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April 26 and 27, 2017. Aarhus, Denmark
THE ROLE OF SPANISH VET CENTERS AND THE VALIDATION OF COMPETENCES, AS OPEN EDUCATIONAL RESOURCES
Dr. Manuel Carabias & Dr. Luis Carro, Spanish Observatory of Validation of Professional
Competences (Observal), University of Valladolid (Spain)
www.observal.es
• Introduction• Methodology• Data simple• Research techniques• Categories and research barometers/indicators• Results
• Validation stages• Information, orientation and advice• Stakeholders’ coordination• Validation and national qualification frameworks• Standards and results of the learning• Quality assurance• Professionals of the validation competences
• Conclusions
THE ROLE OF SPANISH VET CENTERS AND THE VALIDATION OF COMPETENCES, AS OPEN EDUCATIONAL RESOURCES
www.observal.es
Introduction
www.observal.es
Art. 5 - Main aim
• Empowering and renewing individual's competences throughout their whole life, adapted to the population and the productive system.
• Providing guidance and advice services
• Contributing in assessing and certifying learning outcomes acquired by means of non-formal or informal training.
Art. 6 - Functions
• Providing guidance and tailored advice services
• Taking part in the assessment procedure
• Engaging in the promotion, training and development process of teachers and trainers
• Collaborating with the National Reference Centers, different Observatories, and Institutes of qualifications.
• Informing and advising other vocational training centers.Art. 8 – Conditions
• Having enough personnel to perform all their functions.
Art. 9 – Autonomy
• Must be granted enough autonomy in the organizational, pedagogical, and administrative levels, according to what may be established by their specific administration.Art. 12 - Coordination systems
• Information and guidance.
• Recognition and assessment of competences.
Introductionoverview of the validation process of non-formal and informal training according
to the regulatory standards on the CIFP centers (RD 1558/2005)
www.observal.es
Art. 3 - Main aim
• Applying and conducting innovative proposals related with: vocational training, guidance and professional advice, assessment and accreditation of skills and competences. As well as others specifically designed for the National Qualification and Vocational Training System.
Art. 4 - Functions
• Taking part on the design and development of technological and methodological improvement measures specially intended for teachers or trainers, experts and professional advisors, and, of course, for evaluators that may take part in the validation process.
• Participating in the competence evaluation and recognition processes.
Art. 9 - Organization structure
• The CRN centers must establish the required departments to fulfill their observation, investigation, innovation, experimentation, formative, and validation procedures.
IntroductionReferring to the validation process of non-formal and informal training
according to the regulatory standards on the CRN centers (RD 229/2008)
www.observal.es
Introduction
Integrated Vocational
Training Centers
RD 1558/2005
National Reference Centers
RD 229/2008
www.observal.es
Methodology of holistic research
www.observal.es
Data sample
Spanish Regions CIFP CRN CIFP & CRN Total
• Galicia 22 2 0 24• Castilla y León 20 3 0 23• País Vasco 16 1 0 17
• Comunidad Valenciana 13 2 1 16• Navarra 7 0 2 9• Región de Murcia 6 1 2 9• Aragón 6 1 0 7
• Principado de Asturias 6 2 0 8• Andalucía 3 3 2 8
• Comunidad de Madrid 3 5 0 8• Islas Baleares 2 1 1 4
• Castilla-La Mancha 1 1 0 2• Extremadura 1 1 1 3• Cantabria 1 1 0 2• La Rioja 1 1 0 2• Melilla 1 0 0 1• Cataluña 0 5 0 5• Canarias 0 1 0 1• Ceuta 0 0 0 0
TOTAL 109 31 9 149
www.observal.es
Research techniques
Documentary
Analysis
Quationaire &
Interviews
Correo E-mail Teléfono
Directrices
europeas
2005
El carácter central
de la persona
Las fases de la
Validación
Información
orientación y
asesoramiento
Coordinación de las
partes interesada
s
Estándares y
resultados del
aprendizaje
Validación y
marcos nacionale
s de cualificaci
ones
Garantía de
calidad
Competencias de
los profesion
ales
Nombre CIFP CRN CIFP y CRN
Galicia 22 2 0
Castilla y León 20 3 0
País Vasco 16 1 0
Comunidad Valenciana 13 2 1
Navarra 7 0 2
Región de Murcia 6 1 2
Aragón 6 1 0
Principado de Asturias 6 2 0
Andalucía 3 3 2
Comunidad de Madrid 3 5 0
Islas Baleares 2 1 1
Castilla-La Mancha 1 1 0
Extremadura 1 1 1
Cantabria 1 1 0
La Rioja 1 1 0
Melilla 1 0 0
Cataluña 0 5 0
Canarias 0 1 0
Ceuta 0 0 0
TOTAL 109 31 9
European
Guidelines
Actual situation of centers
71% of
participants
www.observal.esCategories and research barometers/indicators
Categories Indicators
The individual as the key figure of the whole
process
Privacy and integrity
Confidentiality
Ethics
Property over the data resulting from the validation process
Fair behavior.
