Rafael Barrio Lapuente Research Aptitude in Doctoral Studies Post graduate Business Administration Bachelor's degree in Philosophy and Educational Science Technical Development of the Provincial Council of Barcelona

Which are the players involved in the process of definition of the professional standard? Step 1: Identification of the professional standard The professional standard is designed by national and sectoral experts proposed by social partners, administrations, and other stackeholders. State, Autonomous government, Social agents, Municipalities How is the professional standard defined (process)? Preparation of information & conformation of Work Group: at national level, with statistical, research and participation of stakeholders Design of competences involved in the Qualification: through technological experts at sectoral level. Definition of associated training: based in learning outcomes through trained experts External Contrast of Qualifications: at national, regional and sectoral level by the relevant stakeholders Approval of Qualification: by the General Council of VET, and the Spanish Government

How is the professional standard described (outcome)? Professional profile: Professional competences which characterize each certificate. Constitutes the referent of productive system to define training which guarantees a vocational education and a training certificate. Unit of competence: Professional work tasks with an specific value and significance at work place. General Competence: Describes the main role that a professional develops in his job. General Competence Units of competence PROFESSIONAL PROFILE Código: Nivel de cualificación Unit of Competence UC professional Competence : Realizations: Performance criteria: R1 R2 Rn Professional context: - Production means - Products &/or results from work - Processes, methods & procedures - Used or generated Information Code : Level of qualification : General Competence and competence unit Professional and work areas Main occupations and places of employment

Step 2: Definition of the learning objectives (only for formal processes) Which are the players involved in the process of definitionof the learning objects (institutional levels, agencies, etc.)? SubsystemsMmanagementProgramsRrecognising StateCataloniaStateCataloniaStateCatalonia Regulate Vocational training Min education Education department 55 %45 %Min. Autonomies that assumed responsibility or Min education Education department Ministry of Education (State) and regional Autonomous governments Which are the relationships between the professional standard and the training standard process? Each Competence unit (PROFESSIONAL STANDARD) is associated to a professional TRAINING module (TRAINING STANDARD) Required Training: Basic VET or specific VET Professional modules Special Modules (1) Transversal Modules Quality Professional modules Professional modules Subjects VET COURSE (1) Labour Training and Guidance and In- Company Training Module General Competence General Competence Units of competence PROFESSIONAL PROFILE Reference of productive system Reference of productive system Training system

C13 (80h) Synth esis Vehicle maintenanceAdvanced level Higher qualification in Vehicle maintenance hours Job profile General competenceCompetence units Organising, planning and supervising vehicle maintenance and the associated logistics: cars, heavy vehicles, motorcycles, agricultural and civil works machinery, diagnosing complex defects, and ensuring compliance with the manufacturers specifications. Organising, planning and controlling electromechanical repair and/or modification processes. Organising, planning and controlling repair of bodywork and/or chassis, cabin and equipment, and also optional conversions. Managing maintenance work and the associated logistics, in line with criteria of efficacy and quality. Administration, management and promotion of a small company or workshop. Course content Professional modules Credits Hours available to the centre: 170 MP Electrics, safety and comfort systems. PS 511 MP Power transmission systems and drivetrains. PT 609 MP Thermal engines and associated auxiliary systems. PS 511 MP Removable and fixed non-structural elements. PT 609 MP Surface preparation and embellishment. PT 609 MP Vehicle structures.PS511 MP Management of maintenance and associated logistics. PS 511 MP Administration, management and promotion of a small company. PS 505 MP Safety in vehicle maintenance. PS 511 MP Workplace relations. PS 505 MP Professional training and guidance. PS 505 MP Workplace practice. Head mechanic. Receiving/repairing vehicles. Workshop foreman. Head of panel- beating and painting section. Head of vehicle road-worthiness testing. Vehicle appraisal. Vehicle maintenance and repair workshops. Insurance companies and vehicle inspection companies. Bodywork and equipment manufacturing and assembly companies. Vehicle equipment testing laboratories. Vehicle sales companies and companies involved in confirming and diagnosing faults and supplying spare parts. Companies with vehicle fleets whether rental, public service, passenger or goods transport. C1 (minimum 190 h). Electrics, safety and comfort systems. PS 511 C2* (minimum 155 h). Power transmission systems and drivetrains. PT 609 C3* (minimum 160 h). Thermal engines and associated auxiliary systems. PS C4* (minimum 155 h). Removable and fixed non-structural elements. PT 609 C5* (minimum 180 h). Surface preparation and embellishment. PT 609 C6* (minimum 110 h). Vehicle structures. PS 511 C7 (minimum 150 h). Management of maintenance and associated logistics. PS 511 C8 (minimum 60 h). Administration, management and promotion of a small company. PS 505 C9 Groups are split into two for credits marked with an asterisk (*). C10 (minimum 60 h). Workplace relations C11 (minimum 60 h). Professional training and guidance. PS 505 C12 (410 h). Workplace practice. Professional and work areas Main occupations and places of employment NOTES - Groups are split into two for credits marked with an asterisk (*). - PT 609: vehicle maintenance. - PS 511: vehicle organisation and maintenance. - PS 505: professional training and guidance.

