Secretaría de Estado de Educación, Formación Profesional y Universidades con la Dirección General de Formación Profesional que comprende:
2. Subdirección de Aprendizaje a lo largo de la Vida
3. Instituto Nacional de las Cualificaciones (INCUAL)
Project reports. Adult learning
Implementation of the European Agenda for Adult Learning 2012-2014 by
Jesús Valdecanto Campos The Directorate is preparing a base for the new curriculum fro Adult Learning according to the new Education Act and the current adults needs. More here. Compendium, 2014
In Spain, it is a public school (Education Ministry), managed for a principal (political staff more tan pedagogical) and school board, staffed by civil servants or public employees, and operating inside a public-sector bureaucracy and its results and free until now. There are not independent public schools in Adult Education whish is called "CENTROS PERMANENTES DE EDUCACION DE ADULTOS". The rules are from governments. The General Sub Directorate for Lifelong Learning regulates and organizes general and common structures for Adult Learning for the whole national territory in Spain. Autonomous Communities adapt this framework to their context.
The philosophy is a democratic state and it is based on the Spanish Constitution (1978), the main law. These schools must be rooted in community they operate under autonomy and they are accountable by the principal of the school but in the practice it is no real, each teacher do want to do and they must be accountable by students who don´t know anything about the laws or pedagogical ways or ... . Only in the 80s it was some interesting projects. When the academical course starts every group of teachers write a project and in the end of the course it is evaluated and sent to the regional government. This is the theory.
Adult teachers are from general studies but there are a few of them who are graduated from university or postgraduates studies (you have to pay it from you pocket and take time from you free time) in Adult Education but it is no worth for anything only for a personal way.
The status of teachers are becoming worst because in a Autonomous Community, Asturies, the local government started a new way for teachers: they have to sign an individual agreement to teach and they earn a salary according to that. Everything is changing to a private way here. The pedagogical, philosophical, etc. models don´t exist in the race only a political neoliberal.
Unesco. Basque country. Carlos Vargas Tamez: Democratising education policy making or legitimising discourse? An analysis of the new Lifelong Learning Law in the Basque Country. In: encyclopaideia XVIII (40), 87-103.
Neo-liberalism has become the backdrop to the changes in world-wide educational policy, which are no longer limited to cut-backs in resources or privatization but which actually affect the very core of educational theory and pedagogical politics on a fundamental level. The schools are empty of pedagogical and philosophical content. According to this "philosophy", investment in education and the curriculum should be tailored to meet the needs of the market, and seen as a preparation for the labour market. The social role of education, as a training ground for democracy and citizenship, is now seen as a waste of public funds, and has been replaced by the view private companies have of the function of education: as a training ground for meeting the needs of business. A “flexible” and “multi-purpose” employee thus constitutes the new ideal reference point for this "pedagogy".
There have been starting as a movement which is called "Charter Schools" in England which are independently operated initiatives to traditional public schools. It really started with the AGCS o GATS (Accord General sur le Commerce des Services and General Agreement on Tariffs and Trade (GATT) in a worldwide level, in Europe started after and was signed in the Treaty of European Constitution in 2004 and in Spain in 2005.
You think that public school is Spain is for the poorest people and immigrants (ethnic minorities) because parents (before Adult Education) with high economic and social status send your children to private schools or to schools which are granted by governments. They are usually religious or business school.
As a professional and lover in this kind of programs I think we have to defined the framework such as philosophical and pedagogical level.
Adult Education in Spain today there are three main points: in education, in employment and in social matters but they are not coordinated but individual people try it.
There are a lot of activities BUT Legal basis is quite varied, due to the fact that legislative and executive competence is transferred from different autonomous communities. There are 19. But, general speaking:
1. Private and granted sector like foundations, GNOs, business companies, FEUP or POPULAR UNIVERSITIES, etc.
2. Public Institution from Ministry of Education.
There is also an emphasis on the classroom mentor in non-regulated education. This is an open system of learning provided by the ministry of education, which is implemented into lifelong learning. It is teached for a civil servant.
3. Universities.
3.a.There are Third Age Universities for adult and elderly people where there are adapted subject of the different universities.
3.b. Popular Universities within formal and not formal education.
4. Other experiences: within the scope of non-regulated education, there is a very complex network. This includes a multitude of associated companies with different geographical areas and backgrounds (mature adults, immigrants, drug addicts, ethnic minorities, etc.), which have to co-exist. The logical action would be for these sector organisations (of specific groups) to convert themselves into providers of education that request public funding, either on a permanent basis, or through other projects which generally focus on specific help and support.
