Contextualización de los centros de formación profesional en su entornoretos y oportunidades en la sociedad del conocimiento

Abstract

The society of information and knowledge poses challenges to the educational environment (Canton Valley, Arias, Baelo & Cannon, 2010), teaching trained individuals with a view of an increasingly unstable socio-labored world (Homs, 2008). This situation implores the creation of new scenarios (Cabero, 2008), in which the individual can receive training and acquire vocational skills adapted to their job as well as competencies for active citizenship (Tejada, 2013); therefore contributing to social and human capital of the communities they belong to (Azqueta, Gavaldón & Margalef, 2007). In this light, political, social and educational institutions should establish ties to collaborate and work together (Martin & Morales, 2013). Thus occurs the importance of educational collaboration with the environment as an element of social transformation and change for organizational development, and the performance of individuals linked to them (Katz & Earl, 2010; Mfum-Mensah, 2011). Vocational and Educational Training (VET) is a training proposal that has managed to adapt to today's society, acting as a driver for innovation and social improvement (Marhuenda, 2012), as it reacts to market requirements, but also meets the needs and interests of the individual (Royal Decree 1147/2011). As a reflection of the current educational-social complexity and the objectives proposed in this paper, this research has chosen a mixed paradigm (Najmanovich, 2005). Therefore complementary methodologies (quantitative-qualitative) (Albert, 2007) are used. In this sense, using a questionnaire validated by its content (Powell, 2003), and construction (Bisquerra, 2004), and reliability (Garcia, 2003), with a confidence level of 95% and an error level of 5%. A theoretical sample size of 193 VET educational centers in Andalusia with a total population of 383 were studied in order to learn from an educational perspective what collaborative relationships are formed in the environment that the centers maintain, according to the perspective of the members of the management team. To complement this, a case study (Yin, 1994) was performed in a VET center in Seville in order to get an approximate nature of the relationships through information gathered from interviews (López-Górriz, 2003), documents (Tójar, 2006), and group discussion (Parrilla, 1990). The results show that members of the management teams of VET institutions are aware of the importance of establishing partnerships for both students and for those involved at these centers and its environment (Martín-Moreno, 2004). Hence, these teams articulate and strengthen mechanisms for innovation and progress in achieving and formalizing relationships with the Center�s Plan and with cooperation agreements (Hernández, 2000). Relationships are fundamentally established between companies (public-private) within the socioeconomic environment (Nkhangweleni, 2013). However, despite the desire of the centers and the direct link of students enrolled in VET within the productive sector, a low involvement of trade unions, social agents (Napier, 2014), and counseling services, as well as local, regional, and national employment levels is highlighted (Cueto & Suárez, 2014). As a result of the mechanisms put into place, improving students� skills in the labor market and creating bridges between students' training and professional realities can be highlighted (Felgueroso & Jiménez-Martín, 2010). And therefore believe that access to specific policies that support collaborative initiatives (Nkhangweleni, 2013), organizing meetings of good practice, and having the support of ICT is necessary (Gordó, 2010). Derived from the significant differences found in the responses of the centers� management teams, possible models of VET are identified and described in terms of the characteristics of the partnerships: administrative centers (A), initiation centers (B), formalized centers (C) and support centers (D). The most predominant VET model in Andalusia and Seville is the administrative center model A, followed by C, B and D. Finally, the results and analysis lead to the assertion that most VET institutions are beginning to explore the possibilities of collaboration with their environment, followed by those with a �collaborator� identity, that is, their relationships are part of an organizational dynamic of the center itself. In this respect, its members want to move forward to consolidate a culture of collaboration that strengthen and enhance students� vocational education and professional and personal development. For this reason, this paper proposes in its conclusions guidelines and resources to enhance collaboration and learning networks between VET schools and communities/organizations with a formative reference at the macro level (Government and Administration) and at the micro level (Educational Centers and institutions of the environment).