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Cedefop monitoring and analysis of VET policies
Developments in vocational education and training policy in 2015–17SPAIN
1
Cedefop monitoring and analysis of VET policies
Developments in vocational education and training policy in 2015-17
SPAIN
Cedefop (2018). Developments in vocational education and training policy in 2015-17: Spain. Cedefop monitoring and analysis of VET policies. http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/vet-policy-developments-spain-2017
© European Centre for the Development of Vocational Training (Cedefop), 2018.
Reproduction is authorised provided the source is acknowledged.
This report was produced by Cedefop and reflects contributions from Cedefop's
VET policy and systems team, and Cedefop experts working on common
European tools and principles for education and training, and statistics. It is
based on detailed information on VET policy implementation submitted by
Cedefopʼs European network of expertise on VET (ReferNet) and other sources.
2
Table of contents
Aspects of vocational education and training context in 2015 ............................... 4
1. MTD 1 – All forms of work-based learning with special attention to
apprenticeships ............................................................................................. 7
1.1. Policy priorities for 2016-20 ................................................................ 8
1.2. Main actions taken in 2015-17............................................................ 9
1.2.1. Dual VET reform ................................................................... 9
1.2.2. The alliance for dual training ................................................. 9
2. MTD 2 – Quality assurance mechanisms in line with EQAVET and
continuous information and feedback loops to IVET and CVET ................... 11
2.1. Quality assurance mechanisms in line with EQAVET ....................... 12
2.2. Continuous information and feedback loops in IVET ........................ 13
2.3. Continuous information and feedback loops in CVET ....................... 14
3. MTD 3 – Access to VET and qualifications for all through more
flexible/permeable systems, guidance and validation of non-formal
and informal learning ................................................................................... 16
3.1. Policy priorities for 2016-20 .............................................................. 16
3.2. Main actions taken in 2015-17.......................................................... 17
3.2.1. Raising employability for ICT and digital economies ........... 17
3.2.2. The programme to improve assistance to the long-
term unemployed ................................................................ 17
4. MTD 4 – Key competences in both IVET and CVET .................................... 18
4.1. Key competences in initial VET ........................................................ 19
4.2. Key competences in continuing VET ................................................ 20
5. MTD 5 – Systematic initial and continuous professional development
of VET teachers, trainers and mentors ........................................................ 21
5.1. Initial training for teaching/training staff in VET schools .................... 21
5.2. Initial training for trainers and mentors in enterprises ....................... 22
5.3. Continuing professional development for teaching/training
staff in VET schools ......................................................................... 22
5.4. Continuing professional development for trainers and
mentors in enterprises ...................................................................... 25
Conclusion ......................................................................................................... 26
List of abbreviations ........................................................................................... 27
References ......................................................................................................... 28
3
List of tables and figures
Tables
1. Framework data: score on VET indicators in Spain and in the EU,
2010, last available year and recent trend ................................................... 5
Figures
1. Use of EQAVET indicators ........................................................................ 13
2. Self-evaluation of acquired skills in general education and VET ................ 18
3. Share of 15-year-olds with low achievement in reading, maths and
science ...................................................................................................... 19
4
Aspects of vocational education and training context in 2015
At the beginning of the reporting period, the proportion of upper secondary
students enrolled in vocational education and training (VET) programmes in
Spain was below the EU average: 34.4% in 2014 compared to 48% in the EU
(Cedefop, 2017a, p. 61); 35% in 2015 compared to 47% in the EU (1). 100% of
upper secondary initial vocational education and training (IVET) students were
following work-based programmes in 2014 (2), against 34% in the EU (Cedefop,
2017a, p. 61). The employment rate of recent upper secondary graduates was
also low: 54.7% in 2014 (European Commission, 2015, p. 8) and 54.9% in 2015
(European Commission, 2015, p. 7) compared to 70.8% and 74.1% in the EU
respectively. Adult participation in lifelong learning was below the EU average:
9.8% in 2014 (European Commission, 2015, p. 8) and 9.9% in 2015 compared to
10.7% on average in the EU in both years (Cedefop, 2017a, p. 61) (Table 1).
