{"id":11938,"date":"2026-02-19T10:04:36","date_gmt":"2026-02-19T10:04:36","guid":{"rendered":"https:\/\/welove.netexlearning.com\/?p=11938"},"modified":"2026-02-19T10:07:55","modified_gmt":"2026-02-19T10:07:55","slug":"angel-luis-gonzalez-for-education-to-be-useful-it-has-to-prepare-you-for-the-real-world","status":"publish","type":"post","link":"https:\/\/welove.netexlearning.com\/en\/blog\/angel-luis-gonzalez-for-education-to-be-useful-it-has-to-prepare-you-for-the-real-world\/","title":{"rendered":"\u00c1ngel Luis Gonz\u00e1lez: \u201cFor education to be useful, it has to prepare you for the real world\u201d"},"content":{"rendered":"

From the classrooms of CIFP Virgen de Gracia in Puertollano<\/em>, Ciudad Real, \u00c1ngel Luis Gonz\u00e1lez Serrano<\/strong> has become one of Spain\u2019s most internationally recognised teachers. In 2025, this vocational education lecturer was selected among the 50 finalists for the Global Teacher Prize<\/strong>, awarded annually by the Varkey Foundation and widely referred to as the \u201cNobel Prize for Teaching\u201d<\/strong>. In 2026, his name returned to the global stage in a different competition, the Muallem Prize, where he finished second after a selection process involving thousands of candidates worldwide. Two consecutive distinctions that point to his work in the classroom and to a teaching approach capable of rebuilding the confidence of students who often arrive unsure of their own potential. That thread explains how, from a public college in Puertollano, his name has entered the international teaching elite.<\/p>\n

In this interview for the We Love Learning blog<\/a>, we asked \u00c1ngel Luis Gonz\u00e1lez what he believes juries have recognised in his work. In his view, a pattern repeats itself. \u201cThey tend to highlight the motivational aspect of my students, particularly in rural areas or small towns like Puertollano\u201d. His context, Intermediate Vocational Training, places him in front of young people who \u201cgenerally feel too young to start working\u201d and who enrol in vocational studies \u201cto do something, almost as a Plan B\u201d. His aim as a teacher is to reverse that starting point by designing a pathway built on expectations and opportunities that reflect the reality of the young people he teaches.<\/p>\n

Beyond grades<\/h3>\n

Turning motivation into something tangible requires knowing each student and working on attitudes, not just content. \u201cI really enjoy getting to know my students in depth. I\u2019m interested in what they do outside school, what they like and what they don\u2019t. I always take a life-centred approach,\u201d he explains. His teaching goes beyond the mark book because grades do not always reflect the real potential and capabilities of the young people in his classroom. \u201cMarks matter, but their skills are just as valuable and they don\u2019t appear on a report\u201d,<\/strong> he says.<\/p>\n

He argues that a culture centred solely on grades fails to reflect a student\u2019s true abilities. \u201cCreativity cannot be a consolation prize. Creativity is something wonderful\u201d. He believes assessment should place greater emphasis on competencies rather than subject-based scores, with a clear focus on soft skills. \u201cGiven how the world is changing, especially in business and employment, marks are sometimes less important\u201d, he reflects.<\/p>\n

\u201cSometimes you have a student who cannot sit still, but whenever something needs organising, they volunteer. They speak to the group, persuade them and everyone follows. That student is showing extraordinary leadership\u201d, he explains. A potential that students themselves often fail to recognise and may even reject. \u201cThey think they are failing because they are not quiet or still. My job is to help them see that their classmates follow them because they can adapt their message so everyone understands and because they help others complete the task\u201d. He consistently reinforces that such skills are highly valued by employers. \u201cMost companies tell us they look more for attitude than aptitude\u201d, he notes.<\/p>\n

Pressure and entrenched bias<\/h3>\n

As a teacher, \u00c1ngel Luis Gonz\u00e1lez is concerned about the psychological impact of pressure from an early age and the biases it reinforces. \u201cIf your marks are good, the pressure is enormous. And if they are bad, from a very early stage you are made to feel you are not good at anything, which is simply not true\u201d. From that perspective, he presents vocational training to his students as a realistic and forward-looking path rather than a fallback option. \u201cIt is deeply frustrating that skilled trades are still undervalued in Spai\u201d. This is particularly striking at a time when AI has begun to automate tasks across industries. \u201cI believe artificial intelligence should help us revalue skilled professions and encourage young people to look in new direction\u201d, he says.<\/p>\n

Bridging business and the classroom<\/h3>\n

His approach to connecting education and employment is based on dialogue and exposing students to the realities of the labour market, where demand for technical profiles continues to grow. \u201cFor education to be useful, it has to prepare you for the real worl\u201d, he summarises. He promotes conversations at different levels with businesses and the Chamber of Commerce of Ciudad Real, gathering direct feedback from employers and translating it into classroom actions that narrow the gap between curriculum and job roles. \u201cI regularly meet companies that need to hire but face very specific requirements that complicate the process. They ask what we, as a college, can do to help\u201d. That exchange between business and education allows both sides to align expectations. \u201cIt is remarkable. In the end, we sit around the same table. We are people, we understand each other and we reach agreements”.<\/p>\n

Projects that support generational renewal in SMEs<\/h3>\n

This bridge materialises in projects that deliver immediate value, particularly for SMEs needing to digitalise. \u201cWe recently worked with an eco-fuel company that had no digital systems in place. Our intermediate-level students began scanning invoices, sharing documents and tracking data in spreadsheets, initiating a digitalisation process that has since enabled the company to take more ambitious steps\u201d, he explains. Beyond technical gains, there is also a cultural shift that benefits both sides. \u201cThe company told us it had been a fantastic experience to have 16-year-olds working with them. They saw young people bringing new ideas, and the owner realised that generational renewal can strengthen the business\u201d.<\/p>\n

For this reason, \u00c1ngel Luis Gonz\u00e1lez also calls on companies to move beyond occasional work placements towards sustained collaboration. \u201cA partnership cannot mean ignoring each other all year and then signing a placement agreement when internships begin. It needs to be ongoing dialogue through talks and regular meetings\u201d. Only then, he argues, can the transition from education to employment become a system that works for everyone.<\/p>\n

Teaching as its own reward<\/h3>\n

He follows with interest company\u2013school models that prioritise real-life scenarios. \u201cI value corporate training schemes because they aim to show young people the realities of business\u201d, he acknowledges. Yet he returns to his own role as a teacher, guiding students to recognise and strengthen their abilities while developing new skills to integrate into the workplace. It is work that has earned him international recognition, though for him the true reward lies elsewhere. \u201cTeaching came into my life almost by chance, and it is what matters most. These awards are enjoyable because they bring visibility and make the people who care about me happy. But the thrill I get from being in the classroom never fades. For me, the real prize is being a teacher\u201d.<\/p>\n","protected":false},"excerpt":{"rendered":"

Internationally recognised for his educational approach and selected among the 50 finalists for the Global Teacher Prize. He argues that education should prepare young people for the real world, prioritising skills over grades and connecting education with the job market.<\/p>\n","protected":false},"author":52,"featured_media":11971,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"content-type":"","footnotes":""},"categories":[35,114],"tags":[],"class_list":["post-11938","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","category-interview"],"yoast_head":"\n\u00c1ngel Luis Gonz\u00e1lez: \u201cFor education to be useful, it has to prepare you for the real world\u201d \u2013 We Love Learning<\/title>\n<meta name=\"description\" content=\"In this interview for the We Love Learning blog, we asked \u00c1ngel Luis Gonz\u00e1lez what he believes juries have recognised in his work.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" 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