Linking vocational training centers to their environment
Abstract
Among the most pressing social challenges today is the formation of individuals in a complex and unstable social and labor world. Organizations should enhance collaboration as an element for the social transformation and development of the individuals linked to them. In this regard, vocational training should meet the needs and interests of both the work environment and students. A questionnaire was administered to the management teams of 193 regulated vocational schools in Andalusia from a total population of 383 to determine the collaborative relationships they maintain with the environment. The results reveal possible models of centers depending on the nature of their collaboration: administrative (A), initiation (B), formalized (C) and support (D). Support centers are those which have established a culture of collaboration that strengthens and promotes the teaching of vocational education and the professional and personal development of students through networking with the environment. The results can aid in establishing guidelines to enhance collaboration between schools and their reference communities and organizations at the macro (government and administration) and micro (managers and institutions) levels.Keywords
vocational training, school-community relationship, collaboration, trainingemployment relationship, AndalusiaReferences
ANTÚNEZ, S. (1998). La escuela pública ante la presión por la competitividad: ¡Usemos la colaboración como antídoto! Contextos Educativos, 1, 13-29. http://dx.doi.org/10.18172/con.369
AZQUETA, D.; GAVALDÓN, G. y MARGALEF, L. (2007). Educación y desarrollo: ¿Capital humano o capital social? Revista de Educación, 344, 265-283. Recuperado de http://www2.uah.es /fit/publicaciones/educacion_y_desarrollo.pdf
BISQUERRA, R. (2004). Metodología de la investigación educativa. Madrid: La Muralla.
BOLÍVAR, A.; LÓPEZ, J. y MURILLO, F.J. (2013). Liderazgo en las instituciones educativas: Una revisión de líneas de investigación. Fuentes: Revista de la Facultad de Ciencias de la Educación, 14, 15-40. Recuperado de https://repositorio.uam.es/bitstream/handle/10486/661078/liderazgo_bolivar_RF_2013.pdf?sequence=1
CEINOS, M.C. (2008). Diagnóstico de las Competencias de los Orientadores Laborales en el Uso de las Tecnologías de la Información y de la Comunicación. Universidad de Santiago de Compostela. Tesis doctoral.
CHAN, S. (2014). Belonging to a workplace: first-year apprentices’ perspectives on factors determining engagement and continuation through apprenticeship. International Journal for Educational and Vocational Guidance, 1-19. https://doi.org/10.1007/s10775-014-9282-2
CHAPMAN, C. (2008). Towards a framework for school-to-school networking in challenging circumstances. Educational Research, 50(4), 403-420. http://dx.doi.org/10.1080/00131880802499894
CHAPMAN, C. y FULLAN, M. (2007). Collaboration and partnership for equitable improvement: Towards a networked learning system? School Leadership and Management, 27(3), 207-211. http://dx.doi.org/10.1080/13632430701379354
COMELLAS, M.J. (2009). Familia y escuela: Compartir la educación. Barcelona: Graó.
CUETO, B. y SUÁREZ, P. (2014). A review of active and passive labour market policies in Spain. Munich Personal RePEc Archive. University Library of Munich, Germany. Recuperado de http://mpra.ub.uni-muenchen.de/60648/
EPSTEIN, S. (2014). Making interdisciplinary collaboration work. En S. DERRY, C. SCHUNN y M. GERNSBACHER (eds.). Interdisciplinary Collaboration: An Emerging Cognitive Science (pp. 245-264). Nueva York: Psychology Press.
FULLAN, M. (2010). The awesome power of the principal. Principal, 89(4), 10-15. Recuperado de http://www.naesp.org/resources/2/Principal/2010/MarchApril/M-Ap10.pdf
GAIRÍN, J. (2000). Cambio de cultura y organizaciones que aprenden. Educar, 27, 31-85. https://doi.org/10.5565/rev/educar.245
— (2002). Estrategias colaborativas para la mejora organizativa de la escuela rural. En M. LORENZO (coord.). Liderazgo educativo y escuela rural (pp. 125-153). Granada: Grupo Editorial Universitario.
GONZÁLEZ, O. (2014). Familia y escuela, escuela y familia: Guía para que padres y docentes nos entendamos. Bilbao: Desclée.
GORDÓ, G. (2010). Centros educativos: ¿Islas o nodos? Barcelona: Graó.
GRÀCIA, S. de y ELBOJ, C. (2005). La educación secundaria en comunidades de aprendizaje: El caso de Aragón. Educar, 35, 101-110. https://doi.org/10.5565/rev/educar.220
GRUBB, W.N. y KRASKOUKAS, E. (1993). Building Bridges. Vocational Education Journal, 68(2), 24-25.
JACKSON, D. (2010). An international profile of industry-relevant competencies and skills gaps in modern graduates. International Journal of Management Education, 8(3), 29-58. http://dx.doi.org/10.3794/ijme.83.288
KATZ, S. y EARL, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21(1), 27-51. http://dx.doi.org/10.1080/09243450903569718
KUTSYURUBA, B. (2011). Potential for teacher collaboration in post-soviet Ukraine. International Journal of Educational Development, 31(5), 547-557. http://dx.doi.org/10.10 16/j.ijedudev.2010.12.006
LAVAL, C. y DARDOT, P. (2013). La nueva razón del mundo: Ensayo sobre la sociedad neoliberal. Barcelona: Gedisa.