The education and training system in the country faced with challenge of
bringing young people’s skills closer to labour-market needs; consequently, VET
qualifications in the education system have been updated with the aid of
business. VET had to gain in attractiveness and increase the in-company training
period to ease a decline in youth unemployment. Dual VET had been introduced
in 2012 and was in place in all autonomous communities by 2014. New
incentives for involving enterprises in dual training were being set up. A reform of
the training system within the public employment service was underway, and the
introduction of a personal training account was being prepared.
(1) Eurostat, data for 2015.
(2) Subdirectora general de orientación, formación profesional y FP dual (dirección
general de formación profesional), Ministerio de Educación, Cultura y Deporte,
September 2017.
5
Table 1. Framework data: score on VET indicators in Spain and in the EU: 2010, last available year and recent trend
Indicator label 2010
Last available
year
Recent trend
(per year)
ES f
EU f
Yr ES f
EU f
Range ES EU
Access, attractiveness and flexibility
IVET students as % of all
upper secondary students
A
A '14 34.4
b 48.0
b
E1 '13-'14 ▪ 0.9 ▪ -0.9
IVET work-based students as % of all
upper secondary IVET
A
A '14 1.3
b 34.0
b
E2
IVET students with direct access to tertiary education as % of all upper secondary IVET
'14 63.5 69.2
E3 '13-'14 ▪ 0.6 ▪ -1.4
Employees participating in CVT courses (%) 48.0 38.0
e '10 48.0
38.0
e
Employees participating in
on-the-job training (%) 20.0
20.0
e '10 20.0
20.0
e
Adults in lifelong learning (%)
'15 9.9 b
10.7 b
'14-'15 ▪ -0.2 ▪ -0.1
Enterprises providing training (%) 75.0 66.0
e '10 75.0
66.0
e
Female IVET students as %
of all female upper secondary students
A
A '14 31.7
b 42.7
b
E1 '13-'14 ▪ 0.7 ▪ -1.0
Employees of small firms participating
in CVT courses (%) 35.0
25.0
e '10 35.0
25.0
e
Young VET graduates in
further education
and training (%)
'15 39.2 b
33.0 b
'14-'15 ▪ -0.9 ▪ -0.3
Older adults in lifelong learning (%)
5.3
'15 5.0 b
6.9
'14-'15 ▪ 0.1 ▪ 0.1
Low-educated adults in lifelong learning (%) 4.9
'15 3.6 C
4.3 b C
'13-'15 ↘ -0.5 ↘ -0.1
Unemployed adults in lifelong learning (%)
'15 11.2 b
9.5 b
'14-'15 ▪ -0.8 ▪ -0.3
Individuals who wanted to
participate in training but did not (%) 10.2
B 9.5
e
B '11 10.2
9.5 e
Job-related non-formal education
and training (%) 82.5
B 80.2
e
B '11 82.5 80.2
e
Skill development and labour market relevance
IVET public expenditure (% of GDP)
'13 0.33 b
0.56 b
E4 '12-'13 ▪ -
0.01 ▪
-0.03
IVET public expenditure per student
(1 000 PPS units)
'13 7.0
b 6.4
b
E5 '12-'13 ▪ -0.9 ▪ 0.0
Enterprise expenditure on CVT courses as % of total labour cost
0.8
0.8 e
'10 0.8
0.8 e
Average number of foreign languages
learned in IVET
'14 0.2
b 1.0
b
E6 '13-'14 ▪ 0.0 ▪ 0.0
STEM graduates from upper secondary
IVET (% of total)
A
A '14 22.3
b 30.0
b
E7 '13-'14 ▪ 1.3 ▪ -0.4
Short-cycle VET graduates as %
of first time tertiary education graduates
'14 33.7
9.3
E8 '13-'14 ▪ -0.5 ▪ 0.4
Innovative enterprises with supportive
training practices (%)
41.5
E9 '12 23.6
b 41.6
E9
Employment rate for IVET graduates
(20- to 34-year-olds)
'15 70.2
b 77.2
b '14-'15 ▪ 3.0 ▪ 0.3
