Business & Economics

Placing VET European Perspectives:Placing the current roles of vocational education and training professionals in national contexts: Spain and Greece

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Xavier Martinez Celorrio, Ferran Miguel and Nikitas Patiniotis (1997)
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  Hameenlinna 1997_  wi '_ Tampereen yliopiston op~ttajankoulutuslaitos' ~_.,.v : ; t, ,: This report has been produced as part of theEuropeanCommission Leonardo daVinci Surveysand AnalysesProject'NewFormsofEducation of Professionals for VocationalEducationand Training(EUROPROF)',  This book is one outcome of a major European research anddevelopment project on'New forms of education of professionalsfor vocational education and training'.The research project, given the ac:ronym EUROPROF,was sponsored as part of the European- Commission's ll;ONARDO programme.Theaim of the projectwas_  to conduct transnational research leading-to the identification of_  newoccup'ationaiprofiles for vocationaleducation and training (VET)professionals, fortrainers,planners and managers of VET in Europe, and to the establishment of new curricula and educationand training programmes for those professionals. The project design adopted an.inte-rdisciplinaryapproach with the intention of developing a close interaction between research questions and- development tasks.A keyaim the project was to foster and developan innovative research culture for vocational education and trainingin Europe. The<iJholerationale of th'isaook IStherefore to contribute to.the estabnshmeQt of such a culture.. ISBN 951-44-4193-1- ISSN 0786-6879  IntroductionAlan BrownTowards a community of practice for vocational educationand training professionalsGraham AttwellKey considerations in the education of vocational educationand training professionalsGerald HeideggerPlacing the current roles of vocational education and trainingprofessionals in national contexts: Spain and GreeceXavier Martinez Celorrio, Ferran Miguel and Nikitas PatiniotisPlacing the current roles of vocational education and trainingprofessionals in a European-context: Denmark Sl/lrenNielsenThe Many Meanings of Occupational Competenceand Qualification A Per-Erik EllstromA dynamic model of occupational identity formationAlan BrownWork-related knowledge and work process knowledgeGraham Attwell,Annemie Jennes,Massimo Tomassini Facilitating learning: helping others learn with companiesAlan BrownSupporting learning in initial vocational educationAlan Brown, Simon Griffey and Jenny HughesPressures for change in the education of vocational educationand training professionalsGraham Attwell I  A comparative view on European VET professionalism- Finnish perspectivesAnja Heikkinen  Placing the current roles of vocational education and trainingprofessionals in national contexts: Spain and Greece It is not the intention here to give detailed reports of the national contexts of the currentrole for vocational education and training (VET) professionals in a large number of countries in Europe. [Such reports are available as a set of EUROPROF working papers].On the other hand,there are major differences in the contexts within which the training anddevelopment of VET professionals occurs in different countries.Furthermore thesedifferences, together with the different contexts within which VET professionals work, dohave significance for Europe-wide attempts to seek a fuller professionalisation of VETroles in future. Therefore as a compromise the characteristics of three national contexts forthe current training, tasks and roles for VET professionals will be considered in the nexttwo chapters, with an eye to drawing out current issues and challenges for the future rolesof VET professionals in Europe. Rather than focusing on the frequently analysed VETsystems of countries such as England, France and Germany, attention will be directed uponVET in Spain, Greece and Denmark. The first two countries are dealt with in this chapter,while the Danish system is examined in the next chapter.The rapid development and expansion of a host of training subsystems in Spain from themid-1980s was a response to the growing and unfilled needs for both basic skills andcontinuing training.Many of those employed as trainers by the National EmploymentAgency (INEM) hadlittle or no teaching or training expertise, but were recruited becausethey had relevant occupational experience.Elsewhere involvement in continuing educationand training by companies, professional associations, universities, private business schoolsand local and regional organisations mushroomed. Since 1993, great efforts have beenmade to support the institutional development of training, including attempts to clarify thefunctions and roles of those involved in vocational education and training. Significantaspects of this transformation include:ã the involvement of the social partners and national agencies in the restructuring of theregulatory framework of vocational training in Spain for the 1993-96 period.ã the planning of new Educational Vocational Training degrees, with the curricula andcontents laid down by the Ministry of Education. This has led to:
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