{"id":26029,"date":"2025-03-17T09:20:53","date_gmt":"2025-03-17T08:20:53","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=26029"},"modified":"2025-03-18T10:52:18","modified_gmt":"2025-03-18T09:52:18","slug":"joan-martin-i-do-not-believe-that-holding-a-qualification-is-equivalent-to-being-competent","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/joan-martin-i-do-not-believe-that-holding-a-qualification-is-equivalent-to-being-competent\/","title":{"rendered":"Joan Mart\u00edn: \u201cI do not believe that holding a qualification is equivalent to being competent”"},"content":{"rendered":"

Interview with Joan Mart\u00edn Vi\u00f1aras, Engineer in Electronics and Automation<\/p>\n

Joan Mart\u00edn: \u201cI do not believe that holding a qualification is equivalent to being competent”<\/h1>\n
\"\"
Joan Mart\u00edn. \/ Photo: courtesy of the author<\/figcaption><\/figure>\n

License Creative Commons <\/a><\/p>\n

\"\"<\/p>\n

 <\/p>\n

Eva Serra<\/strong><\/p>\n

 <\/p>\n

Joan Mart\u00edn<\/strong> is an engineer specialising in electronics and automation. Since 1995, he has served as the director of SORSA S.A., a Packaging Systems Factory located in Santa Perp\u00e8tua de Mogoda (Barcelona). Prior to this, he worked as a teacher (1992\u20131995) and as a computer science instructor (1985\u20131989) for the Department of Labour of the Generalitat of Catalonia. He has also been a board member and secretary of the Asociaci\u00f3n de Empresarios del Bergued\u00e0 and an advisor to the Bergued\u00e0 delegation of the Barcelona Chamber of Commerce. Drawing on his extensive experience, we spoke with him about the training of vocational education students who undertake a work placement at the factory.<\/p>\n

 <\/p>\n

What does a typical workday at SORSA look like?<\/strong><\/p>\n

We are a plastic transformation company operating on a continuous shift basis\u201424 hours a day, seven days a week. The first task of the day is to review the night shift\u2019s production and analyse any incidents that may have occurred. We then plan the day\u2019s production, adjusting schedules so that the maintenance team can carry out mould changes efficiently, minimising downtime. At the same time, we organise preventive maintenance tasks to be performed during line stoppages.<\/p>\n

How long have you been hosting vocational education students?<\/strong><\/p>\n

For the past ten years. We have worked with students from intermediate-level electromechanical programmes.<\/p>\n

Are these vocational training placements financially compensated?<\/strong><\/p>\n

Yes, we offer an hourly wage to help students cover their travel expenses and to keep them motivated. This encourages them to approach their work with rigour and professionalism. It also helps them view maintenance as a viable career path\u2014one that is not only financially rewarding but also intellectually stimulating due to the variety of tasks involved.<\/p>\n

“Students arrive with a very general understanding\u2014what one might call ‘broad strokes’\u2014about various topics, but with very little depth of knowledge”<\/p><\/blockquote>\n

Do you believe the education system produces well-qualified young people?<\/strong><\/p>\n

I regret to say that it does not. Students tend to arrive with a very general understanding\u2014what one might call ‘broad strokes’\u2014about various subjects, but with little depth of knowledge.<\/p>\n

How would you describe the evolution of students\u2019 preparation over time?<\/strong><\/p>\n

I was a technology teacher in the former vocational education system. Even in the first stage (FP1), students received instruction in arithmetic, technical drawing, and practical skills, alongside a general curriculum of common subjects. The second stage (FP2) built on this foundation, providing more advanced technical knowledge to prepare students for integration into the workforce. Naturally, they still required a period of adaptation, applying what they had learned in a real-world setting to reinforce their skills.<\/p>\n

What are the consequences of the current level of preparation?<\/strong><\/p>\n

From my experience, there is significant variation among students coming from intermediate-level programmes. Many lack a solid grasp of basic arithmetic and simple mathematics\u2014fundamental skills needed to progress to more advanced concepts. Without this foundation, it becomes difficult for them to tackle complex ideas. Furthermore, attempting to impart highly technical competencies within just two years is an ambitious challenge.<\/p>\n

How would you describe the collaboration between the company tutor and the school tutor?<\/strong><\/p>\n

We have always worked closely with the school tutor, aiming to expose students to the diverse ways they can apply their theoretical knowledge. Our goal is to spark their curiosity and foster a genuine interest in learning. I firmly believe that studying imparts more knowledge than working alone, but practical experience is essential for reinforcing and applying what has been learned.<\/p>\n

“Fundamentally, I believe that, at least at the intermediate level, students do not have sufficient time to develop the skills required to be effective in a company”<\/p><\/blockquote>\n

What would you ask of the academic preparation for an industry like yours?<\/strong><\/p>\n

Fundamentally, I believe that, at least at the intermediate level, students do not have sufficient time to develop the skills required to be effective in a company\u2014whether from a theoretical or practical standpoint. Today\u2019s specialised machinery demands a thorough understanding of manuals and technical diagrams, which can only be achieved through solid, well-established knowledge, both in terms of time and depth.<\/p>\n

The metallurgical sector has historically faced high job vacancy rates while offering strong career prospects. Do you think vocational training aligns with industry needs?<\/strong><\/p>\n

In my company, we require electromechanical professionals capable of troubleshooting and making adjustments. Our workforce includes specialists in electrical and automation systems, as well as those focused on mechanical aspects.<\/p>\n

Are young people well-prepared for new technologies relevant to the industry?<\/strong><\/p>\n

No, and I am specifically referring to training in automation, sensors, and controllers\u2014subjects they have typically only encountered in theory. They may be aware of these technologies, but their practical experience is minimal. Given the wide variety of equipment in use today, continuous, tool-specific training is vital. However, this can only be effective if students have a solid foundational knowledge to build upon.<\/p>\n

“The common denominator is that many of the skills supposedly acquired during their studies are, in practice, quite weak”<\/p><\/blockquote>\n

What are the most common deficiencies among young people who come to SORSA for vocational training placements?<\/strong><\/p>\n

I do not believe that holding a qualification today necessarily equates to competence in a particular discipline. There is considerable variation in the abilities of students, but the common denominator is that many of the skills supposedly acquired during their studies are, in practice, quite weak.<\/p>\n

How do young people perceive their experience once they have completed their industrial placement at your factory?<\/strong><\/p>\n

They discover an entirely new world, full of diverse equipment and processes. We have seen students come to realise the need to further their education in order to become truly competent in today’s industrial landscape.<\/p>\n

\n

Source:\u00a0educational EVIDENCE<\/strong><\/p>\n

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