Non-formal learning is often firstly prioritised for learning Spanish as a foreign language, mainly due to the large majority of immigrants and Roma communities.
"Spanish for immigrants" are free Spanish courses carried out in the Training Centres for Adult People, in order to support the integration of immigrants living in Spain. These courses are provided by specialised teachers using specific material desinged and published by the Ministry of Education. Basque, Catalan and Galician courses are also offered in the Autonomous Communities in which
there is a co-official language.
Furthermore, there are many other courses, mostly oriented to the field of personal development and social participation, carried out in several educational institutions such as Popular Universities (Universidades Populares), associations, and centres for social initiative. Some of them are focused on groups of disadvantaged people, such as the elderly, women, immigrants, or disabled people.
(...) Spanish civil society is also characterised by a wide range of NGOs and associations whose aim is the promotion of adult education. Resources in Europe. Spain country report on adult education in Spain. P. 6, Helsinky, 2011
2009 . CONFITEA VI Informe de España de Nov. 2011
Religion. Spain – strong integration role for adult education by Rosa Maria Falgas, Catalan Association for Education, Training and Research. Membership of AEA. Ordinay member.
Secular values dominate.
Traditionally speaking there was "catholic" inspirational experiences in Spain even during the political Transition (secular movement). Ultimately, and perhaps most significantly, the recent Metroscopia survey shows that Spaniards almost unanimously (86 percent) feel the education system will only improve when parties come together to produce a long-lasting pact, rather than make partisan reforms each time one of them reaches power, as has been the case so far.
On the other hand, in my opinion this issue is related to a more general word as a spirituality no only religion. This is a good book you can read about
http://link.springer.com/chapter/10.1007/978-94-6091-768-4_16
ADULT EDUCATION LIKE A PUBLIC INSTITUTION commonly known as CEPA, Centro de Educación Permanente de Adultos. It means in English “Educational Centre for Adult”. This belong to the Ministry of Education. This has plaform for adult students that you can see here (There is a video in English and another in Spanish). There is also Plan para aprender a lo largo de la vida.
2009 . CONFITEA VI Informe de España de Nov. 2011
Religion. Spain – strong integration role for adult education by Rosa Maria Falgas, Catalan Association for Education, Training and Research. Membership of AEA. Ordinay member.
Secular values dominate.
No visible links exists between modern Spanish adult education and the church. Historically, the church has had a role in for example the education of the noble classes, and in past centuries, of the uneducated masses.
In today’s Spain adult education operates on a secular value basis emphasizing work skills, democratic citizenship, equality and social inclusion. It must be remembered that adult education policies are independently managed by each autonomous community of the country. Elm magazine. Religion and adult education in four corners of Europe
In my opinion, it is seen better in a whole framework like http://www.wingia.com/en/news/losing_our_religion_two_thirds_of_people_still_claim_to_be_religious/290/Traditionally speaking there was "catholic" inspirational experiences in Spain even during the political Transition (secular movement). Ultimately, and perhaps most significantly, the recent Metroscopia survey shows that Spaniards almost unanimously (86 percent) feel the education system will only improve when parties come together to produce a long-lasting pact, rather than make partisan reforms each time one of them reaches power, as has been the case so far.
On the other hand, in my opinion this issue is related to a more general word as a spirituality no only religion. This is a good book you can read about
http://link.springer.com/chapter/10.1007/978-94-6091-768-4_16
ADULT EDUCATION LIKE A PUBLIC INSTITUTION commonly known as CEPA, Centro de Educación Permanente de Adultos. It means in English “Educational Centre for Adult”. This belong to the Ministry of Education. This has plaform for adult students that you can see here (There is a video in English and another in Spanish). There is also Plan para aprender a lo largo de la vida.
There are public centers of this kind all over Spain, though with some differences in the different regions with a different law because Spain has Comunidades Autonómas.
There are Institutions are set in the town and in a building especially aimed for the High School (students from 12 to 18). Teenagers study in the building from 8:00 to 14:30 and our adult students have their lessons here from 16:00 to 21:30.
There are also institutions which has its own building.
TYPE OF LEARNERS:
The type of learners in those Institutions are really varied, from immigrants, drop-outs, unemployed and people from vulnerable social groups to educated people (teachers and different kind of professionals) who are interested in learning languages or ITC contents and retired people who want to learn and be active.