Employment premium for IVET graduates
'15 0.4 b
5.3 b
'14-'15 ▪ -3.3 ▪ -1.0
6
Indicator label 2010
Last available
year
Recent trend
(per year)
ES f
EU f
Yr ES f
EU f
Range ES EU
(over general stream)
Employment premium for IVET graduates
(over low-educated)
'15 14.0
b 23.7
b '14-'15 ▪ 0.9 ▪ -0.1
Workers helped to improve their work
by training (%)
'15 85.4
83.7
Workers with skills matched to their
duties (%) 53.1
55.2
'15 55.5
57.3
'10-'15 ▪ 0.5 ▪ 0.4
Overall transitions and labour market trends
Early leavers from education and training (%) 28.2 13.9
'15 20.0
C 11.0
C '10-'15 ↘ -1.6 ↘ -0.6
30- to 34-year-olds with
tertiary attainment (%) 42.0
33.8
'15 40.9
C 38.7
C '10-'15 ↘ -0.1 ↗ 1.0
NEET rate for 18- to 24-year-olds (%) 16.6
'15 20.1
b 15.8
'14-'15 ▪ -2.0 ▪ -0.7
Unemployment rate for 20- to
34-year-olds (%) 24.8
13.1
'15 28.7
12.9
'10-'15 ↗ 1.0 ↗ 0.1
Employment rate of recent graduates (%) 70.6 77.4
'15 65.2
C 76.9
C '10-'15 ↘ -1.0 ↘ -0.2
Adults with lower level of
educational attainment (%) 47.1
27.3
'15 42.6
C 23.5
C '10-'15 ↘ -0.9 ↘ -0.8
Employment rate for 20- to 64-year-olds (%) 62.8 68.6
'15 62.0
70.0
'10-'15 ↘ -0.3 ↗ 0.3
Employment rate for 20- to 64-year-olds with lower level of educational attainment (%)
52.5 53.4
'15 50.6
C 52.6
C '10-'15 ↘ -0.6 ↘ -0.2
Medium/high-qualified employment
in 2020 (% of total)
'16 67.7
D 82.8
D
(A) UOE (UNESCO OECD Eurostat) back reconstruction of 2010 values based on ISCED (international
standard classification of education) 2011 not yet available.
(B) AES (adult education survey) 2011, used as proxy for 2010 baseline.
(C) 2014 b flags in Eurostat online tables ignored on the basis of other relevant Eurostat metadata.
(D) Forecast made in 2016.
(E1
) Based on 28 countries; partial information for NL.
(E2
) Based on 25 countries (missing: ES, PL, RO); partial information for NL.
(E3
) Based on 27 countries (missing: NL); partial information for EL, IT.
(E4
) Based on 19 countries (missing: BE, DK, IE, EL, FR, HR, IT, PT, SK).
(E5
) Based on 21 countries (missing: DK, IE, EL, FR, HR, IT, PT).
(E6
) Partial information for NL.
(E7
) Based on 25 countries (missing: IT, HR, UK).
(E8
) Based on 23 countries (missing: BE, CY, FR, IE, UK).
(E9
) Based on 22 countries (missing: DE, IE, EL, NL, SI, UK).
(b) Break after 2010, therefore baseline data not included.
(u) Eurostat: ‘low reliability’.
(z) Eurostat: ‘not applicable’.
(e) Eurostat: ‘estimated’.
NB: EU refers to EU-28, unless otherwise specified. Arrows ↗ or ↘ signal a positive or negative trend based on more than two data points and of magnitude 0.1 per year or more. Trends based on more than two data points but of smaller magnitude are indicated by →; trends based on two points only are marked ▪. Trends are estimated by means of regression models.
Source: Cedefop, 2017a, p. 61.
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CHAPTER 1. MTD 1 – All forms of work-based learning with special attention to apprenticeships
VET in the Spanish education system is organised on three levels:
(a) basic, in lower-secondary education (international standard classification of
education (ISCED) 351);
(b) intermediate in upper-secondary education (ISCED 354);
(c) higher in higher education (ISCED 554).
