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Report of the student mobility program at the University of Valencia (Spain) (Radkevych Oleksandr)

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REPORT

Participant: Radkevych Oleksandr

Action: student mobility

Location: Universitat de Valencia, Valencia/Spain

Project: Erasmus+ program “Improving teacher education for applied learning in the field of vocational education (ITE-VET) – 574124-EPP-1-2016-1-DE-EPPKA2-CBHE-JP-E+CBHE”

Dates: November, 20 – December, 3, 2017

Institution: Institute of vocational education and training of the National academy of educational science of Ukraine

Location: Kyiv/Ukraine

Preparation and organizational issues

I participated on a competitive basis in the student mobility program at the University of Valencia (Spain). All information about the internship I received from Mrs. Oleksandra Borodienko.

At the University of Valencia, I coordinated my two-week internship program with Mr Marhuenda and Mrs Rosa Orti. On the first day of our stay in Valencia, Mr Marhuenda met with us, who provided us with all the important and necessary information about the attendance of lectures by university teachers, the library, and excursions to various training centers.

The list of attended lectures, meeting and tutorials:

Lectures:

Tuesday, November, 21st

  • 30-12.30 – Joan Aparisi (Catalan, Spanish and English) – Educational processes and contexts. Master in Secondary Education. Location: Monteolivete, Room A32.

Wednesday, November, 22nd

  • 00-13.00 – Joan Aparisi (Catalan, Spanish and English) – Education and social participation, community and development inclusion. Degree in Social Education: 5th semester, School of Philosophy, Room A31
  • 00-19.00 – Alicia Ros (Spanish)– Educational processes and contexts. Master in Secondary Education. Location: Monteolivete, Room A32

Thursday, November, 23rd

  • 30-12.30 – Joan Aparisi (Catalan, Spanish and English) – Educational processes and contexts. Master in Secondary Education. Location: Monteolivete, Room A32

Friday, November, 24th

  • 00-11.00 – Joan Aparisi (Catalan, Spanish and English) – Education and social participation, community and development inclusion. Degree in Social Education: 5th semester. School of Philosophy, Room A31

Tuesday, November, 28th

  • 00-18.00 – Fernando Marhuenda (Catalan and Spanish and English and German) – Organization of educational institutions. Degree in Social Education: 1st semester. Location: School of Philosophy, Room: FCE2

Friday, December, 1st

  • 00-18.00 – Fernando Marhuenda (Catalan and Spanish and English and German) – Organization of educational institutions. Degree in Social Education: 1st semester. Location: School of Philosophy, Room: FCE2

Meetings:

Tuesday, November, 21st

  • 00-11.00 – Welcome meeting chaired by Fernando Marhuenda. Room D17, School of Philosophy, 6th floor
  • 00-12.00 – Tour through the library

Monday, November, 27th

  • 00-11.30 – Visit to Continuing VET Center FOREM

Wednesday, November, 29th

  • 00-10.00 – Visit to the International Relations Office to get the checks with amounts for daily allowances sign the appropriate documentation.

Thursday, November, 30th

  • 00-13.30 – Evaluation of the Mobility chaired by Fernando Marhuenda. Room D17, School of Philosophy, 6th floor

Friday, December, 1st

  • 00-11.30 – Visit to Continuing Teacher Center. Location: Calle Paco Pierra, 20 – Valencia
  • 30-13.00 – Visit to Adult Education Center. Location: Calle Paco Pierra, 20 – Valencia

Tutorials:

Wednesday, November, 22nd

  • 00-11.00 – María José ChisvertVET specific features in Spain – Location: School of Philosophy, 6th floor, Office D16

According to the internship program, I had to attend 3 lectures and take part in the planned meetings. Having a lot of time, I was on 7 lectures, 7 meetings and one tutorial. In addition, I had time to work in the library.

Welcome meeting.