There are illiterate student too. According to Education Ministery there were 840.000 students in 2011.
THE COMMUNITIES:
There are centres includes an area that covers and it is about some km from the cities.
Most people come from a rural background.
Economically, people are from a middle, low-middle class, specialized workers and
technicians from different professions.
COURSES:
The courses are usually divided in two main groups: formal and non formal education.
Formal education: courses that help adults to get a formal certificate, mainly concerning Basic and Secondary Education, courses that help adults to have access to Vocational Training or to University.
There are courses which you can make a free examination and they are called “Pruebas de acceso”. I think it is “Entrance tests” in English. Two main entrance tests:
- 1. The university entrance tests for students over 25 years old.
- 2. Entrance tests to the formative cycles of Vocational training.
Non formal education, which includes language courses: English, French and Spanish (for non Spanish people), also ITC courses, nursing and different types of open courses.
Let ́s take a look at the courses a bit more closely.
- courses aimed at reaching a formal certificate in order to get a Certificate of Secondary
• Courses that help adults to have access to Vocational Training or to University.
• “That ́s English” Programme in a Basic level 1 and Basic level 2.
CERTIFICATE OF SECONDARY EDUCATION:
• Basic education (a kind of Primary Education)
• Courses 1, 2, 3 and 4 of Secondary Education.
CHARACTERISTICS (1)
• Each of these courses last 4 months (from end September to end January and from mid
February to mid June) so students that have to study Secondary Education from the 1st
course can get their certificate in two years.
Students in these courses study 3 main areas:
- 1. Sciences
- 2. History and Geography
- 3. Spanish and English
CHARACTERISTICS (2)
• Most students who study Secondary Education in this kind of the Centres start from the 3rd course.
•The ages vary:
- 20 to 30 years old (students from the present Educational System who dropped out before getting their certificate).
- 40 to 50 years old (people from previous educational system who have their basic certification at the time but need to have it validated.
•The contents are really wide and have to be adapted to 4 months.
•20% students enroll in September or January, start the lessons but then give up (on the other hand, people that keep coming are usually successful and get their certificate).
•Students need to have good materials in order to be motivated.
MAIN PROBLEMS (2)
• There are different levels mixed up in the same class: we need extra materials and resources to deal with this variety of levels in the same class and to do the most of each student.
• The type of students enrolling in these courses are generally people from vulnerable social
groups who haven ́t had good experiences concerning learning. We need to have good professionals and resources to motivate them so that they won ́t only get their certificate but they ́ll also become self-confident and continue learning.
COURSES THAT HELP ADULTS TO HAVE ACCESS TO VOCATIONAL TRAINING AND TO UNIVERSITY:
•These courses consist of training students so that they can pass the test that will allow them to get access to Vocational Training Courses or to the University.
• It is aimed at people over 19 (in the case of Vocational Training Courses) and over 25 (for University access) who haven`t got the required qualifications to register directly.
•The tests for Vocational training or for University are different.
•They are taken outside this kind of Institutions and they aren’t ́ evaluated by teachers of those institutions. We just train them to pass the tests.
• More and more people are interested in passing these tests to study Vocational Training. The interest is not so obvious for university.
PROBLEMS:
• In general speaking, people enrolled in these courses are more motivated that people from the previous group but there are still some problems:
ü The variety of levels mixed up in the same class
ü The high number of contents to be prepared from October to May.
“That ´s English” Programme: Basic level 1 and Basic level 2
•They are usually English Courses, distant English courses with an hour class a week.
•When students pass the basic level 2 they get a formal certificate in English that is in accordance with level A2 of the Common European Framework of Languages.
• It is aimed at students who want to learn English and need a formal certificate.
Language courses: English, French and Spanish (as a foreign language), ITC courses, and fro example, nursing and different types of distant courses.
TYPE OF LEARNERS:
People that need to learn but they don ́t need or don´t want a formal certificate about their learning periods. It is enough for them to have a non formal diploma of the institution. More and more people register in this type of courses.
English courses:
• Levels 1, 2 and 3 (Levels 1 and 2 are basic levels, level 3 is an intermediate level)
• English for Tourism, that involves a level 2.
French courses :
• Levels 1 and 2
Spanish courses (specially for immigrants):
• Levels 1 and 2
ITC:
• Beginners
As an example. Nursing courses: 4 courses:
• First aid.