The duration of each level is of two years. Basic VET (FP Básica), a new
level introduced by the 2013 education reform, was piloted from 2014 to 2016. It
is particularly targeted at students at risk of leaving education without
qualifications.
All training leading to a VET qualification in the education system includes a
workplace training module offered typically in the second year of studies, within a
company. Education institutions and authorities cooperate with companies
(private companies, public institutions, and non-governmental organisations
(NGOs)) to find placements for VET students to carry out the workplace training
module (240 hours at basic level, 400 hours at the other two levels). Companies
collaborate in different aspects, such as provision and monitoring of the student’s
education and training and, in some cases, applicant selection.
The VET syllabus also includes a training and employment guidance module
at all three levels, and a business and entrepreneurship module in intermediate
and higher levels. In the case of the basic level, these issues are dealt with in a
cross-curricular manner in their training programmes.
The 2012 legislation (3) set the main conditions for dual VET in Spain,
including the training and apprenticeship contract which can be offered for dual
VET either by the education authorities or the employment authorities.
Dual VET in the education context is usually managed either through a
learning agreement between the student, the education centre and a company,
or through a training and apprenticeship contract. The duration can be extended
from the usual two years to three; companies participate in a minimum of 33%
and maximum of 85% of the training hours fixed in the qualification. Student
(3) Royal Decree No 1529/2012, developing the conditions for apprenticeship and
training contracts and sets the basis for dual training.
8
assessment is the responsibility of teachers at the school or VET institution, but
they also incorporate the opinions of in-company tutors and trainers and work
performance.
Dual VET implemented through a training and apprenticeship contract must
meet certain conditions: age (between 16 and 25 in general), duration of the
contract (from one to three years maximum), salary (at least the minimum wage)
and training duration (at least 25% of programme duration in the first year and
15% in the second and third years).
Dual VET can also be offered for VET provision by employment authorities;
in all cases this is through training and apprenticeship contracts, training
workshops, trade schools and employment workshops based on calls for
proposals (4), and leading to occupational standards certificates. The training
activities must combine learning off- and on-the-job. Businesses can also use the
apprenticeship and training contract for those workers meeting the requirements,
benefiting from different kinds of incentive.
1.1. Policy priorities for 2016-20
The country’s priorities in this area for 2016-20, as set by the Director General for
vocational education and training, are threefold:
(a) for apprenticeship:
(i) develop progressively dual VET regulation according to Article No 42 of
the organic Act on education;
(ii) coordinate and boost the participation of stakeholders involved in the
development of dual VET;
(b) for work-based learning in school-based VET:
(i) go in depth into improving both the quality of the worksite training
module (which must be successfully completed to get any VET
diploma) and of the learning period in the company in dual VET;
(ii) support the upgrade of workshops, laboratories, and simulators in
education centres, in such a way that it is possible to respond better to
the real needs of the production sector;
(c) for innovation and entrepreneurship in VET schools:
(4) Programas de escuelas taller, casas de oficio o talleres de empleo: national call for
proposals 2016:
https://www.sepe.es/LegislativaWeb/verFichero.do?fichero=09017edb80227e82
9
(i) continuously update the catalogue of VET diplomas and draw up new
ones in response to the evolution of professional profiles, to scientific
and technological changes, and to emergent sectors;
(ii) analyse the possibility of reorientation of the professional module
Business and Entrepreneurship Initiative (EIE), included in vocational
education and training in the education system, in intermediate and
higher training cycles, taking into consideration the opportunity of
differentiating levels in their learning outcomes;
(iii) encourage VET stakeholder relationships, through innovation,
knowledge transfer, entrepreneurship and dissemination of good
practices.
1.2. Main actions taken in 2015-17
1.2.1. Dual VET reform
Development of the dual VET projects in the education system led to 14 934
students took part in this approach in 779 different VET schools; 5 665
companies were involved in these projects in the academic year 2015/16. This
has been achieved in cooperation with the autonomous communities, and with
the aim of creating initiatives and synergies related to this VET template.
Background collection of reliable information for the subsequent regulation of a
model fitting the features of the Spanish business network and education system
was also an aim.