During the visit, we were provided with detailed information about the internship, as well as tips on using free time. In addition, we discussed the following questions: 1) Which input did you receive in your home universities to get ready for this Erasmus stay?; 2) What are the three best things that you bring back with you from this stay? (Academic, administrative and private) 3) What has been more stressing, disappointing? (Lectures, languages ​​etc.).

Lectures.

Being at the lectures, I saw students of different age groups (ages), which is not typical for Ukraine. Students at the University of Valencia are emotional, open, sociable, independent. However, I noticed that they do not speak English well enough. For example, in a group of 15 people, only one person understands and speaks English. In Ukraine, the situation is much better.

Teachers.

Teachers at the University of Valencia provide democratic education on the basis of pedagogical interaction and respect for the views of their students. So, the educational process at the university is aimed at students. In Ukraine, the higher education reform is also being implemented, according to which universities acquire autonomy, and teachers have the right to create and teach author's curricula.

I attended lectures conducted by Alicia Ros, in Spanish. The general impression is positive, the students actively worked in groups using modern technologies, in particular, information and communication. The disadvantage is the use of Alicia Ros`s educational material from the 1998 textbook. Because once there is a question, now 2017, and this material is 19 years old. Pedagogical science does not stand still, therefore it is not advisable to teach students on the old material.

Joan Aparisi's lectures were also informative and interesting for students, for his democratic approach to teaching the material, attracting students to discuss topical contemporary problems. He used interactive forms of interaction with students on the basis of a cross-cultural approach. I would like to note that he conducted his lectures in two languages: Spanish, English out of respect for students from Ukraine, it was very pleasant. I note, high competence and level of knowledge both in the material of lectures and on general issues, which allowed him to be in the center of the student collective and at the same time to be an authority.

At the lectures Fernando Marhuenda was interesting and informative. Some he conducted himself, and others with a professor from Germany in German-Spanish-English. I learned about the specifics of teaching students at the university, in particular, project training. I note that when the lectures were translated into three languages, the information was not digested and a lot of time was spent to translate it.

Centers.

Within the framework of the student exchange program, visits were made to the Continuing VET Center FOREM and Adult Education Center.

Continuing VET Center «FOREMPV»

CCOO PV and FOREM PV promotes the foundation for training and employment of the Valencian Autonomous Community, for the planning and management of the Vocational Training for Employment in the Valencian Community, and it has a wide range of qualified professional’s guidance.

CCOO PV, who is aware of the need to offer effective answers to the problems of the workers and especially the problems derived from the changes in the social and labor field, and those to the search for employment, the improvement of qualifications, the maintenance of job positions, the technological changes, etc., promoted FOREM PV in 1991 as a resource to favor the permanent training and recycling of the workers.

FOREM PV has 30 centers in the main regions and cities of the Valencian Community. In these centers, aside from the administrative services, there are theoretical and practical classrooms equipped to teach a wide range of courses of different specialties, and thus more than 10,000 students that attend these courses every year.

Through FOREM PV, the trade union of Comisiones Obreras to meet the training and educational needs of the workers in order to improve their prospects of access, preservation or promotion, and to increase their qualification within the different productive areas.

In FOREM PV we consider vocational training as an integral process. This process involves the study of work requirements, the fulfillment of the attitudes, the attainment of, the development of the necessary educational material and the continuous assessment of the results in order to re-adjust the process to increase its effectiveness.

We were shown the effective mechanism of the concept of Life Long Learning. The center was attended by people of different ages who carried out both training and retraining. I drew attention to the fact that there were groups in which the learning of foreign languages was realized. From the conversation with them, it turned out that: firstly, the students of FOREM do not receive negative indicators and students can always pass the exam or module, depending on what they were forced to miss; secondly, the work program is offered to students on the basis of his knowledge, skills and abilities, taking into account his interests; thirdly, it is training in groups for better results; Fourthly, small groups contribute to better mastering of the material, during which time the teacher can devote more time to the student individually; Fifth, a wide range of activities and the like. So, students like to study there.

