comenius book

New Cooperation and Career Guidance Models to Reduce Unemployment RateLifeLong Learning Programme Comenius regio 2012-1-Tr1-Com13-39489-2

New Cooperation and Career Guidance Models to Reduce Unemployment RateLifeLong Learning Programme Comenius regio 2012-1-Tr1-Com13-39489-2

Nevşehir İl Milli Eğitim Müdürlüğü

Delegación Provincial en Cáceres de la Consejería de Educación y Cultura

First published in Spain in 2014 by Provincial Delegation in Cáceres of the Ministry of Education and Culture of the Government of Extremadura.

Copyright © 2014 by Nevşehir İl Milli Eğitim Müdürlüğü. Copyright © 2014 by Provincial Delegation in Cáceres of the Ministry of Education and Culture of the Government of Extremadura. Copyright © 2014 by Ingrid Gil of the following translations: Introduction, English Workshop by Mª Jesús Puerto and Business Survey in Cáceres.

Book design and type formatting by inédito grafismo y multimedia, S.L. Printed by Ricopy.

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, elec-tronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Manufactured in Spain.

Legal Deposit Nr. CC-000209-2014

First Edition

Contents

Introduction ........................................................................................................... 7

Introduction ........................................................................................................... 9

Participants ............................................................................................................. 11Spanish Partners ............................................................................................. 11Turkish Partners ............................................................................................. 12

Project Coordinators .......................................................................................... 13

Description ............................................................................................................ 16

Logotype .................................................................................................................. 19Logo symbology ............................................................................................... 19

Meetings ................................................................................................................ 20Newsletter nr. i Comenius Regio ............................................................... 20Newsletter nr. ii Comenius Regio .............................................................. 24Newsletter nr. iii Comenius Regio ............................................................. 28Newsletter nr. iv Comenius Regio ............................................................. 30Newsletter nr. v Comenius Regio ............................................................... 35Newsletter nr. vi Comenius Regio ............................................................. 37

Modules .................................................................................................................. 41Module 1: The Importance of Vocational and Technical Education and

the relationship between the worker and the employer ................ 41Module 2: Vocational Training in Industry Compliance ........................ 42Module 3: Using ITC in VET ....................................................................... 43Module 4: Internship .................................................................................... 46Module 5: Technical Archiving .................................................................. 49

Activities / Products ............................................................................................ 51English Workshop .......................................................................................... 51English Workshop ......................................................................................... 57English Workshop ......................................................................................... 69

English Workshop For Beginner Students .............................................. 75Career Guidance Workshop For Students ............................................... 80New Technological Tools Workshop For Teachers ................................ 81Introduction To Design Thinking Practice Workshop ........................... 82ITC Techniques Workshop ........................................................................... 83Webpage ........................................................................................................... 86Survey Form .................................................................................................... 87Business Survey in Cáceres .......................................................................... 87Survey in Nevsehir ........................................................................................ 113

Final Conclusions ................................................................................................ 115

7

Introduction

ThIS Book IS ABoUT a project that focused on improving the quality of

co-operation between labour market actors and produced an applicable methods that

aims to be used widely. There is a correlation and connection that must be kept active

between the efficiency of vocational education and the attitude of job market actors.

here the question is which elements make it powerful and how this connection is kept.

We believe that this book that is the product of an authentic two-year study will shed

light on these questions. Therefore, you will find exemplary activities and products to

ensure the sustainable cooperation in EU size between the actors that have the most

important effects in the education of the criteria elements that the business world needs

in this book step by step.

In particular, the book also refers to the sustainable, applicable activities, outcomes,

and resilient inter-agency cooperation work cycle, using ICT Technologies that makes

learning more active and productive in vocational training effectively, on-the-job train-

ing, career guidance and technical archiving issues

We would be grateful if we could contribute a little bit in the business world to in-

crease production and productivity in services.

This book has been prepared jointly by the project team of the two partner institu-

tions Delegación Provincial en Cáceres de la Consejería de Educación y Cultura and

Nevsehir Provincial Directorate of Education. For this reason, we express our gratitude

to the project team of each two institutions’ for their contribution to the book.

Thank you.

Mr Osman Simsek

Nevsehir Director of Provincial National Education.

9

Introduction

The education is the engine that promotes the welfare of a country. The educational levels of citizens determines its

international outlook and face the challenge arising in the future.

(Preface 8/2013, Organic Law, 9 of December, to Improve the Quality of Education)

ThE MINISTRy oF EDUCATIoN and Culture of the Government of

Extremadura’s primary goal is to achieve a quality education and excellence, knowing

that the training and certification of students is the key to achieve greater employability.

The difficulties that society is experiencing today and the result of the economic

crisis, demand a high level of knowledge and training for citizens to be competitive in

this wildly unpredictable global market in which we live.

This is why the educational authorities have a responsibility to work with rigor, and

joining all possible efforts in order to offer current, future and potential employees all

possible tools to not only to develop as individuals, with democratic and human values,

but also as full rights citizens who carry out the functions required by their societies.

And it is in this area where the Comenius Regio Project “New models of cooperation

and guidance to reduce unemployment” makes sense. In it, two concepts with enor-

mous significance, the “training of students” and “the needs of the labour market” are

linked; as the right coordination between both depend to open doors for students to jobs

and progress in economic growth and a better future for the people.

The Delegation of the Ministry of Education and Culture in the province of Cáceres,

of which I am the principal, along with Provincial Directorate of National Education of

10 | new Cooperation and Career guidance models to reduce unemployment rate

Nevsehir, they have been working together to promote the initiative of schools, teach-

ers and students who have made true this Comenius Project. Without their effort, no

administrative initiative would have been possible.

To all of them, I would like to express my sincere appreciation for all the work

done and that is reflected in these printed pages; and encourage them to continue in

the future wanting to enrich their personal and professional backgrounds to exchange

experiences within the international framework provided by the new program of the

European Union for Education, Training, youth and Sport for 2014-2020, Erasmus +.

Mª del Pilar Pérez García

Cáceres Provincial Delegate of the Ministry of Education and Culture of the Government of Extremadura.

11

[1]Participants

Spanish PartnersDelegación Provincial de Cáceres ms mª del Pilar Pérez garcía

ms rufina ortega alegre

a.e.P.a. Casar de Cáceres ms mª Jesús Puerto rodríguez

a.e.P.a. garrovillas de alconétar ms mª Luisa Pulido muro

C.e.P.a. navalmoral de la mata mr fernando romero aparicio

Consorcio identic ms mª Ángeles Puertas Barbero

i.e.s. Profesor Hernández Pacheco mr felipe fernández Leónms montaña Tello Castelaoms rosario Cerrato Horrilloms Pilar solís Quijada

i.e.s. sierra de montánchez ms mercedes silveira Torremochams guadalupe Pedrazo Polo

i.e.s.o. Vía de la Plata mr adolfo Lozano fernández

facultad de formación del Profesorado ms anabell fondón Ludeña


Turkish Partnersnevşehir Üniversitesi mr ishak serkan Basar

nevşehir İl milli eğitim müdürlüğü mr ali Kemal erimms sevgi Yilmazmr okan ekimci

nevşehir Ticaret meslek Lisesi mr ramazan Velieceoglumr Hakan Karaman

Kapadokya meslek Yuksekokulu ms Yelda sarikaya

13

[2]Project Coordinators

NEVSEhIR PRoVINCIAL NATIoNAL EDUCATIoN Directorate is the co-

ordinator of the entire project. It is a state institution in charge with the planning and

coordination of all kinds of educational training activities in preschool, primary, second-

ary, vocational and adult education in Nevsehir Province.

Main duties of Nevsehir National Education Directorate are as follows:

• Administrative services• Personnel services• Education training services• Budget investment services• Research planning statistics services• Inspection guidance investigation services• Civil defence services

Main departments that exist in Nevsehir Provincial National Education directorate

are as follows:

1. Personnel2. Appointment3. Examination Investigation and Evaluation4. Culture5. Education, Training and Student Affairs6. Program Development7. In Service Training


8. Computer and Test Services9. Pre-Primary Education

10. Special Education and Guidance11. Physical Training Sports12. Services for Teacher and Social Affairs13. Scholarships and lodging14. Private Education Institutions15. health Affairs16. Non-formal education17. Apprenticeship18. Research-Planning and Statistics19. Budget-Investment and Facilities20. Education Materials and Tools21. Archive and Administration Department22. Civil Defence Services23. Media and Public Relations

These departments are established in the form of branches joined or separated ac-

cording to the number staff as national education director of the province or district. In

Nevsehir, there are 21 inspectors and 3600 teachers, 56 thousand of students study in

schools in Nevsehir.

The Delegación Provincial de Educación in Cáceres deals with all educational lev-

els (preschool, primary, secondary, vocational, adult education, distance, formal and

non-formal) except university ones given and offered in the province of Cáceres and it

also has competences dealing with cultures inside the same province.

In each province, as peripheral organs of the Ministry of Education and Culture,

the Provincial offices of Education have different functions assigned by the regulations,

and they integrated administrative units form the provincial structures of the Ministry

of Education, Culture and Tourism, with the exception of the later for not being the

same power.

The Provincial Delegation of Cáceres is composed by the following administrative

units:

1. Service Coordination2. Inspection service3. Services-Education Programs Unit4. Territorial Service Culture

Project Coordinators | 15

This project has been followed by the administrative unit called Education Program

Unit whose main functions are:

• Updating and teacher training• Educational research• The widespread use of information technology and communication for education• Adult and Distance education• Attention to Diversity• Educational and Vocational guidance• School integration and special education• Improving of school success• Implementation of vocational training• Innovation and curriculum development and empowerment• Advice and support to the various networks exiting in our Educational Innovation

Autonomous Region: Ecocenter Network, Network of health Promoting School, School Network EQ, Network of School of Peace, Equality and Nonviolence…

16

[3]Description

ThIS PRojECT FITS INTo Lifelong Learning Programs offered and funded

by the European Union. The partnerships aim to promote the development of coopera-

tion activities between regional and local authorities in education, in order to improve

their educational offer.

This project, which lasts for two years, is entitled New Cooperation and Career

Guidance Models to Reduce Unemployment Rate. The project emerges from the con-

cern about the current problem caused by the high rates of youth unemployment. one

of the important problem is the lack of cooperation between the labour market, educa-

tion authorities, training institutions and career guidance for students.

Therefore, this project has been planned and designed so that all this cooperation

will increase and thus the quality of educational models will be adapted to the current

labour market needs.

The main objectives of this project are:

• To create communication channels that promotes active and continuous cooperation between vocational schools and adult education, local authorities and other institutions by making a working circulation and module.

• To set up a network among related institutions and promote the improvement of educational practices.

• To design the implementation of working circulation between partner countries to improve employment of students who complete their training.

Description | 17

• To strengthen the cooperation among teachers and employers.

• To create models of career counselling.

• To model a constant vocational and adult education strategy with related institutions and their roles in the vocational education to satisfy the needs of partners.

• To get the ability to work in a team and achieve the European Value for Cooperation.

• To analyse the expectations of labour market, employers, enterprises, students, school staff and the governments.

• To take an overall picture of vocational and adult education in terms of expanding the capacity according to changes and trends of labour market.

• To improve the use of new information technologies and communication.

Different lines of work have been established to achieve these objectives that will be

developed in three phases:

• First phase: partners of the Project, in their own regions, will determine the elements which make the cooperation weak among institutions related to vocational education.

• Second phase: the Project partners will work on five different modules. Through the modules, a sustainable working circulation will be created.

• Third phase: Best practices gained from the meetings and mobilities will be dissemi-nated. A cooperation model in European Dimension will be supplied for vocational education which meets labour market needs.

obviously, and to perform all scheduled objectives and phases, we have established

a set of tasks defined among partners. As group work, many of them are shared and

many others are made by partners in their own regions so as to contrast the ideas derived

from the different results obtained. In this sense and to be able to analyse the needs of

the labour market, a survey has been designed.

From the analysis of the situation of our current education system and to improve

educational practices, the project partners have organized training workshops on new

methods and techniques. In these workshops, participants have presented their own

techniques in educational innovation providing and enriching the other participating

partners and thus promoting the educational debate and the inter centres collaboration.

To improve the mobility of future training workers is necessary to implement the

knowledge and use of foreign languages so, workshops has been created in these languages

and especially in English as it is the common language in which this project is developed.


The need to exchange work, opinions and ideas makes that another of our tasks has

been the creation of a web page in which, as the partners’ work is produced, can be used

as a channel for the public dissemination of all conclusions.

Moreover, the improvement in the use of new information technologies and com-

munication also result in the formation of students as it is a necessary resource for em-

ployment in current enterprise.

Some meetings have been scheduled for sharing all these tasks in which all partners

participate in working sessions. Schools have also been visited where the partners have

hold round tables, debates and conferences to discuss the progress of the performed

work and obtained results. There the educational reality and live models in both partner

countries has also been analysed and compared.

19

[4]Logotype

Designed by Carlos márquez Pedrazo

Logo symbologyPointed arches originated in the Muslim Empire established in the Iberian Peninsula in

the Middle Ages, along with one of the most important symbols of Turkey, merging with

each other, and that symbolizes the fusion of both countries in this exchange.

The two stars symbolize each country in the European Union and the future an-

nexation of Turkey to the European Union, in addition to emphasize this meaning a

blue tone similar to the flag of the European Union was used.

20

[5]Meetings

Newsletter nr. i Comenius RegioNew Cooperation and Career Guidance Models to

Reduce Unemployment RateCáceres, 18th – 19th october 2012

Meeting at the Rectory: Welcome Receptionon 18th october 2012 we had the I Meeting of our CoMENIUS REGIo Project

CCGM - New cooperation and Career guidance Models to reduce Unemployment

Rate. At 13:00 hr. we were waiting for the Turkish team to drive them to the Rectory

where the Welcome Reception to our guest were going to take place.

meetings | 21

once we arrived there, The Rector of

University of Extremadura Mr Segundo

Píriz Durán and Ms Cristina Leirachá

Naya, head of Service of Unidad de

Programas de la Delegación Provincial de

Cáceres, where there to receive to them.

Both Rectors, Ms Filiz kilic and Mr

Segundo Píriz Durán offered us a speech

about the importance of our mutual work and the study and searching of new methods

and techniques to be applied on Education environment to give answers and solutions

to our nowadays society.

Sign an Erasmus Agreement between Nevsehir University and UEX (University of Extremadura) both partners from our Projectone of the most important objectives of this type of project is to establish new relation-

ship among institutions to increase and develop new ways of working and studying, as

well as, exchanging ideas, students and teachers.

We are really proud to say that in our first meeting we got an Erasmus agreement

between our two universities partners.

Visit to the University Campus in Cáceres: Meeting at Teacher Training Facultyon 19th october we had prepared a meeting at the Teaching Training Faculty in

Cáceres, one of our partners on this project.


The Dean of this faculty, Mr Víctor Lopez Ramos, received us an offered a reception

to dialogue about the Erasmus we have just signed the previous day.

The representatives of both universities were talking and discussing about possible

futures lines to work together and establish futures projects between institutions.

We also had time to finish writing and talking about last details of Erasmus agreement.

After a coffee break, we visited the campus.

Reception at the City hallon 18th october 2012 after a guided visit tour through the old City of Cáceres, we had

a reception at the City hall, where Mr Pedro Muriel Tato, Culture, Tourism, youth and

meetings | 23

Sport Councillor, Ms Cristina Leirechá Naya, Department head Program Unit, and

Mr josé Mª Asenjo Calderón were there to welcome them to our city.

We were talking about the common data that existed between the two cities, both

World heritage. They were exchanging views on common interests that unite us, and

all cultural aspects that still remain cities as distant geographical locations there are

many aspects that unite us.

