enseignement professionnel et formation modulaires ... - emcet 2

Annex II of the Royal Decree specifi es that the training levels for the teaching
profession in Spain correlate to the following qualifi cation levels:
– Qualifi cation level 4: „Competency in a broad group of complex vocational
activities performed in many diff erent contexts in which technical, scientifi c,
economic and organizational variables must be combined to plan actions,
defi ne or develop projects, processes, products and services”.
– Qualifi cation level 5: „Competency in a broad group of complex vocational
activities performed in many diff erent contexts that are often unpredictable
and that entail planning actions or devising products, processes and services;
strong personal autonomy; frequent responsibility in assigning resources,
analysis, diagnosis, design, planning, execution and evaluation”.
For its part, the National Agency for the Evaluation of Quality and
Accreditation (Agencia Nacional de Evaluación de la Calidad y Acreditación
(ANECA)) has relied on the Tuning Educational Structures in Europe
proposal to formulate the generic competencies of the new degrees
awarded by Spanish universities (González and Wagenaar, 2003: 83-83):
1) Instrumental Competencies – analysis and synthesis skills; organising and
planning skills; basic general knowledge; basic general knowledge of the vocation;
oral and written communication in native language; knowledge of a second
language; basic computer skills; information management skills (the ability to
search for and analyse information from diff erent sources); problem solving;
decision-making-. 2) Interpersonal Competencies – critical and self-critical skills;
team working; ability to communicate with experts in other areas; an appreciation
of diversity and multiculturalism; ability to work in an international context; ethical
commitment- 3) Systemic competencies –ability to put knowledge into practice;
research skills, ability to learn; adaptability to new situations; ability to generate
new ideas (creativity); leadership; awareness of other cultures and the customs
of other countries; ability to work autonomously; ability to design and manage
projects; initiative and entrepreneurship; quality orientation and achievement.
The Tuning Project, which many Universities are using as a point of reference,
advocates the system of competencies as a common language to describe the
objectives of degree programmes and curriculums, and also as a reference for
evaluating student achievement.
To be sure, „planning a curriculum requires that the profi le of the graduate and
the characteristics of the graduate of reference be taken into account. This profi le
includes the vocational profi le, the citizen profi le, and its defi ning competencies.
Likewise, the training profi le, meaning the skills that are needed to perform
the vocational duties, must be considered as well. Finally, the training plan for
vocational profi le must also be developed” (Yáñiz and Villardón, 2006:17). One
can infer from this idea that in our mission as docents in the education system it
is essential for us to keep in mind an approach that is closely tied to the defi nition
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