enseignement professionnel et formation modulaires ... - emcet 2

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