COMPARISON OF QUALITY MODELS IN VOCATIONAL TRAINING SCHOOLS SÓCRATES. COMENIUS 1 COMPARISON OF QUALITY MODELS IN VOCATIONAL TRAINING SCHOOLS Naestved, 13 October 2005

Lacetània High School and Vocational Training of Manresa 1200 students 47 groups 107 teachers 11 auxiliary staff

Educational offer Obligatory Secondary Education (OSE) 1st & 2nd cycle 13 groups 400 students (12-16 years) Post-obligatory Stage 3 modalities 6 groups 200 students (16-18 years) Vocational Training Middle Grade & Superior 28 groups 7 Professionals Branches 600 students (16-22 years) Business. MG & SG. Vehicles. MG Construction design. SG Electricity & Electronics MG & SG Metal MG & SG Computer science SG Electromechanic maintenance MG

OSE 4 YEARS (12-16 YEARS) UNIVERSITY JOB MARKET Advanced Technician VT. SG 2 YEARS 2000 h 20 Entry exam 20 years 18 years PREPARATION Technician 18 18 VT. MG 2 YEARS 2000 h VT. MG. 1 YEAR 1300 H POST-OBLIGATORY STAGE 2 YEARS 17 Entry exam PREPARATION 16 OSE 4 YEARS (12-16 YEARS) 1st 3rd 2nd 4rth

Educational Process Students and Graduate requirements students A P C

Internal organisation of the school

Pedagogical management PEDAGOGICAL COMISSION (pedagogical coordination) DEPARTMENTS (vertical coordination) GROUP TEACHERS (horizontal coordination)

Methodology of continuous improvement CHECK DO DOUBLE CHECK AND IMPROVE PLAN P A C D

Planning of the educational process (P) Organisation: Managing team: planning of General Programation Educational departments: programming of units Documents: General Programation of the school (annually) Educational project of each department Other documents: The center’s educational curriculum and the internal rules

The learning-teaching process

The educational process (D) Management: Pedagogic Comission: oversees the whole process Departments: vertical coordination Group teachers: horizontal coordination

Internal structure Every teacher belongs to a department. Every teacher carries out his/her tasks within a group of teachers in charge of the groups/classes of the same level.

Departments Each department: Manages the educational curriculum of the department Prepares and checks the programming Harmonizes contents and assessment Proposes distribution of credits among its members Chooses its head Manages its budget Meets every two weeks (aprox.)

Group teachers All the teachers who work with certain groups. Analyse and diagnose individual and collective characteristics within the group. Whenever possible, is the same group for two years.

Tasks of the group teachers Follow-up of the learning process of every student Exchange of programs and experiences Coordination of dealing with students within the class Coordination of activities inside and outside the school Proposals of sanctions Tutorial coordination.

How the group teachers are formed? OSE: all the groups of the same level (1st, 2nd, 3rd, 4th) Post-obligatory: all the groups of the same level (1st, 2nd) Vocational Training: each branch.

Development of the educational process (D) Documents: Quality Plan of OSE/Post-obligatory stage/VT Programming of the credits (by departments) Procedure of welcoming new students Procedure of harmonizing assessment criteria Other procedures Registres: all included in the Quality Plan Especially: Follow-up of programming, assessment and counselling

Assessment of the educational process (C) Organisation: Teaching staff (classroom-related activities) Group teachers /Assessment commitee (follow-up) Pedagogical departments (design) Managing staff (Pedagogical Comission) (process) Auditors (system)

Assessment of the educational process (C) Documents: Manual of indicators (reference document) Indicators of the management process Indicators of results Indicators of satisfaction (opinion polls) Management registres (minutes of coordination meetings) Reports on results and management analysis Reports of internal and external audits

Revision and improvement of the educational process (A) Organisation: Group teachers: Quality plan, PCCs (Pedagogical Project of the Centre), RRI (Internal rules) Pedagogical departments: Quality plan, PCDs (Pedagogical Project of the Department) Managing staff: dinamizes and coordinates Teaching staff: approves and carries out

Revision and improvement of the educational process (A) Documentation: Revision procedures: PCC (Pedagogical Project of the Centre) RRI (Internal rules) Quality manual (revised by managing staff and quality comission) Revised documents (contextualisation of the improvement): Strategic plans and objectives of the course Educational project of the centre Curricular projects (design) Internal rules

Advantages of the management model Demanding continuous improvement. Systemized management of the educational process. Basic documents used as management tools. Constantly increasing demanding level of responsibility to carry out what has been approved. High level of interest and motivation, both individually and collectivelly as regards the management process. Self-abiding belief in team work (debates, agreements and decision making). Systemized follow-up of the students

Problems faced by the management model Scepticism and reluctancy on behalf of the staff regarding the model. New teachers and their adapting to the model. The amount of time spent on adapting to the new model. Problems concerning quick and fluent communication among all parties involved (especially group teachers).

LACETÀNIA . MANRESA