The common interest in building relationship that strengthen the bilateral coopera-

tion emerged from this project.

Meeting of the coordinators of both countries with all Spanish partners group in one of their weekly plan meeting in Identicon 19th November after the meeting at the university, both coordinators went to one of

the Spanish weekly plan meeting to talk and discuss about the project evolution.

Thanks to this meeting all the Spanish partners met personally Turkish coordinator

and they could talk to him expressing their ideas, doubts exchanging opinions about

the project.

on this meeting we closed the actions to be done in the II Meeting in Cappadocia,

and we can let him know what were the objectives of this meeting, the observation of

their educational system in live, sharing ideas and methods.


Newsletter nr. ii Comenius RegioNew Cooperation and Career Guidance Models to

Reduce Unemployment RateNevsehir, 26th November – 1st December 2012

The educational exchange of eight teachers from different educational institutions from

the province of Cáceres (Provincial office of Education, Teacher Training Faculty of

Extremadura University, Sierra de Montánchez Secondary School, hernández Pacheco

Secondary School, Vía de la Plata Secondary School, Casar Adult Education School,

Garrovillas Adult Education School, Navalmoral de la Mata Adult Education School

and Identic Consortium) took place from 26th November to 1st December, 2012 in the

city of Nevsehir, in the Cappadocia region in Central Turkey.

After a long journey, the Spanish group arrived at Nevsehir airport on 26th November

in the evening.

Visiting Nevsehir Provincial office of Education: Welcome Reception

on 27th November we were warmly

welcomed by the Provincial National

Education Director, Mr Abdulgaffur

Buyukfirat in his office. We spoke about the

Comenius Regio project aims and all the

support the Turkish educational authorities

were willing to offer us. Mr Abdulgaffur

Buyukfirat also showed his interest in promoting more educational exchanges between

both countries.

Visiting Nevsehir Commerce Vocational SchoolIn the same morning the whole group accompanied by some of our Turkish partners

went to visit Nevsehir Commerce Vocational School. We attended at a meeting with

the school headmaster in his office. We discussed about the vocational training organi-

zation and especially how Turkish students share their apprenticeship in companies

meetings | 25

with theory learning at school. We also commented on the many differences of both

educational systems.

Later, we were shown the school facilities and different workshops where the stu-

dents learn.

Visiting Nevsehir Vocational SchoolAfter lunch, we went to visit Nevsehir Vocational School. After being welcomed by

the school headmaster, we had the occasion to get in direct touch with some teachers

to compare our methods of teaching. We also had the chance to establish new links

to promote future working exchanges. We discussed about our mutual interests in the


subjects we would like to work on to create new projects between the students from both

countries.

When we finished this meeting, we visited the school facilities. We were surprised at

seeing the very big workshops there are at this school and the manufacture products the

students make here. Some students demonstrated the making process of some pieces.

Visiting Nevsehir UniversityAfter having breakfast at the hotel, we

visited Nevsehir University. Firstly, we

were warmly welcomed by the Rector of

Nevsehir University, Prof. Dr. Filiz kilic.

She was very interested in all the details

about the development of our visit and in

the conclusions we had got from our meetings at the schools at Nevsehir. Later, we met

the Secretary General of Nevsehir University, Doc. Dr. Erdogan Cicek, who explained

us the Faculties there are in Nevsehir Campus, and we compared them with the ones

that can be studied at the University of Extremadura.

meetings | 27

Later, we had lunch with some of the Turkish partners at the staff canteen in the

University. We met some Spanish students who were there on an Erasmus program.

They told us about their personal experiences in Nevsehir and the deep impact caused

in them by the so different culture and values.

After lunch, we had a meeting in

which the Turkish Education System was

presented. There was also a presentation

about Labour Market Needs in Turkey.

After that, the Module 2 Examining the

expectations about market, employers, en-

terprises, students, school staff and the government from each other was studied and dis-

cussed. Then, we made a round-table debate about the activities in the project, the

materials produced, the schedule for the next ones and the arrangements for the next

meeting. We also shared ideas, our expectations in the project and the future ways to

continue with our work in the project.

We finished the visit with a tour around the University.

Visiting Goreme open Air Museum, Uchisar Castle and Three Beauties Place at Urgupon the 29th November we visited the most characterized cultural places in the area.

We were completely astonished at the beauty of these natural places with the spectacu-

lar rocky formations.

on 30th November in the morning we took a plane to Istanbul where we spent

an afternoon waiting for our night flight. We arrived in Cáceres in the afternoon 1st

December.


Newsletter nr. iii Comenius RegioNew Cooperation and Career Guidance Models to

Reduce Unemployment RateCáceres, 19th – 20th March, 2013

official openingon 19th March, 2013 the III Meeting of

the Comenius Project New Cooperation

and Career Guidance Models to Reduce

Unemployment Rate was celebrated in

Cáceres.

In this meeting, the official opening

Ceremony of the project took place.

This official opening was presided by

the General Secretary of Education in Extremadura, César Díez Solís; the Provincial

Delegate of Education in Cáceres, Pilar Pérez; the Turkish Government representative,

Ibrahim Suha karaboran and the Councillor of the City Council, Pedro Muriel.

All of authorities agree that this project gain a great importance in the current con-

text, because young unemployment rates are too high. So, the co-ordination and co-

operation between the work setting and the Educational System is fundamental.

Concert And DanceAfter the official opening Ceremony, we

went and see a concert and dance per-

formed by the students from hernández

Pacheco Secondary School, partner-par-

ticipant of the project.

meetings | 29

Visiting hernández Pacheco Secondary SchoolIn the afternoon, we visited hernández Pacheco Secondary School where the headmas-

ter showed us its facilities and explained its procedural regulation.

Speech About “Teaching Innovations”In the same place, Dr. Anabell Fondón Luceña, partner-participant from the Teacher

Training Faculty of the Extremadura University gave us a speech about teaching in-

novations. Then, we continued with a forum for debate about this subject. Also, we

talked about Turkish and Spanish differences in education and training and we ana-

lysed Module 3 “Using ITC Technology” considering the effectiveness on both differ-

ent education systems.

Visiting Sierra De Montánchez Secondary Schoolon 20th March, 2013, we visited Sierra de Montánchez Secondary School where the

headmistress showed us the school facilities. We also could see and talk to teachers and

students. Besides, we could see the process of cheese manufacture made by students

from Vocational Training


Newsletter nr. iv Comenius RegioNew Cooperation and Career Guidance Models to

Reduce Unemployment RateNevsehir, 1st – 3rd october 2013

The educational exchange of seven teach-

ers from different educational institutions

from the province of Cáceres (Sierra

de Montánchez Secondary School,

hernández Pacheco Secondary School,

Vía de la Plata Secondary School, Casar

Adult Education School, Garrovillas

Adult Education School and Navalmoral

de la Mata Adult Education School) took place from 1st to 3rd october, 2013 in the city

of Nevsehir, in the Cappadocia region in Central Turkey.

This Spanish group of teachers arrived at Nevsehir airport on 1st october in the

morning.

Visiting Nevsehir Universityon 1st october we visited Nevsehir University. There, a meeting with some of the

project partners was held. The interim report, the activities in the project and the mate-

rials produced were studied and discussed. The Module 4 “Training at Workplaces and

Distance Education” was also studied, comparing best practices at workplaces and in

distance education systems in both countries. Besides, we worked on the schedule and

arrangements for the next meeting.

meetings | 31

Visiting Nevsehir Commerce Vocational SchoolIn the afternoon, all the partners went to visit Nevsehir Commerce Vocational School

(Nevsehir Ticaret Meslek Lisesi). We attended at a meeting with the school headmaster

in his office. We discussed about the vocational training education system and about the

differences between the Spanish and Turkish educational systems.

Later, we were shown the school facilities and the different computer classrooms

where the students learn and practice about new technologies.


Visiting hacibektas Museumon 2nd october, after having lunch in the hotel, we went to visit hacibektas Museum.

This building had been previously a monastery of the Bektashi order, whose founder

was haji Bektash Veli, and the old lodgings of the whirling dervishes. he lived there in

the 13th century and he is commemorated by the town’s current name. This place is

also a site of pilgrimage. We were taught this great philosopher’s main ideas. We were

shown all the facilities and explain in detail what they were used for and all the symbol-

ism in them. We even drank from the Lion Fountain!

Visiting hacibektas Fine Arts Faculty

meetings | 33

We visited the new built facilities of this faculty where you can study ceramics, painting

and music. Besides, an oboe concert was played for us in which some traditional pieces

of Cappadocia music were performed. We also held an informal meeting with some

teachers to start some new projects in the future among our schools.

Visiting Ürgup National Education DirectorateWe were warmly welcomed by the National Education Director. We were exchanging

information about the Spanish and Turkish educational systems and especially about

how the Turkish vocational training system changes according to the current market

needs, how they study the new labour market trends and the economical resources are

developed. We so established the great differences with the Spanish system which is

unchanging and closed.

Visiting Cappadocia Vocational CollegeWe visited this private college where courses focused mainly on tourism can be studied.

We were shown the facilities and the classrooms with the specific material used in them,

as kitchens or even a plane where cabin crew can be trained.


Visiting Nevsehir Anadolu LisesiIn the afternoon we went to visit Nevsehir Anadolu Lisesi. We could take part in a lesson

meeting the students and getting in direct touch with them, talking about their interests

and motivations to learn and experience other cultures. We also met some teachers and

discussed about our mutual interests in the subjects we would like to work on to create

new projects between the students from both countries.

From this school we went back to the hotel to take our luggage to start the journey

to come back to Spain after a very enjoyable enriching stay. We were accompanied by

our partners in every moment.

meetings | 35

Newsletter nr. v Comenius RegioNew Cooperation and Career Guidance Models to

Reduce Unemployment RateCáceres, 3rd – 4th February 2014

opening of the Web Pageon 3rd February, 2014 the V Meeting of

the Comenius Project New Cooperation

and Career Guidance Models to Reduce

Unemployment Rate was held in Cáceres

at Palacio de la Isla building. Both teams

of Turkish and Spanish partners met to

introduce the just opened web page.

The opening speech was made by Ms

Mª Ángeles Rivero, General Director of Teaching Staff, in the presence or Mr Pedro

Muriel, Councillor for Education and Culture in the city of Cáceres, and Mr Serkan

Basar, Project Manager of the European Union of the Department of Relations with

Foreign Countries.

In Ms Rivero’s speech, she highlighted the importance of this project for both edu-

cational authorities to be aware of the European dimension promoting mobility and

cooperation between schools and institutions and the diversity of European cultures.

She also noticed the development of the practices of teaching and training of the

students as a way to decrease the very high Spanish unemployment rates.

She remarked the great job and efforts made by all the participants partners.

Visiting Cáceres old TownThe activities of this day were closed with

a night guided tour in English around the

old Town in Cáceres.


Visiting the Regional Education Governmenton 4th February in the morning we went to visit the regional Education Government in

the facilities in Mérida. There all the partners were shown how the new technologies are

being used in Extremadura and, at the same time, how their used has increased to nearly

every school in every village. The eScholarium program was presented here. It is a plat-

form that fits Extremadura real needs, and give assurance of future success. Besides, it is

provided with tools and functionalities to help teachers, students and families.

Then there was a discussion about the uses of technologies in education in both

countries and the resources available for teachers and if they could be really considered

useful tools in the classroom.

Visiting MéridaAfter having lunch, the partners went on

a tour to visit Mérida, the capital of the

autonomous community of Extremadura.

The Archaeological Ensemble of Mérida

has been a UNESCo World heritage site

since 1993. Mérida preserves more impor-

tant ancient Roman monuments than any

other city in Spain, being the most famous

the Amphitheatre, the Theatre, the Milagros Aqueduct, the Trajan Triumphal Arch and

the Roman Museum.

meetings | 37

Newsletter nr. vi Comenius RegioNew Cooperation and Career Guidance Models to

Reduce Unemployment RateNevsehir, 5th – 6th june 2014

The 6th meeting of the Project CCGM was organized by the Project coordinator

Nevsehir Provincial National Education Directorate. Nine Spanish participants arrived,

as it was planned on 5th june.

Visiting Nevsehir Provincial National Education DirectorateMr osman Simsek, Director of Provincial

National Education welcomed all the par-

ticipants and desired the Spanish ones that

the program that had been prepared to be

good. The Spanish partners were leaded by

Ms Mª Ángeles Rivero, General Director

of Teaching Staff. They started a dialogue

that focused on general educational is-

sues: number of students in the province of Cappadocia and number of students in

Extremadura (35,700 and 56,000 respectively); number of teachers (4,300 and 18,000);

working hours (15 and 20); salary: around 800 € in Turkey, 1,800 € in Spain; ratio of

students: 30 in both countries. Mr osman Simsek explained that Turkish educational

model for Vocational Training follows the guidelines of the German one with some

interesting innovations taken from the American and japanese educational models.


Moreover, Mr osman Simsek added that Turkish teachers are very proud of the

support they have from family. he considered that this is the mainstay their educa-

tional system. At this point, the Spanish delegation hoped that someday we could have

this same feeling in Spain. Then the conversation shifts to unemployment. Mr osman

Simsek noted that 60% of students who complete their studies in Vocational Training

are working and that the unemployment rate in the country is about 10%. Ms Rivero

asked how the system of election of directors was like and Mr Sunsak replied that it was

a system of free appointment. The positions have a pyramidal structure and are trusted.

Sightseeing TourIn the afternoon, a bus sightseeing tour was organized to admire the colossal rock forma-

tions spread in this area, the so called Fairy Chimneys. Some of them are the origin of

legends that the Turkish partners told the Spanish ones.

Visiting Nevsehir Ticaret Lisesion 6th june in the morning, we visited Nevsehir Ticaret Lisesi and were received by its

headmaster Mr Ramaran Velieceoglu. It is a Vocational Training School where market-

ing and accounting studies are taught.

Throughout the conversation and

comparing both educational systems, the

differences between Turkish and Spanish

systems were established in relation to the

students’ internships and the places where

they did them. In Turkey, these intern-

ships in companies are paid (students re-

meetings | 39

ceive about 100 € a month paid by the company) and in addition, students are insured

by the government. And if a student needs a means of transport to go to the company,

he will also be provided with it. During the last years of their studies, students go to do

their internships three days a week and the other two they go to school.

The languages studied at Nevsehir

Ticaret Lisesi are English and Chinese

and the school has two counsellors who

are responsible for guiding students.

About 700 students attend to this

school being 50% boys and 50% girls and

this balance is maintained when the com-

panies where the students do their intern-

ships choose the sex of their workers. It is very remarkable that most of the students go

on working out at these firms.

The difficulties teachers have to face when working were also discussed and both

delegations agreed to admit that, although there are not big discipline problems, there

is true concern about the misuse made of social networks in the schools.

Later the school facilities were visited: the ITC and the accounting classrooms.

After that all the partners held a

meeting to discuss Module 5 “Technical

Record keeping System”. A report on this

subject was written to upload it on the web

page. All the information on the web page

was reviewed; the last report and the hand-

book to be published were discussed.

The ideas for applying for two new

kA2 projects were set out. Finally, the next mobility to Cáceres was dated in july and

the certificated were delivered.

Visiting kapadokia Meslek yuksekokuluIn the afternoon the participants visited Cappadocia Vocational high School, partner

school in the project. The visitors were welcomed and given some information about


the school. It is a private high School

which has become an important and suc-

cessful model of vocational higher educa-

tion in Turkey. Now it offers 16 programs

such as: Civic Aviation Cabin Services,

Aircraft Technology, Child Development,

horse and horse Training, Culinary Arts

and some more. More than 550 students

attend to this high School where more than 70 teachers work.