• Psychological support to dependent people.
• Home support to dependent people.
• Communication techniques with dependent people.
Etc.
On-line courses:
• Designed by the Ministry of Education
• They include a great variety of fields.
• People do the registration and the final tests. Then,
• People who are already familiar with on-line courses usually do the course at home.
•People who are not confident with this kind of courses can come to school and do the course here. In this way, we will help them when they have a problem.
• It is only at some particular times that they can come and have assistance.
POSITIVE ASPECTS OF NON FORMAL COURSES:
•Very good to motivate people to become involved in Long Life Learning .
•Reasons:
People just do them because they want to learn, not because they need a formal certificate.
In most cases, they haven ́t got the pressure of the exams, so they can enjoy the fact of learning by itself.
PROBLEMS:
•They are often undervalued by different sectors such as the Educational Administration itself, as there are not exams and formal qualifications.
•However, they play a very important role as they are a starting point for many people to get involved and motivated in long life learning process.
• To help adults to get formal certificates
• To motivate them to get involved in long life learning
Finances
Regulated education is financed through the normal budget, derived from the different autonomous governments.
In the same way, the state government and the autonomous governments subsidise local councils to enable them to launch and maintain institutes for adult education (permanent classrooms and training programmes and civil servants).
Specific private non-profit organisations are also subsidised.
We cooperate in European Programmes too.
Latest developments / main problems in the discussion
1. Is TIC an opportunity (to have a wider scope and to reach more people), or is it a threat (as a barrier at the point of entry)?
2. Is it necessary to change the way of confronting traditional illiteracy (methodology, material, teachers, etc.)?
3. Is it necessary to give better and faster answers to immigrant illiteracy?
4. Is it necessary to give a specific answer to computer illiteracy (to create a specific type like the one that already exists for languages)?
5. Does regulated education (obtaining a qualification) make sense, whereas non-regulated education does not? Does it make sense to integrate non-formal subjects into regulated education?
6. Does learning material for adults really exist, or have they simply been adapted from children's learning material (same applies to methodology and teacher training)?
7. Is it necessary to have a stricter statistical control over non-regulated education, taught by private non-profit organisations (mainly social agents)?
8. Is it necessary for those who work outside the regulated educational system (public administration) to have professional acknowledgement / qualifications / certificates?
9. Is it necessary to further underline the non-instrumental route (obtaining certificates and skills for work) in adult education?
2014. Ministerio de Educación. El aprendizaje permanente en Espana. (...)
España se ha situado en niveles ligeramente superiores a la media europea en participación de personas adultas en educación y formación. Así, en 2010, el 10,8% de la ciudadanía española entre 25 y 64 años participaba en educación formal o no formal en las 4 semanas anteriores a la encuesta, mientras que la cifra correspondiente para la Unión Europea 27 era del 9,1%. No obstante, parece claro que el punto de referencia para España deben ser los países más avanzados, que superan el 25% (Suecia y Dinamarca).
El indicador europeo ELLI (European Lifelong Learning Index) expresa el estado de situación
del aprendizaje permanente en Europa, considerando una amplia gama de actividades en distintos ámbitos, como el educativo, comunitario, laboral y del hogar, y en distintas ópticas, como la educación formal, el aprendizaje profesional, el desarrollo personal y el de la cohesion social. En este índice de valoración global encontramos una situación similar de España (46) en relación con la media europea (45) y con los países más avanzados del entorno comunitario (Dinamarca 76; Suecia 71; Holanda 66; Finlandia 65).
(...) En el ámbito del aprendizaje permanente existen muchos ejemplos de buenas iniciativas llevadas a cabo por las Administraciones y por entidades de la sociedad civil, en general sin ánimo de lucro, pero adolecen de una notable dispersión y falta de sinergia entre ellas.
En España hemos de hacer un esfuerzo para mejorar la participación, la calidad, la financiación y el desarrollo del sector. Pág.12 del informe.
sector.
More things:
2011. Retos y oportunidades para el aprendizaje permanente en España. Ministerio de Educación. Subdirección General del Aprendizaje a lo largo de la vida.
Aaea.org. Resources in Europe. Spain country report on adult education in Spain. Helsinky, 2011
2012, UNESCO. National Progress Reports for GRALE 2012 COUNTRIES AND SPAIN
Mecd. Informes del sistema educativo.
Plan Estrategico de ALV. ET 2020.pdf Plan Estratégico de Aprendizaje a lo largo de la Vida.
