.

- A promoting and motivation system based on competitions and awards of excellence projects, research work and entrepreneurship.

- Professional future plan with extensive academic mobility, powerful international dimension and potential to work in many countries.

- Extensive training and mobility Scholarship Program. - The University Advisory Council - Company of the CETT, integrated by the Gaspar

Espuña Foundation (CETT), the Barcelona University and numerous companies and institutions.

7.1.2. "The Machine-Tool Institute Experience" by Josean Egaña

The second presentation was about the experience in the Machine-Tool Institute (Instituto Máquina Herramienta). This institute is a vocational education center located in the Basque Country, positioned in the training of professionals that are needed in the machine manufacturer sector and their users. There is a close cooperation relationship between the institute and the companies related to learning and knowledge transferring among the future and current professionals.

The machine-tool experience presented as differential factors and best practices:

- Multiple relationship with the companies: labour exchange, training in working centers, employability training, dissemination, technical assistance…

- Updated equipment and tools. - Innovation in the teaching and- learning process and the use of appropriate

methodologies, new programs and organizational forms… - VET integration with training for employability. - Leadership and experience in alternating study and work. - Local professor consultant for SMEs. - Promotion and coordination of the VET project. - Technical advice to SMEs. - Teaching courses with contracting commitment. For example, the graduates program

in Cooperative Engineering that implies the recruitment of all the students.

A model of pedagogy of success:


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- The professional company model for each student in the process of their qualifications and professional competence.

- The professional project for the students and their custom made learning itinerary which contributes to visualize the training trip in the company.

- Learning flexibility. - Ensuring that the company covers part of the skills development of the student. - The relationship, communication and education joint project for the student between

the instructor of the company and the teacher/tutor of the school.

7.1.3. "The German experience" by Mª Ángeles Caballero

The third presentation was about the ASET experience (The Spanish-German Association of Teaching Techniques). It is an officially recognized school in Spain and Germany with two centers, the first one founded in 1981 in Barcelona and the second one in 1982 in Madrid, mostly by German companies, as business training centers linked to VET and with arrangements for the education of the students with German companies and the Chambers of Commerce of Spain and Germany.

Among the most important features provided by the ASET training model, are:

- 2-year training programs, recognized by both Spain and Germany, studying and training 2 days/week at school and 3 days/week in the company.

- A large number of associated companies. - Ensuring a contract at the end of the training with a rate of approximately 80%. - Training for company instructors. - Parental involvement. - Current political topic of interest.

Expectations for Spain:

- Royal Decree Dual VET - 08.11.2012 - ASET 2014/15: Training, Einzelhandelskaufmann/-frau "(Degree) - Link with a university degree (dual)

7.1.4. "The Swiss experience" Pascal Philippe F. Décosterd

The fourth presentation was about the VET experience in Switzerland. It is an experience of studies in the European VET recognized as the most innovative and competitive in the world.

Among the most important features provided by the Swiss model of training are:

- Two-thirds of the youth in Switzerland choose a VET training program at the end of compulsory school.


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- VET training has allocated a 12% of public spending on education. - The 99.6% of Swiss companies are SMEs (from 2 to 249 employees). - The unemployment rate is below 8% of those between 18 and 24 years. It is with

Holland the lowest rate in Europe and it is also lower than the ones in the U.S. and New Zealand, as a reference of some countries.

Rank WEF Global

Competitiveness Report 2011-2012

IMD World Competitiveness Yearbook

2012

Innovation Union Scoreboard

2011

1 Switzerland Hong Kong Switzerland

2 Singapore United States Sweden

3 Sweden Switzerland Denmark

4 Finland Singapore Germany

5 United States Sweden Finland

Among the keys to success of VET in Switzerland, are significant:

- Flexibility and bridge programs to university access. - Paid learning contracts provided by more than 30% of Swiss companies. - Significant financial support of the Swiss VET. About 75Million CHF/year. - Certification in two parts, two years for the qualification and two additional years for

the certification of applied skills. - The net income of the productive activities of the trainees in companies is 500 million

CHF/year - data for 2004 -

7.2. Second Roundtable

The second panel was about the VET in Catalonia, about the reality in figures, the current situation, proposals for improvement and future challenges. During the Second Roundtable, three experiences were presented:


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- "VET throughout Life Long Learning" by Joan Josep Isern

- "Structure, organization, coordination and operational in VET. Improvement Proposals" by Gregori Cascante

- "Best practices, ideas and vision for the future" by Ricard Coma

7.2.1. VET throughout Life Long Learning by Joan Josep Isern

The first presentation of the second roundtable dealt with the issue of life-long learning as a process of training education in the form of facts, figures and challenges.

