Rafael Barrio Lapuente
Research Aptitude in Doctoral Studies
Post graduate Business Administration
Bachelor's degree in Philosophy and Educational Science
Technical Development of the Provincial Council of Barcelona
Step 1: Identification of the professional standard
 Which are the players involved in the process of definition of
the professional standard?
State, Autonomous government, Social agents, Municipalities
The professional standard is designed by national and sectoral experts
proposed by social partners, administrations, and other stackeholders.
How is the professional standard defined (process)?
Preparation of information & conformation of Work Group: at national level,
with statistical, research and participation of stakeholders
Design of competences involved in the Qualification: through technological
experts at sectoral level.
Definition of associated training: based in learning outcomes through
trained experts
External Contrast of Qualifications: at national, regional and sectoral level
by the relevant stakeholders
Approval of Qualification: by the General Council of VET, and the Spanish
Government
How is the professional standard described (outcome)?
General Competence and competence unit
Professional and work areas
Main occupations and places of employment
PROFESSIONAL PROFILE
General
Competence
Units of
competence
• Professional profile: Professional
competences which characterize
each certificate. Constitutes the
referent of productive system to
define training which guarantees a
vocational education and a training
certificate.
• General Competence: Describes the
main role that a professional
develops in his job.
• Unit of competence: Professional
work tasks with an specific value and
significance at work place.
Unit of Competence
UC professional Competence :
Código:
Nivel de cualificación
Código:
Nivel de cualificación
Code:
Level of qualification:
Realizations:
R1
R2
Rn
Performance
criteria:
-
Professional context:
- Production means
- Products &/or results from work
- Processes, methods & procedures
- Used or generated Information
Step 2: Definition of the learning objectives (only for formal processes)
Which are the players involved in the process of definitionof the learning objects
(institutional levels, agencies, etc.)?
Ministry of Education (State) and regional Autonomous governments
Subsystems
Regulate
Vocational
training
Mmanagement
Programs
Rrecognising
State
Catalonia
State
Catalonia
Min
education
Education
department
55 %
45 %
State
Catalonia
Min. Autonomies that
assumed responsibility
or Min education
Education
department
Which are the relationships between the professional standard and the training
standard process?
Each Competence unit (PROFESSIONAL STANDARD) is associated to a
professional TRAINING module (TRAINING STANDARD)
Reference of
productive
system
PROFESSIONAL PROFILE
General
Competence
Units of
competence
VET COURSE
Professional
modules
Subjects
Required Training: Basic VET or specific VET
(1)
Labour Training and Guidance and InCompany Training Module
Professional modules
Transversal Modules • Quality
Special Modules (1)
Vehicle maintenance
Advanced level
Higher qualification in Vehicle maintenance
Job profile
Professional and
work areas
• Vehicle maintenance
and repair workshops.
• Insurance companies
and vehicle inspection
companies.
• Bodywork and
equipment
manufacturing and
assembly companies.
• Vehicle equipment
testing laboratories.
• Vehicle sales
companies and
companies involved in
confirming and
diagnosing faults and
supplying spare parts.
• Companies with
vehicle fleets whether
rental, public service,
passenger or goods
transport.
Main occupations
and places of
employment
• Head mechanic.
•Receiving/repairing
vehicles.
• Workshop foreman.
• Head of panelbeating and painting
section.
• Head of vehicle
road-worthiness
testing.
• Vehicle appraisal.
2.000 hours
Course content
General competence
Competence units
Organising, planning and
supervising vehicle
maintenance and the
associated logistics:
cars, heavy vehicles,
motorcycles, agricultural
and civil works
machinery, diagnosing
complex defects, and
ensuring compliance
with the manufacturer’s
specifications.
Organising, planning and
controlling electromechanical
repair and/or modification
processes.
Organising, planning and
controlling repair of bodywork
and/or chassis, cabin and
equipment, and also optional
conversions.
