. PROFILES OF INSTRUCTORS Educational legislation requires that instructors of adult training aim at obtaining official certificates (basi...
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PROFILES OF INSTRUCTORS Educational legislation requires that instructors of adult training aim at obtaining official certificates (basic training), and have the same work and pay conditions as instructors in general education, secondary education and primary education instructors. This is stated in Article 99 of the Education Act 2/ 2006 (LOE): “The teachers for adult education of people aiming at obtaining an academic or professional certificate must have the degree established to teach the corresponding educational level.”
In the different regulations elaborated in Autonomous Communities, this condition is reinforced, requiring that for other kinds of training (not aiming at obtaining official certificates), instructors adequately prove their technical and pedagogical skills for the job through appropriate documentation. The requirements are the same for training supported through the Labour Administration, even though the INEM (Instituto Nacional de Empleo, National Institute of Employment) fosters a Certificate of Professionalism (Certificado de Profesionalidad) for adult instructors. Thus far the Certificate has not been compulsory (as it was in an experimental phase), but it is forseen that the Certificate will be used to accredit professional skills upon completion of a training period. The Administration is in charge of facilitating the necessary specialised training for the instructors in adult education. With respect to the professional status of instructors, in the Preamble of the LOCE it was emphasised that: “
… to succeed in the future of the education in our countries [we] must aim to attract good students to the teaching profession and to keep the best professionals in the educational field. In this sense, the Law aims to raise the social standing regarding the teaching staff; it also reinforces the system of initial training, in accordance with the twofold scientific-educational aspect of the teaching task and of the training that the latter demands; it better orients on-going training and it structures a professional career in which assessment, training and progression may be included in an integrated way.” Despite the intentions of the LOCE, also expressed in the present LOE,
there are still some deficiencies especially with regard to the level of teachers’ skills as a measure to ensure the quality of the training offered. The data on the teachers working in adult training under the jurisdiction of the Educational and Labour Administrations for the 2003-2004 academic year are as follows: 22 Table 12: TRAINING CENTERS AND TEACHERS Training centres for adult basic skill learners 2 676* Teachers for adult basic skill learners 11 197 Men 4 101 Women 7 096 Working full-time 8 169 Working part-time 3 028 * Of which 1 526 are dedicated to adult training; the others are also used for other educational activities/training. The number of public centres is 2 445, of which only 138 are private with collaboration agreements.
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