The Consortium for Continuing Education of Catalonia as a public law, equally divided and tripartite entity, manages the vocational education and training. It is integrated by the Government of Catalonia, through the Department of Enterprise and Employment, the most representative organizations of Catalonia, Foment del Treball Nacional (Promotion for National Employment) and PIMEC (Small and Medium Enterprises of Catalonia) and the most representative trade unions of Catalonia, CCOO and UGT.

It is responsible for the management and implementation of vocational training programs, as well as the monitoring and control of the training carried out in Catalonia.

The funding for Vocational Training for Employment is 0.7% of the overall contribution from workers, businesses and funding for the training of employed and unemployed.


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The collection of payments for VET in 2011 was:

Training companies in Catalonia:

- Companies in Catalonia: 601.801 - Companies with salaried employees : 259.232 - Training companies: 57.451

Main indicators of national demand training:

Dysfunctions of the demand training in Catalonia

Among the relevant factors to be considered in the reorientation of continuing education in Catalonia are presented below:

- Only 97 million of the 146 million Euros of credit assigned to Catalonia in 2011, have been provided, which is a real loss of 49 million Euros.


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- Only 57,451 of the 259,232 companies in Catalonia that have salaried employees, are formative. Which means that 201,781 companies are not training and do not use their credit for it.

- In the rate of training companies, Catalonia is 7.1 percentage points below the national average, and it is in the 16th position, just ahead of Melilla, the Canary Islands and Ceuta.

- Only 16.8% of the microSME’s are training companies. - The training rate of salaried employees in the private sector in Catalonia is below the

national average. - The training rate of salaried employees in the private sector in Catalonia has declined

from the 4th to 7th position in relation to other autonomous communities of Spain.

The Labor Reform

The opportunities offered by the labor reform in Spain will focus on high impact actions for the training of professionals, such as:

- Recognition of training as an individual right. - Employees’ recognition of the right to vocational training for their adaptation to the

changes operated in the workplace. - Employees’ recognition of a paid leave for training (20 hours) - Training account for each employee associated with the affiliation number for Social

Security. - Training check to finance the individual right to employees’ training. - Direct participation of accredited schools and training institutions to offer training

with priority to the employees. - Modification of the training and learning contract.

7.2.2. Structure, organization, coordination and operational in VET. Improvement Proposals" by Gregori Cascante

The second presentation of the second roundtable was about VET in Catalonia from the perspective of qualitative evaluation as a training system. It was shown that the system of professional training in Catalonia has great potential because it is:

- Consolidated and normalized. - Active and dynamic with high-capacity for local innovation. - Good internal atmosphere with a high degree of professionalism and voluntarism.

It is more effective than efficient because:

- The system works: Factory of graduates and the major processes work. - The efficiency is improvable for both the centers and the Department. The adaptation

to changes in the environment could be improved.


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- The budget for infrastructure is good although there are problems with upgrades, maintenance and inventory.

Regarding the specialization versus the multidisciplinarity it is identified:

- The difficult balance. - The differences between the discourses towards the specialization. The 2010 reality is

that many centers tend to be generalists (families and specializations). - The risks of megaspecializations (specific requirements of the companies towards

versatility) Although teachers have a high capacity and versatility, the dynamics of the formal VET prevails and creates for them:

- Constraints on the development of their professional careers. - Mismatch between the needs and skills. - Lack of flexible contractual figures. - Few stays at workplaces.

The major challenges of VET in Catalonia are:

- The promotion and dissemination of VET. - The recognition of the contribution of VET professionals in the labor market and the

business productive network.

7.2.3. "Best practices, ideas and vision for the future" by Ricard Coma

The third presentation of the second roundtable was about VET in Catalonia from the perspective of best practices, ideas and vision for the future. It started with the 2020 European Strategy in relation to employment and training:

- Achieving a 75% employment rate for people between 20 and 64 years. - Reducing the youth unemployment rate of people under 25 to <5%. - Reducing the rate of early school leaving (ESL) to <10%. - Increasing the population of graduates between 20-24 years with post-compulsory

secondary education to > 90%. - Increasing to 40% the rate of higher education graduates.

According to the statement of Bruges in 2010, the strategic objectives of the EU towards VET 2011-2020 are:

- Making VET a learning attractive option. - Promoting excellence, quality and adaptation of VET to the labor market. - Increasing the flexibility of the conditions to access to VET and to the qualifications.


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- Promoting international mobility in VET. - Encouraging innovation, creativity and entrepreneurship and the use of new

technologies. - Ensuring that the VET is accessible to everyone.

7.2.3.1. Strategic actions: good practices. Analysis and improvement. The reality and the challenge of improvement are in:

- VET systematic information: analysis and improvement - Organizing and monitoring the VET system data. - Promoting a knowledge base about the VET system. - Promoting the interest of university research in VET, currently nonexistent. - A knowledge base of information that should be open and accessible to all the VET

stakeholders. Some examples are shown below:

7.2.3.2. Strategic actions: good practices. Information and communication Promoting the information to citizens and youth means:

- Ensuring the right of students to be informed of all the academic training options. - Increasing communication and dissemination of VET to youth, families, professionals

and HR managers of companies. - Ensuring a systemic professional guidance. - Promoting VET in business schools and in specialized events to explain to the

companies what VET is offering nowadays.