Visiting Goreme open Air Museum and Uchisar CastleAfter having lunch, we went to the Göreme open Museum. The Göreme Valley holds

the region’s best collection of painted cave-churches. Medieval orthodox Christian

monks (1000-1200 AD) carved the caves from the soft volcanic stone and decorated

them with elaborate Byzantine frescoes. This museum is completely awesome.

Later, we climbed Uchisar Castle. The view from the top of this massive rock is

magnificent; all the surrounding rocky valleys can be seen.

41

[6]Modules

Module 1: The Importance of Vocational and Technical Education and the relationship between the worker and the employerTechnological development’s fast, continuous and multifaceted process affects politi-

cal and cultural structures of society in every country. Changes and developments in

science and technology, increase the need rate for skilled manpower. Development of

qualified manpower is a major tasks and responsibility of vocational and technical edu-

cation system. Industrialization is one of the most important aspects of development.

For this reason, need for manpower equipped with technical knowledge and skills is

increasing in service and production areas in our country. To cover this need, vocational

and technical training schools are needed for training people who knows, reviews, use,

develop and adapt the methods of modern technology.

Vocational and technical education has critical importance for accelerating devel-

opment, increasing employment and raising the competitiveness of the country. To

adapt to the technological era, there is need to show attention to vocational and techni-

cal education in our country.

one of the important factors that increase the efficiency in the workplace is the

harmony in relations between the worker and the employer. Brutal competition has


caused companies to produce efficiency-enhancing applications. As a result of these

applications, teamwork has been accepted instead of boss and employee conception

in the business world. Thus, team members started to respect and protect each other’s

rights. In this context, equitable sharing of income for workers and an increase in social

benefits, the raise of production and service quality in terms of employers have been

raised as an mutual issue as right boundaries. The mutual understanding of stated rights

in the workplace is a positive impact on productivity. As the topic is teamwork and

team members’ respect to each other’s right requires both sides’ to develop professional

skills as well as the perception of social cohesion. Precisely at this stage, a change of

expectations from Vocational Training has been a topic. Because only the managers

and employees’ improved their professional skills is not sufficient to increase workplace

efficiency and improving the quality of production and services. The attitude and per-

ception change trainings for social cohesion in the work place that aims workplace

productivity, is necessary for vocational training. Within the scope of adult education,

the perception change trainings can be provided to workers and employers to increase

workplace productivity. New generation technology should be used to do this effective-

ly. Both workers and employers do not have time to get this kind of training. however,

the development of distance education system has made it easy for on-the-job training.

For this reason; the attitude and perception change trainings that will enable teamwork

and strengthen the relationship of employee-employer efficiently, can be carried out

using information and communication Technologies on-the-job training.

Module 2: Vocational Training in Industry ComplianceComenius Regio Project numbered 2012-1-TR1-CoM13-39489 1 and named New

Cooperation and Career Guidance Models to Reduce Unemployment Rate projects with-

in the scope of the survey of students studying in vocational education institutions as a

trainee workplace that accepts 50 were interviewed.

Emerging IssuesThere is mismatch between the education curriculum in vocational education institu-

tions and the labour markets’ needs in terms of quality and quantity. The curriculum

modules | 43

does not fully meet the needs of the labour market as the cumbersome structure lags

behind the needs of market. In this case, business skills training is also affected nega-

tively. Students start vocational training before they recognize the jobs, this case direct

students to the professions that they do not want to work in their future life. Vocational

training in schools can not meet the intermediate element need. Continuing profes-

sional education of students’ attending internship 3 days a week reduces their adapta-

tion to school or workplace. This affects the productivity at work negatively.

Vocational training institutions get behind in the technological infrastructure equip-

ment that age required. Vocational education students can not grasp the importance of

internships, they can not gain vocational qualifications.

Cooperation between vocational training institutions and enterprises are not sustainable.

Provincial employment of the board’s work, is not known by the relevant sector rep-

resentatives.

Suggestions1. Better recognition to students for professions vocational guidance should be done as

well courses.

2. The new vocational training areas should be opened to meet the needs of the region. The convenience to the provincial employment boards should be provided on this subject.

3. In vocational training institutions and bodies, along with emerging technologies in emerging professions should give priority to infrastructure works.

4. The infrastructure of educational institutions should be updated according to the requirements of the age.

5. Entrepreneurship education should be taught in schools.

6. Vocational education institutions and businesses could be sustainable partnerships and flexible according to the requirements of the age.

Module 3: Using ITC in VETNew information and communication technologies have dramatically changed the way

we live, learn, and work, and even think about work. The synergy of combining globaliza-

tion with new technology has had dramatic economic and social impacts. It has created

new opportunities as well as new challenges and uncertainty. Many workers have been


dislocated, while a significant number of young people are structurally unemployed or un-

deremployed. Skills polarization between so-called mind or knowledge workers and un-

skilled-low-knowledge workers has widened the gap in income inequalities. youth, women,

and older workers are the groups most affected. While these changes have brought about

considerable challenges to Technical and Vocational Education and Training (TVET),

they have created new opportunities for change and innovation. In the past the status and

condition of vocational education did not match the importance of its potential contribu-

tion to society. however, in this new environment where human capital has become the

most critical element in achieving a competitive advantage, TVET can now aim to reach

its full potential. Information and communication technologies drives the new economy

and human capital is its fuel. In fact, the ICT revolution makes knowledge a competitive

resource. In this economic era, economic prosperity depends on brains rather than brawn

and value is created by employing knowledge workers and continuous learning. The need

for recurrent education and the changing labour market conditions, call for flexible access

to TVET. Continuing education models that will meet workers’ lifelong learning needs

have to be relevant and flexible to provide just-in-time learning without distance. ICTs

can play a crucial role in removing distance from education and in developing a lifelong

learning culture in TVET.

The increased use of ICTs in TVET has resulted in a major paradigm shift, from a

total dependence on the objectivist paradigm to a growing adherence to the cognitivist

and constructivist paradigms. For example the use of ICTs in distance education has

resulted in a pedagogy, which is constructivist, collaborative and interactive (Wonacott,

2001). ICTs are revolutionizing education by removing distance from education

and making knowledge more accessible to all (Industry Canada, 1997). Technology-

enhanced learning will play a crucial role in the development of a lifelong learning

culture and has the capacity to empower learners by providing them with multiple

pathways that offer choices and channels to meet their education and training needs

(human Resources Development Canada, 1998). It is not surprising therefore to see a

growing interest in Technology-Based Learning (TBL) across the world.

TBL may be defined as the array of hardware and software used in the teaching and

learning systems that include computer-based training systems, multimedia systems,

electronic performance support systems, telecommunications systems, as well as the

modules | 45

Internet with World Wide Web systems. The rate at which the Internet is being ac-

cessed keeps increasing at lightning speed. TBL can enhance teaching and learning; it

has the potential to become cost-effective as it offers greater flexibility regarding time

and location of training delivery (Furst-Bowe, 1996). Additionally, TBL may facilitate

institutional policy regarding access and equity (Lafreniere, 1997). Technology also pro-

vides greater flexibility to adapt teaching and learning to meet learners’ cognitive and

learning styles.

Although ICTs are by far the most significant element undergirding the foundation

of TVET, there is a paucity of literature and research regarding its implementation and

use in this field of education and training. Attwell (1999) noted:

Whilst there is a wealth of studies and debate on the use of information and com-munication technologies in university and higher education, there has been only limited work on the potential impact for vocational education and training.

ICTs are changing the way people learn, offering new alternatives to the traditional

classroom. In this new economy, it is essential for learners to have access to education

anytime and anywhere. haddad and Draxler (2002) state, that:

Lifelong learning and training for the workplace cannot be confined to the tradition-al classroom. It is unrealistic and unaffordable to continue to ask learners to come to a designated place every time they have to engage in learning (p. 7).

ICTs allow the delivery of education to adapt to an individual needs as opposed to

having the individual adapt to how the education is delivered. Education will not be

confined to the four walls of a classroom but to wherever and whenever the learner

deems appropriate. “Education will not be a location anymore, but an activity: a teach-

ing/learning activity” (haddad and Draxler, 2002, p. 8). ICTs have the capability of

providing “personalized, just-in-time, up-to-date, and user-centred education activities”

(haddad and Draxler, 2002, p. 12).

The Method of Using ICT in our SchoolsPURPOSE: To provide active learning in the classroom using the peer education meth-

od and supporting Information and communication technologies.

SUMMARY: our training method was built on the basic principles of learning to learn.

Because we believe that giving information to students period is over. The task of train-

ers should be to acquire behaviour and educational skills development in students. In


this context; our aim is to gain skill to our students on accessing to the accurate in-

formation. After gaining this skill we can decide on which method we will use in our

classes with our students. The teacher asks a conceptual question at the beginning of the

course and saves the success rate of the answers. Then the teachers wants the students

to do some research about the conceptual question using the Internet for nearly 20 min-

utes. During the research facilities, all communication and information technologies

are used including the mobile phones. Because we can not provide computers to our

students. Thus, the students do not have to bring books and notebooks to the course.

Also, using their mobile phones easily in the classrooms increases students’ motivation

and interest to classes. But not all of the students have the smart phones to access the

Internet. After research our students discuss the subjects with each other in groups of

two. here the real learning takes place. Because students are influenced too much from

each other. And then the teacher wants an answer for the same question from the stu-

dents and saves. We can measure the difference between the success rates when the first

given answers and the last given answers are compared.

RESULTS:1. Learning achievement has increased 70% at class level.

2. Students’ interest has increased in courses 85% at class level.

3. Teachers do not have to provide each student with a computer and students’ cell phones has been used for training.

Module 4: InternshipA practice the knowledge and skills learned in school are reinforced and further increas-

ing the competence perspective about work life in general is owned. Most importantly

trainee, department by her familiarity may determine their career path. For example,

a person who was interned in the marketing and sales department, by learning the es-

sence of the work in this area to address the fact that he wants to do the job that he can

learn and can give direction to future decisions in this direction.

Through internships you may be directed to the correct destination, can work in jobs

that will make you happy at the right time. yet the importance of student commute to

work on time, complete and accurate undertaken the task of fulfilling his ready, hit the

road, hoping to learn new things every day you can learn the thrill of living. The trainee

modules | 47

can learn them neither from the conferences or seminars or in these textbooks. how

much information is given about any business, no one should be given one to one that

does not contribute enough to work here. We can see that internship is a great advan-

tage provided for the students. If possible, all students work with order and discipline

are required to do internship in a few places or in different areas to know himself, to

create their own career on the right decision, to learn departments’ how and what works

they do.

In addition, we look in terms of workplace, they find an opportunity to determine

employees for themselves accordance with the conditions. Thus, in terms of human

resources they could increase the proficiency.

As originally internship training of vocational education and the business world pro-

vides the fulfilment of mutual needs.

Reasons of Given Inadequate knowledge in the Workplace1. The lack of equality of opportunity for students( for example; industrial sector in rural

areas are not as advanced as in urban centres or in large cities. Therefore, businesses in rural areas do not have a structure that can renew itself. This situation causes fail-ure to demonstration of vocational education curriculum that you want to apply in most parts of the business. Equality of opportunity for the submission of their intern-ship, students should be able to do their internship all over the country.)

2. Intensive tasks in the workplace.3. Interns are regarded as temporary staff.4. Underestimation of interns.5. Apprenticeships is regarded as an unimportant issue.6. Trainees are regarded as unreliable.7. Interns are seen as a burden.8. housing authorities have insufficient knowledge as an educator.9. Trainees are regarded as a rival.

10. The areas of business activity’ do not cover the majority of the curriculum.

What does Internship Mean to you?1. Familiarize the profession.2. Comparison with received theoretical applications to practice.3. A formality to be fulfilled in order to graduate.4. Fulfil the requirements of school programs.5. Adaptation to the business world


Distance EducationDistance Education, the traditional teaching-learning method limitations in due class-

room activities are being carried out opportunity in the absence educational studies

who plan and implement with those among learners communicate and interact with

specially crafted instructional units and the various media through a certain centre was

provided by a teaching method. Again, we can define distance education as follows; it is

an educational activity where students from different places, teachers and instructional

materials are brought together via communication technology enterprise.

Reasons for Distance Education:• Life-long learning is required. It is a training system that can deliver service to very

large student population. It is indispensable for people who cannot benefit from tra-ditional education.

• It can provide training services to separate composed of individuals with different applications.

• Increasing knowledge and skills, and diversification of change.• Economical. (Unit costs to be cheaper)• It is a system that can deliver a wide variety communication technologies to educa-

tional services.• It is student-centered.

Advantages of Distance EducationIn the Internet environment, which may be based on traditional distance education

distance education benefits include:• Training information is sent from the centre to the whole world.• Mailing costs are eliminated. Printing and distribution of information is zeroed trans-

portation costs over the Internet.• All information is corrected and updated from a service.• Among learners teach and learn with text, graphics, communication is provided to

interact with a variety of teaching techniques.• Internet allows you to collaborate in writing.• Students can feedback easily.

Disadvantages of Distance Education• Disappearance of the environment and opportunities in significant face to face inter-

action in the learning environment.• Encountered learning difficulties in the learning process can not be resolved imme-

diately and difficulties that may occur after this.

modules | 49

• Instant help sightedness and behaviour development arising from failure to resolve the problem.

• Planning challenges for individuals who do not have the habit of self-study and have not developed this ability.

• Employees individuals’ requirement of studying in time they will separate himself.• Limitations in the processing of practice-based issues such as laboratories, workshops.• Limitations in communication due to excess in the number of students.

Module 5: Technical ArchivingArchiving system is the enterprises’ memory fragment. In order to make the situation

analysis in a realistic way, the enterprises must be aware of customer satisfaction level

and also the improvements and disruptions within production and service processes.

In this context, archiving documents and data provide an effective institutional mem-

ory because manufacturing and service providing companies are able to determine if

their products are qualified to respond the needs of growing industry and analyse their

development processes. The information obtained by company should belong to the

company and they must be processed in the form of an independent structure. In this

way institutional memory will be provided and any position changes within the com-

pany will not affect the company’s process. Therefore, strong institutional memory will

strengthen the companies’ competitiveness in the international area. Present-day suc-

cessful international businesses started scenario planning beyond strategic planning. An

effective scenario planning depends on correct operation of database and the formation

of work culture based on data.

Technical archiving system is recording each step of production processes from the

beginning of product idea, prototype and production levels to customer satisfaction.

In accordance with this data, companies can develop new products and new strategies

against the competitor companies. Production process consists of 3 steps which are de-

sign, production and marketing. Each step should be recorded separately. Digital record

systems such as taking photos, filming or preparing reports for each process ensure keep-

ing all this data for a long time. Supporting these digital records with an information

and communication technologies (ICT) facilitate access and this condition contributes

the competitiveness of companies that are planning to be active in internationally.


For instance, companies consociate partnership with enterprises from different

countries or open branches in many countries. To carry their institutional memory in

those countries, enterprises are taking maximum advantages of information and com-

munication technologies like cloud system. Beside this, it seems like an extra consump-

tion to prepare a physical environment in order to keep products but it is so important

for keeping the institutional memory fresh.

When you analyse the new developing industries or developed industries but

couldn’t sustain their industrial development constantly, you will see that they don’t

have enough competitiveness and one of the reasons of this is lack of institutional mem-

ory because these companies haven’t kept even one prototype of their products because

of financial excuses or lack of physical environment.