Professional modules
MP Electrics, safety and
comfort systems. PS 511
MP Power transmission
systems and drivetrains. PT
609
Administration, management
and promotion of a small
company or workshop.
C2* (minimum 155 h). Power
transmission systems and drivetrains.
PT 609
C3* (minimum 160 h). Thermal engines
and associated auxiliary systems. PS
MP Removable and fixed
non-structural elements. PT
609
C4* (minimum 155 h). Removable and
fixed non-structural elements. PT 609
MP Vehicle structures.PS511
MP Management of
maintenance and associated
logistics. PS 511
MP Administration,
management and promotion
of a small company. PS 505
MP Safety in vehicle
maintenance. PS 511
NOTES
- Groups are split into two for credits
marked with an asterisk (*).
- PT 609: vehicle maintenance.
- PS 511: vehicle organisation and
maintenance.
- PS 505: professional training and
guidance.
C1 (minimum 190 h). Electrics, safety
and comfort systems. PS 511
MP Thermal engines and
associated auxiliary systems.
PS 511
MP Surface preparation and
embellishment. PT 609
Managing maintenance work
and the associated logistics,
in line with criteria of efficacy
and quality.
Credits Hours available to the centre: 170
MP Workplace relations. PS
505
MP Professional training and
guidance. PS 505
C5* (minimum 180 h). Surface
preparation and embellishment. PT 609
C6* (minimum 110 h). Vehicle
structures. PS 511
C7 (minimum 150 h). Management of
maintenance and associated logistics.
PS 511
C8 (minimum 60 h). Administration,
management and promotion of a small
company. PS 505
C9 Groups are split into two for credits
marked with an asterisk (*).
C10 (minimum 60 h). Workplace
relations
C11 (minimum 60 h). Professional
training and guidance. PS 505
MP Workplace practice.
C12 (410 h). Workplace practice.
C13
(80h)
Synth
esis
Vehicle maintenance
Intermediate level
Qualification in Vehicle electromechanics
2.000 hours
Professional and
work areas
• Car repair workshops:
mechanics and
electricity.
• Agricultural and civil
works machinery repair
workshops: mechanics
and electrics,
equipment, accessories
and optional
conversions.
• Companies involved in
elecromechancial
maintenance of thermal
engines (generating sets,
etc.).
Job profile
General competence
Maintenance, assembly of
accessories and vehicle
conversions in the area of
mechanics, hydraulic,
pneumatics and electrics,
in line with established
procedures and times, and
achieving the required
quality in conditions of
safety.
Course content
Competence units
Maintenance of thermal
engines and their auxiliary
systems.
• Car mechanic.
• Car electrics
technician.
• Diesel machinery
mechanic.
• Accessories installer.
• Agricultural and civil
works machinery
mechanic.
• Motorcycle mechanic.
• Heavy vehicle
mechanic.
MP Engines. PT 609
MP Auxiliary engine
systems. PT 609
Maintenance of drivetrain
components: brakes,
transmission, direction and
suspension.
Maintenance of car electrics,
carrying out necessary
modifications or installing
new components.
Main occupations
and places of
employment
Professional modules
MP Fluid, circuit and
suspension circuits. PT 609
MP Transmission and brake
systems. PT 609
Credits
Hours available to the centre: 170
C1* (minimum 130 h). Engines. PT 609
C2* (minimum 210 h). Auxiliary engine
systems. PT 609
C3 (minimum 180 h). Fluid, circuit and
suspension circuits. PT 609
C4* (minimum 120 h). Transmission and
brake systems. PT 609
MP Basic electrotechnical
circuits, systems to charge
and start the vehicles. PS
511
MP Auxiliary electric circuits.
PS 511
C5 (minimum 180 h). Basic electrotechnical
circuits, systems to charge and start the
vehicles. PS 511
Maintaining and/or
assembling safety and
comfort systems.
