Abstract:

Faced with the challenges experienced since the pandemic of 2020, the European Commission has made Vocational Education and Training (VET) an axis of the common policy, making it a reference for economic and social reconstruction. In this context, the member countries of the European Union have started to implement educational laws adapting Vocational Training to the new guidelines in order to achieve the objectives proposed by Europe.

In the case of Spain, the new Organic Law 3/2022, of March 31, 2022, on the organization and integration of Vocational Training for the modernization of these studies in Spain, was approved. The law introduces flexible learning pathways, and updates and develops new educational programs to meet the demands of the future labour market and make VET studies more attractive to young people.
However, the road to the implementation of this new law is not simple and teachers need tools and guides to support and help them in the implementation of the new law and in the adaptation of student mobility in the technology sector.

In this communication, we present the contents of the GUIDE FOR VET TEACHERS: THE TEACHER FACING A NEW AND MORE INCLUSIVE VET MODEL, developed in the framework of the Erasmus Plus Project "Building the vocational training of the future: companies and educational centres facing the challenge of the organization and integration of a more inclusive and digital VET". This is a guide for VET teachers that explains the consequences of the changes brought about in VET education as a result of the new regulation. Our aim is to provide methods and tools that from our point of view can help to adapt classroom and in-company teaching as well as student mobility in the technology sector to a new model of VET that is more updated, international and oriented to the needs of the labour market. Not only that, we want to pay special attention to the objective that the changes that will be developed in the coming years do not leave aside the VET students with obstacles that require this training to access the labour market and achieve a full social, personal, labour and educational inclusion.

Acknowledgements:
This work has been funded by the Erasmus + program within the 2022-1-ES01-KA220-VET-000089436 project, granted in 2022 by the Spanish Service for the Internationalization of Education (SEPIE)

Keywords:

Vocational training, technology, critical thinking, methodology, research, students, evaluation.