Resumen de La educación de personas adultas en la comunidad aragonesa: debilidades y fortalezas desde la perspectiva socioprofesional
David Pac Salas, Jacobo Cano de Escoriaza, Enrique García Pascual
- español
Se presenta un proceso de evaluación de los Centros Públicos de Educación de Personas Adultas (CPEPA) de Aragón. Se trata de un estudio longitudinal de tres años que muestra una visión panorámica cuantitativa y cualitativa, a través de entrevistas y seis grupos focalizados. Se combinan técnicas de auditoría, propias de la certificación de calidad, a través de agentes clave: dirección, profesorado y agentes sociales. Los resultados se centran en orientaciones sobre la oferta formativa, el rol del profesorado, la situación de las infraestructuras así como las relaciones institucionales. Un aspecto esencial es preservar y garantizar la autonomía de los Centros para disponer una oferta formativa adecuada a los destinatarios de su territorio. Es necesario mejorar la coordinación interinstitucional, favorecer el intercambio de conocimientos y recursos implementando programas a través de las TIC, mejorar la relación con las empresas, así como el desarrollo de políticas que consideren realidades territoriales y demográficas.
- English
This article describes an evaluation process for the Continuing Education Public Centres of Aragon (CPEPA). It presents the results of a study carried on for more than three years, where we gathered quantitative information that gave us an overview, as well as qualitative information gained through interviews and focus groups, that gave us a snapshot of daily reality as perceived by actual system participants: administrators, faculty and students. Auditing techniques suitable for quality certification were combined with field work and the collection of ethnographic qualitative data. Specifically, we collected information on the 33 CPEPA facilities in the Comunidad Autónoma. Once the essential aspects of the daily routine of the CPEPA facilities were identified, we focused on obtaining information from three key sources: administrative staff, faculty, and regional social factors. Finally, we formed 6 focus groups with the various participants involved in each region. The results primarily centered upon providing guidance on the adequacy of course offerings, upon the role of faculty, and upon the state of infrastructure, in addition to institutional interactions among the various agents involved in adult education. An essential aspect is to preserve and guarantee the autonomy of the Centres in order to provide course offerings suitable to recipients in various regions. To make this happen it is necessary to improve inter-institutional coordination, to promote the exchange of ideas and resources by implementing various educational programs through information and communication technologies, to improve the relationship between the educational world and the business world, and to develop policies that permit continuing education to take into account different territorial and demographic realities.