Since January 2016, all training and apprenticeship contracts must be linked
to a VET programme leading to an official qualification issued either by the
education authorities (VET diplomas) or the employment authorities
(occupational certificates, CdPs). Training not leading to qualifications/certificates
has been discontinued from that date.
1.2.2. The alliance for dual training
The alliance for dual training was set up in 2015. It is a state-wide network of
companies, research centres and institutions to support the development of dual
VET and improve young people’s employability. It is driven by Bertelsmann
Foundation, together with Princess Foundation of Girona, the confederation of
employers’ organisations (CEOE), the confederation of small and medium-sized
enterprises (CEPYME), and the chamber of commerce. The alliance aims to
create a quality dual training model and assist small and medium-sized
enterprises (SMEs) in participating; improve national and regional legislation
10
drawing on enterprise and training centre experience; and make VET, especially
dual training, more attractive. To join the alliance companies must:
(a) pay apprentices/trainees for their in-company work/time;
(b) ensure that trainers and tutors are properly trained;
(c) involve higher level managers in dual VET.
In 2015-16, a working group within the alliance was developing proposals to
amend legislation regulating dual VET within the education system. Other
activities within the alliance include discussions on future policy developments,
involving education administrations and other stakeholders. A forum was
organised in October 2016 offering a prize to the most innovative dual VET
practices. Supporting documents are also produced, such as a guide for dual
VET company tutors.
11
CHAPTER 2. MTD 2 – Quality assurance mechanisms in line with EQAVET and continuous information and feedback loops to IVET and CVET (
5)
A quality assurance national reference point (QANRP) was established in 2006. It
covers IVET, continuing vocational education and training (CVET)/adult learning,
and non-formal learning. Quality assurance is determined by requirements set by
the Ministry of Education, Culture and Sport, such as syllabus content, teacher
training and initial university degree, access requirements for public education,
inspection control, legal requirements for facilities and equipment essential for
the delivery of training, and by the follow up carried out by the head of the
department and the head of studies in each education establishment.
Autonomous communities have implemented quality approaches, as well as pilot
projects, compatible with European quality assurance in vocational education and
training (EQAVET). Quality standards for IVET providers are part of legislation
and used as a condition for accreditation (private providers). The school
inspectorate is in charge of all VET schools. Self-assessment is voluntary: it is
carried out periodically under regional regulations/framework or at providers' own
initiative. A methodology for external and internal evaluation has existed since
2009, with indicators and a model for self-assessment.
(5) Sources:
European Centre for the Development of Vocational Training (Cedefop):
http://www.cedefop.europa.eu/en
ReferNet: http://www.cedefop.europa.eu/en/events-and-projects/networks/refernet
Priorities reported by Directors General for vocational training (DGVTs) for the 2016-
20 period;
EQAVET (2016 Secretariat survey, website, newsletters): http://www.eqavet.eu
2016 compendium of EQAVET NRP Erasmus+ funding;
Council recommendations on the 2016 national reform programmes:
http://www.consilium.europa.eu/en/policies/european-semester/2016/#
Education and training monitor 2016 country reports:
http://ec.europa.eu/education/policy/strategic-framework/et-monitor_en
12
Since 2010, a quality assurance mechanism has been applied in labour
market training. Self-assessment reports on training programmes financed by the
Ministry of Employment make use of EQAVET criteria, specifically in relation to
evaluating active labour market training programmes. CVET providers must be
accredited. A quality assurance approach for CVET is under development, but
most schools in the autonomous regions are using and implementing recognised
quality systems and models. The annual evaluation plan provides data on the
percentage of CVET training centres with quality certificates (EFQM, ISO and
others).
Monitoring transitions is one of the quality measures in the national
qualifications and training system. Several autonomous communities have
information systems that compile data on VET learners’ jobs after completion of
studies. Evaluation of the occupational qualifications system was carried out in
2013 to collect data from participants, in-company trainers, vocational teachers
and social partners.