In this respect we can give our region as an example. Nevsehir was a popular region

in carriage body industry in 1960s. Because of many reasons like inability to institution-

alization and insufficiency of following new developments, they couldn’t sustain their

success in this industry. Today if you want to have detailed information about carriage

body industry in Nevsehir, you won’t be able to find any recorded data except some

photographs of prototypes and a few interviews. Therefore, institutional memory which

contains each steps of production process (designing, production and marketing) and

the results of customer satisfaction will contribute the institutionalization of companies

and competitiveness in national and international markets. In this context, technical

archiving systems are one of the main units of present companies.

51

[7]Activities / Products

English WorkshopPartner: A.E.P.A. Casar de Cáceres

Participant Teacher: Mª jesús Puerto Rodríguez

General Aims1. Communicate fluently and confidently in common situations of everyday life.2. Produce oral and written texts about the topics discussed in this level.3. Understand oral and written texts about the topics discussed in this level regarding

various common situations of communication.4. Give and ask for information in English on the functioning of the language (gram-

mar, spelling, pronunciation, intonation) to facilitate the learning of English and improve own productions.

5. Work independently with educational and didactic material. Grammars, dictionar-ies, etc., that allow students to improve their knowledge independently.

Specific AimsStudents will learn to be able to:

1. Greetings and farewells at different times of the day.2. Introduce yourself or introduce someone else.3. Giving and asking for personal information: name, age, address, phone number, ID

number or passport, nationality, occupation, marital status, number of children.


4. Give and ask for basic information about the objects that surround us in everyday life: name, colour, etc.

5. Give and ask for basic information on the location in time of the actions of everyday life: parts of the day, months, days of the week and time.

6. Give and request information about the family: kinship.7. Describe people physically.8. Expressing possession.9. Give and request information about where you live and / or we work: city, street ad-

dress, floor, type of home and / or workplace and description thereof.10. Give and request information about our tastes and hobbies. That is, expressing per-

sonal choices.11. Accept and reject suggestions.12. Give and ask for basic information about the daily routine.13. Give and ask for information in English on the functioning of the language: gram-

mar, spelling, pronunciation, intonation, etc.14. Work independently with basic learning materials: Spanish grammar.

ContentsConcepts

• Functions:

¤ Greetings and farewells. ¤ Introduce of self and others; courtesies: how are you?, Nice to meet you. ¤ Giving and asking for personal information:

› name › age › address › telephone number › ID numer or passport › nationality › occupation › marital status › number of children

¤ orthography: spelling. ¤ Give and ask for information in English on the functioning of the language. ¤ Basic time location of the actions of everyday life: days of week, the parts of the day and months.

¤ Give and ask information about family. ¤ Physical descriptions of people. ¤ Give and ask information about other people. ¤ Description of the house and/or workplace.

activities / Products | 53

¤ To express hobbies and interests. ¤ Suggestions: acceptance and reject of suggestions. ¤ Expressing habitual and daily life actions. ¤ The time.

• Grammar:

¤ Courtesies. ¤ Personal pronouns. ¤ Present simple: to be, to have got and more common verbs in affirmative, negative and interrogative. Short answers.

¤ Demonstratives this and that / these and those. ¤ Possessive adjectives. ¤ Plural forms of the noun. ¤ Determinate and indeterminate articles and its comparison with any. ¤ Interrogative adverbs and pronouns: what, how, where, when, who, where… from. ¤ Different kind of structures :

› how old…? › What day …? › Can you …? › What colour …? › What’s new? › What about …? › here is …

¤ Prepositions of places: at, in, on. ¤ Prepositions of time: at, in, on. ¤ Saxon genitive. ¤ The present simple for the most common verbs in affirmative, negative and inter-rogative. Short answers.

• Vocabulary:

¤ Greetings and farewells. ¤ Parts of the day. ¤ More common objects. ¤ Alphabet. ¤ Countries and nationalities. ¤ jobs and occupations. ¤ Days of the week. ¤ kinships. ¤ Cardinal numbers (from 1 to 100). ¤ Colours. ¤ Most relevant physical features. ¤ Months of the year.


¤ Adjectives. ¤ Parts of the house. ¤ Furniture. ¤ ordinal numbers. ¤ Workplace. ¤ More common verbs. ¤ The time. ¤ Foods and meals.

• Phonetic:

¤ Basic phonetic knowledge: pronunciation and intonation.

Procedures• Comprehensive understanding of both oral and written, authentic or adapted, typical

communication situations worked in this level.• Production of oral and written messages, adapted to the level of students and related

to topics studied in this level.• Understanding authentic or adapted texts and ability to infer, from the context, the

meaning of words and structures unknown to the student.• To identify, in different texts, grammatical structures studied in this level.• Use of authentic materials from different sources in order to obtain the desired in-

formation.• Learning structures, idioms, expressions, vocabulary, etc.., Without translate them

literally.• Development of study skills and their personal resources for self-learning: use of basic

material such as dictionaries, grammars, etc.• Using oral and written as a method of learning and practice, at first in a controlled

manner and then free for inducing internalization of new content.• Development of meaningful learning.• Work in groups or in couples.• Comparison of certain aspects of lifestyles and cultural features of English-speaking

countries with ours.

Attitudes• To encourage the student active participation.• To value the importance of knowing to read and write correctly in a foreign language.• To eliminate the student inhibition.• To recognize of error as part of the learning process and tendency to overcome the

difficulties in oral communication due to lack of language resources, fully using the knowledge and communication strategies that are discussed in this level.

• To overcome the difficulties in learning English through the mother tongue own strategies.


• To be aware of the ability to understand a message globally within communicative situations worked, without having to understand all elements thereof.

• To respect the rules of English spelling, rigor in the use of specific vocabulary and interest by expanding it.

• To improve relations between students and between students and teacher.• Interest in learning English in order to gain access to the culture of English speaking

countries.• To be curious to know how the English language works and to appreciate both in use

and in ensuring a smooth and effective communication.• To know and to accept the customs of each Anglophone nation, social group, or people.• To eliminate classist and / or racist feelings and / or sexist. That is, attitude of respect

for others and oneself to understand and be understood.• To have interest in learning about the political, economic and social situation of

English-speaking countries and the world in general.• Assessment of personal enrichment involving relationships with people from other

cultures.

Assessment Criteria• To learn how communicate in a first meeting through the most common forms of

social relationship.• Giving and asking for personal information: name, age, nationality, job, etc.• To describe people physically using the appropriate vocabulary.• To describe houses and workplaces using the vocabulary and structures studied.• To locate in time the actions of everyday life.• To express, in different communicative situations, hobbies and interests.• To accept, to refuse and to do suggestions.• To ask and tell the time.• Give and ask for daily life information.• To understand short texts independently, both oral and written, in English on the

materials studied in class.• To produce, both orally and in writing short texts on the subjects studied in class.• To extract the meaning of a text as well as general and specific information.

MethodologyThe methodology to be used should be based on the induction and communication.

The student will face texts, both oral and written, of various types and the student should

deduct and extract the rules that allow the formation of such texts, the meaning of their

structures (its functionality) and the vocabulary used in each situation. The texts are

clearly contextualised and as far as possible the English is the language that is going to

be used in the class, in order to improve understanding of the language. In case of dif-


ficulty in carrying out an activity, the teacher will use Spanish to ensure that students

know what they have to do before starting the activity and that the task is as enjoyable

as possible.

on the other hand, the teacher should be a mere coordinator, a moderator to help

students in their learning task. Students will participate in class and learn to work both

individually and in pairs and groups. Communication between student-student and

teacher-student will be essential.

SequencingThe process of teaching and learning a foreign language of the student’s starts with

the previous knowledge of the student and incorporates new elements gradually. What

stands out in terms of sequencing is the cyclical nature of the process that begins at a

low level of difficulty and reaches higher levels of difficulty, but with the same elements.

Students are setting the pace, so throughout this process flexibility will be the key note,

in order to get a continuous and meaningful learning.


English WorkshopPartner: IES Profesor hernández Pacheco. year 2013/2014

Participant Teachers: Pilar Solís Quijada. Montaña Tello Castelao

The demands and needs of 21st-century society have brought changes to the school

environment, preparing pupils to live in an ever more international, multicultural,

multilingual and technologically more advanced world. As a member of the European

Union, our country is committed to the promotion of the knowledge of other commu-

nity languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile,

the Council of Europe in the European Common Reference Framework for the learning

of foreign languages establishes directives for both the learning of languages as well as

for the assessment of competence in different languages. So that, we will help develop

in students the skills that will enable them to:

a. Assume responsibility for their duties, know and exercise their rights with respect to others, evidence tolerance, cooperation and solidarity towards other individuals and groups, engage in dialogue cementing human rights as common values within a plural society and prepare themselves for the exercise of democratic citizenship.

b. Develop and consolidate habits of discipline, study and individual and team work as prerequisites for the efficient completion of learning tasks and as means of personal development.

The learning of English transcends the limits of linguistic learning, and goes beyond

learning the language to using it in communication contexts. Its knowledge contributes

to the preparation of pupils in an integral sense in that it encourages respect for, interest

in and communication with English speakers develops intercultural awareness and is a

vehicle for understanding global issues and problems and for the acquirement of differ-

ent learning strategies. The process of teaching and learning a foreign language involves

an evident reference to attitude, in that it contributes to the development of positive and

receptive attitudes towards other languages and cultures and, at the same time, to better

understanding and appreciation of one’s own language or languages.

Main objectives1. Contribution to the competence in Linguistic Communication is the main aim of the

workshop. The learning of communicative skills is carried out in different domains,


among which stand out that of personal relationships, including family relationships and habitual social practices. They are aimed at achieving effective oral communicative com-petence. This procedural approach is based on productive skills (speaking) and receptive skills (listening) that will allow the student to express him/herself with progressive fluency and correctness in diverse communicative situations, by using the more usual registers. At the end of the workshop, students must be able to use linguistic knowledge to transmit, in a comprehensible way, their ideas, thoughts and feelings, and to participate in communicative exchanges using a simple model of language. The workshop encourages the use of self-evaluation and self-regulation learning strate-gies, so that attitudes of entrepreneurship, trust and responsibility are stimulated; simi-larly, it develops qualities and values against discrimination, be it linguistic or cultural. The learning of a foreign language contributes openly to the education of students in a holistic point of view, much beyond the mere acquisition of linguistic knowledge.

2. The workshop especially contributes to the competence on learning to learn, since it aims at students being progressively aware of their own abilities, and of the necessary strategies to develop them. Strategies are promoted to develop at-tention capacities, as well as to improve concentration, motivation, and memory, by means of activities, which are designed to develop the necessary abilities for leaning. Similarly, the use of basic strategies in order to arrange, acquire, remem-ber and use vocabulary, by means of learning tools such as dictionaries, reference books, conceptual maps and ICT resources is also fundamental to the workshop. Study techniques, observation and note-taking strategies, as well as peer- and self-correction, cooperative working, and organization and planning strategies will be en-couraged and fostered in the workshop. Learning a foreign language teaches students about the importance of attitudes of perseverance, effort, responsibility and accept-ance of others’ contributions. Autonomy for lifelong learning of the foreign language requires an attitude of permanent self- evaluation, accepting error as a fundamental part of the learning process and associating it with a positive attitude to overcome it.

3. The workshop promotes responsibility, perseverance, self-esteem, creativity, and the acceptance of errors as a source for learning, together with the encouragement of a positive attitude to taking risks. Similarly, it relies on the role of motivation in order to carry out tasks successfully, and in the appropriateness of having a healthy ambition for personal and academic improvement. on the other hand, interaction is essential to communicate in a foreign language. In order to do so, it is essential to have social skills, as well as being able to cooperate and work as a team, assuming someone else’s points of view and ideas, so that dialogue and negotiation of ideas can be made coop-eratively and in a flexible way. To achieve these aims, students are asked to plan and organize their work responsibly, taking advantage of the learning opportunities cre-ated both within the classroom and outside it. Activities such as interviews, using au-dio-visual media, and performing role-plays, do reinforce self-esteem, self-confidence


and creativity, and allow students to become aware of their ability to communicate, despite the appearance of errors.

The objective of this workshop will be the development of the following abilities:

1. Express oneself and interacting orally in typical communication situations in an un-derstandable and appropriate manner, with a certain degree of autonomy.

2. Develop autonomy in learning, reflect upon learning processes, and transfer to the English knowledge and communication strategies acquired in other languages.

3. Value English and languages in general as a means of communication and under-standing between people of diverse origins, languages and cultures, avoiding any kind of discrimination or linguistic and cultural stereotypes.

4. Show a receptive and self-confident attitude in one’s ability to learn and use the target language.

Specific objectivesAccording to the context and to the characteristics of our students, we have defined the

following objectives:

1. To use and appreciate the foreign language as a tool for learning about the English-speaking countries and cultures.

2. To appreciate English and languages as a means of communication with people from other countries in real communicative situations, by using communicative strategies, in order to discover the foreign language culture first-hand and avoid discrimination and stereotypes.

3. To reflect on the ability to interact with other people from different countries and cultures by means of English. To identify the specific politeness rules associated to English, and to appreciate and respect different lifestyles, promoting tolerance and cohabitation.

4. To assume responsibility for the learning process, by means of self-assessment; to inte-grate the knowledge from other linguistic areas and the strategies of communication into the use of the foreign language in real and simulated conversation exchanges.

5. To plan and arrange the time necessary for study outside school.

6. To use and develop learning strategies, including use of digital devices and dictionar-ies and grammar books, in order to build up learning strategies that help establish personal relationships.

7. To obtain, select and present information in oral presentations.


8. To organize vocabulary by means of semantic maps or by personal strategies: suffixes to form nouns, synonyms and antonyms, parts of speech, nouns and verbs with the same form, cognates, compounds, false friends, etc.

9. To develop strategies for autonomous learning: use of previous knowledge; use of visual aids and support; use of context for inference; use of dictionaries; correct pro-cedure for obtaining specific information from speech or a text; transfer concepts from oral comprehension to oral expression; to deduct rules and formulate hypoth-eses); self-correction and self-assessment; to integrate knowledge from other areas to the use and practice of the foreign language.

10. To show a positive, receptive attitude towards interaction between equals, appreciat-ing dialogue and negotiation as key elements of peaceful cohabitation within the community and with others.

11. To understand global and specific information from moral messages from the teacher and by classmates.

12. To identify meaning with the support of non-linguistic elements (intonation, pic-tures, previous knowledge, context, etc.).

13. To participate in interaction, in a semi-controlled way, with the teacher and class-mates.

14. To express the purpose of every communicative exchange.

Assessment Criteria1. Understand general and specific information, the main idea and some relevant

details of oral texts about specific and familiar topics and of simple messages clearly delivered via audio-visual means. This criterion aims to measure the ability to follow instructions, understand warn-ings, dialogues or brief explanations face-to-face related to familiar themes like leisure and free time, preferences, personal experiences, classroom organisation and those involving identifying the speaker’s intentions. It also seeks to measure the ability to understand the general and specific meaning of oral texts delivered via the media with standard pronunciation.

2. Participate in brief conversations and simulations, related to normal situations or personal interest and with different communicative purposes, using conventions of conversation and strategies necessary to resolve difficulties during interaction. This criterion evaluates the ability to engage in conversation using strategies required to understand and be understood in order to express likes, needs, feelings, give and receive information, give opinions and relate experiences. The conversa-tions will be conducted with classmates.


The communicative exchanges may include certain errors that do not impede com-munication.

3. Identify, use and explain orally certain basic strategies used to progress in learning. This criterion aims to assess whether strategies are being employed which assist the learning process: such as the ability to evaluate their progress, reflection upon their own learning, the use of different methods of storing, memorising and revising vo-cabulary; the correct use of dictionaries to identify correct meaning in context; IT and digital resources to obtain information, extend or revise aspects covered in the classroom, participation in the evaluation of their own learning, and the use of cer-tain methods of self-correction.

