Abstract:

Nowadays one of the basic aspects in the implementation of educational research on training cycles in Spain is the definition of professional competences, which determine the ability to be developed by graduates, and how to design programmes that allow their acquisition.

The training Cycle in Natural and Landscape Resources Management and Organisation (GORNP), regulated at national and autonomic level in the decade of the 90s, is the only formal professional training related to the forestry capacity today.

According to the Spanish Organic Law 6/2006, of 3 May, of Education, and Law 17/2007 on Education of Andalusia, the professional training embraces a set of training sessions which ensure the professional exercise of a variety of careers, the access to employment and the active participation in the social, cultural and economic life. In this paper we will focus on the study and realization of professional competences that teachers of the present training cycle consider as the most relevant ones for the exercise of the profession.

In order to respond to the development of educational and training demands and to the main aims of this paper we have defined a principal objective. The determination of competence units and tasks directly related to the professional competence to be acquired by the students so as to develop the pertinent skills.

A descriptive study was carried out in which the teachers' opinion behaviour of the education centres, subjects of study, was analysed in order to reach our aim. The sample of population corresponds to public schools based in the East of Andalusia and dependent on the Board of Education of the Andalusian Regional Government.

It was used a Liker-type scale for the compilation of the data gathered by the teachers. The scale offered five choices for each question along with the correspondent validation process.

First analysis allowed us to make a valid and reliable instrument to determine which professional competences students will have to exercise once they finish their training cycle in GORNP.
After the analysis of the statistical and descriptive results obtained from each dimension we can conclude the determination of the professional competences of GORNP in five units of competence, factors or dimensions which, as a general rule, teachers have valued positively.

Keywords:

Professional competence, professional training, natural resources administration, landscape organisation.