We have
done a kind of exam as a way of finishing WebQuest and Group of Experts
activities. I say that it was a kind of exam because it is going to be
corrected be us, not by the teacher. Each person corrects his exam. The exam
was structured in five parts, one per group of experts. Here you got the exam
and the correct answers:
1. REGARDING GUIDANCE AND
EDUCATION IN EARLY CHILDHOOD AND SCHOOL EDUCATION: (4 points)
- In which principles is it based?
Describe them briefly.
It is based on 2006 Education Act. In
it is said that:
·
It
is a right for every student.
·
It
constitutes a fundamental intervention for making real the principles of equity
and education equality in basic education although it must be extended
lifelong.
·
It
is based on the principles of prevention, development and global intervention.
·
Their
target groups are students, families and education professionals.
·
It
is responsibility of the whole school community, although counsellors assume a
leading role.
·
It
is carried out by trained and prestigious professionals.
·
It
requires some comprehensive plans for diversity attention and network.
- Target groups.
Target groups are students, families
and education professionals.
- Explain the relation between LOE
and the decrees of the Autonomous Communities.
The LOE provides that the education
Authorities are responsible of guidance development, so, currently, most of the
Autonomous Communities have passed specific regulations for its complete or
partial organisation. In addition, many aspects related to the functions and
the structure of the educational guidance are regulated by the Decrees on the
curriculum of Primary and Compulsory Secondary Education (ESO) of the
Autonomous Communities and by the organic rules of the school.
- In which function of Guidance
would you set “Welcoming Plans”?
“Welcoming Plans” would be set in
the function of Educative prevention and intervention.
- Explain the function “Diagnose”
briefly.
Diagnose functions make reference to
the execution of psychopedagogical evaluations, psychopedagogic reports or
proposals for students’ schooling.
- Describe how the level of direct
intervention at Schools is organized and the main differences between Pre –
Primary, Primary and Secondary School.
The organisation of the guidance
model allows establishing three intervention levels:
·
At
classroom
level, it is the framework where the set of actions established in the
tutorial action plan of the school are included. These actions are developed by
the tutor and all the teachers of a group of students. In ESO is pointed out
that this tutorial action plan must “pay special attention to the educational
an professional guidance of the students” and, one of the tutor’s functions is
described as “inform, guide and give advice to the students about their
learning process and their academic and professional possibilities”.
·
The
level of direct intervention at schools puts together different guidance
structures. In Pre – Primary and Primary Education there is a clear
predominance of guidance structures that are external to schools (Education and
Psychopedagogic Guidance Teams), while in Secondary Education they are usually
internal to schools (Guidance Departments). This level gathers the actions
related to the direct work with students, teachers and families, counselling on
the process of preparing the school
documentation, the set up of prevention measures, diagnosis and intervention
with students and, sometimes, teaching.
·
The
third level in guidance organisation model is direct or specific intervention
with schools, formed by external structures that function as support
for the structures of direct intervention abovementioned. At the same time,
they carry out coordination functions between the different schools in the same
area, keeping institutional communication and between professionals.
- What type of degree do you need to
hold in order to be a member of a Guidance Unit or Team?
You need to hold a Licenciado or
Bachelor’s degree in Pedagogy, Psychology and Psycho – pedagogy in order to be
a member of a Guidance Unit or Team.
- Brief profile description of the
three roles that could part of a Guidance Team.
There are there main roles that
could part of a Guidance Team. These roles are:
·
The
class
teacher, through tutoring, is the person responsible for the guidance
of pupils. At pre – primary and primary education level, they focus on pupils’
satisfactory integration in the group of classmates, whereas at secondary
education, they focus on more specific aspects of academic and professional guidance.
·
School
counsellors
working at non – university educational institutions belong to the body of
secondary education teachers, in particular, to the specialisation of
Educational Guidance. Their duties are to provide support, advice and specific
guidance to all students at non – university levels, as well as to cooperate
with educational establishments and their teaching staff in the development of
projects for different activities, tutorials, and academic and professional
guidance.
·
Social workers are members of the Educational and Psycho – pedagogical Guidance Teams,
Guidance Units or Guidance Departments at non – university educational
institutions. They belong to the body of Technical Teachers of Vocational
Training specialised in Community Services and are mainly responsible for
identifying pupils with a low attendance record, analysing the causes of their
problems, and guaranteeing their return and successful reintegration into
school.