4. Use IT and communication technology with increasing autonomy to find infor-mation, produce texts using models, send and receive e-mails, and to establish oral relationship, showing interest in their use. This criterion assesses the ability to use information and communication technol-ogy as a tool for information and learning, in typical classroom activities and to establish personal relationships. The communications established will relate to previously studied and familiar topics and will be based upon models. There will also be evaluation of the attitude towards English, attempts to use it and the appre-ciation of linguistic diversity as an enriching element.

MaterialsThe workshop aims at developing the student’s ability to search, process and transmit

information obtained from the Internet and other ICT. The workshop also requires the

execution of tasks and projects by means of ICT tools.

Expected Final Results:Learning tailored, meaningful and real.

StudentsThis workshop is aimed at a vocational training high degree “oral hygiene” that be-

longs to the Professional module “oral Prevention.” It is intended for students over 18

who have a bachelor’s degree, for students who come from a MD thanks to an aptitude

test and for students who are unemployment and go back to their studies. The group

consists of 20 students who have got to this point via the different routes mentioned

above, so it is a heterogeneous group regarding to previous knowledge, comprehension,

expression, motivation.


As an example of the development of our workshop, here are some tips of the informa-

tion given to the students. It’s only a written part because we have omitted the listening

and the video resources used.

At the reception• Can I make an appointment to see the dentist/hygienist?• I’d like a check-up• Please take a seat• Would you like to come through?• When did you last visit the dentist?• have you had any problems?• I’ve got toothache• one of my fillings has come out• I’ve chipped a tooth• I’d like a clean and polish, please• Can you open your mouth, please?• A little wider, please• I’m going to give you an x-ray• you’ve got a bit of decay in this one• you’ve got an abscess• you need two filling• I’m going to have to take this tooth out• Do you want to have a crown fitted?• I’m going to give you an injection• Let me know if you feel any pain• Would you like to rinse your mouth out?• you should make an appointment with the hygienist• how much will it cost?• Do you have an appointment?• Is it urgent?• I’d like to make an appointment to see Dr...• Do you have any doctors who speak...?• Do you have private medical insurance?• have you got a European health Insurance card?• Please take a seat• The doctor’s ready to see you now

Discussing symptoms• how can I help you? • What’s the problem? • What are your symptoms? I’m diabetic


• how long have you been feeling like this? • how have you been feeling generally? • Is there any possibility you might be pregnant? I think I might be pregnant • Do you have any allergies? I’m allergic to antibiotics • Are you on any sort of medication? • I need a sick note

Being examined• Can I have a look? • Where does it hurt? It hurts here • Does it hurt when I press here? • open your mouth, please

Treatments and advice• I’m going to give you an injection • I’m going to prescribe you some antibiotics • Take two of these pills three times a day • Take this prescription to the chemist• Do you smoke? • you should stop smoking• I want to send you for an x-ray • I want you to see a specialist

At the pharmacy• I’d like some toothpaste/paracetamol • I’ve got a prescription here from the doctor • I’m suffering from... • If it doesn’t clear up after a week, you should see your doctor• Can I buy this without a prescription? • It’s only available on prescription • Does it have any side effects?• It can make you feel drowsy • you should avoid alcohol • I’d like to speak to the pharmacist, please


Vocabulary word list

Aabscessacheacidadult teethalignmentamalgamanesthesiaanestheticappointmentassistant

Bbaby teethbacteriabandsbibbicuspidbitebracesbridgebristlebrush

Ccaninecapscariescavitycementcheckupchewcleaningconsultationcorrectioncrowncuspid

Ddecaydegreedentaldental schooldentistdenturesdiagnosisdiplomadrill

EeateducationenamelendodonticsexamexaminationFfacefalse teethfearfillingflossfluoridefoodfront teeth

Ggarglegingivitisgoldgums

Hhealthhealthyhurthygienehygienist

Iimpactedimplantimpressionincisionincisorinfectioninflammationinjectioninjuryinlayinstrumentinsurance

Jjaw

Llablaboratorylipslocallocal anesthesia

Mmalocclusionmedicationmedicinemolarmoldmouth

Nneedlenervenumbnurse

Oofficeopenoperateoral surgeryorthodontistoverbite

Ppainpainfulpainlesspalatepermanent teethpartialpatientperiodontalplaquepremolarpreventionprimary teethprotectpullpulppyorrhea

Rremedyretainerrinserootroot canalrubber bands

Ssealantshotsinksmilesugar


These are some samples of the work done by our students in this unit:

Group 1.- Everyday Dialogues – Dentist: hi, Mr. Peacock. Are you here for your six-month check-up? – Mr. Peacock: yes, but I also have a sore tooth. I think I might have a cavity. – Dentist: okay. We’ll do an X-ray before your cleaning. Which tooth is bugging you? – Mr. Peacock: It’s a molar on the bottom right side. – Dentist: I see the one. Actually, that’s your wisdom tooth. – Mr. Peacock: Will it need to come out? – Dentist: I won’t know for sure until I see the X-ray. have you been flossing regularly? – Mr. Peacock: Not as often as I should, I’m afraid. – Dentist: It’s really important to take care of your gums. – Mr. Peacock: I know. I brush twice a day, but I just forget to floss sometimes.

Group 2.- Vocabulary• I have a sore tooth.• I have swollen gums.• I have pain in my jaw.• I have a loose tooth.• I have a chipped tooth.• I think I have a cavity.• It hurts when I chew.• I have a sensitive tooth.• It hurts when I eat something cold.• I have a toothache.• Which tooth is bugging you?• Which tooth is bothering you?• Where does it hurt?• Where are you feeling the most pain?• Will it need to come out?• Are you going to pull the tooth?• Do I need an extraction?• Not as often as I should.

surgerysuturesweets

Tteethtissue

toothtoothachetoothbrushtooth fairytoothpastetoothpicktreatment

Uunderbite

Wwhitewhitenwisdom tooth

wisdom teeth

Xx-ray


• I wish I could say yes.• I’m afraid not.• Actually, that’s your wisdom tooth.• That’s your eye-tooth.• That’s your molar.• That’s a baby tooth.• have you been flossing regularly?• Do you brush twice a day?• Do you rinse with mouthwash?• It’s important to take care of your gums.• Flossing is actually more important than brushing.• you should get into a habit of flossing daily.• Try to make your gums a top priority.

Group 3.- Exercises: Match the definitions• _______ X-ray• _______ floss• _______ toothpaste• _______ fluoride• _______ braces• _______ chart• _______ hygienist• _______ needle• _______ antibiotics• _______ extract

a. a picture of the inside of your bodyb. worn to straighten the teethc. to clean between your teethd. used to brush your teethe. dental recordsf. used for deep cleaning at the dentist officeg. a dental assistanth. to pull out (a tooth)i. used to freeze the gumsj. taken to cure an infection

Group 4.- Complete the sentences – Dentist: Good morning, ________________________________. Are you here for a six-month checkup?

– Patient: yes, but I also ____________________________________________________ – Dentist: Let’s do an X-ray first. Then we’ll clean your teeth. Which tooth is bugging you?


– Patient:________________________________________________________________ – Dentist: Is anything else bothering you? – Patient:________________________________________________________________ – Dentist: have you been taking care of your teeth like I showed you during your last visit? – Patient:________________________________________________________________ – Dentist: okay. I need you to sit back in the chair so that I can get a good look. open your mouth and stick out your tongue, please.

– Group 5.

Dental Hygiene – Sam: hello. – Gina the Dental hygienist: hello Mr. Waters. I’m Gina. I’ll be cleaning your teeth today.

– Sam: Dr. Peterson has just filled two cavities. Why do I need a cleaning? – Gina the Dental hygienist: Well, we have to make get your teeth and gums clean and disease free.

– Sam: I guess that makes sense. – Gina the Dental hygienist: oral health leads to trouble-free teeth. I’ll start off by remov-ing plaque. Please lean back and open wide.

– Sam: ok, I hope it’s not too bad. – Gina the Dental hygienist: Everybody gets plaque, even if they floss regularly. That’s why it’s important to come in twice a year for check-ups.

– Sam: (getting his teeth cleaned, can’t say much...) – Gina the Dental hygienist: ok, please take a drink and rinse. – Sam: Ah, that’s better. – Gina the Dental hygienist: ok, now I’ll apply some fluoride. Which flavour would you like?

– Sam: I have a choice? – Gina the Dental hygienist: Sure, we have mint, spearmint, orange or bubble-gum - that’s for the kids.

– Sam: I’d like to have the bubble-gum! – Gina the Dental hygienist: ok. (applies fluoride) Now, let me give your teeth a final flossing.

– Sam: What type of floss tape do you recommend? – Gina the Dental hygienist: Personally, I like the flat tape. It’s easier to get between the teeth.

– Sam: ok, I’ll remember that the next time I buy floss. how often should I floss? – Gina the Dental hygienist: Everyday! Twice a day if possible! Some people like to floss after every meal, but that’s not absolutely necessary.

– Sam: (after finishing the cleaning) I feel much better. Thank you. – Gina the Dental hygienist: My pleasure. have a pleasant day, and remember to floss every day - at least once a day!


Key Vocabulary

Teacher: Write your own DialogueWrite a dialogue with a partner using the phrases studied. Practice and present the dia-

logue to your class.

to clean someone’s teethdental hygienistto fill cavitiesgums

disease freeoral healthto lead toplaqueto remove plaque

to flosscheck-upto rinsefluorideto apply fluoride

flavourflossingfloss tapefloss after meals


English WorkshopPartner: Sierra de Montánchez Secondary School

Participant Teacher: Guadalupe Pedrazo Polo

This workshop is designed for students enrolled in a special program: Curricular

Diversification Program. It is a measure of educational attention to diversity created

for students over 16 years old who presented widespread difficulties learning during the

first years in Secondary Education. Students who, after the application of the ordinary

measures of attention to diversity, are in obvious risk of not achieving the objectives of

the secondary education taking the regular curriculum; and the ones who, at the same

time, expresses their interest in obtaining the Certificate in Secondary Education.

This program involves studying a different school curriculum from the generally

established one, so that students achieve the goals of the stage with a different methodol-

ogy, through content and specific areas, called fields, which integrate basic skills and so

they can be taught as a whole.

The profile of the student studying the Curricular Diversification Program will de-

termine the treatment to be given to this matter. Fundamentally quality criteria and

practical ways are looked for above other considerations.

The workshop takes place in two consecutive courses. In the first one, three sessions

per week will be devoted and the second four. In the first year 11 students have partici-

pated and in the second 13 ones aged between 16 and 18.

To achieve the objectives of this subject, much greater emphasis is placed on our

students’ social skills’ development, critical step in the adoption of communicative strat-

egies, curiosity and respect with regard to other cultural realities.

The need of knowing English to enter the labour market makes us consider how to

offer students the opportunity to study this language, not only to read further studies, but

also for the social demand of this language. Besides learning any language is a way to

reflect on our own language and has great educational interest to develop communica-

tion and representation of reality, for every language performs the same functions, and

contributes to cognitive development and communication.


Along with these functional considerations, learning a foreign language involves not

only mastering grammar skills, obviously, but also socio-linguistic, discursive and stra-

tegic ones. It aims to give special importance to those more practical aspects that are

involved in these processes, so we try to start from aspects which are the most interesting

for the student as well as to relate the different contexts in which English is used in our

school environment.

Developing different aspects of communicative competence is our proposal, not

only focusing on the grammatical aspect, but giving a more functional approach to our

teaching of English (such as managing in a restaurant, a supermarket, a train station,

how to move around a city, etc.) Since the concept of communicative competence

is not reduced at all to the grammatical competence, or even the linguistic one, we

should reflect on other aspects, such as sociolinguistic competence. how to interact

with people from the second language culture, the rules of courtesy and a number of

other issues are also necessary objects when we design our teaching units. These aspects

are very beneficial for actual hypothetical situations in which our students could be

involved. Presenting real facts, where the concept of communicative competence can

be fully reflected in a clear and assessed way. Furthermore, new grammatical structures

and lexical contents are presented to the students with these situations.

Getting students to become autonomous and take responsibility for their learning

process requires to be offered to participate in decisions relating to the content and to

the assessment of the performed learning. The negotiation and self assessment will thus

be essential aspects in the teaching of foreign languages at this stage. In this regard,

special attention should be paid to:

• Anticipation and prediction• Analysis• Establishing relationships• Memory• The use of models• The use of reference materials• The development of organisational capabilities

Educational objectives to be achieved throughout the two-year program are:

• To adopt a reflective attitude stereotypes• To know how to give and solicit personal information• To know how to talk about family


• To introduce themselves and express likes and dislikes• To review the contents covered in previous years• To produce, as far as possible, and recognize descriptive texts• To describe and ask about habits• To be able to order food at any establishment• To request information in public places such as cinemas, theatres, etc.• To give and ask for information about personal preferences and tastes• To develop critical awareness about mass media• To request information and to buy any kind of product in stores• To be able to interpret instructions to get to any place• To know maps and typical symbols of British and American culture to get around any city• To minimize the negative effect their inhibitions could cause in their ability to communicate• To improve their skills in language production

Communication activities will be designed to be practical and at the same time real

to achieve these objectives. Thus English will be easily used in class in a funny commu-

nicative way, which refers to situations in students’ everyday life. So we will work with

real material and especially in digital formats as the classrooms where we teach both

groups are equipped with computers and have Internet access.

The methodology used in the two courses can be explained by the following con-

siderations:

• Learning a foreign language for real use will be ensured in various contexts of every-day life; and providing students the opportunity to practice the language inside and outside the classroom. To do this, the teacher will encourage and make use of au-thentic materials (sound recordings and video, Internet, eBooks, magazines, newspa-pers, etc.) and report on grants for stays in foreign countries, exchanges, projects, etc.

• The approach of the different communicative activities will be done so that they can be adapted and performed with different levels and paces, even considering also a varied methodological treatment. Thus, the interaction between teacher and student and among students will be promoted. A communicative learning orientation will be mainly focused on understanding and negotiation of meaning than in a mere reproduction of structures. To do this, group-work will be proposed, so that students’ responsible participation takes place.

• Since our main objective is that students acquire communicative competence in a foreign language, they will be made responsible for their own learning, inviting them to cooperate in the search and selection of materials (photos, brochures, songs, etc.), subjects and classroom activities.

• The four language skills will be developed. Although it is often necessary to focus the activity on a particular skill, the ultimate goal is the integration of the four, giving


priority to the importance of oral language teaching. When speaking, fluency will be more important than the absolute flow correction, that is to say, the student will attempt to speak with ease, though with some mistakes. Besides, this will help them clear the fear of speaking the foreign language.

• We will also insist on listening comprehension, a fundamental aspect to establish communication. The student will get used to getting the message and discarding the rest of the unnecessary information. They will also try to get used to listening to and understanding different voices.

• Reading will be enhanced. Intensive reading will serve to expand vocabulary, con-solidate prior learning and develop learner’s autonomy reading. Extensive reading will serve to promote the love of this activity, acquire new vocabulary and enable individual development outside the classroom.

• The topics will be selected based on students’ interest, age, the general course pro-gram and guidelines that set the school. In addition, through oral, written and visual texts, such topics about foreign countries from which they come as consumer habits, shopping, automobile driving, gender relations, etc. will be introduced.

• Motivation is an important element in the learning process. As we noted above, bring the real world into the classroom to motivate students and make them see that lan-guage is an essential part of the world around us. The teacher will propose activities like drama, performances of improvised roles, songs, and real material in general.

In conclusion, and as a summary, we can say that we propose an active flexible meth-

odology which is focused on answering the individual needs of each student. here the

student is the active element and the teacher will become the monitor of the activity.