Validation process stages:
1. Determination
2. Documentation.
3. Evaluation
4. Certification
Procedure and tools used during the process.
Research form.
Adaptability of the proposed procedure to the user.
Trustworthiness of the validation process.
Continuous traineeship.
Information, advisement & personalized
assessment
Proper use of the career counseling services offered.
Coordination (in order to provide a proper service)
Inform on the costs and advantages of the validation process.
Coordination and involvement of all the
participants
Legal system
Administrative procedures.
Local and regional authorities’ responsibilities.
Coordination of all parties.
Formal procedure´s scope.
Bonding between the validation process and
the National qualification systems.
Assimilation of the validation process within the SNCP.
Interrelation between validation and the NQF.
Validation as a key element in the education process.
Bonding between the validation and the credits´ transference and accumulation system.
Standards and results over the learning
process.
Following on the same principles as formal learning.
The writing process as part of the learning outputs.
Writing down the data resulting from the learning process.
Revision control.
Quality Assurance.
Quality assurance.
Reliability, validation and credibility.
Participants in the quality plan.
Internal and external checking.
Check-ins and user contributions to the process.
Validation process staff member’s
competences.
Requirements.
Professional development.
Online support community; online assistance
www.observal.esResults
EuropeanGuidelines
2009/2015
The centralityof the
individual
The phasesof validation
Information, guidance and counselling
Stakeholders’ coordination
Validation and national
qualification frameworks
Standards and learning
outcomes
Qualityassurance
Professional competences
of practitioners
www.observal.es
Intimacy, integrity and
confidentiality
• RD 1224/2009 and Law 15/1999
• Operated under guarantee of quality and rights of the participants principles.
Ethical rules
• Professionals made up with ethical principles.
Property of the results of the
process
• Candidate's documents are properly stored in the managing center.
Fair and equitabletreatment
• It is not possible to accede to the procedure willingly.
• People are not the protagonists of the validation.
Directrices europeas
2005
El carácter central de la persona
Las fases de la Validación
Información orientación y
asesoramiento
Coordinación de las partes interesadas
Estándares y resultados del
aprendizaje
Validación y marcos
nacionales de cualificaciones
Garantía de calidad
Competencias de los
profesionales
The centrality of the individual
www.observal.es
Advice and Evaluation stage
Limited participation of these centers during the procedure.
The analysis conducted on the centers performance show that 41% have not taken part in the above-mentioned procedure.
• Only 27% have presented an official offer to the Government.
• It is developed in the centers assigned by the Government.
Accreditation and registration stage
Only 38 % of centers facilitates a modular flexible offer for those who do
not accredit all the U.C.
Las fases de la Validación0
Información orientación y
asesoramiento
Coordinación de las partes interesadas
Estándares y resultados del
aprendizaje
Validación y marcos
nacionales de
cualificaciones
Garantía de calidad
Competencias de los
profesionales
El carácter central de la
persona
The phases of validation
www.observal.es
Career guidance and counselling services
• The services are not the suitable ones if:
• It is the citizen who has to go to the center in order to inquire.
• A great part of the centers (75%) receives these inquiries.
Coordination to guarantee the
attention•The required attention might not be provided from the center itself:
•Not all the centers offer information about the procedure (17 % don't).
•Only 30 % of the centers satisfies all the information inquiries.
•The services offered by the centers are not fully guaranteed.
•79% of the centers claims more resources.
Reporting on the costs and benefits of the
validation
• If needed resources are not available, it is not possible that the information is suitable.
Dir
ec
tric
es
e
uro
pe
as
20
05
Información orientación y asesoramiento
Coordinación de las partes
interesadas
Estándares y resultados del
aprendizaje
Validación y marcos
nacionales de
cualificaciones
Garantía de calidad
Competencias de los
profesionales
El carácter central de la
persona
Las fases de la Validación
Information, guidance and counselling
www.observal.es
El carácter central de la persona
Las fases de la Validación
Información orientación y
asesoramiento
Coordinación de las partes interesadas
Estándares y resultados del
aprendizaje
Validación y marcos
nacionales de cualificaciones
Garantía de calidad
Competencias de los
profesionales
Legal framework and administrative procedures• Validation of professional competences: L 5/2002 and RD 1224/2009.
• Integrated Centers of Vocational training: RD 1558/2005.
• Centers of national reference: RD 229/2008.
• Not all the Spanish Regions have published their legislation on the validation.
