enseignement professionnel et formation modulaires ... - emcet 2
enseignement professionnel et formation modulaires ... - emcet 2
enseignement professionnel et formation modulaires ... - emcet 2
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Union for the coming years. This is why the European Union and UNESCO in<br />
fi rst place have s<strong>et</strong> out to improve the quality and effi ciency of education and<br />
training systems, which entails improving teachers’ training, developing the<br />
aptitudes that are needed for a knowledge soci<strong>et</strong>y, guaranteeing access to<br />
in<strong>formation</strong> and communications technologies to all, increasing enrolment<br />
in the fi elds of science, technology and art, taking maximum advantage of<br />
the available resources, and increasing the investment in human resources.<br />
Chapter II of the Act on Education establishes how schooling and learning<br />
over a lif<strong>et</strong>ime are organised. Thus, in article 3, on the subject of schooling,<br />
the educational system is organised in stages, cycles, grades and levels in<br />
a manner that ensures the transition from one to another, and if needed,<br />
within one or another. The diff erent types of schooling in the educational<br />
system are as follows: a) early childhood education; b) primary education; c)<br />
compulsory secondary education; d) baccalaureate; e) vocational training;<br />
f) languages; g) arts education; h) sports education; i) adult education; j)<br />
university education. The results published in the Technical Report written<br />
by the author of the present article, among others (see Guerra <strong>et</strong> al, 2005)<br />
indicate that one of the circumstances that may be contributing generically<br />
to the drop-out rate and poor performance among university students is an<br />
imbalance b<strong>et</strong>ween the education given in the non-university system and<br />
the one that is considered necessary at the University in order to study in the<br />
diff erent degree programmes. The question is wh<strong>et</strong>her the idea that male and<br />
female students have, and the impression they are given in secondary school,<br />
of teaching and learning at University is the same as the one that university<br />
professors have, or if the expectations that they have of the University and<br />
the labour mark<strong>et</strong> are skewed.<br />
Basic education is comprised of primary education and compulsory<br />
secondary education. Secondary education is divided into compulsory<br />
secondary education and post-compulsory secondary education; the latter<br />
includes the baccalaureate, and 1st level vocational training, visual arts and<br />
design, and sports. Higher education includes university studies and upper<br />
level vocational training, arts, visual arts and design, and sports. Languages,<br />
arts and sports will have their own regime. University studies have their own<br />
regulations.<br />
The study by González <strong>et</strong> al (2005) on teacher training in the Autonomous<br />
Region of Castilla y León, underscores the following relevant points: the model<br />
focuses on teachers and teachers groups because they participate in the<br />
d<strong>et</strong>ermination of the contents of their own training through mechanisms and<br />
processes designed for that purpose. Thus, the starting point is the individual<br />
demands of teachers and of centres. There is a N<strong>et</strong>work of Centres specifi cally for<br />
training activities which, as the case may, can be done at the Centre for Teacher<br />
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