1. 7th International Conference of Education, Research and Innovation
DESIGN OF ADULT SECONDARY STUDIES FROM THE PERSPECTIVE OF THE NEEDS AND OBJECTIVES OF ITS STUDENTS. BASIC SKILLS, COMPLEMENTARY SKILLS, AND ACADEMIC CONTENTS
JOSÉ TOMÁS PASTOR PÉREZ
CFPA MERCÈ RODOREDA
STUDY SUPPORTED BY EUROPEAN FOUNDS

2. CONTEXT
February 2013: Several options to participate in European projects.
May 2013: Survey on employment, self- employment and career assistance.
Grundtvig Project. CASE (Career Assistance and Spirit of Enterprise).Period
May 2014 Survey: Are we offering students the training they need?

3. FIRST STUDY: SURVEY MAY 2013
LEARNERS WANT THEIR CENTRE TO PROVIDE RESOURCES TO HELP THEM: TO FIND A JOB, TO DEVELOP THEIR BUSINESS OR IN THEIR PROFESSIONAL CAREER
WHAT DID THE CENTRE DO LAST YEAR TO MEET THIS REQUIREMENT?

4. Firm commitment to meet the needs of students 2013-2014
Grundtvig project
New subject: IT for employment.
More English workshops.
Introduction of complementary skills in the curriculum.
Course for teachers: Training in complementary skills.
Visit a fair of employers
…...
Second Study (May 2014)

5. SECOND STUDY: SURVEY MAY 2014
7 adult centres from the province of Alicante
250 answered surveys
Learners from the second cycle of the secondary education for adults.
A specific analysis of the 4 main dimensions of the learners is performed taking into account their: personal development, labour needs, self- employment projects or academic development.

6. OBJECTIVES OF THE LEARNERS
Unemployment among students attending adult schools: 62.9%
Direct objective of 81.6% of the learners of adult schools in the province of Alicante to: change / improve / find work (or set up a business) in the short to medium term.

7. INVOLVEMENT OF THE ADULT CENTRE TO HELP THE STUDENTS IN THEIR MAIN OBJECTIVES
MEAN (rated by the students up to 10)
Prepare to find a job
6,2
Prepare to continue studying
7,7
Personal development
7,3
Prepare to stablish a business
3,5

8. IT CAN BE DONE MORE TO HELP STUDENTS TO BE MORE PREPARED TO FIND A JOB

9. HOW CAN THE CENTRE HELP THEIR LEARNERS TO MEET THEIR OBJECTIVE OF BEING MORE PREPARED TO FIND A JOB?

10. How can an adult centre help you to be more professionally prepared?
PROPOSAL
ANSWERS (%)
Include, in the subjects, the basic knowledge to be more professionally prepared
64,00%
Include courses in the school timetable
30,00%
Include in the curriculum an specific subject to develop professionally
41,00%
Courses out of school timetable
16,00%
Personal counseling
40,00%

11. OBJECTIVE: INTRODUCE SOME KIND OF “BASIC KNOWLEDGE” IN THE CURRICULUM
¿WHICH KIND OF “BASIC KNOWLEDGE”?

12. COMPLEMENTARY SKILLS, BASIC SKILLS AND SUBJECTS (ACADEMIC CONTENT)
BASIC KNOWLEDGE:
COMPLEMENTARY SKILLS, BASIC SKILLS AND SUBJECTS (ACADEMIC CONTENT)
MEET OUR LEARNERS OBJECTIVES IN THEIR FOUR MAIN DIMENSIONS:
PERSONAL, LABOUR, SELF-EMPLOYMENT, ACADEMIC

14. CONCLUSION
Students have a very high valuation of the complementary skills compared with the subjects (except English) taught at present, which make them be the most suitable content for their professional development.
Certain basic competences (such us competence of knowledge and interaction with the physic world, cultural and artistic competence, social and citizenship competence,.....) have a very low valuation, which would require a more thorough study on the subject before including them in the curriculum of adult education.

15. CONCLUSION
Also seen in the results both a specific subject for professional (or entrepreneur) development and the need for a personal consultation in these fields are requested. As there is already a specific subject (“World of work”) for labour contents, a possible solution would be to reform its content, make it taught by specialized teachers and more time dedicated to it. These specialized teachers could act as advisor for professional development or entrepreneurship, serving efficiently and effectively the demands made by the students.

16. THANKS FOR YOUR ATTENTION
ES1-GRU
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.