Legal determinations in actions supporting Continuing Vocational Education and Training (CVET).

Author(s):

María José Chisvert(presenting / submitting)

Conference:

ECER 2012

Network:

02. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 03 A, Policy Interventions On VET And CVET - Measures And Impact

Parallel Paper Session

Time:

2012-09-18

17:15-18:45

Room:

FCT - Aula 21

Chair:

Lars Heinemann

Contribution

The European economic model wants to rely upon knowledge. Therefore, it is not surprising that lifelong learning is one of the pillars for the employment strategy of the EU. Current economic crisis introduces new demands on CVET, incorporating advances in research and innovation: analysis of the economic, entrepreneurial and labour conditions; proposals in order to plan and rationalize those actions; design of new tools and methodologies; analysis of access procedures for people and companies with greater difficulties; assessment of dissemination and promotion strategies of CVET.

All of the previous are areas mentioned in current legislation in Spain (Orden TIN/2805/2008) as the aims of a programme called 'actions supporting CVET'. These actions are conceived as a stimulus to foster strengths of the system and to minimize its risks. In our paper, we attempt to analyze how such legislation is transferred into local policies. We have analyzed how R+D policies on CVET have been applied in the Valencian region. In order to do so, we followed this method: (1) a longitudinal analysis of the legislation upon CVET R+D; (2) a case study centered on CCOO-PV, analyzing how such policies have been applied by a major trade union. We will focus upon the strongest research area within this organization, that of vocational guidance.

Our paper attempts to show how R+D policies have developed in the region, by contrasting local with state-wide policies. We show that the interests of the public administration and those of the Valencian Council on VET have defined and developed R+D policies in a way that allows us to answer the following questions: Who has taken decisions upon the object and content of such policies? Which research paradigms underlie them? Where were allocated the resources? Which is the impact and transferability of such research? Is it captive research?

Ours is a critical perspective attempting to raise awareness about the conditions upon which R+D policies in VET are developed, focusing on the way legislation is defined. This will help us consider how knowledge in CVET is generated and what are the institutional interests that affect the development of such policies.

The analysis of the research conducted by the CCOO PV identifies a shift in the depth and direction of research and that change is related to changes in the legal regulations. Approval of these actions allowed the organization: a) to develop a study of the information and guidance mechanisms available (CCOO PV, 2004); b) to design methodologies for career guidance with employees undergoing accreditation processes (CCOO PV, 2005); c) to implement a pilot project aimed at career guidance workers active in ailing industries (CCOO PV, 2006); d) to develop an assessment tool focused upon cross-qualifications addressed to active workers (CCOO PV, 2007). The calls opened in 2008, 2009, 2010, 2011 have limited all of the previous to the development of a professional guidance service aimed at employed workers.

We will therefore assess the whole concluding whether it has been advancement or a retreat.

Method

There is a longitudinal study about legislation regulating CVET support policies in Spain and in the Valencian region. We focus upon the case study of CCOO-PV, a major trade union, for it has benefited from such policies and actions. It has also contributed to its definition through its participation as a member of the Valencian Council for VET. Our analysis focuses upon secondary legal sources as well as upon research reports produced by CCOO-PV along the years, as a result of such actions. Vocational guidance serves as the core around which all of our analysis focuses. We conduct content analysis based upon semiotics, with a clear attempt to interpret the text/action. Our aim is the production of an analytical meta-text able to represent the textual corpus in a transformed way (Navarro, 1998). Our research strategy is intertextual, given that it seeks to determine the meaning of a text through its relation to other texts. Its semantic meaning is related to the PRUEBA DE VERDAD that represents its practical utility. Key elements of our analysis are the content, purpose, communicator subject and subject of communication. The author of this contribution was the coordinator of such actions along 14 years.

Expected Outcomes

In its origins, national and regional legislation brought in innovation and research under a positivist paradigm worried about external and internal validity, reliability and objectivity. Impact and transferability of results were particularly relevant. Such an approach did not leave room for reflection upon practice. From a naturalistic perspective, R+D in CVET may be reviewed, given that the content of R+D was open to the choice of the organizations developing such actions. This was the case in CCOO-PV, which developed a long line of research upon vocational guidance resulting in a new guidance model, debated in several fora state wide. The flexibility of legislation allowed for creativity and innovation as well as for transfer into professional practice within the organization. Along the years, legislation became more restrictive, closing the offer to budgeted research that was predefined both in content and methodology. In parallel, most of the available resources of such actions are invested into vocational guidance as a service rather than a research focus. Such captive research, still alive in the Valencian region, hinders most chances to establish links between theory and practice, diminishing the opportunities to reflect and analyze the areas that the organizations consider relevant.

References

CCOO PV (2004) Proyecto ORIENT: Estudio de los mecanismos de información y orientación profesional existentes y propuestas de mejora. Informe de Síntesis y Conclusiones. Acciones complementarias 2003. CCOO PV (2005). Proyecto INTEGRA: Diseño de metodologías de orientación profesional para trabajadores y trabajadoras en activo, como proceso educativo de toma de conciencia. Informe de síntesis y conclusiones. Acciones complementarias 2004. CCOO PV (2006). Proyecto ATLAS I: Orientación profesional dirigida a trabajadores y trabajadoras en activo en los sectores del textil y de la confección, del calzado y del curtido. Acciones complementarias 2005. Note: This project is developed later in the call for 2007, 2008, 2009, 2010, opening from 2008 to all professional sectors. CCOO PV (2007). Proyecto DECIDE: Elaboración de una herramienta de balance de competencias transversales para la orientación de los trabajadores y trabajadoras en activo. Informe de síntesis y conclusiones. Acciones complementarias 2006. Ley Orgánica 5/2002, 19 de junio, de las Cualificaciones y de la Formación Profesional. MARHUENDA, F. and BERNAD, J.C. (2007). The professional qualification system in Spain and workers with low qualification levels. European journal of vocational training – No 42/43 – 2007/3 • 2008/1, 84-95. MORIN, E. (2001). Los siete saberes necesarios para la educación del futuro. Barcelona: Paidós Studio. NAVARRO, P. y DIAZ, C.(1998). Análisis de contenido. En: DELGADO, J.M. y GUTIERREZ, J. Métodos y técnicas cualitativas de investigación en ciencias sociales. Madrid: Síntesis. ORDEN TIN/2805/20008, de 26 de septiembre por la que se desarrolla el Real Decreto 395/2007, de 23 de marzo. ORDEN 15/2011, de 9 de junio, de la Conselleria de Economía, hacienda y Empleo, por la que se convocan subvenciones públicas destinadas a la realización de acciones de apoyo y de acompañamiento a la formación profesional para el empleo. Real Decreto 395/2007, 23 de marzo, regula el subsistema de formación profesional para el empleo.

Author Information

María José Chisvert (presenting / submitting)

University of Valencia

Didactics and School Organisation

Valencia

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