{"id":36512,"date":"2026-10-01T08:50:10","date_gmt":"2026-10-01T06:50:10","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=36512"},"modified":"2026-10-01T08:50:21","modified_gmt":"2026-10-01T06:50:21","slug":"un-greuge-mes-a-lactual-formacio-professional-dual","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/un-greuge-mes-a-lactual-formacio-professional-dual\/","title":{"rendered":"Un greuge m\u00e9s a l\u2019actual Formaci\u00f3 Professional Dual"},"content":{"rendered":"<p>Imatge creada per IA.<\/p>\n<p>&nbsp;<\/p>\n<p><a style=\"display: inline-block;\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/deed.ca\" target=\"_blank\" rel=\"license noopener noreferrer\">Llic\u00e8ncia Creative Commons<img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/cc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/by.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nd.svg?ref=chooser-v1\" \/><\/a><\/p>\n<p><strong><img decoding=\"async\" class=\"alignleft wp-image-36604\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2026\/09\/Lola-Sindicat-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2026\/09\/Lola-Sindicat-150x150.jpg 150w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2026\/09\/Lola-Sindicat.jpg 288w\" sizes=\"(max-width: 70px) 100vw, 70px\" \/><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Lola Vilches Batet<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>La implantaci\u00f3 del nou model de <strong>Formaci\u00f3 Professional (FP) Dual<\/strong> ha generat preocupaci\u00f3 entre el professorat, especialment per les condicions en qu\u00e8 l\u2019alumnat ha de combinar la formaci\u00f3 al centre educatiu amb l\u2019activitat productiva a l\u2019empresa. El nou sistema estableix aproximadament 1.000 hores d\u2019estada a l\u2019empresa i, per poder completar el cicle formatiu en els dos anys previstos, molts alumnes han de comen\u00e7ar aquesta estada ja durant el primer curs, quan encara no disposen dels coneixements ni de les compet\u00e8ncies t\u00e8cniques necess\u00e0ries per desenvolupar-se amb autonomia en el sector productiu.<\/p>\n<p>A aquesta situaci\u00f3 s\u2019hi afegeix el canvi introdu\u00eft per la <strong>nova normativa d\u2019FP<\/strong>, derivada de la Llei Org\u00e0nica 3\/2022, d\u2019Ordenaci\u00f3 i Integraci\u00f3 de la Formaci\u00f3 Professional. Els antics m\u00f2duls de Formaci\u00f3 i Orientaci\u00f3 Laboral (FOL) i Empresa i Iniciativa Emprenedora (EIE), comuns a tots els cicles formatius, han estat substitu\u00efts per Itinerari Personal per a l\u2019Ocupabilitat I (IPO I) i Itinerari Personal per a l\u2019Ocupabilitat II (IPO II).<\/p>\n<p>El problema es fa especialment evident en el cas de l\u2019antic FOL. Aquest m\u00f2dul estava dividit en dues unitats formatives independents: la UF1, centrada en la incorporaci\u00f3 al treball, i la UF2, dedicada a la Prevenci\u00f3 de Riscos Laborals (PRL). Aquesta \u00faltima tenia una funci\u00f3 especialment important, ja que l\u2019acreditaci\u00f3 dels coneixements de PRL era un requisit necessari per poder accedir a les pr\u00e0ctiques en empresa. Per tant, l\u2019alumnat no podia iniciar l\u2019estada a l\u2019empresa sense haver superat la formaci\u00f3 corresponent en prevenci\u00f3 de riscos.<\/p>\n<p><strong>Amb la reforma, IPO I passa a estructurar-se en cinc Resultats d\u2019Aprenentatge (RA) que deixen de ser independents.