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Some examples of more information and knowledge are shown below:

7.2.3.3. Strategic actions: Good practices. VET innovation Innovation in VET is a matter pending that needs to be improved in:

- Promoting innovation and creativity among students. - Facilitating the implementation of pilot projects to innovate and achieve results that

may be escalated. - Increasing the permeability of the VET system to incorporate innovation demands

from the economic sectors. - Encouraging networks to share innovative VET projects.

7.2.3.4. Strategic actions: Good practices. The company-school binomial

The company – school binomial has led to success through: - Encouraging initiatives to facilitate the acquisition of professional skills to the VET

students.


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- Promoting training in alternation, especially dual training companies. - Promoting excellence international grants to undertake stays in leading companies. - Participating in the design and manufacture of prototypes and services.

7.3. General discussion

The debate towards the proposals and future challenges for VET in Catalonia were about:

- Providing greater role to the territory in planning and management. - Promoting a pact to all VET stakeholders establishing partnerships and adhesions. - Consolidating a Catalan model of dual training. - Guiding in secondary education on VET with curricular content. - Integration and harmonization of qualifications (ECVET). - Strengthening the monitoring of VET systemic data. - Reviewing and improving the professional bridges and careers. Establishing a

permanent working table VET - University. - Promoting training of teachers through stays in companies. - Increasing international VET students’ mobility. - Adapting VET levels to the European Qualifications Framework. - Starting specific plans for innovation with companies. - Continuing with the promotion of excellence and the integration of systems.

8. CONCLUSIONS AND SUMMARY

8.1. General conclusions

The vocational education and training must allow us to contribute to overcome the crisis situation by providing improvement and future solutions.

It is essential to consider a country's strategy for promoting the vocational education and training development by:

- Highlighting those elements which can improve it from the policy, the civil society participation and integrating the demands and expectations of the business context.

- Associating and creating commitments for a common project between the public and the private network.

- Aligning the vocational education and training objectives and results with the policies and objectives of the EU.


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8.2. Conclusions of the curriculum design

- To integrate the education curriculum combining the real practice with the academic learning.

- To align the vocational education with the business needs, taking into account a national and international professional vision.

- To carry out "dual training" experiences integrating companies and schools and creating our own model.

- To create "back and forth gateways" between vocational education and university training to add value to the resources investment and answer to the labor market.

- To promote the recognition of academic credits and itineraries among different degrees.

- To encourage international stays of students.

8.3. Conclusions for the innovation of the vocational education and training centers

- To develop new and different experiences, which integrate teaching and learning strategies, new spaces and "open classrooms" where young adults may find challenge, commitment and attraction.

- To open and create spaces in the vocational education where students may learn in situations related to actual practice and may easily aim for work contracts.

- To provide opportunities for professional growth of teachers. - To invest in resources, tools and updated technology, used in the actual practice. - To create new structures for educational training and the updating for the vocational

education professionals, with proposals related to new products and services for future markets.

8.4. Conclusions related to the "binomial" vocational centers and businesses

- A vocational education where one of the great values is “to learn from and with the experts and professionals in a real experience context”.

- To expand the universe of experiences "dual professional training" for student groups with a personal maturity level and commitment to their own learning.

- To give companies an important role in the vocational education and training, going back and forth from the classroom to the workplace.

- To generate a greater consideration within the companies on the collaboration in student learning and their professional training.

- To encourage companies to innovation projects with students and teachers.


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8.5. Conclusions to make a dream about the future come true

- To take advantage of all the opportunities, like the one we are having here today, to be ambassadors anywhere and in any situation of a “high” vocational education and training.

- To work with all the system participants, such as students, teachers, parents, workers, employers and many more, to help them find the intrinsic values of the vocational education and training.

- To promote the development of students well trained, educated, versatile, encouraging them in their self-learning and training.

- The children of today are the professionals of the future vocational education, so we have to support them and help them to discover the reality around them in this context.

9. KEYS TO SUCCESS AND SEMINAR FORESIGHT

The seminar VET.CAT 2012 was well received by all participants, speakers and attendees creating a space for reflection, discussion and exchange about the VET in Catalonia including references to Europe and other world contexts.

It was showed a high interest, commitment and challenge to continue with other seminars around the VET for innovation and development in the training quality, in employment and in the growth of companies generating activities, permanent dialogue and knowledge integration.

In this direction, the support of institutions and organizations such as CES for the international presence in Europe and the Diputació de Barcelona and INEHCA for a national presence will be of great help, using the tools provided by digital environments.

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