MP Safety and comfort
systems. PT 609
C7 (minimum 120 h). Safety and comfort
systems. PT 609
Administration, management
and promotion of a small
company or workshop.
MP Administration,
management and promotion
of a small company. PS 505
C8 (minimum 60 h). Administration,
management and promotion of a small
company. PS 505
MP Mechanical techniques
for vehicle maintenance. PT
609
C9* (minimum 110 h). Mechanical
techniques for vehicle maintenance. PT 609
NOTES
- Groups are split into two for credits marked
with an asterisk (*).
- PT 609: vehicle maintenance.
- PS 511: vehicle organisation and
maintenance.
- PS 505: professional training and guidance.
C6 (minimum 110 h). Auxiliary electric
circuits. PS 511
MP Safety in vehicle
maintenance. PS 511
C10 (minimum 60 h). Safety in vehicle
maintenance. PS 511
MP Professional training
and guidance. PS 505
C11 (minimum 60 h). Professional training
and guidance. PS 505
MP Workplace practice.
C12 (410 h). Workplace practice.
C13
(80h)
Synthes
is
How are the learning objects described(output)?
Each professional training module has terminal objectives. Then we define
KSC: Knowledge, Skills and Competences (Behaivor)
Based in learning
outcomes:
Structure
TRAINING
MODULE
DATA OF IDENTIFICATION
Terminal
Objectives
-Name
- Level…..
- Associated to UC….
- Alphanumeric code
- Time (hours)…..
ASSESSMENT
CRITERIA
THOSE, WHOSE ACQUISITION NEEDS
TO BE FULFILLED IN A REAL WORK,
ENVIRONMENT WILL BE IDENTIFIED
CONTENTS
BASIC REQUIREMENTS OF
FORMATIVE CONTEXT
Step 3: Information and guidance
Regulate Vocational training
competence Accreditation
Which are the players involved in the process of evaluation?
At the classroom level: tutor
Working teams of vocational
information and guidance in every
administrative division of the
Education Department
EAP: Psycho-pedagogical
Guidance and Advising Teams
Teachers of Psychology and
Pedagogy
Teachers secondary education (IES)
and Catalan Institute of vocational
qualifications
When is guidance offered all along the process?
At the beginning (EAP’s, TUTORS,
etc) and in the end (University,
different pathways, tutors)
Teachers in secondary education
Regulate Vocational training
What
competence Accreditation
are the aims of guidance actions?
Help the student to find his/her own
option/pathway which best suits
her/his needs and interests
A individual Academic and
Professional Guidance
To provide information about
Labour Market
Employed and unemployed
people , that they want to prove
the professional competence
that have acquired line the work
experience but of which they do
not have oficial certification
Step 4: Intermediate evaluations
Regulate Vocational training
Competence Accreditation
Which are the players involved in the process of evaluation?
Teachers and enterprises (FCT), “team
teacher”
How is the process run (process)?
Summative and continuous Evaluation
What is evaluated (outcome)?
The capacities are defined in learning
Outcomes, that are to expres,
in the curriculum in terms of final
capacities. There are three types of
credits (cross, of synthesis and
specific)
it is not applied
intermediate evaluation
Step 5: Evaluation procedure
Regulate Vocational training
Competence Accreditation
Which are the players involved in the process of evaluation?
Teachers secondary
education and Catalan
Institute of vocational
qualifications
Teachers and enterprises (FCT)
How is the process run (process)?
PREVIOUS PHASE
Summative and continuous
Evaluation
second part, to find
more evidence
(practical tests)
Opinion of orientation
(dossier of
competences)
Sufficient
Second
opinion
evidenc
es
First part to find
evidences Contrast
Interview
CERTIFICATE
No sufficient
Sufficient
Certifica
te
not sufficient
First
opinion
evidence
s
Change of
referring
Formation
end
Competence Accreditation
PREVIOUS PHASE
second part, to find
more evidence
(practical tests)
Opinion of orientation
(dossier of
competences)
Sufficient
Second
opinion
evidence
s
First part to find
evidences Contrast
Interview
CERTIFICATE
No sufficient
Sufficient
Certificate
First
opinion
evidences
not sufficient
Change of referring
Formation
end
Documentary assessment
Competences Dossier and ccontrasts Interview
Demonstrative assessment
Test of simulation computer: It is a real situation simulation test
associated to a work position, that is carried out with a data
processing application designed and developed especially to
evaluate the competences that want to be accredited.
