Project No.: 2015-1-DE02-KA202-002412

NATIONAL REPORT SPAIN

Intellectual Output 1:

SURVEY ON THE NEEDS OF LABOUR MARKET IN THE DIGITAL FIELD, THE

PROVISION & VALIDATION OF CONTINOUS DEVELOPMENT TRAINING FOR

VET TRAINERS IN ICT, EFFORTS TO PROMOTE THE OPENING OF EDUCATION

AND COLLECTION OF e-TOOLS

May 2016

Instituto de Formacion y estudios sociales (IFES)

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be

held responsible for any use which may be made of the information contained therein.

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1. Introduction It’s quite clear the necessity to equip the “potentially lost generation” with the adequate skills in order to ensure smart, sustainable and inclusive growth (EU 2020 Strategy). Education is one of the four basic pillars of the welfare state in a modern society and teachers are the most important in-school factor affecting students’ outcomes.

From our point of view, for the efficient development of the project it is strictly necessary to know the current situation of trainers and teachers’ regarding their ICT skills for teaching and the use of new technologies in the workplace. This clearly justifies the need for developing a national report on the status of trainers and teachers in this regard. According to the results of the "European survey to schools on ICT in education" (2013)1, Spain occupies the first position in ICT training in recent years as regards the highest number of hours per teacher of this type of training; however, in the surveys, teachers consider themselves their training low and poor for the full integration of technological means. This paradox suggests the need to rethink the effectiveness of ICT training which is a bit oriented generally to digital immersion teachers and educational use of new media.

At the same time, we could already talk about a generation which is digital native in Spain, where more than 90% of students from the last cycles of primary education already own and use their own mobile devices and internet-connected computer to perform some tasks and enjoy their leisure time or communicate with their friends in social environments. Connectivity and equipment will be arriving to all the classrooms, but it will be more difficult that there is a sufficient level of digital teaching competence if there isn’t a common frame of reference that allows its widespread accreditation (not as something optional or reserved for those who have interest in applications and computing devices). A coherent plan of training should be developed in order to allow teachers to obtain their ICT qualification, provide them with tools and develop a proposal for measurable indicators to reinforce one of the worst served areas of teaching professionalization in the initial training. So far, the multilingual training has prevailed as an entry and permanence requirement in non-university teaching, as in the case of Valencian Community (Decree 127/2012 of August 3rd)2.

1 European survey to schools on ICT in education" (2013) http://blog.educalab.es/intef/wp-

content/uploads/sites/4/2013/04/Encuesta_Europea_a_centros_escolares_TIC_en__Educacion_INTEF_abril_2013 2 Decree 127/2012 of August 3rd http://www.docv.gva.es/portal/ficha_disposicion_pc.jsp?sig=007636/2012&L=1

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2. Current ICT scene in partner countries (document analysis) 2.1 Provision of training (professional development opportunities) In Spain, we can find different realities depending on the Autonomous Community and depending whether it is private education or public / concerted education. The responsibility for education in Spain has been transferred to the seventeen regional education authorities (Autonomous Communities) which are now responsible for the contractual conditions of the educational model, which means that the model can vary depending on the Autonomous Community and the political party which governs. Anyway there exists a national official body for cooperation called Education Sectoral Conference, established in 1986, which institutionalizes the collaboration and coordination of educational policies of the various public administrations in order to ensure maximum coherence and integration of the education system. Since 2013 there exist in Spain a public body called INTEF (National Institute of Educational Technologies and Teacher Training), under the Ministry of Education, which has created the Common Framework of Educational Digital Competence (in line with the work initiated around the Teacher Professional Development Framework). The courses currently offered are: a) Teachers who want to acquire more specific knowledge of any computer tool Presentation teaching design Draw, vector drawing Flash in teaching Gimp, educational applications Spreadsheet in teaching Educational applications with Hot Potatoes Multimedia and Web 2.0 LEARNING CONTENTS The training course is structured in four modules, in which the training contents needed to publish in Blogger or WordPress multimedia elements are reviewed.