Local and regional responsibility• The Spanish Regional Authorities are responsibles of calling the procedure. The Councils of
Education or Employment, depending on the Autonomous Community.
• Centers have responsibilities as report, orientate, design offers or improving instruments of validation.
Stakeholders and their coordination• The CIFP and CRN meet with a frequency from 1-5 meetings to more than 15 per year with the
administration.
• 29 % of them considers it insufficient while the other 66 % consider it suitable.
Scope of the procedure
• It depends on the administrations of the Regions and on the calls.
• Proceeded processes 17,300 until 2013.
Stakeholder coordination
www.observal.es
Directrices europeas
2005
El carácter central de la persona
Las fases de la Validación
Información orientación y
asesoramiento
Coordinación de las partes interesadas
Estándares y resultados del
aprendizaje
Validación y marcos
nacionales de cualificaciones
Garantía de calidad
Competencias de los
profesionales
The procedure is an instrument of the SNCP (Law 5/2002. Art. 4).
The procedure is not integrated in VET centers.
Integrated validation in the
SNCFP
The procedure has the NQF as a reference (Law 5/2002, Art. 8).
In every call of validation the results are well identified and related.
Relation between
validation & NQF
The validation would be a support for the educational process providing an universal nature for the citizens.
Validation as support for the
educational process
Only 38 % of centers
facilitates a modular flexible offer for those
who do not accredit all the
U.C.
Mechanisms of ECTS
Validation and national qualification frameworks
www.observal.es
El carácter central de la persona
Las fases de la Validación
Información orientación y
asesoramiento
Coordinación de las partes
interesadas
Estándares y resultados del
aprendizaje
Validación y marcos
nacionales de cualificaciones
Garantía de calidad
Competencias de los
profesionales
Arranged through the National Framework
of Qualifications. Linked to the National
Institute of Qualifications.
WritingLearning
Outcomes
National Institute of Qualifications' responsibility.
Checking and updating
The draft of the qualifications is
realized concerning the results of
learning, according with the EQF.
Drafting as learning
outcomes
CIFP and CRN are in the NQF.
The non-formal and informal learning
validation process follow the same standards as the formal training
(NQF).
Same standards as formal education
Standards and learning outcomes
www.observal.es
Quality assurancemeasures
• There are not specific measures of guarantee of the quality exclusively for the procedure of accreditation of professional.
Reliability, validityand credibility
• The professionals, according to the established rules, use trustworthy and valid instruments of evaluation that guarantee the process of credibility.
Participants in the quality strategy
• When there are not specific mechanisms, there are no one in charge of the quality strategies as such.
Internal, external control and
supervision and contribution of
users
• Most of the centers have mechanisms to develop internal and external evaluations habitually.
Dire
ctric
es
e
uro
pe
as
20
05
El carácter central de la persona
Las fases de la Validación
Información orientación y
asesoramiento
Coordinación de las partes
interesadas
Estándares y resultados del
aprendizaje
Validación y marcos
nacionales de cualificaciones
Garantía de calidad
Competencias de los
profesionales
Quality assurance
www.observal.es
Requirements
• The requirements that professionals of the validation have to fulfill and the contents that they have to acquire are clearly-defined (RD 1224/2009, Art. 25).
Professional development•Not all the centers have qualified staff to attend to the validation (only 65 % of the surveyed)
•There are few professionals in the centers duly qualified to attend to the procedure of validation in a suitable way
•Advisors 246 → 1,889 participants (Incual, 2015) → 13%
•Assessors 297 → 2,248 participants (Incual, 2015)→ 13%
Community for practice; online assistance
• Some Spanish Regions have established networks and forums where advisers and assessors are in contact during the procedure.
• There is not a general and established form.
El carácter central de la persona
Las fases de la Validación
Información orientación y
asesoramiento
Coordinación de las partes
interesadas
Estándares y resultados del
aprendizaje
Validación y marcos
nacionales de cualificaciones
Garantía de calidad
Competencias de los
profesionales
Professional competences of practitioners
Conclusions
Information
Guidance
Opportunities
Quality assurance
Information
www.observal.es
Learning opportunity should be lifelong
and should encompass both education and
training;
The learning process should centre on the
learners, build on their experience and
encourage independent and critical thinking;
Learning provision should be flexible so
that learners can increasingly choose, where, when, what and how they learn,
as well as the pace at which they will learn;
Prior learning, prior experience and demonstrated
competencies should be recognized so that
learners are not unnecessarily barred
from educational opportunities by lack
of appropriate qualifications;
Learners should be able to accumulate
credits from different learning contexts;
Providers should create the conditions for a fair chance of learner success.
Validation as Open Educational Resource Open Learning Principles
www.observal.es
Thank you for your attention