<\/strong> Aix\u00f2 significa que, per superar el m\u00f2dul durant el primer curs, l\u2019alumnat ha d\u2019acreditar tots els RA. Entre aquests hi ha el RA2, relacionat amb la Prevenci\u00f3 de Riscos Laborals, que continua sent imprescindible per poder accedir a l\u2019estada a l\u2019empresa.<\/p>\n<p>Aqu\u00ed apareix una contradicci\u00f3 important. <strong>Qu\u00e8 passa quan un alumne no supera un o diversos RA i, per tant, no acredita IPO I?<\/strong> D\u2019acord amb una interpretaci\u00f3 coherent del sistema, l\u2019alumne no hauria de superar el m\u00f2dul i, en conseq\u00fc\u00e8ncia, tampoc hauria de continuar l\u2019estada a l\u2019empresa si no ha acreditat el RA2 de PRL. Aix\u00f2 podria implicar la finalitzaci\u00f3 del conveni de pr\u00e0ctiques i la repetici\u00f3 del m\u00f2dul en el curs seg\u00fcent.<\/p>\n<p>Tanmateix, aquesta soluci\u00f3 genera un problema considerable per als centres i, especialment, per als tutors de pr\u00e0ctiques. Aquests professionals assumeixen nombroses responsabilitats: buscar empreses, establir convenis, assignar l\u2019alumnat, fer-ne el seguiment, gestionar incid\u00e8ncies i resoldre els conflictes que puguin sorgir durant l\u2019estada. La finalitzaci\u00f3 anticipada d\u2019un conveni pot comportar, a m\u00e9s, el risc de perdre una empresa col\u00b7laboradora. Aquesta situaci\u00f3 \u00e9s especialment greu en determinats sectors, on ja resulta dif\u00edcil trobar empreses disposades a acollir estudiants que encara tenen poca experi\u00e8ncia i unes compet\u00e8ncies t\u00e8cniques limitades.<\/p>\n<p>Aix\u00ed, es crea una forta pressi\u00f3 sobre els equips docents. D\u2019una banda, l\u2019alumnat ha de tenir l\u2019oportunitat de titular en dos anys i necessita completar les pr\u00e0ctiques. De l\u2019altra, els tutors necessiten mantenir una xarxa d\u2019empreses col\u00b7laboradores suficient per garantir aquestes estades. Sense empreses no hi ha convenis i sense convenis molts alumnes no poden completar el seu itinerari formatiu.<\/p>\n<p>En aquest context, <strong>l\u2019especialista de FOL es pot veure pressionat per aprovar alumnes<\/strong> que realment no han assolit tots els aprenentatges previstos. D\u2019aquesta manera, es poden acabar donant per superats, a la junta final d\u2019avaluaci\u00f3, continguts fonamentals relacionats amb els drets i deures laborals, la interpretaci\u00f3 d\u2019un contracte de treball, el conveni col\u00b7lectiu o la n\u00f2mina, aix\u00ed com les compet\u00e8ncies professionals i transversals necess\u00e0ries per desenvolupar-se adequadament en el mercat laboral.<\/p>\n<p>Aquest article pret\u00e9n denunciar que aquesta situaci\u00f3 contribueix a desvaloritzar l\u2019especialitat de FOL i els continguts que tradicionalment han format part d\u2019aquesta \u00e0rea. Els coneixements relacionats amb les relacions laborals, la prevenci\u00f3 de riscos i l\u2019ocupabilitat no haurien de considerar-se secundaris, ja que s\u00f3n essencials perqu\u00e8 l\u2019alumnat conegui els seus drets, assumeixi les seves responsabilitats i pugui afrontar la incorporaci\u00f3 al mercat laboral amb criteri i autonomia.<\/p>\n<p>Per abordar aquesta problem\u00e0tica, es plantegen a continuaci\u00f3 diverses alternatives. <strong>Una possible soluci\u00f3 seria que els RA\u2019s del MP d\u2019IPO I tornin a ser independents<\/strong>, com passava amb l\u2019antiga FOL, i aix\u00ed l\u2019alumne a l\u2019aprovar el RA2 de PRL, ja comptes amb el requisit per poder accedir a l\u2019estada a l\u2019empresa.