Module 1: Blog. Module 2: Image. Module 3: Audio. Module 4: Video.

OBJECTIVES Its main purpose is training in basic procedures for creating multimedia contents adapted to the web. It means preparing and optimizing resources of different types: text, image, audio or video with proper weight-quality ratio, which is very important on the internet, that can be published to an HTML page, a CMS content manager, a social network or can serve as a basis for building objects or more complex contents

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using tools for general editing (powerpoint, impress, flash, etc) or authoring tools for educational multimedia resources (hot potatoes, jclic ,squeak ,lim, etc). DURATION: 2 months. HOW MANY CREDITS: After completing the course with a diploma of achievement, a certificate of 6 credits will be issued (equivalent to a course of 60 hours of training). TYPE OF TRAINING: ONLINE training. Word processor in teaching Sound and music with computer Creating interactive scenes of Physics Foreign languages with Malted Interactive mathematics with Descartes

b) Teachers with prior training in the educational use of ICT GeoGebra in teaching mathematics Internet, open classroom 2.0 ICT methodologies in primary education Music 2.0 Advanced Social sciences and web 2.0 Advanced Application of educational games in the classroom Natural sciences, biology and geology with Biosphere in the classroom ICT School 2.0 and application in the classroom LEARNING CONTENTS

Module 1: Introduction. To get familiar with the Moodle platform. Module 2: Planning. To develop a project to implement in the classroom,

choosing objectives, contents, teaching resources, etc. Module 3: Materials. To select ICT tools and digital resources to be used in

class, designing the supplementary material for students and which is to be used for monitoring and evaluation of the project. To test different web 2.0 tools (Blogger, Webnode, Wikispaces, Slide, SlideBoom, create a pdf).

Module 4: Classroom application. It is the practice in which the designed project is developed.

Module 5: Evaluation. An assessment of the whole process from both the teachers involved and the participating students will be held.

OBJECTIVES To show the strategies for using ICT in the classroom to the teachers.

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To identify the difficulties of all kinds encountered when using the computer as a learning tool continuously and promote the search for solutions.

To introduce some web 2.0 tools that allow to organize the resources. To promote a long-term use that demystifies the ICT and helps to ensure that

educational outcomes can be improved with this methodology. To analyze the attitude of students to a new way of learning and diagnose its

effects. DURATION: 3 months. HOW MANY CREDITS: After completing the course with a diploma of achievement, a certificate of 10 credits will be issued (equivalent to a course of 100 hours of training). TYPE OF TRAINING: ONLINE training. Training for aquisition of basic skills

c) Teacher training for acquisition of basic skills for educational purposes in ICT

Social sciences and Web 2.0

Natural sciences, biology and geology with Biosphere

eTwinning 2.0

Internet, open classroom 2.0 LEARNING CONTENTS

Module 1: Internet basic concepts and connection. Module 2: Navigation and search. Module 3: Mails, forums, chats and messages. Module 4: Web 2.0: blogs, wiki and news channels. Module 5: Web 2.0: share and multimedia. Module 6: Web 2.0: networks and social bookmarking. Module 7: Web 2.0: platforms and network learning resources. Module 8: Computer security.

OBJECTIVES

To initiate in the world of Internet and its applications. To encourage and promote the use of telematic communications in schools. To introduce the didactic educational potential of the different tools of Web 2.0. To get familiar with the operation of programs which manage the various

services available on the network. To discover the potential of the Internet as a vast new source of information. To establish the basic criteria to ensure secure access.