The teaching will be cyclical and cumulative so that what you study at an early stage

is reviewed and extended in next stages.

The procedures for assessing students’ learning in diversification programs involve

the development of educational, organisational and functional approaches in a very

flexible way. This implies continuous monitoring and evaluation of decisions and their

effects in practice. For this reason, in addition to the review process of each of the in-

dividual programs, inherent to its nature and characteristics, it is very important to the

overall development of the entire program which is also subject to a rigorous assessment

and periodic review.

Therefore it will be taken into account the progress made by each student in rela-

tion to himself and his initial situation. Assessment will be continuous, inclusive and,

of course, individual.


Evaluation activities will be oral and written. These activities reflect what the stu-

dents acquired and performed as well as their shortcomings and deficiencies.

The evaluation will be carried out in the following steps:

• Initial assessment: In the beginning of the year a short test and / or optimization of sys-tematic observation which effectively test the knowledge students have in this subject.

• Formative assessment: the level of achievement of the general objectives set for each learning unit will be assessed. Both oral and written tests will be performed although it will be taken into account when assessing the daily and systematic observation of the students’ progress.

• Self-assessment: Students will actively participate through regular reflections on their own learning in the process (at the end of each activity) and also at the end of the whole of it.

• Summative assessment: Students will do a final task in which the teacher will es-tablish evaluation criteria such as the students’ ability to communicate, if they use interactive resources, appropriate strategies and functions, improvisations, coopera-tive work, etc.

• Evaluation of the learning unit: Students will complete a questionnaire to assess the content, methodology, the role of the teacher and objectives. The teacher will also make a self-assessment to analyse the development of learning, the methodology, the achieved objectives and their own role.

• Resit: mistakes should be considered as useful material because when we analyse the cause, correction is encouraged. After being assessed, the students who had not achieved the objectives will do extracurricular activities that complement the defi-ciencies and shortcomings at the end of each teaching unit.

Considering the differences among students in each group, we try to follow in the

classroom the following guidelines to promote the treatment of such possible differences:

1. Get a real knowledge of the starting point for each student: initial tests, tutoring ses-sions, interviews with families, detection of previous ideas in each new sequence of learning.

2. Favour the existence of a good learning environment.3. Ease the methodological approaches in a variety of situations, language and teaching

strategies.4. Provide positive reinforcement to help improve the students’ self-esteem.5. Consider the deviation in the group, both above and below, in the design of teaching

and learning activities.6. Work in small groups to facilitate a cooperative and participatory learning.7. Take advantages of activities outside the classroom to get greater group cohesion.


The deduction is made from different media (visual, listening, grammar tables, com-

parison of linguistic phenomena) so that each student has the opportunity to implement

the strategies that will do best for his results.

The passage of the understanding and management of free speech is often done

through structured activities in varying degrees of difficulty, allowing students to do the

same activity, but they can develop it as their personal skills or speed work or simply

their desire to work.

Many activities in pairs or groups allow students to get used to different ways of work-

ing and thinking, and respect them, even if they sometimes question them, but always

critically. They also allow each student to contribute their ideas in terms of what he

likes, what he wants to do, what he does best, etc.

other much more open activities, such as role plays or discussions, allow a clearly

creative participation and therefore more individual.

The topics and documents are varied and relate to everyday students’ life (leisure,

education, sports, etc.), which helps to awaken different interests and motivations.

In order to achieve all the objectives outlined above, we work with teaching units

made from authentic materials. We also use grammars, workbooks, game books, etc.

The material that can be used is varied; posters, videos, puzzles, games of all kinds,

songs, etc. So suitable graded readers’ books will be used according to the different

levels students have.

Throughout the year computers are used to support English learning in the develop-

ment of the contents of the scheduled units for each of the years. To do this, we visit differ-

ent web pages through “Internet” in order to perform exercises for different purposes, as:

Consolidation of the learning content

• Extension activities• Reviewing activities• Presentation of new grammar points and vocabulary

Finally, most of the students enrolled in this program achieved the objectives with

the help of the pedagogical techniques and approaches that have been explained previ-

ously. So this extraordinary educational measure is considered a very helpful tool in my

school to help students get their Secondary Education Certificate and their personal

development.


English Workshop For Beginner StudentsPartner: A.E.P.A Garrovillas de Alconétar

Participant Teacher: Mª Luisa Pulido Muro

justificationThe possibility of communicating in a foreign language constitutes a need in our soci-

ety today. There is an urgent need in the framework of United Europe, but also, in the

framework of travel, cultural exchanges, the communication of news and knowledge,

people movements and so on.

There are several educational reasons for teaching and learning a foreign language:

• The achieving of communicative competence and the knowledge of a language pro-vide a great aid for a better comprehension of one’s own language.

• To enter in contact with other cultures through the channel of this channel favours the comprehension of and respect towards other ways of thinking and acting and provides a more extensive and a richer view of reality, and

• In a multilingual country such as Spain, which has a great variety of language, the learning of foreign languages alongside the others, has a full sense, because different languages are not competitive, but rather they carry out essentially the same func-tions and they contribute to the same cognitive and communicative development.

So organizations such as the Council of Europe have given recommendations to the

governments of the member states in order to ensure that all sections of their population

have access to effective means to learning foreign languages.

The CEF, developed by the Council of Europe, encourages us to learn languages

and develop our ability to communicate with people from other countries and cultures.

It has educational and social aims –closely linked– and includes the following:• To encourage the development of language skills, so that we can work together more

effectively.

• To encourage the development of intercultural awareness and “plurilinguism”.

• To examine and define ‘what we can do’ with a language.

• To encourage learner autonomy and lifelong learning.


ParticipantsThis workshop has been designed for adult students who don’t have (or not much)

knowledge of English. Most of them are at the age to enter the labour market and they

need to learn English in order to access to that. others study English just for fun and

put their knowledge into practice.

Specific objectives• To listen and to understand messages in different oral interactions related to their

experiences and real life situations.• To express and to interact orally in common situations using oral and non-oral proce-

dures adopting a respectful and cooperative attitude.• To read and understand different texts related to their interests and experiences in

order to extract general and specific information according to a previous purpose.• To write different texts with different purposes based upon previous knowledge learnt

in the classroom with the help of examples/models.• To learn to use with a progressive autonomy all the resources including the informa-

tion and communication technologies, to obtain information and to communicate in a foreign language.

• To value the foreign language, and languages in general, as a means of communica-tion and understanding between people from different cultures and origins and as a tool of learning different contents.

• To show a receptive, interested and self-confident attitude in their own ability of learning a foreign language and the use of it.

• To use the previous knowledge and experience in other languages in order to acquire a foreign language in a more autonomous, effective and quick way.

Contents• Functions

¤ Greeting ¤ Asking for and giving personal information: name, age, addres, nationality,... ¤ Introducing people ¤ Asking for and giving information about family and friends ¤ Asking for and giving information about lifestyle ¤ Asking for and giving information about job ¤ Asking for and giving information about free time ¤ Asking for and giving directions ¤ Permission, possibility ¤ Expressing likes and likes ¤ Asking for and giving opinions ¤ Managing in different places: hotel, restaurant, shops,...


• Grammar ¤ Verbs be and have got ¤ Personal pronouns ¤ Singular and plural nouns ¤ Articles ¤ Possessive adjectives, possessives ¤ Adjectives ¤ Present and past simple ¤ Adverbs of frequency ¤ Question words ¤ Can / can’t ¤ There is/are/was/were ¤ object pronouns ¤ Like+ver -ing

• Vocabulary ¤ Numbers ¤ Countries and nationalities ¤ The alphabet ¤ Classroom language ¤ Small things ¤ People and family ¤ Colours and common adjectives ¤ Common verbs ¤ Food and drink ¤ jobs and places of work ¤ Parts of the day, days of the week, months, seasons ¤ Prepositions of place ¤ Daily routines, activities ¤ Irregular verbs ¤ ordinal/cardinal numbers ¤ hotels, restaurant, shops, places ¤ Time ¤ Weather

MethodologyAs we know, the final objective in the teaching of a foreign language is achieving com-

municative competence in that language, that is, being able to use the language appro-

priately for different communicative purposes. In order to do so, pupils will be motivated

and encouraged to use the language in class, in situations which are as natural as pos-


sible. An emphasis on significant learning, that is, on meaningful and useful stretches of

language used in context, will increase pupils’ motivation to study the foreign language.

Suitable conditions will be provided for learning to take place, while allowing pupils to

actively participate in their own learning process, and to reflect upon their own respon-

sibility in the process. Learning-to-learn strategies must be developed, so that little by

little the students may become autonomous learners, constructing their own hypotheses

on the appropriate form and function of structures after observing use in context. Errors

and mistakes are considered as a part of learning process, where spontaneous communi-

cation and fluency are more important than accuracy, and for this reason, students will

use all linguistic an. Students must have extensive exposure and practice in both the

oral and the written codes, so that they may assimilate and ultimately produce coher-

ent and cohesive discourse using the four basic skills of listening, speaking, reading and

writing, in order to communicate effectively.

Pupils will work individually, in pairs, in small groups, in order to maximise partici-

pation in class, and therefore to maximise learning.

The activities will be varied and interesting and should cover the four linguistic

skills, although we would focus more on oral skills; games, songs, role-plays are some of

these activities.

Lessons will be taught in English as much as possible. The teacher will use Spanish

whenever necessary, for reasons of efficiency or complexity

In short, it will be an active, flexible and participative methodology.

Assessment Criteria• Use the new vocabulary and structure to communicate in common situations to pro-

duce short and simple communicative oral texts and participate in simulated real life situations in pairs and groups using gestures and body language to communicate more effectively.

• Listen to and understand oral texts related to the objects and situations familiar to the students and represent them with actions, showing comprehension by answering questions, etc.

• Understand simple texts and stories related to pupils’ interests with help of visual aids and by using reading strategies, such as skimming, scanning, deducing meaning from the context and the use of dictionary in order to improve reading skills.

• Produce simple communicative texts.


• Value the foreign language as a means of communication through e-mail and letters to people from other countries and with different cultures

• Learn to use the different resources available, including ICT’s.

• Recognise and respect different cultural aspects and value the language as a vehicle of transmission of values and positive attitudes towards differences.

• Show interest and confidence when using English to communicate, showing interest and respect towards the English language, its culture and its speakers.

Materials• Printed resources: supplementary material, magazines, dictionary, textbook, maps.• Audiovisual material: computers and the Internet, foreign language websites.

TimingThis workshop will be developed during two academic years: 2012/13-2013/14.


Career Guidance Workshop For Students

objectives• Bring students into the labour market.• Provide students with the tools necessary to meet the job search in the current context.• Develop a Curriculum Vitae and a letter of attractive and effective presentation.• Learn the fundamental guidelines to face an interview and the importance of body

language in this situation.• know the appropriate technological tools to find employment.• Be aware of the importance of networking in the job search.

Contents• Competencies, skills and attitudes. The curriculum vitae.• Letters.• The job interview. Body language.• job Search on the Internet.• The importance of networking in the job search.

Results• Students self-esteem is improved.• They discovered the easy to empower their personal skills and competences.• This workshop helps our students to promote their personal confidence and security

in a job interview.• They are able to adapt their job searching method and techniques to new technologies.


New Technological Tools Workshop For Teachers

objectives• Meet online workflow tools for joint projects.• Meet online planning tools and project design.• Meet online document sharing tools.• Acquire skills necessary for sending large files weight.

Contents• Tools workflow: Team Box , Trello• Planning tools and project design: morally• Share documents: Dropbox, Google Drive• Dispatch of documentation: Compression of documents. other alternatives: flick r,

issuu.

Results• Adapting these new tools to our daily work to get a better communication between

local and Turkish partners what facilitate creating documents all together in real time in different places.

• Increasing the interest in these ICT tools to facilitate our job.


Introduction To Design Thinking Practice Workshop

This workshop presents in a practical

way, the basic tools of Design Thinking.

It aims to familiarize attendees with the

manner in which this approach can con-

tribute to the improvement of teaching

innovation projects, implement design

services or stimulate the dynamics of co-

creation in cloisters of teachers.

objectives and Contents• Module I. Introduction to Design Thinking. Fundamentals.• Module II. Team- building teams of co-creative.• Module III. Design Thinking in action. Applications.

Design Thinking is the expression of how designers think systematically applied to

the process of innovation and solving complex problems.

It is a way of thinking and profoundly effective tool for solving difficult challenges,

based on the belief that everyone can be part of a better future.

This type of approach is much needed in the education sector.

Results• Practising and studying a new method.• Looking for innovative solutions to some problems we can find in the teaching-learn-

ing process.• Developing an European Project based on this project and its application in a regional

and European context.


ITC Techniques WorkshopDirectorate of National Education 2013

Comenius Regio Project20th September 2013

Workshop Topic:To Develop ITC Techniques on Participants to Share Materials and Communication

Participants:• Nevsehir Directorate of National Education (3 staff from Research and Development Unit)• Nevsehir University (5 staff from International Project office / 20 students from

Tourism, Marketing, Economics, Business departments)• Nevsehir Commercial high School (5 vocational teacher / 10 final-grade students)• Nevsehir Vocational Training Centre (5 Vocational Teacher / 10 master-level students)• Cappadocia Vocational high School (5 staff from international project office /10

students from aviation, culinary, tourism guidance department)• Chamber of Commerce and Industry (2 staff)• Nevsehir ISkUR (2 Career Guidance Specialist)

Featured Challenges:1. Education concept’s not focusing on developing skills and behaviours completely.

2. Teachers’ request of being information authority have not changed.

3. Information and communication technologies on Vocational Training has been used in terms of Various professional programs. But most of the time it falls short of labour market programs. This is due to the fact unsettled understanding of workplace learn-ing in VET.

4. Usage of Information and communication technologies for Vocational Education is insufficient to research and data acquisition.

5. Students’ capabilities and requirements is minimal to research and information and communication technologies for obtaining accurate data.

6. Difficulty in access to the right information.

7. Training methods’ based on research and data have been developed ignoring the socioeconomic differences.

8. Schools are lack of in terms of information and communication technology equip-ment.


Workshop Sample Application Supported With Information And Communication TechnologyObjective: to support and ensure active learning in the classroom using the method of

peer education supporting Information and communication technologies

Abstract: Training method we used was built on the basic principle of learning to learn.

Because we believe that giving information to students time is over. The task of the

trainers should be to develop behaviour and skill to students. In this context; We bring

in our students with the skills to access the right information first. After that we can study

the lessons with determined methods with our students. At the beginning of the course

the teacher asks a conceptual question and records the success rate of in the answers.

Then about 20 minutes later he asks the students to research on the conceptual question

using the Internet. During this study, all communication and information technolo-

gies within the facility including the mobile phones is used. Because we can not pro-

vide computers to our all students. Thus ,the students do not have to bring notebooks

and course books to the classrooms. Also,students’ using mobile phones easily increases

their motivation and interest to the classes. But all of our students have smart phones

to access the Internet. After the research ,they discuss in groups of two. here is where

the real learning takes place. Because students are affected by each other too much.

And then one more time the teacher wants the students answer the same question, and

records. When the first answers and last answers compared ,we have the opportunity to

measure the differences between the rates of the success.

Final Declaration1. Teachers are not the authority of information ,they should be experts in developing

the skills and behaviour. Training of trainers to the vocational training experts should be provided for this purpose.

2. Understanding of the education system and the materials should focus on improving the skills and behaviour.

3. For the needs of the labour market and vocational training to promote the use of ICT for this purpose must be the concept of workplace training.

4. Vocational Training in the field of ICT technologies, research and training of trainers and tutors to promote the use of the data provided for the acquisition.