MALE, T. y PALAIOLOGOU, I. (2012). Learning-centred leadership or pedagogical leadership?: An alternative approach to leadership in education contexts. International Journal of Leadership in Education, 15(1), 107-118. http://dx.doi.org/10.1080/13603124.2011.617839
MARHUENDA, F. (2012). La Formación Profesional. Madrid: Síntesis.
MARTÍN-GUTIÉRREZ, Á. y CONDE-JIMÉNEZ, J. (2014). Los proyectos colaborativos como herramientas mediadoras entre la escuela y el entorno: Un estudio de caso. En F.H. VEIGA (coord.). Atas do I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação (pp. 101-117). Lisboa.
MARTÍN-GUTIÉRREZ, Á. y MORALES-LOZANO, J.A. (2013). Colaboración educativa en la sociedad del conocimiento. Apertura, 5(1). Recuperado de http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/384
MARTÍN-MORENO, Q. (2004). La dirección escolar y la conexión con el entorno. Enseñanza & Teaching: Revista Interuniversitaria de Didáctica, 22, 103-138. Recuperado de http://dialnet.unirioja.es/servlet/articulo?codigo=1224122
— (2010). Contextualización de los centros educativos en su entorno. Madrid: Sanz y Torres.
MARTÍNEZ, S. (2013). La relación familia-escuela: La representación de un espacio compartido. Universidad de Barcelona. Tesis doctoral.
MARUYAMA, H. (2009). Lifelong Learning for Sustainable Community Development in a Japanese Case. Online Submission, 4(1). Recuperado de http://eric.ed.gov/?id=ED502 814
MFUM-MENSAH, O. (2011). Education collaboration to promote school participation in northern Ghana: A case study of a complementary education program. International Journal of Educational Development, 31(5), 465-471. http://dx.doi.org/10.1016/j.ijedudev.2010.05.006
MUIJS, D.; AINSCOW, M.; CHAPMAN, C. y WEST, M. (2011). Collaboration and Networking in Education. Londres: Springer.
MUIJS, D.; WEST, M. y AINSCOW, M. (2010). Why network? Theoretical perspectives on networking. School Effectiveness and School Improvement, 21(1), 5-26. http://dx.doi.org/10.1080/09243450903569692
NAPIER, D.B. (2014). Qualities of education: A diversity of perspectives and cases, worldwide. En D.B. NAPIER (ed.). Qualities of Education in a Globalised World (pp. 1-18). Rotterdam: Sense Publishers.
NIELSEN, S. (2011). Introduction. EFT Year Book, Social partners in Vocational education and training. European Training Foundation, 7-15.
NKHANGWELENI, P. (2013). Investigation of the Collaborative Relationship between Industry and Academic Education in Open and Distance Learning: A South African Context. Mediterranean Journal of Social Sciences, 4(13), 43-50. http://dx.doi.org/10.5901/mjss.2013.v4n13p43
PREW, M. (2009). Community involvement in school development: Modifying school improvement concepts to the needs of South African township schools. Educational Management Administration & Leadership, 37(6), 824-846. http://dx.doi.org/10.1177/1741143209345562
PUENTE, C. y RODRÍGUEZ, M. (2004). Vinculemos los ciclos. Cuadernos de Pedagogía, 335, 28-31.
RAIHAN, A. (2014). Collaboration between TVET Institutions and Industries in Bangladesh to Enhance Employability Skills. International Journal of Engineering and Technical Research (IJETR), 2(10), 50-55. Recuperado de https://www.erpublication.org/published_paper/IJETR022632.pdf
RODRÍGUEZ, M.L. (1998). La Orientación Profesional. Barcelona: Ariel.
SANTORO, M.D. y BETTS, C. (2002). Making Industry-University Partnerships Work. Research Technology Management, 45(3), 42-46. https://doi.org/10.1080/08956308.2002.11671499
SHATKIN, G. y GERSHBERG, A. (2007). Empowering parents and building communities: The role of school-based councils in educational governance and accountability. Urban Education, 42(6), 582-615. http://dx.doi.org/10.1177/0042085907305044
SMITH, R. y BETTS, M. (2000). Learning as Partners: Realising the Potential of work-based Learning. Journal of Vocational education and Training, 52(4), 589-604. http://dx.doi.org/10.1080/13636820000200147
SUKARIEH, M. y TANNOCK, S. (2009). Putting school commercialism in context: A global history of junior achievement worldwide. Journal of Education Policy, 24(6), 769-786. http://dx.doi.org/10.1080/02680930903294636
TEJADA, J. (2005). Formación Profesional y Universidad. Revista de Formación y Empleo Formación XXI (1 septiembre 2005). Recuperado de http://formacionxxi.com/porqualMagazine/do/get/magazineArticle/2005/06/text/xml/FORMACION_PROFESIONAL_Y_UNIVERSIDAD_.xml.html
— (2013). La formación de las competencias profesionales a través del aprendizaje servicio. Cultura y Educación, 25(3), 285-294. http://dx.doi.org/10.1174/113564013807749669
Published
Downloads
Copyright (c) 2018 Ángela Martín-Gutiérrez, Juan A. Morales-Lozano
This work is licensed under a Creative Commons Attribution 4.0 International License.