As one student of the center said: "We worked in our young years to save our families. But now, we have the opportunity to learn what interests us. " However, it should be noted that in the center there is a fairly large flow of students. Some students are unable to finish the course for one reason or another and complete it. There are cases of will such persons return and continue training.

After presenting us with the developments of the Continuing VET Center "FOREMPV", we had an excursion to the Continuing Teacher Center "CEFIRE". Specificity of this educational center is its approach to teaching, retraining and personal development of teachers. We were given the opportunity to see the specifics of his work and the way teachers conduct professional development.

It was strange for us that teachers in accordance with the legislation are not obliged to develop professionally or improve their knowledge, skills and skills. It was interesting that the salary of teachers depends not only on the number of years of their professional activity, but also on the results of their professional development. That is, the law provides for the possibility of professional development and there is remuneration in the financial form of teachers for this, but this is dispositive.

Adult Education Center.

This center organizes continuous teacher training based on Life Long Learning (LLL). At a meeting with the leadership of this center, we were provided with information on what the center is doing and the tour through the center. In particular, we were told about the education system in Spain. We had the opportunity to see their library, the audience. After the tour we were given a coffee break and handed certificates.

Vocational education in Valencia.

Vocational education of Valencia is built on the basis of subordination to administrative centers, representing both the educational component, and labor + retraining of the population.

The education system in Spain.

Spain has 17 autonomous communities, which are defined as 17 different educational systems. This is due to the fact that, since the 1978 constitution, of Spain is decentralizing its administration, by distributing powers between the state and the 17 a. communities.

During his stay in Valencia he learned about the education system in Spain in more detail. Education is divided into formal, informal and informational forms.

Formal education.

Education is divided into formal, informal and informational.

Formal education in Spain implies the entry into the university. Outside the university, only specialists in tourism, crafts and other occupations are trained. Spanish universities are divided into three categories: public, private, spiritual higher education institutions that are under the care of the church.

To enter the university you need to get a secondary education. So, after graduation, students receive a certificate of completion of secondary education, which gives access to intermediate vocational training or access to the labor market. Students who do not receive a diploma receive an official certificate of compulsory education, which details the years of study and the grades obtained.

Tuition at the university takes place in two semesters and begins in October. For admission, you must pass the entrance exams. The exam consists of two parts: necessarily Spanish and another language of choice, the history of Spain or philosophy and optional subject matter, depending on the direction of instruction. Passing the exams is not a difficult task, the main thing is to know the Spanish language. In Spain, there is a whole system of preparation for the passing of such examinations. The student has two opportunities to pass the entrance exams - in the summer and in the autumn. Thus, the student has the opportunity to increase his entry point.

The structure of Spanish educational system includes four types of educational units that constitute an alternative to university education:

- University faculties - where they study not technical, but theoretical disciplines. Training on them covers all three cycles of higher education

- Higher technical schools have, on the contrary, technical orientation, but also provide for all three cycles of higher education

- University schools have a certain professional orientation and are able to bring the student only to the first stage of higher education;

- University colleges, as well as schools, provide training only under the programs of the first level. These programs are similar to traditional university programs and do not provide professional guidance.

Universities have a rather complex structure and provide courses, programs and qualifications at various levels. Their faculties offer various programs with the award of a full diploma.

Higher technical schools after training there students award diplomas of higher engineers and the like. Note that the groups of students are small, and the training is relatively intensive with an orientation toward practice.

Informal and non-formal education.

Informal education is, of course, the educational process, which mainly takes place in educational institutions, within the workplace, in workplaces or at home, there are no specific time limits and is not structured to use resources. Non-formal education, its purpose is to increase knowledge and skills, to receive new experiences and skills, which involves improving the work, the quality of life.

In this regard, informal education in Spain is quite common, this is because a significant number of people who did not have an education at an early age get it when it was possible. Informational education is not as developed as formal and informal. This is due to the fact that these forms of education only get spread and development in Spain.

