ITEM 3.2.4. Educational centerP4,5,6,8,10].The educational center should
The methodological adaptations are coherent consider: a) employing differentiated instructional
with the available resources attending to the strategies that are aimed at students in the
characteristics of the teachers, curriculum, scene classroom; b) using recommended approaches for
students with special needs in order to foster theand normative.
development of self-awareness, self-regulation andCompletel/Enough/Something/Nothing
metacognition; c) balance the needs of the student,
the educator, the requirements of the course, the
context (environment) within larger frameworksRECOMMENDATIONS:
The importance of attending to individual (eg, curricular requirements, national values); d)
differences and adapting them to the unique flexible application of individualized measures,
characteristics and conditions of training, both at as appropriate, including: 1) modification of the
the center and in the company’s apprenticeship, curriculum; 2) foster autonomy and independence;
is one of the essential characteristics of the quality 3) tutor and tutorials. [two. International. See: ISO
of Dual Professional Formative programs. The 21001:2018 – Section 8.5.1.6.2 a)c)d)]. An entire
EQAVET quality system insists on this fact as an section of the guide is devoted to assessing the
outstanding feature in its policy objectives for adaptation process in Dual VET.
most quality indicators [1.European. See: EQAVET
Core 3.3.
Design/Planification/Methodology
ITEM 3.3.1. Educational center
The planification and the design of the formative
program include the results of learning.
Completel/Enough/Something/Nothing
RECOMMENDATIONS:
The planning and design of the training program
must include learning outcomes, which must be
set through the goals that are supervised through
success criteria defined by specific indicators.
The goal of any quality system is to support
the optimal completion of Dual Professional
Formative programs. [1.European. See: EQAVET
P4] International quality assurance systems require
the organization to plan the design, development
and expected results of educational products
and services, which includes learning outcomes
(knowledge, skills, abilities and competencies) [2 .
International. See: ISO 21001:2018 – Section 8.1.2.a].ITEM 3.3.2. Educational center
The planification and design of the formative
program ensures methods for the improvement of
learning, proper and accessible environments of
learning and support services (orientation, tutorial,
etc.) appropriate for the itinerary format.
Completel/Enough/Something/Nothing
RECOMMENDATIONS:
The planning and design of the training program
carried out by the organization must include the
most appropriate teaching methodologies in each
case, create appropriate and accessible learning
environments for all students and have mentoring,
guidance, tutoring, and other services that favor an
adequate development of the student in the training
itinerary [1. International. See: ISO 21001:2018 –
Section 8.1.2.b)e)f)]. The purpose of this design and
planning is to support the successful completion
of the programs as one of the main objectives of
quality in Dual Professional Formative programs
[2.European. See: EQAVET P4]