Diversity, Special Needs, and Education System
Attention to Diversity
Attention to diversity: The educational system must promote equality to achieve the potential development of each child and avoid any kind of marginalization and exclusion. It is crucial to create the conditions for effective equality and access to quality education.
Attention to Students with Special Needs
Attention to students with special needs: Students who require specific educational support, either temporary or permanent. The origin of these needs can be attributed to personal conditions of physical, sensory, or motor disabilities, or serious sociocultural disadvantages.
Attention to Newcomers
Attention to newcomers: Students incorporated into the educational system in the last two years. PII coordinator, LIC.
TIS: EEA
TIS: EEA: To support SEN students so they can join center activities. Apply work programs prepared by the guardian and participate in the development and implementation of specific tasks of personal and social autonomy. Participate in PEC objectives and know the contents of the programs. Provide information about the actions of teachers.
Aux. EE
Aux. EE: Helping students with SEN with displacements in the classroom and school, to help with personal autonomy and specific treatments for the students of the school.
Collaborations
Collaborations: Collaborate on IP and EAP with the tutor, develop specific materials for the students, accompany students in their participation in the ordinary classroom. Develop specific individual activities and reduce group size, formulate proposals, and collaborate on the student’s individual tutoring (ACI).
TIS
TIS: Develop personal and social autonomy skills, participate in activities. Favor the planning and development of positive relationships between the student and their environment. Resolve conflicts, provide family support, support students in classes and extracurricular activities, intervene in cases of truancy, collaborate in the organization of activities.
Outline of the Educational System
Educational Stages:
- Early Childhood Education (0-3 years): Nursery, Child Care Center.
- Compulsory Stages: Primary Education:
- Cycle 1 (6-8 years)
- Cycle 2 (8-10 years)
- Cycle 3 (10-12 years)
- Compulsory Secondary Education: IES. Undergraduate and Master’s Teacher with any services.
- Upper Secondary Education (16-18 years): Non-compulsory, vocational. No room or transportation.
- Higher Education (+18 years): CFGS IES, PEACE, University Studies Center. Adult Education.
Exhibitions: Territorial Pacts
Territorial Pacts: Agreements based on the cooperation of institutions in a territory for employment. Objective: to intervene together to achieve the greatest level of employment through technological advancement and research.
Eures
Eures: A cooperation network for employment and the free movement of workers.
Vocational Training (FP)
The FP: Present (according to Oriol Homs): Resembles an hourglass.
Subsystems
- Initial or Regulated Training: (basic and ESO-directx-PQPI specifies, CFGS and GM).
- Occupational Training: (qualification promotes recycling and adaptation of competencies for the unemployed).
- Continuous Training: (updates and expands the knowledge of employed persons).
Training courses are given a formal title that allows access to certain regulated studies and occupations. FOR courses grant a certificate of continuing professional studies, not valid for accessing regulated occupations or exercising them.
The SIQP
The SIQP: Identifies the correspondence and validation of professional skills acquired in the three subsystems of FP. It expands the recognition of skills acquired through work experience.
The New FP
New titles are related to the catalog of professional qualifications (Cat). These qualifications are the benchmark of the professional profile:
- CFGS (Qualification Level 3: Domain of techniques and procedures, group coordination)
- CFGM (Qualification Level 2: Techniques that can be applied to new tasks with autonomous behavior)
- PQPI (Qualification Level 1: Domain of specific and repetitive technical work under continuous supervision)
- Professionalism Certificates: Level 4 (Complex activities of great variety), Level 5 (Very complex activities, great personal autonomy).
Professional Modules: Modules associated with a professional unit or other units of competence. Support modules that contain basic or cross-cutting training in different training cycles. Common professional modules such as LIB, EIE, FCT. Project modules and synthesis modules in CFGS and CFGM. Some titles include language modules.
Strategy for European Employment and Vocational Training
Equality of educational level among European countries.
Qualified Program
Improving people’s professional qualifications, taking as a starting point the competencies achieved during their lives. It offers training, validation, and training given by companies and organizations, and validation of work experience (recognition).