Practical Observation. Test work place
workshop.
Regulate Vocational training
Competence Accreditation
What is evaluated (outcome)?
collecting evidences that show the
control of the standard unit of
competences.
The capacities are defined in learning
Outcomes, that are to express in the
curriculum in terms of final
capacities. There are three types of
credits (cross, of synthesis and
specific)
assessment criteria outcomes
0 = there are not evidences of the
competence or they are not clearly
identifying
1 = there are evidences of inexact, weak
competence, or not enough justified.
2 = there are sufficient evidences, exact
and clear, through their descriptions and
argumentations.
 Are there intermediate evaluation and, if yes, how are they considered
into the final evaluation?
Summative and continuous
Evaluation. Tests written,
simulations and to practice
it is not applied
Step 6: Certification of final results
Regulate Vocational training
Competence Accreditation
Which are the players involved in the process of certification?
Ministry of Education regional
Government (Autonomies) in
the name of the King
Catalan Institute of
vocational qualifications
 How is the equivalence between professional standards and learning
outcomes taken into consideration?
The training module is defined
according to the job profile and
general competence.
When we evaluate the KSC in the
course content we take into
consideration the professional
standards
Unit of Competence
Qualification Structure
Vocational Qualification
Identification data /
description
Code
Level
UC professional Competence :
Código:
Nivel de cualificación
Código:
Nivel de cualificación
Code:
Level of qualification:
Name
Realizations:
Professional Family
General
Competence
R1
R2
Rn
It contains
Units of Competence
Formative Module
It
associates
It is associated to UC:
Código:
Nivel de cualificación
Código:
cualificación
Level
of trainingNivel deMinimum
time
Capacities
Criteria
of performance.:
-
-
-
-
-
-
-
-
Professional context:
-
- Production means
Professional environment:
- Products &/or results from work
vocational area
productive sectors
related occupations and jobs
- Processes, methods & procedures
- Used or generated Information
Associated education: Formative
modules
- - - - - - -
Criteria of
assessment
Contents
-
Basic needs of formative
context :
- Spaces:
- Teachers:
- Requirements of access to module:
Regulate Vocational training
How is the outcome of the learning process described?
Terminal Objectives
Competence Accreditation: summarizing
GUIDANCE
EVALUATION
CERTIFICATION
DOCUMENTARY
INFORMATION
Certificate profile
Candidate’s handbook
COUNSELLING
Initial interview
Competences
dossier
Interview
Competences
dossier
DEMOSTRATIVE
Simulated test
Observation of
work place
ISSUE
Model
REGISTER
Database
Step 6: Monitoring and review (to be checked for every step of the process)
Regulate Vocational training
Competence Accreditation
Which are the players involved in the controlling process?
Teachers, centre
How is
Teachers secondary education
and Catalan Institute of
vocational qualifications
quality maintained along the process?
Inspectors of the Education system
Verification conditions of
homologation the evaluation
organization
Evaluation acts
Acceptance
Is there an updating procedure?
Updating every five years
once a year
Modular Catalogue of Training
Basic Training
Modular
Catalogue of
Training
linked
to the NSPQ
Training of Adaptation
and Re-adaptation
in the work place
(1)
Initial Vocational
Training
(Educational
Bodies)
(1) National System of
Professional
Qualifications
“Occupational”
Training
Up-to-date
Training
Continuing Training
(Under the
Tripartite Agreement)