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gonzalez - Bcongresos. Software para congresos y eventos.

Pathways across
the educational system
LAUREANO GONZÁLEZ VEGA
Evaluation of
Programmes and Institutions
ANECA
OECD/IMHE – Octubre 2011
... My Title ...
Breaking barriers
... My Subtitle ...
The long
and
winding road
OECD/IMHE – Octubre 2011
Breaking barriers: Spain
Spanish HE definition: Law of Education (LO 2/2006)
From VET to the University (Bachelors) and back:
Entry (RD 1892/2008)
Recognition issues (RD 861/2010, RD ****/2011)
The Spanish QF for HE (RD 1027/2011)
How to become a VET teacher? (OM 3858/2007)
OECD/IMHE – Octubre 2011
Breaking (internal) barriers: Spain
The Spanish definition of HE
HE in Spain includes (LO 2/2006):
Univesity degrees (Bachelor, Master, Doctor).
VET[>18] (“Ciclos Formativos de Grado Superior en la
Formación Profesional”).
....................................................................................
OECD/IMHE – Octubre 2011
Breaking (internal) barriers: Spain
FROM VET TO THE UNIVERSITY
RD 1892/2008 plus several adjustments.
University entry independent from student origin.
Access to the university from VET is organized connecting
VET diplomas with the five thematic branches classifiying
the different Bachelors.
Annex II: for example, Business VET is linked to the
university Social Sciences and Humanities branches.
OECD/IMHE – Octubre 2011
Breaking (internal) barriers: Spain
RECOGNITION ISSUES (I)
RD 861/2010
15% ECTS can be recognized by professional experience.
ECTS can be recognized from any HE diploma (including
VET for Bachelors).
Recognition must be always based on the comparison
between the LO achieved and the LO intended.
QA agencies check that these recognition procedures are
appropriate (during the ex-ante accreditation exercise).
OECD/IMHE – Octubre 2011
Breaking (internal) barriers: Spain
RECOGNITION ISSUES (II)
RD ****/2011.
ECTS recognition from VET to Bachelors or from Bachelors
to VET (even more general: HE).
Recognition of 30 ECTS (minimum) when both diplomas
are “well connected”.
Limits: TFM or similar are never recognized through this
way.
Recognition must be always based on the comparison
between the LO achieved and the LO intended.
OECD/IMHE – Octubre 2011
Breaking barriers: Spain
How to become a VET teacher?
Exactly equal than a high (or secondary) school
(OM 3858/2007).
teacher
Previous to the national exam: a 60 ECTS master
(Practicum≥16 ECTS).
Master paths: Maths, Sciences, Social Sciences, VET, ... .
OECD/IMHE – Octubre 2011
Breaking (external) barriers: Spain
The Spanish QF for HE
RD 1027/2011
MECES: four levels covering HE defined in terms of LO.
Each level and the awards it includes represent a ‘step
change’ in the characteristics of awards at that level.
There are many awards within each level -they are NOT
the same as each other- but they will be similar in
‘demand’ and ‘success’.
Self-certification: pending.
The Spanish QF for LLL (RD ****/201*): pending.
OECD/IMHE – Octubre 2011
Breaking (external) barriers: Spain
Our Qualification Frameworks
WHAT is our framework for? WHO is our framework for?
For everyone …
MECES provides a clear explanation in general terms of the new Higher
Education qualifications (“grado”, “master” & “doctor”)
For students …
MECES sets out in general terms what is expected of students to complete
their courses and what they will be able to do on completing their course
irrespective of the topic they have studied
For employers …
MECES explains in a straightforward way what they can expect of graduates
with the new qualifications and the differences between people with a “grado”
and a “master”
For staff in Higher Education …
MECES provides a general reference document to help with the design of study
programmes and their internal and external quality assurance
OECD/IMHE – Octubre 2011
Breaking (external) barriers: Spain
OECD/IMHE – Octubre 2011
OECD/IMHE – Octubre 2011
Learning Outcomes
the building blocks
OECD/IMHE – Octubre 2011
CONCLUSIONS
OECD/IMHE – Octubre 2011
The Long and Winding Road
Mobility
Employability
Lifelong Learning
Qualifications
Frameworks
Learning
Outcomes
OECD/IMHE – Octubre 2011
Mutual Trust
Transparency
Recognition
&
Pathways
Quality
Assurance
Conclusions
We have the analysis and the tools: we must be able to use
them conveniently in order to break the barriers and create
flexible pathways in HE ...................................................
OECD/IMHE – Octubre 2011
Conclusions
We have the analysis and the tools: we must be able to use
them conveniently in order to break the barriers and create
flexible pathways in HE ...................................................
Risks:
OECD/IMHE – Octubre 2011
Conclusions
We have the analysis and the tools: we must be able to use
them conveniently in order to break the barriers and create
flexible pathways in HE ...................................................
Risks:
VET must not convert itself into a different pathway to
university (without going to employment).
OECD/IMHE – Octubre 2011
Conclusions
We have the analysis and the tools: we must be able to use
them conveniently in order to break the barriers and create
flexible pathways in HE ...................................................
Risks:
VET must not convert itself into a different pathway to
university (without going to employment).
Recognition: it is not automatic !
OECD/IMHE – Octubre 2011
Conclusions
We have the analysis and the tools: we must be able to use
them conveniently in order to break the barriers and create
flexible pathways in HE ...................................................
Risks:
VET must not convert itself into a different pathway to
university (without going to employment).
Recognition: it is not automatic !
VET Institutions (and Authorities) and Universities must
cooperate much more that they do currently (another
tool: “Campus de Excelencia Internacional”).
OECD/IMHE – Octubre 2011
Conclusions
La eliminación de todo tipo de callejones sin salida para los estudiantes de
nuestro país es una necesidad en un país donde nos podemos encontrar todo
tipo de situaciones donde la rigidez administrativa o la tradición heredada
hace que muchos de nuestros estudiantes, tras varios años en una
universidad, abandonen sus estudios por haber cometido el “pecado original”
de no haber acertado en su elección inicial.
El Marco Español de Cualificaciones para la Educación Superior tendrá que
servir para que los estudiantes puedan moverse dentro de nuestra
ordenación universitaria con facilidad por tener los planes de estudios una
definición que, confrontada con lo que marque la definición de los niveles
en nuestro Marco, permita evitar los complejos trámites y convalidaciones
por las que hemos hecho pasar a nuestros estudiantes.
Pero además nuestro Marco tendrá que servir para la sociedad perciba a
nuestra educación superior como un todo homogéneo y coherente
donde, por ejemplo, las enseñanzas universitarias y la formación
profesional dejen de darse la espalda (con el beneficio que ello
supondrá no solo a nuestros estudiantes sino también a nuestra sociedad
empeñada en convertir el aprendizaje a lo largo de la vida en una realidad
también presente en nuestro sistema educativo).
OECD/IMHE – Octubre 2011
Conclusions
Sociedad del Conocimiento
Tanto la competitividad a medio y largo plazo basada en la
innovación como la apuesta, como país, por la
investigación y el desarrollo tecnológico dependen en gran
medida de nuestra estrategia respecto del aprendizaje a lo
largo de la vida en nuestro país.
Knowledge based Society (& Economy)
Both competitiveness, long and medium term, innovation
based and the aim towards research and technological
development depend mainly on our LLL strategy (including
flexible pathways, recognition of prior learning, .............).
OECD/IMHE – Octubre 2011
GRACIAS
OECD/IMHE – Octubre 2011