with regard to the modification of the curriculum,
promoting autonomy and independence and with a
tutoring task adjusted to the needs of the student.
[two. International. See: ISO 21001:2018 – Section
8.5.1.6.2].
ITEM 4.3.3 Educational Center
The staff of the educational center that has con-
tacts with the apprentices with special needs recei-
ve special formation or has access in a specialists’
network
Completely / Enough / Something / Nothing
European and international quality assurance sys-
tems establish the condition that the Dual Profes-
sional Formative programs include specific support
for the training of teachers and instructors who
have contact with students with special needs. It is
about promoting appropriation between teachers
and trainers in the quality development process, im-
proving response capacity, increasing the develop-
ment of individual learning capacities and improving
results. Likewise, it is intended to improve access
and inclusion in the Dual Professional Formative
programs, in particular, of disadvantaged groups [1.
European. See: EQAVET I2, I3]. These staff must be
able to meet the learning needs of students with di-
fferent requirements, as well as be able to facilitate
differentiated instruction and assessment for the-
se needs. There is the possibility that, if necessary,
access to a network of specialists can be provided,
which may include psychologists, learning and de-
velopment specialists and speech therapists. [two.
International. See: ISO 21001:2018 – Section 7.2.2].ITEM 4.3.4 Educational Center
The educational center applies additional measures
for the persons and disadvantaged groups that
include the support to the employability and the
response to the evolution of the demand of the
labor market.
Completely / Enough / Something / Nothing
Implementation projects should be prepared in
consultation with stakeholders and should include
explicit principles. They must support employability
and improve the responsiveness of the Dual
Professional Formative programs to changing
demands in the labor market, but at the same time
they must pay particular attention to disadvantaged
groups. To this end, the adoption of additional
measures to facilitate and improve the employability
of these groups should be considered. This can
be done by explicitly supporting appropriate and
inclusive partnerships to implement planned
initiatives. The European quality assurance systems
include a series of indicators that can help measure
this and can be used to support the evaluation and
improvement of the quality of the Dual Professional
Formative programs. [one. European. See: EQAVET
I5,I6,I9]. The measures that can be adopted by the
educational center can be, among others: a) support
the joint construction of the learning process,
attending to the needs of the students; b) facilitate
a team environment with adequate resources to
enable learners to reach their optimal potential; c)
provide links to opportunities in the workplace [2.
International. See: ISO 21001:2018 – Section 8.1.3].