5. Schools’ equipment in terms of ICT should be developed , students’ freedom using these technologies should be increased at the same time.


6. Determining the training methods public sociologist should be utilized.

7. First the students should be educated practically with access to the right information using ICT. Specific search engines should be developed for this purpose.

8. Also digital communications including international networking, management, etc. training should be provided to educators.


Web pageobjectiveDisseminate the project on social networks (facebook, twitter and/or linkedin) and

Internet (www.comeniusregioccgm.es).

Contents• Documents from Comenius Regio CCGM• Project and Educational News• Interesting links• Photo gallery• Video gallery• Response to comments and messages received• Form aimed at entrepreneurs


Survey FormIn order to be able to analyse the needs of the labour market, a survey has been designed

so that employers can show the real training needs of future employees, the worker pro-

file that meets the requirements of today’s companies and, which in turn, may express

their opinion about how to organize such training and their willingness to participate

actively in these students’ practices.

The main purpose of all information obtained in this survey to adapt the existing

educational models to the real training needs that employers demand. Therefore, the

feasibility of the application of these results in the current educational systems will be

thoroughly analysed by the participating institutions.

Business Survey in CáceresStatistical processing and reporting

Comenius Regio CCGM Project

Introduction251 surveys have been carried out within businesses and companies in Cáceres from

different sectors. The sectors included in the survey were Furniture, Food, health,

Commerce, Building and others.

For the best development of the analysis, we have grouped the activities in the fol-

lowing 9 items:

1. Commercial sector. Includes those engaged in business enterprises, both small and big business. only one company has self-selected items in Food and has joined this category.

2. Building. Includes both the building activities themselves, as well as areas related to this field (plumbing, electricity, etc).

3. Hotel industry. Includes accommodation and catering establishments.

4. Health sector. We have included private medical clinics, dental clinics, podiatrists, etc.

5. Personal services. This item mainly includes companies offering services to indi-viduals and families collected (transport, hairdressers, beauty salons, homes and resi-dences, gyms, cinemas, schools, training centres, etc.).


6. Business services. This item includes companies offering professional services pri-marily to other businesses (lawyers, architects, engineers, real estates, insurances, computer services, etc.).

7. Industry. Includes steel industry, metallurgy, textile, etc.

8. Furniture sector. Includes companies dedicated to furniture manufacturing.

9. Agro-livestock. Livestock and agricultural activities related to them such as fertilizer sales, etc.

Sample characteristicsThus, we find that in the sample there is a clear predominance of the services sector

in which the items of trade, hospitality, health, personal and professional services are

included. The sum of them reaches 70% of the companies surveyed. This volume is in

line with the size of the service sector in the city of Cáceres, which represents 77% of

companies and 82% of workers1.

on the other hand, construction activity occupies 19% of the companies, also in-

cluding related activities (plumbing, electricity, etc..).

The secondary sector, i.e. industry, has a much smaller presence. They represent

8% of companies surveyed if we add 1% dedicated to the manufacture of furniture. The

business register of the Statistical Yearbook of Caja España reduced by 5% the weight of

industrial activity in 2013 in the city of Cáceres.

1 economic and social Data report of Territorial units for spain. 2013. Caja españa.

21%

19%

6%5%

13%

25%

7% 1% 3%

Distribution of Companies by Sectors

Commercial

Building

Hotel

Health Sector

Personal Services

Professional Services

Industry

Furniture Sector

Agro-livestock


For statistical analysis we use only the Industry sector (which includes the three

surveyed companies in the furniture sector).

Finally, agro-livestock activity makes up 3% of the companies surveyed, while the

census gives a weight of 1.5%. Certainly, the primary activity does not have much pres-

ence in an urban area as the respondent.

In conclusion, the sample to be analysed is an accurate representation of the actual

composition of the business network in Cáceres.

The same applies when you consider the size of the company. In the survey, differ-

ent categories are used, categories ranging from small, medium to large, so respondents

can define themselves.

The business network of the city of Cáceres is characterized, like the whole coun-

try, by its atomization. That is, by a preponderance of very small businesses, including

microenterprises.

In the environment of the European Union is set the following categorization of

companies according to their size:

• Microcompany. Less than 10 employees and less than 2 million € invoiced.• Small company. Between 10 and 49 employees and less than 10 millions € invoiced.• Medium company. Between 50 and 249 employees and less than 50 million € in-

voiced.• Large company. From 250 employees or more, and more than 50 million € invoiced.

According to the Spanish Central Business Directory (Directorio Central de

Empresas, DIRCE), on the 1st january 2012, Spain had 3,195,210 companies, of which

3,191,416 (99.88%) are SMB (Small and Medium Business) between 0 and 249 em-

ployees).

Specifically, microcompanies (0 to 9 employees) in Spain accounted for 95.5% of

all enterprises.

82% of respondents have self-identified themselves as having a small business. of

course, this percentage also includes companies. only two companies identified them-

selves as large, one from the sector of health care and the other from professional serv-

ices. Another 16% of medium businesses complete the sample.


Required trainingCompanies have been asked about the training required for their workers. Secondary

education is required by 25.1% of companies, followed by a university degree for 24.7%

of the companies. Vocational training (intermediate level and higher level) has a 32.2%

of demand (with a slight advantage on the intermediate level).

Surprisingly, 18% of businesses do not require any specific training for their workers.

We will see in more detail the data for the composition of the training requirement for

the size of companies and each of the sectors.

82%

16%2%

Size of the Company

Small

Medium

Large

0 5 10 15 20 25 30

No Specific Training

Secondary Education

Medium Vocational Training

Higher Vocational Training

University Degree

18%

25.1%

17.5%

14.7%

24.7%

Training Required for their Workers


0 5 10 15 20 25 30 35 40 45

Building

Commerce

Hotel

Health Services

Personal Services


Industry

Agro-livestock

Training Required by Sectors

University Degree Higher Vocational Tr Medium Vocational Tr

Secondary Education No Training

The preponderance of small businesses in the survey prevents us from reaching

concrete conclusions.

Training required for workersSize None Sec Edu Med VT High VT High EduSmall 82.2% 81.0% 81.8% 83.8% 82.3%Medium 17.8% 17.4% 15.9% 10.8% 17.7%Large 0.0% 1.6% 2.3% 5.4% 0.0%

100.0% 100.0% 100.0% 100.0% 100.0%

It was observed that large companies are the only companies which do not accept

none trained workers.

We will analyse the training required in each of the activity sectors from the sample,

as shown in the graph below.

on the one hand, University Degrees are required specially by health and

Professional Services.


Vocational training (higher level) is required by health services, Industry and

Professional Services.

Vocational training (intermediate level) is specially required by Livestock activity,

health Services and Building.

on the other hand, secondary school is required for Commerce and hotel Industry.

Finally, the respondent companies requiring no specific training are the Building,

Commerce and Personal Services.

Next, we will further analyse each of the sectors that make up the sample.

For Trade and Commerce companies it has been discovered that a large majority

do not require specific training from their workers. Thus, 70.3% accept people with no

training (25.9% of firms) or compulsory secondary education (44.4%).

Therefore, less than a third (29.7%) of the surveyed companies require specific train-

ing, more preferably for university degrees (required by 13% of respondents).

Although it is true that in recent years specific training modules have been devel-

oped by the trade and commerce sector, it has been observed that many of the compa-

nies did not consider these modules essential to join the business.

25.9%

44.4%

9.3%

7.4%

13.0%

0 5 10 15 20 25 30 35 40 45 50

Secondary Education

Medium Vocational Tr


Higher Vocational Tr

University Degree

Required Training: Commerce


29.2%

20.8%

22.9%

16.7%

10.4%

0 5 10 15 20 25 30 35

Secondary Education




University Degree

Required Training: Building

For the construction sector, 50% of companies do not require specific training. But

the percentage of those who do (compared to the commercial sector), especially the

demand for Vocational Training. This training is required by 39.6% of companies sur-

veyed, with greater presence of Intermediate Vocational Training (22.9%).

on the other hand, the university degree is only taken as a criterion by 10.4% of the

companies that responded to the survey.

Certainly the occupational map in the construction sector requires specific profes-

sional workers, but also a good number of jobs that can be filled by people without

specific training.

Moreover, it is a sector in which the training acquired through experience weighs

heavily in the development of professional careers.

University qualifications in the construction sector are restricted to occupations such

as architects, quantity surveyors, engineers, etc. But also areas dedicated to the manage-

ment of the company (graduates in business, economics, marketing, etc.).

The results for the hotel Industry sample are surprising due to their high demand

for university graduates. 35.7% of surveyed companies require a university degree from

their workers.

It is true that in addition to specific qualifications (e.g., tourism) there are many oc-

cupations that require university training (business administration, human resources,


marketing, etc). In any case, it is a supposition, because we do not have enough com-

panies in the index, the demand for higher qualifications will be more likely in hotel

industry companies that have a larger size.

In any case, 42.8% of companies, possibly the smallest, do not require any specific

training. It is true that, unlike the commerce and construction sectors, there is a greater

requirement to be entitled with the Secondary Education degree.

There is clear evidence gathered by other studies and as with other sectors, hotel in-

dustry companies value the previous experience in the sector as much as having specific

training. We’re talking, of course, about those less skilled jobs (waiter, assistant cook,

cleaning staff).

Meanwhile the demand for professional training is only required by 21.5% of the

companies surveyed. There is a greater preference for Intermediate Vocational Training,

nearly double (14.3%) than in the case of higher Vocational Training (7.2%).

In the health sector, as expected, higher qualifications are required. None of the

companies surveyed admit workers without special training. Furthermore, 75% of

businesses require advanced training, either a university degree or a vocational train-

ing degree.

7.1%

35.7%

14.3%

7.2%

35.7%

0 5 10 15 20 25 30 4035

Secondary Education




University Degree

Required Training: Hotel Industry


0.0%

0.0%

25.0%

33.3%

41.7%

0 5 10 15 20 25 30 454035

Secondary Education




University Degree

Required Training: Health Services

21.2%

24.2%

18.2%

12.2%

24.2%

0 5 10 15 20 25 30

Secondary Education




University Degree

Required Training: Personal Services

In the case of personal services, the wide variety of activities corresponds to a variety

of training required profiles. In any case, 45.4% of companies do not require specific

training from their employees.

Nearly a quarter of the companies surveyed require a university degree, while 30.4%

require employees with vocational training qualifications.


The situation is different in companies dedicated to professional services, which also

correspond to many different sector activities. Significantly there have been increases in

the demand for university graduates up to 38.1%, surpassed only by those dedicated to the

health sector. Another 35% demand both higher and intermediate Vocational Training.

just over a quarter of the companies in this sector do not require specific training to

potential workers.

15.0%

15.0%

20.0%

20.0%

30.0%

0 5 10 15 20 25 30 35

Secondary Education




University Degree

Required Training: Industry

7.9%

19.0%

17.5%

17.5%

38.1%

0 5 10 15 20 25 30 454035

Secondary Education




University Degree

Required Training: Professional Services


14.3%

14.3%

28.5%

14.3%

28.6%

0 5 10 15 20 25 30 35

Secondary Education




University Degree

Required Training: Agro-livestock

In the industrial sector, 70% of companies require specific training. 30% of them opt

for a university degree and the remaining 40% for Vocational Training, valuing equally

the higher Vocational Training and the Intermediate Vocational Training.

15% of the Industrial sector requires compulsory secondary education. Finally, 15%

remaining does not require any training.

Finally, we studied the livestock sector. We have to take into account the small

number in the sample, which expressed preferences need not be extrapolated to all

companies of this activity. In any case, it stands a greater preference for university educa-

tion or intermediate vocational training.

hiring PreferencesCompanies have been asked in the sample about their preference for the age of the

worker in case of a new hire.

As shown in the chart above, over half of the companies (55.8%) do not consider

age as relevant for the possible selection of a new worker. here we understand that we

have a “politically correct” answer. This is because it is most difficult in entering or re-

entering the labour market for both workers: over 45 years and younger workers.


13%

22%

4%2%

59%

Commerce

18–25 YO

26–35 YO

36–45 YO

>45 YO

Indifferent

In fact, among the companies that do consider the age factor relevant, only 0.8% would

opt for hiring a more than 45 years worker, despite the various tax bonus for the contractor.

Although with less intensity, also the section of 36 to 45 is rejected by the majority of

respondents. A meagre 4.4% consider this age range more attractive to hiring a new worker.

The favourite age range is from 26 to 35 years since, at least in theory, these ages

should combine youth and a certain amount of work experience. however, the increas-

ing delay in the age of entry into the work market and the increasing temporary job

contract, creates difficulty for early acquisition of professional experience.

We are now going to analyse the preferences for each age group of each of the sec-

tors. All sectors have elected majority indifferent response category so we will focus on

analysing the reviews from people who have chosen an age sector.

0 10 20 30 40 50 60

From 18 to 25 YO

From 26 to 35 YO

From 36 to 45 YO

More than 45 YO

Any age

15.1%

23.9%

4.4%

0.8%

55.8%

Preference for the Age of New Workers


17%

19%

6%2%

56%

Building

18–25 YO

26–35 YO

36–45 YO

>45 YO

Indifferent

14%

29%57%

Hotel Industry

18–25 YO

26–35 YO

36–45 YO

>45 YO

Indifferent

For the commercial sector, the preferred section is 26 to 35 followed by the 18-25,

being both 35%. Those over 36 years are marked by only 6% of companies.

The same applies in the building sector where workers under 36 represent 36% but

with a greater preference for under-25s (17%). It also increases the percentage of those

older than 36 years upwards to 8%.


In the hotel industry, younger workers are preferred. In fact, no company has opt-

ed for workers over 36 years, although 57% says that age is not a selection criterion.

Meanwhile, 29% opt for the 26 to 35 years sector.

on the contrary, in the health services, companies have not opted for the younger

section of age, 18 to 25 years. Along with the breeds this is the sector that gives less

weight to the age when taking on new workers.

8%8%

84%

Health Services

18–25 YO

26–35 YO

36–45 YO

>45 YO

Indifferent

9%

30%

6%

55%

Personal Services

18–25 YO

26–35 YO

36–45 YO

>45 YO

Indifferent


15%

30%55%

Industry

18–25 YO

26–35 YO

36–45 YO

>45 YO

Indifferent

The personal services sector shows more distribution. There is, again, a preference

for the range of 26 to 35, with 30% of responses.

In the case of professional service firms, it is noteworthy that there is a higher proportion

opting for younger workers. Specifically, 24% say so. As we have also seen that this sector

demands a university degree, it seems that they do require and accept recent graduates.

In any case, although there is less difference than in previous sections, this sector

also opts for the stretch of mostly 26 to 35 years. Also it is worth noting that 5% has a

preference for those over 36, but not older than 45 years.

24%

27%

5%

44%


18–25 YO

26–35 YO

36–45 YO

>45 YO

Indifferent


Companies engaged in industrial activity show a preference for workers under 36

years old. Specifically, the 30% responses are assigned to stretch of 26 to 35 years and

half, i.e. 15%, the younger interval.

Finally the livestock activity shows less variability. only 14% of companies have shown

a preference for a range of age and all they have chosen the 26 to 35 years age range.

It has also been an issue for companies when choosing between men and women

when hiring. It seems that once again we have a “politically correct” answer. While 71%

of respondents did not show any preference, the reality is that women have greater dif-

ficulties in accessing the labour market.