DURATION: 2 months. HOW MANY CREDITS: After completing the course with a diploma of achievement, a certificate of 6 credits will be issued (equivalent to a course of 60 hours of training). TYPE OF TRAINING: ONLINE training. Physics and Chemistry with Newton GeoGebra in primary education GeoGebra in teaching mathematics

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Foreign languages with Malted Interactive mathematics with Descartes Music 2.0 Didactic use of the whiteboard d) Teachers who start using ICT (beginners) Introduction to Computer Science Introduction to Linux

In the case of Valencian Community, teachers have multiple opportunities for access to training either through private organizations, paying the amount fixed by them (sometimes this money can be recovered by the company in which the teachers work through social insurance deductions) or through public bodies (in this case the courses are 100% subsidized). It is very easy to access training. Through internet it is possible to know the training offer and enrollment. Most of the courses can be done under the on-line training modality. Examples of access to this training offered by public bodies can be found in their official websites:

http://www.ceice.gva.es/per/es/sfp_0_sfp.asp

http://www.mecd.gob.es/educacion-mecd/areas-educacion/profesorado/formacion/formacion-permanente.html

Collaborating entities: http://www.mecd.gob.es/educacion-mecd/dms/mecd/educacion-mecd/areas-educacion/profesorado/formacion/formacion-permanente/entidades-colaboradoras/ENTIDADES_15_09.pdf And we can also find many private organizations where the training offer, within which we find ICT training, is important:

http://www.cursosparadocentes.com

http://educalab.es/intef/formacion/formacion-en-red/materiales-cursos-autoformacion

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http://www.cursoticprofesores.com/presentacion Training for teachers of Cervantes Institute: http://www.cervantes.es/

http://www.fundacion.uned.es/publico_calendario/4546

All the training the teachers have access to is on a voluntary basis. There is an incentive when they take part in training offers, in form of additional remuneration. Teachers need to have six years of teaching service AND they need to have collected 10 training credits.

These credits are obtained by performing courses and training activities. Every 10 hours of training imply one credit and it will serve for a six-years term if the date of completion of the training activity falls within the six years prior to the compliance date of the six-years term3. 2.2 Use of Open Education Resources (OER) 2.2.1 Provision and use of OER in education

The figures of education in Spain. Course 2013-2014 (2016 Edition)

Statistical Yearbook “the figures of education in Spain” (Statistics and indicators for the course 2013-2014)4.

Published by the Sub-Directorate General of Statistics and Research of the Ministry of Education, Culture and Sport.

It provides an overview of the situation of the Spanish education through relevant data and indicators from different statistical sources.

Release Date: February 5, 2016 B6.2 Average number of teachers per computer (1)

TOTAL

PÚBLIC CENTRES

PRIVATE CENTRES

Total

Primary Education

Secondary Education

TOTAL 2,0 1,9 2,3 1,6 2,4

Andalucía 1,9 1,9 2,4 1,5 2,4

Aragón 1,8 1,7 1,9 1,5 2,0

Asturias 2,2 2,1 2,3 1,9 2,4

Baleares 3,3 3,2 4,0 2,6 3,5

Canarias 2,3 2,2 2,3 2,1 2,5

Cantabria 2,3 2,1 2,6 1,7 3,3

Castilla y León 2,2 2,1 2,2 2,0 2,4

Castilla-La Mancha 0,9 0,8 0,9 0,7 2,1

Cataluña 2,4 2,3 3,3 1,7 2,6

Comunitat Valenciana

2,8 2,7 2,6 2,8 2,8

Extremadura 1,1 1,0 1,5 0,7 1,8

Galicia 2,6 2,5 3,0 2,1 3,1

Madrid 2,1 2,2 2,4 2,0 2,1

Murcia 3,4 3,2 5,1 2,2 3,8

Navarra 2,7 2,8 4,0 2,0 2,4

País Vasco 1,8 1,9 2,5 1,4 1,8

Rioja 1,4 1,3 1,2 1,4 1,9

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Ceuta 1,3 1,2 1,1 1,3 1,8

Melilla 1,2 1,1 1,2 1,1 2,4

(1) considering computers preferably intended for teaching with students

3 Decree 99/2014 of June 27th http://www.docv.gva.es/portal/ficha_disposicion.jsp?id=26&sig=005807/2014&L=1&url_lista 4 Statistical Yearbook “the figures of education in Spain” http://blog.educalab.es/intef/wp-content/uploads/sites/4/2013/04/Encuesta_Europea_a_centros_escolares_TIC_en_Educacion_INTEF_abril_2013.pdf

2.2.2 e-tools available

LLIUREX: http://mestreacasa.gva.es/web/lliurex/filosofia LLIUREX main objective: to provide ICT access to all the Valencian educational community (students, teachers and parents).