How are the learning objects described(output)? TRAINING MODULE - Name - Level….. - Associated to UC…. - Alphanumeric code - Time (hours)….. DATA OF IDENTIFICATION BASIC REQUIREMENTS OF FORMATIVE CONTEXT Terminal Objectives CONTENTS ASSESSMENT CRITERIA THOSE, WHOSE ACQUISITION NEEDS TO BE FULFILLED IN A REAL WORK, ENVIRONMENT WILL BE IDENTIFIED Based in learning outcomes: Structure Each professional training module has terminal objectives. Then we define KSC: Knowledge, Skills and Competences (Behaivor)

Step 3: Information and guidance Which are the players involved in the process of evaluation? Regulate Vocational training At the classroom level: tutor Working teams of vocational information and guidance in every administrative division of the Education Department EAP: Psycho-pedagogical Guidance and Advising Teams Teachers of Psychology and Pedagogy competence Accreditation Teachers secondary education (IES) and Catalan Institute of vocational qualifications When is guidance offered all along the process? At the beginning (EAPs, TUTORS, etc) and in the end (University, different pathways, tutors) Teachers in secondary education

What are the aims of guidance actions? Help the student to find his/her own option/pathway which best suits her/his needs and interests To provide information about Labour Market A individual Academic and Professional Guidance Regulate Vocational training competence Accreditation Employed and unemployed people, that they want to prove the professional competence that have acquired line the work experience but of which they do not have oficial certification

Step 4: Intermediate evaluations What is evaluated (outcome)? Which are the players involved in the process of evaluation? How is the process run (process)? Competence Accreditation Regulate Vocational training Teachers and enterprises (FCT), team teacher The capacities are defined in learning Outcomes, that are to expres, in the curriculum in terms of final capacities. There are three types of credits (cross, of synthesis and specific) Summative and continuous Evaluation it is not applied intermediate evaluation

Step 5: Evaluation procedure Which are the players involved in the process of evaluation? Regulate Vocational training How is the process run (process)? Teachers and enterprises (FCT) Summative and continuous Evaluation Competence Accreditation Teachers secondary education and Catalan Institute of vocational qualifications PREVIOUS PHASE Sufficient not sufficient CERTIFICATE Sufficient No sufficient Opinion of orientation (dossier of competences) First part to find evidences Contrast Interview First opinion evidence s second part, to find more evidence (practical tests) Second opinion evidenc es Change of referring Formation Certifica te end

PREVIOUS PHASE Sufficient not sufficient CERTIFICATE Sufficient No sufficient Opinion of orientation (dossier of competences) First part to find evidences Contrast Interview First opinion evidences second part, to find more evidence (practical tests) Second opinion evidence s Change of referring Formation Certificate end Competence Accreditation Documentary assessment Competences Dossier and ccontrasts Interview Demonstrative assessment Test of simulation computer: It is a real situation simulation test associated to a work position, that is carried out with a data processing application designed and developed especially to evaluate the competences that want to be accredited. Practical Observation. Test work place workshop.

What is evaluated (outcome)? Are there intermediate evaluation and, if yes, how are they considered into the final evaluation? The capacities are defined in learning Outcomes, that are to express in the curriculum in terms of final capacities. There are three types of credits (cross, of synthesis and specific) Summative and continuous Evaluation. Tests written, simulations and to practice Regulate Vocational training Competence Accreditation collecting evidences that show the control of the standard unit of competences. assessment criteria outcomes 0 = there are not evidences of the competence or they are not clearly identifying 1 = there are evidences of inexact, weak competence, or not enough justified. 2 = there are sufficient evidences, exact and clear, through their descriptions and argumentations. it is not applied

Step 6: Certification of final results Which are the players involved in the process of certification? Regulate Vocational training Ministry of Education regional Government (Autonomies) in the name of the King Competence Accreditation Catalan Institute of vocational qualifications How is the equivalence between professional standards and learning outcomes taken into consideration ? The training module is defined according to the job profile and general competence. When we evaluate the KSC in the course content we take into consideration the professional standards Unit of Competence

How is the outcome of the learning process described? Terminal Objectives Código: Nivel de cualificación UC professional Competence : Realizations: Criteria of performance.: R1 R2 Rn Professional context: - Production means - Products &/or results from work - Processes, methods & procedures - Used or generated Information Code : Level of qualification : Código: Nivel de cualificación Formative Module Contents Basic needs of formative context : - Spaces: - Teachers: - Requirements of access to module: It is associated to UC: Level of training Minimum time Capacities Criteria of assessment Vocational Qualification Identification data / description Code Name Level Professional Family General Competence Units of Competence Professional environment: vocational area productive sectors related occupations and jobs Associated education: Formative modules It associates It contains Regulate Vocational training Qualification Structure

GUIDANCEEVALUATIONCERTIFICATION INFORMATION COUNSELLING Certificate profile Candidates handbook Initial interview Competences dossier DOCUMENTARY Interview Competences dossier DEMOSTRATIVE Simulated test Observation of work place ISSUE Model REGISTER Database Competence Accreditation: summarizing

Step 6: Monitoring and review (to be checked for every step of the process) How is quality maintained along the process? Which are the players involved in the controlling process? Is there an updating procedure? Regulate Vocational training Teachers, centre Inspectors of the Education system Updating every five years Competence Accreditation Teachers secondary education and Catalan Institute of vocational qualifications Verification conditions of homologation the evaluation organization Evaluation acts Acceptance once a year

Modular Catalogue of Training Initial Vocational Training (Educational Bodies) Basic Training Occupational Training Training of Adaptation and Re-adaptation in the work place Continuing Training (Under the Tripartite Agreement) Up-to-date Training Modular Catalogue of Training linked to the NSPQ (1) (1) National System of Professional Qualifications