Tutorials.

On November 22, we had a tutorial with Maria Jose Chisvert - the professional guidance and training system, grant schemes for the unemployed, formal and informal education, certification procedures and qualifications in Spain (see the Findings part of the report).

We were told that within the framework of professional education at the national and regional levels, several areas of activity for vocational training and retraining have been proposed.

We learned that in Spain the courses on raising the qualification of both traditional and distance forms both academic entities and professional ones are gaining popularity.

A significant number of professional students prefer industry: healthcare, administrative work and management work, electricity and electronics.

In general, vocational education consists of a two-year program, 2,000 hours of theoretical and practical training, of which 240 hours in the workplace. This gives access to the cycles of intermediate vocational education and the opportunity to pass a diploma examination that opens access to general secondary education programs.

We were told that the students of vocational training, they finish the basic course of professional education, will receive the diploma "ESO" (compulsory education) only if the teachers appreciate their knowledge, skills and skills. In Spain, there exists and operates a curriculum with compulsory subjects and subjects that students choose independently.

It was suggested that in recent years great efforts have been made to introduce and develop various types of vocational training models to promote the employment of young people and the acquisition of professional qualifications.

In Spain, vocational training consists of two forms: the first is a contract form involving schools and intermediaries, and the second is dual training in the field of vocational education offered within the education system that are implemented by the regions. All vocational training is related to training and student contracts, which must be related to the vocational education qualification program (a diploma of vocational education or a professional certificate).

Library.

We visited the library of the University of Valencia after we were introduced. After a thorough familiarization with their library fund (traditional (paper) edition).

The functioning of the library is fairly ergonomic and convenient for visitors. All books were numbered and listed in the library. It was a surprise that you can work with any paper literature without filling out questionnaires or letters to receive them. Literature in the library is located in such a way that it is easy to find the necessary material. The library is located virtually on each floor of the university and is divided by subject.

It should be noted that paper editions for vocational education were from 1938 to 2015, which was very strange in the absence of a newer material, as there was very little modern literature in the last 3 years for vocational education. It must be pointed out that virtually all literature was in Spanish, only a small amount was in English. And it's strange because the country is part of the Euro Union.

Upon request, we were granted access to the electronic library of the University of Velence. At once we will point out that we have worked over 120 materials (21st Century Skills Development Through Inquiry-Based Learning, A Recognition of Emotions and Creativity in Education, Adaptive and Adaptable Learning, Adult Learning for Self and Relational Growth (ALG), Age, Ageing and Skills etc) in the electronic library and a request for another 10 materials was made, but we did not receive them due to the fact that not all literature is available to students and there is a closed-end fund.

Conclusions.

We realized that in Spain there is a very large gap in the educational level. So, a lot of students have completed higher education and very few people who are specialists in vocational education, all the rest are people with low qualifications or without qualifications in general.

It is important that on average, students aged 25 to 34 begin their studies, so the lectures were such a significant percentage of personalities for 30. According to the information that was voiced, roughly each of the four adults in Spain is a low-skilled worker.

The situation with the young population (16-24) is not so unfortunate, in this connection they learn and have more knowledge, skills and more qualified than the adult population.

The level of education affects both the social status and the level of wages. If we proceed from the fact that people with higher education earn 100%, then people with a secondary education earn about 70%, and people without education 20% or less. This shows that people who have no education in general are forced to open their own business and receive education.

Early exit from education.

The problem of Spain is the early exit from the education of students aged 18 to 24 years. That is, after receiving secondary (education) qualifications, a certain number of students leave the education. This is approximately 20% of the total number of students who are trained in public educational institutions. Various strategies aimed at preventing early exit from education are being actively introduced in the state.

In this context, vocational education helped, by introducing vocational training and retraining programs into education. What is an alternative way of learning for this, new diplomas have been developed that included new professions and an update of existing ones. This is done in order to make education including, professional more popular among the general population.

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