GOOGLE DRIVE: https://www.google.com/intl/es_es/drive/ GOOGLE DRIVE is a file storage service online. It has the advantage that it is a service that it can be used on a PC, laptop, tablet or smartphone. Google Drive is compatible with all operating systems and browsers.

MOODLE: https://moodle.org/?lang=es MOODLE is an application for creating and managing learning platforms, spaces where schools manage educational resources provided by some teachers and organize the access to these resources for students. Also it enables communication between all stakeholders (students and teachers).

ITACA: http://www.ceice.gva.es/webitaca/es/ ITACA is an administrative technological innovation project for centres and students of the Valencian Regional Education Department. It is a centralized information system that connects all members who are part of the Valencian educational system. 2.3 Needs of the labour market in the digital field for a better skills match According to the results of the 2016 edition of DIGITAL ECONOMY and SOCIETY INDEX (DESI) on Spain, so that our country can fully develop the digital society it is necessary to engage more citizens in the use of internet and acquiring digital skills. While there is some progress from year to year, so far this progress has been slow.

The best benchmark index within this category is for qualified technicians, which has proven to show a good step forward compared to previous years. Insufficient levels of digital skills also limit the exploitation of the economic benefits of investments in ICT by businesses and public authorities. Only 54 % of people between 16 and 74 years old have basic digital skills. The problem has been recognized and some measures of the Digital Agenda for Spain have been proposed, expecting a positive result in the near future. The European Digital Agenda identifies the key components of digital competence in terms of knowledge , skills and attitudes needed to be digitally competent.

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In accordance with the provisions of the European Parliament, digital competence is one of the eight key competencies essential for people in a society based on knowledge. Therefore, the European Commission is currently walking towards defining a model of digital skills to recognize the competencies and knowledge acquired outside school and university. A model based on technological and computer skills, informational skills, knowledge of social networks, communication and social competences, and analysis. According to experts, it should have its concrete expression in member countries, with adaptation to their own reality. In Spain there is not currently a generalized system of accreditation of knowledge in technology. But there are individual experiences in this regard in two autonomous regions: Basque Country and Catalonia have developed their own methodology for competence assessment, with reference to the DIGCOMP European project (DIGital COMPetence: Identification and validation at European level of the key components for all levels of students), developed by the Institute for Prospective Technological Studies (IPTS) with the collaboration of 90 experts from universities and research institutes in all European countries.

Regarding the "Digital Strategy" in Spain within the EC initiative under the title "Grand Coalition for digital works", the Spanish Association of Telecentres has been created, driven by Telecentre Association – Europe (the Spanish Association, currently chaired by the Andalusian Network Guadalinfo, is also a member of its board of directors).

The Community Telecentre Network Association is responsible for developing the Local Coalition for Digital Jobs in Spain, which coordinates this project and gives visibility to it. The web www.competenciasdigitales.com has been created, from which it invites all its partners, institutions and companies interested to join this Local Coalition. The aim is that more than 100 organizations (public, private, administration, social organizations...) are incorporated into this platform to integrate their activities related to digital skills. More information is available at www.competenciasdigitales.com 3. Survey based analysis: Teachers’ needs – labour market needs (empirical research) A research has been performed with twenty teachers, working in different types of schools (VET, Lower Secondary School and Upper Secondary School). Referring to the sample (20 teachers), the respondents are 9 men and 11 women. Five of them are under 40 years, ten are between 41 and 50 years and the other five are between 51 and 60 years. Fifteen teachers (75 %) say that they have received offers for continuing training by their superiors. However, 11 of those 15 teachers state that training was not specific to their job or training center but it was a generic training provided to a large number of professionals.