The National Institute for Evaluation of Education collects data through the
state system of education indicators. The general council for vocational training
and the State board of education have their own processes for collecting data,
including from regional administrations, trade unions, employers, parents,
teachers and students. In 2015 a report on the employability of VET graduates
was released by the Ministry of Education, revealing the need for cross-
referencing information on VET graduates with social security databases.
2.1. Quality assurance mechanisms in line with
EQAVET
The country’s priorities in this matter for 2016-20, as set by the Director General
for vocational education and training, are to:
(a) detect and assess, in coordination with the autonomous regions, new criteria
and quality indexes in VET, to increase and complete the quality assurance
framework which already exists;
(b) create and organise, in collaboration with the autonomous regions, the VET
in education quality network, to coordinate planning, development and
assessment actions and measures to improve VET in education;
(c) establish, in collaboration with the corresponding autonomous regions, dual
VET quality assurance mechanisms.
13
During the reporting period, the Directorate General of vocational training
has been working with the autonomous regions, to develop a common quality
assurance framework in IVET.
Most information for monitoring the VET system is gathered from, and used
by, the regional authorities. During the reporting period, discussions focused on
bringing the most relevant information from the regional authorities to the national
level. Spain is above the EU average in the systematic use of EQAVET indicators
to monitor the VET system (‘always used’ item in Figure 1), both in IVET and
CVET in 2016.
Figure 1. Use of EQAVET indicators
ANNEX 1.NB: Of the 17 indicators suggested by the 2009 EQAVET recommendation, 17 were ‘always used’ in IVET
in 2013 in Spain, compared to 11 in 2016 and 8.4 in the EU on average.
In 2013, no reply was provided for the use CVET indicators.
EU average was calculated based on available information for 31 out of 35 VET systems.
Source: Cedefop calculations based on EQAVET Secretariat surveys for 2013 and 2016 data.
2.2. Continuous information and feedback loops in
IVET
For 2016-20, the country’s priorities in this matter, as set by the Director General
for vocational education and training, are to:
17
0 0 0 0 0
11
6
0
15
2 0
8.4
6.5
1.4
7.4 7.1
2.2
Always used Sometimesused
Not used Always used Sometimesused
Not used
IVET CVET
2013 2016 2016 EU
14
(a) coordinate the continuous collection of information and data about results,
initiatives, concerns, problems or obstacles in the development of VET
through a sectoral conference of the education administrations of the
different autonomous regions;
(b) establish different regular communication channels with different productive
sectors and different professional observatories, as well as with individuals,
to allow the continuous and steady improvement of VET.
During the reporting period, 42 occupational standards were updated and
four new ones were developed. In 2017, two new VET diplomas were published:
senior technician in water management (6) and technician in networks and water
treatment stations (7), both belonging to the professional branch of energy and
water. With these two new VET diplomas there are a total of 158 published
diplomas and 14 more that are being developed. Both the replacement of some
VET diplomas and the creation of new ones are based on the work of expert
groups (formed inside the ministry with participation of experts from the education
and the business sectors) and on the participation in different channels (direct,
online (8), and professional observatories).
2.3. Continuous information and feedback loops in
CVET
The 2016 annual plan for employment policy (PAPE) calls for a better fit of VET
for employment with labour-market needs and improving monitoring and
evaluation of the quality of vocational training for employment. It also underlines
the need for further legislative regulations to improve the existing system for
labour-market trends analysis and the coordination of all stakeholders.
During the reporting period, different reports were made available evaluating
the effectiveness, efficiency and impact of 2012-14 initiatives that promoted
training at work.
In July to August 2016, the 97 joint sectoral commissions (made up of the
representative employers and trade union organisations in each sector) set the
training priorities for their sector (mainly for employed workers) during 2016 and
2017.
(6) https://www.boe.es/boe/dias/2017/03/04/pdfs/BOE-A-2017-2309.pdf
(7) https://www.boe.es/boe/dias/2017/03/04/pdfs/BOE-A-2017-2310.pdf
(8) todofp.es
15
During the reporting period, the State Foundation for Training in Employment
(Fundación Estatal para la Formación en el Empleo) has been testing big data
techniques to improve skills anticipation and use them to design public training
programmes in the short, medium and long term.