Informe Eurydice.pdf
Employment field. Ministry of Employment.
In Spain, the Ministry of Employment offers varied resources for unemployment protection, promotion of employment, occupational training, the social economy and promotion of self-employment. http://www.empleo.gob.es/index.htm
The Servicio Público de Empleo Estatal- SEPE (Public Service of Employment) helps and advices people taking into account their employment status.http://www.sepe.es/
- There is a section for economic benefits: http://www.sepe.es/contenidos/personas/prestaciones/distributiva_prestaciones.html
- Another section to help people to find a job: http://www.sepe.es/contenidos/personas/encontrar_empleo/ofertas_empleo.HTML
Here we find the an Employment Meeting Point between citizens and companies, from which you can make a direct, free, simple, and free interaction between vendors (companies) and jobseekers (citizenship). https://www.empleate.gob.es/empleo/#/
- And a section for Formation with a wide catalogue of courses. http://www.sepe.es/contenidos/personas/formacion/cursos/buscador_cursos.html
Apart from all these tools, there is a specific program "Activation Program for Employment". It's aimed at long-term unemployed which comprises active employment policies and employment agency run by the public employment services in order to increase the chances of returning to the labor market and offers an economic aid managed by the Public Employment Service state, linked to the participation in these policies for employment activation. http://www.sepe.es/contenidos/personas/prestaciones/he_dejado_cobrar_paro/program_activacion_empleo.html
test career test.net
midlife career http://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1066&context=thesesdissertations
Locate a resource in your language or for your country that could help older people re-evaluate their career. It could be a website, a scan from a guide or something you have produced yourself. Upload it / a link to it and reflect on it's effectiveness and whether there is an issue with the older workforce in your country.
If you cannot find or develop a resource, instead reflect on why there is no resource you can easily find or make - and what could be done.
General speaking, midlife is a construct that in recent years has been defined in a variety of ways but here I refers in a general age and it can be described as the chronological age of a person who
usually falls somewhere between the ages of 35-60 years old.
According Collins Dictionary self-assessment is the process of an evaluation of one's own abilities and failings and if you want to see deeper you have to look for in the development Psychology + Pedagogy according the age. Those are an "emerging themes" for men and women and why make midlife career changes and the implications for their future.
I put here a link for this field of the topic that in my humble opinion is very interesting for self-assesment http://www.groper.com.au/career-test
It is the first steep for a long for looking for development in this modern society and with a new sense of self.
midlife career http://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1066&context=thesesdissertations
If you cannot find or develop a resource, instead reflect on why there is no resource you can easily find or make - and what could be done.
General speaking, midlife is a construct that in recent years has been defined in a variety of ways but here I refers in a general age and it can be described as the chronological age of a person who
usually falls somewhere between the ages of 35-60 years old.
According Collins Dictionary self-assessment is the process of an evaluation of one's own abilities and failings and if you want to see deeper you have to look for in the development Psychology + Pedagogy according the age. Those are an "emerging themes" for men and women and why make midlife career changes and the implications for their future.
I put here a link for this field of the topic that in my humble opinion is very interesting for self-assesment http://www.groper.com.au/career-test
It is the first steep for a long for looking for development in this modern society and with a new sense of self.
This resurgence can be attributed to the increase of life expectancy rates, which has resulted in adults prolonging their work lives and/or making career changes. However, these impending career changes and transitions for adults are often met with a host of psychological, emotional, cultural, and physical changes that can occur during this process.
OTHER ORGANIZATIONS
Ategal. Asociación Gallega de Educación Permanente de Adultos.
Movimiento por la Paz
Cruz Roja.
OTHER ORGANIZATIONS
Ategal. Asociación Gallega de Educación Permanente de Adultos.
Movimiento por la Paz
Cruz Roja.
AUTONOMUS COMUNITIES
PAÍS VASCO eldiariodelaeducacion 2016/09/23 La Finlandia del sur. Claves del sistema educativo Euskadi PARA PRIMARIA Y SECUNDARIA
En la última evaluación de PISA, la correspondiente a 2012, el País Vasco obtuvo resultados bastante buenos, por encima de la mayor parte de las comunidades autónomas. En Matemáticas obtuvo 505 puntos (España: 484/ UE: 489/ OCDE: 494), en Lectura 498 (España: 488/ UE: 489/ OCED496) y en Ciencias: 506 (España: 496/ UE: 497/ OCDE: 501).
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