An approach for CoVE

Following the previous article "PPPs for CoVEs: challenges and lessons learned" here we give an example for good practice - case is of Colego Cristo Rey from Spain that concerns the training sector Mechanics Electronics Automation. This publication is in help to the InvesTech Project.

This case is taken from the paper of the ETF "Processes and practices: Study of working processes and key practices of CoVEs for advancing autonomy and public-private partnerships".

Context of the project

Not all the projects the school carry out in cooperation with companies have automatically resulted in good practices – some simply produce a transfer of knowledge and provide material resources without changing the way things are done at the centre.

However, it is stressed the importance of developing good practices in response to the recent introduction of the dual modality of vocational training, called FP Dual.

For example, the companies they work with have to visit the centre to introduce themselves to the students and explain the technical profiles and skills they are looking for in the student population. In addition, individual visits to the companies are also organised for the students to give them first-hand experience of what a working day in the company is like. This has strengthened the centre’s links with the world of work and required adjustments to its day-to-day work.

Preconditions and motivating factors

The development of good practices in relation to FP Dual is largely based on the training centre’s close relationship with local companies. Historically, the centre has built an excellent reputation, which attracts highly motivated and committed teachers and students who wish to achieve professional success and value the high-quality learning experience. The school administration also enjoys a great deal of freedom and autonomy in designing and implementing various programmes and projects. The centre’s explicit religious educational mission also supports the development of deep relationships between teachers and students. The ethos of the centre is to instil strong moral and ethical qualities in its students, as well as training them to become skilled and well-adjusted workers.

Description of the practice with actors and their roles

The dual VET project involved 12 teachers, the headteacher, the director of studies and 64 students. The teachers acted as project organisers and selected the companies in which the students would be trained. They designed a training plan to be followed by the companies and monitored students’ training. The headteacher and the head of the VET Department coordinated and supervised the project, acting as school representatives at policy level. They also certified and supervised all dual VET projects. The involvement of local policymakers at the beginning and the end of the project was limited to developing financial procedures and requesting reports on project implementation.

Impact according to the interviewee Students benefit from knowledge transfer from the participating companies.

FP Dual contributes to the integration of students into working life. The students involved in FP Dual projects feel that they have improved their personal and professional skills and developed a more entrepreneurial attitude. Companies benefit because they can find promising new employees through the projects. FP Dual has also led to an improvement in the relationship between the education centre and businesses, making it possible to develop projects with new partners. Good relations with companies increase the attractiveness of the centre, resulting in more students enrolling.

Overall, the success of FP Dual has contributed to the growth of the centre. As well as increasing the number of students at the centre, there has been a general improvement in the public perception of VET in Spain. The Cristo Rey College is one of the reference points for this new and improved VET model because of its strong historical links with the region’s working life. Students, parents and companies are beginning to believe in the possibilities of VET. Gradually, the centre is introducing an increasing number of companies to a long-term, high-quality approach to VET. This work attracts both teachers and students to the centre.

Financial implications

The college receives funding for some of its projects from the regional education authority. In addition, the companies participating in dual vocational training (FP Dual) offer some compensation to the students. In general, however, the companies do not provide direct material or other support to the college. All the money comes from the local government or from the centre’s budget. In this sense, companies do not yet fully appreciate the long-term potential and benefits of this form of cooperation.

Required resources

The development of good practice is financed through additional projects funded by the regional education authority. In addition to the necessary financial resources, the staff of the education centre provide the necessary human resources. The companies are also essential for project implementation.

Barriers to good practice

Good practice is developed by the management of the centre working together with teachers. This often takes the form of projects that bring in additional funding. However, the projects bring additional administrative burdens and bureaucracy, which increase teachers’ workload in addition to their normal teaching duties. Furthermore, companies are not yet sufficiently aware of the benefits to be gained from dual training, which they do not yet see as a long-term investment. As a result, it is the training centre, rather than the companies, that is more interested in initiating cooperation. FP Dual is still new to many private businesses, each company continuing to think about its own vested interest rather than long-term mutual interests. As a result, the companies are not yet providing the centre with the additional resources it needs to improve the quality of training, which means that it has to strike a balance between the students’ need for a quality learning experience and the individual companies' interest in recruiting skilled workers. Both sides are still finding out what building a win-win relationship means.

Aspect to consider in future work

The regulations governing project implementation are perceived as rigid and bureaucratic. The centres are largely unable to influence the way these rules are made as the process takes place between the regional and national education authorities. They are also unable to make adjustments to the system, even where changes would make the process more efficient. In the future, it would also be important for companies to provide some financial support as a sign of their commitment to counter the tendency to undervalue what is given for free.