14%

86%

Agro-livestock

18–25 YO

26–35 YO

36–45 YO

>45 YO

Indifferent

22%

7%

71%

Gender Worker�s Preference for New Hiring

Male

Female

Indifferent


0 20 40 60 80 100

Commerce

Building

Hotel Industry

Health Services

Personal Services


Industry

Agro-livestock

16.7%

52.1%

7.1%

0.0%

21.2%

7.9%

30.0%

42.9%

14.8%

0.0%

0.0%

8.3%

3.0%

6.4%

10.0%

14.4%

68.5%

47.9%

92.9%

91.7%

75.8%

85.7%

60.0%

42.9%

Gender Worker�s Preference by Sector

Indifferent

Female

Male

14%

51%

21%

14%

Required Computer Knowledge

Elementary

Medium

Advanced

N/A

Some conclusions arise with the analysis by sector leaves. Building, livestock and

industry are more likely to hire male workers while commerce and health sectors are the

only ones who prefer women, but with a slight difference in the first case.

The overall sample reflects the reality of the existence of male-dominated sectors

(as is clear in the building sector) with other feminized, such as commerce and health.

It has also asked companies about required computer knowledge for a new hire.


As seen in the chart above, the majority of companies consider that certain knowl-

edge in computers and it is necessary. only 14% of companies do not indicate a particu-

lar level of knowledge.

It is found that the weight of computer skills have increased and will continue in

all areas of business. In addition to industry-specific applications, the software tools are

widespread in business management (accounting, tax, etc). Administrations increas-

ingly offer and require further telematics completion of many procedures and formali-

ties necessary for business (license application, payment of fees, etc).

Moreover, the spread of new information technologies and communication demand

the use of tools such as Internet, email, etc.

Thus, computer skills have become a cross competition, considered by the vast ma-

jority of companies.

In the graph below we will analyse the demand for computer skills of workers in

each of the sectors that make up the sample.

We found that the construction sector is the one requiring the least knowledge in

computer skills when hiring new workers.

0 10 20 30 40 50 60 70 80

Commerce

Building

Hotel Industry

Health Services

Personal Services


Industry

Agro-livestock

16.7%

20.8%

21.4%

8.3%

15.2%

7.9%

15.0%

0.0%

59.2%

47.9%

64.3%

75.1%

60.5%

41.3%

30.0%

42.9%

3.7%

2.1%

14.3%

8.3%

15.2%

47.6%

35.0%

42.9%

20.4%

29.2%

0.0%

8.3%

9.1%

3.2%

20.0%

14.2%

Required Computer Knowledge by Sector

N/A Advanced Medium Elementary


on the contrary, the professional service sector is the one which demands more

advanced knowledge, specifically 47.6%. If we have in mind the average knowledge,

88.9% of them require a level higher than elementary.

Media skills are chosen in greater proportion by the healthcare sector (75%), hotel

industry (64.3%), personal services (60.6%) and commerce (59.3).

Finally, basic knowledge is required by 21.4% of the hostel industry companies,

20,8% of the building companies and by 16.7% of the commerce companies.

The following question was referred to another cross competition, in this case the

knowledge of foreign languages. In the graph below we can see the data.

In this case the total of the percentages are more than 100% because companies

were given the option to mark more than one language.

just over half (55.5%) of the companies in Cáceres do not require knowledge of

foreign languages for hiring workers.

Among those that do require language knowledge, they mark the English language

as the most required at different levels. Specifically, 41.1% choose it. however, only

6.3% require an advanced level of English.

To a much smaller proportion (3.1%) of companies mentioned Portuguese as a nec-

essary language for the economic activity. Certainly the proximity to the neighbouring

country and the existence of trade and business exchanges explain this demand.

Residually, only 0.4% of companies require the French language.

0

10

20

30

40

50

60

ElementaryEnglish

IntermediateEnglish

AdvancedEnglish

Portuguese French N/A

14.1%20.7%

6.3%3.1% 0.4%

55.5%

Required Language Knowledge


The statistical relationship between the demand for languages and the sector of ac-

tivity is not relevant, so are not going to analyse it.

Companies have been asked about the need for knowledge in the management of

specific equipment work in future employees. As shown in the graph above, more than

half of the sectors said that it is necessary.

In the table below we analyse this response in terms of each of the business sectors

of the companies surveyed.

Do you need your future workers have machinery management knowledge?

Sector Yes NoCommerce 48.1% 51.9%Building 89.6% 10.4%Hotel Industry 28.6% 71.4%Health Services 58.3% 41.7%Personal Services 48.5% 51.5%Professional Services 42.9% 57.1%Industry 50.0% 50.0%Agro-livestock 57.1% 42.9%

55%

45%

Required Machinery Management Knowledge

Yes

No


It is important to say that in the sectors that do require the machinery management

knowledge, is, first and far above the rest, the building activity. Thus, almost 90% of

building companies have noted so. Also, to a lesser extent, the health and agricultural

and livestock sectors also requires this specific knowledge.

By contrast, the hotel industry is the sector that requires less machinery management

knowledge least demand knowledge. Nearly three out of four of the hotel companies

stated so. Also, the professional services sector also shows the same trend but not so promi-

nently.

Valuation of the Training and work PracticeThe following question has been evaluated, “would you rate positively, that your future

employee would have practical training in their curriculum?”

The response has generated a broad consensus as almost nine out of ten companies

have responded positively.

There is no analysis of sectors because the answers are similar in all of them. In fact,

there are no industries under 83% in the percentage of companies who value practical

training. In any case, it is worth noting that the highest percentage is between building

companies (93.8%), while the lowest in the health sector with 83.3%.

Therefore, it is clear the importance of the practice of practice education for a better

entry into the labour market in the city of Cáceres in all sectors of economic activity.

88%

12%

Positive Valuation of Work Practice

Yes

No


Related to the previous question, companies were asked if they would accept train-

ees in their organization.

More than eight out of ten companies respond positively to this question. In the

table below it is shown the differences by sectors.

Would you like to accept students for internship in your company?


Apart from the agricultural and livestock activity (unrepresentative of their shortage

in the sample), the most likely sectors to accept trainees are health, industry and profes-

sional services.

on the contrary, the more reluctant are building, commerce and hotel industry. In

any case, these percentages are in a general context, that is favourable to the including

82%

18%

Would You Accept Students for Internship?

Yes

No


47%

23%

8%

22%

Preferences in the Distribution and Duration of the Internship Period

400 hours at the end of studies

400 hours spread overdifferent periods

More than 400 hours

N/A

trainees in the company. Even in building, three out of four companies are willing to

accommodate these students.

In regard to the organization, the companies were asked about their preferences

regarding duration and organization and distribution. As it can be observed in the chart

above, almost half (47%) opted for a duration of 400 hours, once the studies have been

completed.

To distribute those 400 hours in different periods of the student’s training is selected

by 23% of companies. Finally, 8% of them indicated a preference for a period longer

than 400 hours practice.

It is also noteworthy that 22% of companies surveyed did not answer the question.

Now, we are going to analyse the magnitude of this response depending on the sec-

tor of activity to which the company belongs to see if there are significant differences.

The first thing to note is that companies that do not answer to this question belong to

the commerce and hotel industry sectors, a 33.3% in the first case and 28.6% in the second.

Meanwhile, as you can see in the chart below, companies that choose the option of

400 hours after finishing the studies are the health sectors (66.7%), professional services

(50%) and building sectors (50%).

The 400 hours on different period options is chosen by the hotel industry (35.7%),

building (25%), industry (25%) and personal services (24.2%). however, only in the

hotel industry to the option that exceeds 400 hours once the studies have been finished.


The choice of more than 400 hours is only preferred by industry companies with

35% of answers, with a 25% for each of the other two alternatives. In other sectors this

option is clearly a minority.

0 10 20 30 40 50 60 70

Commerce

Building

Hotel Industry

Health Services

Personal Services


Industry

Agro-livestock

40.7%

50.0%

28.6%

66.6%

42.4%

57.1%

25.0%

57.1%

22.3&

25.0%

35.7%

16.7%

24.2%

19.0%

25.0%

28.6%

3.7%

4.2%

7.1%

0.0%

9.1%

6.3%

35.0%

14.3%

33.3%

20.8%

28.6%

16.7%

24.2%

17.6%

15.0%

0.0%

Preferences in the Organization for Training by Sector

N/A More than 400 h 400 h in different periods 400 h at the end of studies

64%

34%

2%

Have You Ever Had Internship Students?

Yes No Yes, hiring them later


0 10 20 30 40 50 60 70 80 90

Commerce

Building

Hotel Industry

Health Services

Personal Services


Industry

Agro-livestock

42.6%

54.2%

71.4%

83.3%

69.7%

74.6%

80.0%

71.4%

57.4%

43.8%

28.6%

16.7%

27.3%

20.6%

20.0%

28.6%

0.0%

2.1%

0.0%

0.0%

3.0%

4.8%

0.0%

0.0%

Have You Ever Had Internship Students? By Sectors

Yes, hiring them later No Yes

90%

10%

Would you participate actively in your workers� training?

Yes No

Nearly two out of three companies surveyed have already received trainees. however,

only 2% have subsequently hired these students. Certainly it is a very small percentage

so we should look into the motivations of companies beyond the unfavourable eco-

nomic situation.

As shown in the graph, health services (83.3%), industry (80%) and professional

services (74.6%) are the sectors with the highest tradition of accepting internship stu-


dents. By contrast, building (54.2%) and especially commerce sector (42.6%) are less

familiar with business internships. Note that the commerce sector is the only one that

the negative answer regarding this question has been answered by more companies than

a positive one.

Subsequent recruitment has only been given among the companies in the areas of

professional services, personal services and building

Finally, the question “Would you prefer as a company to be involved in the training

of their own workers?” 90% answered yes. Again it seems that we have a “politically cor-

rect” answer, which we should check if this happens in a real agreement.

As a company, would you like to participate actively in your workers’ training?


Although there is a high consensus in responding positively to participation in train-

ing, there are sectors which are more reluctant. This applies in particular in the health

sector where 25% of companies surveyed say no. Also it is to be noted that the personal

services sector approaches twenty percent of negative responses (18.2%).

activities / Products | 113113 | new Cooperation and Career guidance models to reduce unemployment rate

Survey in NevsehirVocational Training in Industry Compliance

Comenius Regio Project numbered 2012-1-TR1-CoM13-39489 1 and named New

Cooperation and Career Guidance Models to Reduce Unemployment Rate projects with-

in the scope of the survey of students studying in vocational education institutions as a

trainee workplace that accepts 50 were interviewed.

Later in the meeting survey results have been evaluated. Comments and suggestions

are given below.

Conference Participants

nevşehir Üniversitesi mr ishak serkan Başar

nevşehir İl milli eğitim müdürlüğü mr ali Kemal erimmr Hakan Karamanmr okan ekimci ms sevgi Yilmaz

Emerging IssuesThere is mismatch between the education curriculum in vocational education institu-

tions and the labour markets’ needs in terms of quality and quantity. The curriculum

does not fully meet the needs of the labour market as the cumbersome structure lags

behind the needs of market. In this case, business skills training is also affected nega-

tively. Students start vocational training before they recognize the jobs, this case direct

students to the professions that they do not want to work in their future life. Vocational

training in schools can not meet the intermediate element need. Continuing profes-

sional education of students’ attending internship 3 days a week reduces their adapta-

tion to school or workplace. This affects the productivity at work negatively.

Vocational training institutions get behind in the technological infrastructure equip-

ment that age required. Vocational education students can not grasp the importance of

internships, they can not gain vocational qualifications.

Cooperation between vocational training institutions and enterprises are not sustain-

able.


Provincial employment of the board’s work, is not known by the relevant sector rep-

resentatives.

Suggestions1. Better recognition to students for professions vocational guidance should be done as

well courses.

2. The new vocational training areas should be opened to meet the needs of the region. The convenience to the provincial employment boards should be provided on this subject.

3. In vocational training institutions and bodies, along with emerging technologies in emerging professions should give priority to infrastructure works.

4. The infrastructure of educational institutions should be updated according to the requirements of the age.

5. Entrepreneurship education should be taught in schools.

6. Vocational education institutions and businesses could be sustainable partnerships and flexible according to the requirements of the age.

[8]Final Conclusions

ThIS PRojECT WAS CoNCEIVED and designed in order to make the co-

operation between institutions and career guidance for students increased; to share best

practices in the analysis of labour market needs; for teachers to have better training; to

improve the use of ICT techniques and to have better employment guidance for our

students.

In all these ways, we can say that the experience has been very positive.

From the moment when there is an open mind willing to want to work outside their

own country, to want to understand other educational systems and other organisational

approaches, to want to share experiences from a working group, to respect the decisions

taken, a Project like this will be always successful.

It is true that perhaps the conclusions that have been reached are not shared by every-

one. Nobody likes to admit that a system in which he or she works could be much more

effective, that is true. But perhaps the most important thing is how we have reached

those conclusions. It is not an utopian idea of how things should be more or less politi-

cally right explicitly or implicitly, we have come to those conclusions from a detailed

analysis of all the circumstances surrounding the case studied.

In this sense, we can say that the Spanish education system is, above all inclusive:

our students with disabilities or special educational needs are fully integrated within

the regular system of compulsory secondary education. It is true that many buildings,

115


especially the oldest ones, do not still have an appropriate structure for all those people

with physical impossibilities.

The Turkish system dedicated to new technologies has a new generation software

and although there are not computers in every classroom, the ones which are ready

for it work faultlessly with consistent programs and with a more than sufficient utility

network.

With regard to vocational education, and comparing it with the Spanish one, in

order to students can perform, develop and complete professional skills, companies pay

to the students during their internship. The government afford the students’ insurance

during their internship. We have into account this point because it drew our attention

because in Spain it is very difficult to find enterprises that want to have students doing

their practices and it is the administration that financially compensates the employer for

hosting students, contrary to the Turkish education system situation. This shows how

important Vocational Education is for them and quite different from our educational

and entrepreneurs collective, who are still thinking that vocational training is for stu-

dents who do not want to continue studying and that somehow have to be in school,

accordance with the rules. In this respect they are more involved in education and they

also inculcate students the responsibility and the importance of work from an early age.

In accordance with the above and metaphorically, we can say the one who risks the

one who wins. And that happens to them as we see reflected in their unemployment rate

which is a percentage three times lower than ours.

So the main targets in this project had been achieved:

A collaboration agreement had been signed by Extremadura and Nevsehir Provincial

National Education Directorate and Nevsehir hacı Bektas Veli University; the level of

the use of working with ICT tools had been improved as some workshops for teachers

had been developed; the application and study of new methodological approaches, like

the Design Thinking Method, had enriched our way of teaching deeply; sharing expe-

riences and values from so different countries had also developed our daily work and

good practises; some of the partners secondary schools had started to work together in

two new kA2 projects to apply for them next year.

Besides, participating in this project allows us to manage our knowledge of how

to deal with European projects and to encourage us to apply for new ones with more

final Conclusions | 117

countries and to face the collaboration between different political and educational insti-

tutions and stakeholders in a positive way to foster the exchanging the ideas and the real

importance the professionals have in dealing with the educational resources.

In this sense, the Spanish partners have got the following conclusions:• Changes in the vocational training curricula should be considered every four or five

years in the area labour market needs.

• So a standing committee should be created to have an ongoing dialogue among companies, trainers, local educational institutions and stakeholders. This committee should help to select the available training qualifications with real job opportunities.

• Long life teachers’ training and recycling have to strengthen, to adapt their qualifica-tions to market needs, promoting the use of different strategies.

• The materials and resources created in this project should be used as a stating plat-form.

To conclude, it can be said that participating in this project had been one of the most

enriching experience a teacher can have because of the amount of personal aims gained

and the amount of professional improvement obtained.

comenius book

Documents

newsletter nr

legal deposit nr

provincial delegation

copyright owner

career guidance models

new cooperation

ministry of education

government of extremadura