<\/p>\n<p>Una altra possible opci\u00f3 seria <strong>reduir les hores d\u2019estada a l\u2019empresa i concentrar-les principalment en el segon curs<\/strong>, recuperant parcialment el model anterior. D\u2019aquesta manera, l\u2019alumnat arribaria a l\u2019empresa amb una preparaci\u00f3 t\u00e8cnica i transversal m\u00e9s s\u00f2lida i, sobretot, despr\u00e9s d\u2019haver acreditat completament IPO I i el RA2 de Prevenci\u00f3 de Riscos Laborals.<\/p>\n<p>Finalment, <strong>tamb\u00e9 es podria mantenir l\u2019extensi\u00f3 actual de les pr\u00e0ctiques<\/strong>, per\u00f2, en aquest cas, comen\u00e7ar-les nom\u00e9s durant el segon curs, una vegada superat \u00edntegrament IPO I. En cas que l\u2019alumnat no pogu\u00e9s completar totes les hores dins dels dos cursos, es podria plantejar un tercer any per finalitzar-les.<\/p>\n<p>Tanmateix, aquesta \u00faltima alternativa entra en conflicte amb l\u2019objectiu d\u2019aconseguir que l\u2019alumnat completi el cicle formatiu en nom\u00e9s dos anys. Segons l\u2019article, aquesta prioritzaci\u00f3 dels terminis i dels resultats acad\u00e8mics pot acabar traslladant la pressi\u00f3 al professorat, especialment als tutors de pr\u00e0ctiques, que assumeixen una elevada c\u00e0rrega burocr\u00e0tica i de gesti\u00f3, fins i tot durant per\u00edodes com el mes de juliol, sense una compensaci\u00f3 econ\u00f2mica proporcional a les responsabilitats assumides.<\/p>\n<p>En definitiva, <strong>el nou model d\u2019FP Dual presenta contradiccions<\/strong> que afecten tant l\u2019alumnat com el professorat. La necessitat de garantir una incorporaci\u00f3 r\u00e0pida a les empreses i aconseguir la titulaci\u00f3 en dos anys pot entrar en conflicte amb la necessitat que els estudiants arribin al m\u00f3n laboral amb una preparaci\u00f3 suficient i amb els coneixements b\u00e0sics sobre drets laborals i prevenci\u00f3 de riscos.<\/p>\n<p>La cr\u00edtica final \u00e9s que el sistema pot acabar prioritzant la disponibilitat immediata de m\u00e0 d\u2019obra davant d\u2019una formaci\u00f3 professional de qualitat. Per aix\u00f2, qualifico aquest model com una \u00abFP<em> low cost<\/em>\u00bb, en qu\u00e8 les necessitats del mercat laboral i de les empreses poden acabar passant per davant de la formaci\u00f3 integral de l\u2019alumnat i de la dignitat professional i les condicions de treball del professorat.<\/p>\n<hr \/>\n<p>Font:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Drets:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>La implantaci\u00f3 del nou model de Formaci\u00f3 Professional (FP) Dual ha generat preocupaci\u00f3 entre el professorat, especialment per les condicions en qu\u00e8 l\u2019alumnat ha de combinar la formaci\u00f3 al centre educatiu amb l\u2019activitat productiva a l\u2019empresa.<\/p>\n","protected":false},"author":4,"featured_media":36611,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[245],"tags":[4752,4410,4751],"class_list":["post-36512","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-portada-ca","tag-formacio-empresa","tag-fp-dual","tag-resultats-daprenentatge-ra"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Un greuge m\u00e9s a l\u2019actual Formaci\u00f3 Professional Dual - Educational Evidence<\/title>\n<meta name=\"description\" content=\"La implantaci\u00f3 del nou model de Formaci\u00f3 Professional (FP) Dual ha generat preocupaci\u00f3 entre el professorat, especialment per les condicions en qu\u00e8 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