2. REGARDING GUIDANCE AND
EDUCATION IN HIGHER EDUCATION: (2 points)
- Give two examples of the recent
tasks which have been recently defined (2011) related to the Attention,
Guidance and Professional Insertion of University Students.
Two examples of the recent tasks
which have been recently defined (2011) related to the Attention, Guidance and
Professional Insertion of University Students are:
1. To establish a system of
comprehensive attention to students and university degree holders in the
framework of the European Higher Education Area, responding to their needs and
demands in the new educative and social context.
2. To promote specialised attention
programmes aimed at future students, university students and university degree
holders.
- What are the Centres for Guidance
and Information on Employment (COIE) in charge of?
The Centres for Guidance and
Information on Employment (COIE) are in charge of giving guidance for finding a
job to university degree holders and students in the last years of university
education, and of informing about the existing training and professional
choices. Regarding employment, they can provide internships in companies, or
training and incorporation to work courses, or offer the companies a free
service for covering some vacancies in an initial selection phase.
- Give two examples of grants for
university students and another two of specific measures for disabled students.
·
Two
examples of grants for university students are:
1. Salary grants for
university students.
2.
Study grants aimed at favouring the stay on education for youth at risk of
dropout without any degree.
·
Two
examples of specific measures for disabled students are:
1.
Equal opportunities for students and other disabled members of the university
community, removing any form of discrimination and establishing positive action
measures aimed at assuring their fully and effective participation in the
university field.
2.
Total exemption from paying any public fees in the studies leading to the
obtaining of a university degree for disabled students.
3. REGARDING GUIDANCE AND
COUNSELLING IN LIFELONG LEARNING: (2 points)
- Where do we find the following
topics or subjects in terms of Guidance in Vocational Training Studies:
“Learning opportunities”, “Creation and management of an enterprise and self –
employment”, “Work Organisation”?
We find the following topics or
subjects in terms of Guidance in Vocational Training Studies (learning
opportunities, creation and management of an enterprise and self – employment,
and work organisation) in the following part of the text:
“This kind of training is aimed at
getting knowledge on several topics: learning opportunities; work
opportunities; work opportunities; creation and management of an enterprise and
self
– employment; work organisation and enterprise
relationships; basic labour legislation; legislation concerning equal
opportunities and non – discrimination against disabled people; as well as the
tights and duties coming from labour relationships, in order to ease of the
access to employment or the reintegration into the labour market.”
- In which programmes/services do we
talk about the possibility of recognize and certify experienced knowledge and
skills? How is the Guidance in those cases?
In the programme or service of
“Recognising the professional competences acquired by work experience”, we can
talk about the possibility of recognize and certify experienced knowledge and
skills. In this case we can find guidance in order to make easier for adults
lifelong learning, integration and insertion into working, and personal and
professional progression, a proceeding for assessing and certifying
professional skills acquired through work experience or non – formal training
has been established, as well as the effects that this assessment and
certification process may have. In this aspect, Education and Labour Authorities
assure an open and permanent service that provides information and guidance on
the process and the official certificates that can be got. During this process,
guidance is compulsory and has an individualised or collective nature,
depending on the characteristics of the concrete call and on candidates’ needs.
4. REGARDING SUPPORT MEASURES FOR
LEARNERS IN ADULT EDUCATION AND TRAINING: (1 point)
- Why is the Adult Education and
Training in itself and specific support measure?
Adult Education and Training itself
is a specific support measure for promoting equal opportunities for everyone,
particularly immigrant adults. Adult Education and Training is aimed at
correcting the risks of social exclusion, especially in the most disadvantage
sectors, at guaranteeing the chance to increase and update the mature people’s
competences, at promoting equal rights and opportunities for men and women, at
facilitating the inclusion of immigrant people, and at providing an appropriate
attention to those people with a specific need for educational support.
Likewise, in penitentiary establishments the access to these studies is ensured
for the prison population.
5. FREE-ANSWER QUESTION: (1 point)
- Add one more question to each part
that you would consider important in order to get the main key concepts.
- Regarding Guidance and Education
in Early Childhood and School Education: How to know when an Early Childhood
Children have a problem.
- Regarding Guidance and Education
in Higher Education: Who provides Guidance and Counselling in Higher Education?
- Regarding Guidance and Counselling
in Lifelong Learning: How can we keep on learning even when we are teachers?
- Regarding Support Measures for
Learners in Adult Education and Training: How to deal with students that could
be older than us.
For finishing, I would like to share
with you the information in which this exam is based.
- Part 1 is based on:
- Part 4 is based on:
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