Public-Private Collaboration Learning Factory Project for Soft Skills Training in Engineering, Vocational Education and Training and Executive Programs

Abstract

Since 2010, several authors claim that one of the weak points of Engineering and technical training is the lack of enough preparation in soft skills and business practice. This conclusion is also evidenced in the 2017-2020 strategic training plan promoted by the Automotive Cluster of Aragon (Caar) in Spain. The 75 associated companies value the high technical quality of the training received by the engineers and technicians in Aragon but indicate as an improvement opportunity an increment in practical content and soft skills training. Collaboration between companies and technical schools and universities gives an opportunity for that improvement. Caar established in 2017 plan the objective to introduce practical modules in soft skills, in Engineering and Vocational Education and Training (VET). Another objective was to make it under learning factory model, evaluated as the more effective methodology to achieve positive results. After evaluating the different models of company participation in training plans design, an important rigidity was detected. The key factor was the development of different collaboration agreements with public administrations and schools. Co-funding with private companies and a joint use of public and private resources were combined to program and execute the actions. Learning Factory initiatives have been implemented in the public Aragon Center for VET Innovation (CIFPA). There have also been developed programs with the School of Engineering and Architecture at the University of Zaragoza (EINA), the VET department of Regional Government, in the executive program for senior engineers in Industrial Operations Management (DOI) from Caar, and basic industrial training for young people in social exclusion risk. In total, four initiatives have been developed. 170 hours have been given to 110 students. This communication presents quantitative and qualitative results of the experience. The relevant conclusion is that as important as the pedagogical objectives and didactic methodologies used, is flexible and effective use of educational management models and resources to achieve results.