enseignement professionnel et formation modulaires ... - emcet 2

SPAIN
Susana Lucas Mangas
Qualifi cation profi le for teachers in Spain
1. Introduction
Within the context of the increasing concern to improve the quality of
teaching and the dialogue between the University and social demands, the
shared goal of studying the Qualifi cation Profi le for Teachers in Spain makes
sense. Consistent with the process of European construction, the introduction to
Act 2/2006, May 3rd, on Education (Ley Orgánica 2/2006 de Educación) published
in the Offi cial State Gazette (B.O.E) on May 4th, makes the point that a kind of
convergence of the education and training systems is under way, leading to the
establishment of common education objectives for the European Union at the
beginning of the twenty-fi rst century.
The Lisbon European Council (2000) stated that „the European Union is
facing an enormous change due to globalization and the imperatives of a new
economy based on knowledge,” „consequently, the European Union must
establish a clear strategic objective and agree on an ambitious program to
create knowledge infrastructures, increase innovation, reform the economy and
modernize the social well-being of educational systems.” What’s more, the role
of teachers in social and economic growth was acknowledged in a Technical
Report issued by Eurydice in 2004.
To achieve this goal, the revision of the legislative development proposes,
as a common denominator, that the training for any professional activity
must contribute to the understanding and development of Human Rights,
principles of democracy and of equality between men and women, solidarity,
environmental protection, universal accessibility and a design for all, and foster
a culture of peace. This premise is essential to the development of a Qualifi cation
Profi le for Teachers, to social and economic development and for Persons in
Society.
Section III (article 14) of Act 5/2002, 19 June, on Vocational Qualifi cations and
Training (Ley Orgánica 5/2002 de las Cualifi caciones y de la Formación Profesional)
defi nes the purpose of information and professional orientation as follows: 1. „To
provide information on employment opportunities; the possibilities that exist
to acquire, evaluate and certify professional competencies and qualifi cations,
and how to improve them throughout one’s lifetime”; 2. „To provide information
and guidance on the various kinds of training available and on the diff erent
training programmes that facilitate the insertion or re-insertion in the labour
market, and on professional mobility in the labour market”.
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