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At the same time they remark that this training is offered as a voluntary option (for thirteen of the fifteen), while the other two consider that they have been forced to carry out the training in Management of Schools. In the fourth of the items measured in the survey, the results are repeated and 75 % of teachers report having participated in training courses and seminars in order to acquire digital skills and / or having used technological tools for educators. Some examples of the courses they have attended are:

MOODLE MANAGEMENT

INTERACTIVE WHITE BOARDS

HOW TO START A VIRTUAL COMMUNITY

NEW TECHNOLOGIES APPLIED TO EDUCATION The reasons why some people have not been involved in training courses are: not enough information, lack of free time, courses or seminars were not tailored to their needs and there weren’t courses on technology when they needed them. 100 % of participants in this type of courses agree that the achievement of them has directly influenced their personal development. And 87% of them believe that the training has improved their professional profile and the content learned has resulted in its direct application in their classes. All the people surveyed agree when considering that digital literacy is a very important competence for a teacher. In addition, eighteen of them consider that this competence should have priority in their training / learning.

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And also all of them agree that the use of technology contributes positively and improves teaching their classes. With regard to self training needs analysis conducted, the result has been that the required training is mostly about:

INTERACTIVE WHITE BOARDS DIGITAL CAMERA SMART WATCH

And then the contents regarding:

TABLET or SCANNER Regarding the self-assessment carried out on training needs for the acquisition of digital skills in the field of education and teaching, the prioritized skills are:

WEBPAGE DESIGN ANIMATION SOUND EDITING

Followed by digital skills in relation to:

INTERNET SECURITY GRAPHICS

With respect to the specific needs of competencies in digital communication, most of the trainers show interest in:

Tools for better communication between students / teachers and parents Communication platforms Online websites and forums designed only for teachers

At this point, after the analysis of the type of training that best fits their needs:

Firstly most prefer on-line training (individual process) Secondly school-based training (ICT training organised at their school) Finally in-house training (at an ICT training centre)

Depending on the position at school and current duties and responsibilities, they most need training based on:

1. Digital communication 2. To manage the digital identity - to protect self and others from on line threats

to my / their e-reputation 3. To explain students how to protect against cyber bullying / “sexting” to know

where young people get support in such a case 4. Teaching environments 5. Interactive learning teaching 6. Devices hardware

And regarding hardware devices, the main training needs are detailed below:

Interactive White Board

Computer

WIFI Router

Tablet

Smart Watch

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4. Conclusions The teachers have a low level of ICT skills, especially in skills-oriented to education. The use of technologies in general is low. The respondent level of training in technology resources exceeds the demands regarding the educational use of them. Digital skills training is completely voluntary on the part of teachers. The administration has regulated the requirement of language skills necessary to practice as a teacher. Although voluntary teachers have access to a large number of training resources, mostly through online platforms. Since 2013 there exists in Spain the INTEF (National Institute of Educational Technologies and Teacher Training), under the Ministry of Education, which has created the Draft Common Frame of Educational Digital Competences (in the line of work begun in the Teacher Professional Development Framework). Summing up the theoretical and empirical research, it’s obvious that the information and communications technologies (ICT) have become an essential tool in the world around us. Schools have also seen in recent years how ICT are gradually incorporated in the daily activities, although it is true that the incorporation varies considerably from one center to another. Differences in the use of ICT could be partly due to the lack of teacher training in this regard.

Moreover, teachers who have completed a course related to new technologies indicate that the training has contributed positively to their teaching practice. In Spain, the percentage of teachers reporting use of ICT "often" or "all or almost all classes" is slightly lower than the OECD average (37%) and is also lower than the percentage of those who said they need training in new technologies (14%).

Education at a Glance 2015 stands out among the initiatives to train teachers the “Plan of Digital Culture at School” that the Ministry of Education, Culture and Sports of Spain has launched in collaboration with the Autonomous Communities.

One of the five priority lines of work in the field of ICT that this plan sets out is: teaching digital competence (establishing a development model of digital skills of teachers in its various dimensions and levels).