16
CHAPTER 3. MTD 3 – Access to VET and qualifications for all through more flexible/permeable systems, guidance and validation of non-formal and informal learning
3.1. Policy priorities for 2016-20
The country’s priorities in this area for 2016-20, as set by the Director General for
vocational education and training, are threefold:
(a) for young people: track measures related to access to VET included in the
organic Law No 8 of 9 December 2013 on improving education quality
(LOMCE);
(b) for adults:
(i) review the offer and implementation of VET that uses distance-
teaching;
(ii) improve and streamline procedures for evaluation and accreditation of
professional skills acquired through work experience, as well as
recognition of prior learning to pursue vocational training courses, with
the aim of making a return to education more attractive in order to
continue training without relearning what is already learned;
(iii) track and evaluate the implementation of partial and modular VET
offers;
(c) on information and guidance:
(i) make tools available to citizens for making decisions about their future
training or employment;
(ii) make resources for teacher orientation available, by promoting the use
of information and communication technology and bringing training
closer to citizens;
(iii) contribute to gender equality through the development of information
and guidance materials that improve the access of women and men to
VET in profiles traditionally associated with the opposite gender;
(iv) reduce early school leaving and dropout rates in post-compulsory
levels through better understanding of the tasks associated with the
various professional profiles in the different production processes and
service delivery.
17
3.2. Main actions taken in 2015-17
3.2.1. Raising employability for ICT and digital economies
A call for organisations to offer information and communication technology (ICT)/
digital-related training for people enrolled in the national Youth guarantee system
was published in 2017 by red.es, a public entity for promotion of the information
society. This scheme (9) is part of the digital agenda for Spain, and is jointly
funded by the European Social Fund (ESF) 2014-20.
3.2.2. Programme to improve assistance to the long-term unemployed
The programme was approved in 2016 (10). It includes training and guidance
activities for the long-term unemployed aged 30 to 54. Each beneficiary receives
help from a tutor to detail an individualised itinerary for (re)entering the labour
market.
(9) http://www.boe.es/boe/dias/2017/01/28/pdfs/BOE-B-2017-5135.pdf;
http://www.red.es/redes/
(10
) https://www.boe.es/boe/dias/2016/12/07/pdfs/BOE-A-2016-11658.pdf
18
CHAPTER 4. MTD 4 – Key competences in both IVET and CVET
Compared with general education graduates, those who completed VET
programmes feel they have:
(a) stronger (ranged by priority):
(i) sense of initiative and entrepreneurship;
(ii) ability to work with others;
(iii) ability to be creative;
(b) weaker:
(i) cultural awareness
(ii) foreign language speaking;
(iii) mathematical skills (Figure 2).
Figure 2. Self-evaluation of acquired skills in general education and VET
NB: GE stands for general education.
Respondents who attended upper secondary education. Interviewees were asked in summer 2016 about their overall experience in upper secondary education. Aggregated data do not take account of different types and sectors of VET and age groups of respondents.
Source: Cedefop, 2017b.
19
The context of key competences in 2015 was mainly characterised by a
decreasing share of young low achievers in reading and maths and increasing
share in science compared with 2012 (Figure 3). The share of low achievers in
Spain was lower than in the EU on average; the opposite is the case for reading
and maths.
Figure 3. Share of 15-year-olds with low achievement in reading, maths and science
NB: Low achievement means failing level 2 on the PISA (programme for international student assessment)
scale.
Source: OECD, 2014; OECD 2016.
As VET enrols 35% of all upper secondary learners in the country (11), this
trend is likely to be reflected in the key competences trained for in VET
programmes. Key competences are included in upper secondary VET as
objectives; specific ones, such as learning to learn and interpersonal and civic
competences, are considered transversal in curricula. Key competences such as
communication in a foreign language and entrepreneurship and personal
initiative are mostly taught as separate subjects/modules. English is considered
essential for increasing employability and modernisation and globalisation of the
national economy; bilingual VET programmes are being developed. Since 2014,
the new communication and society subject/module was introduced in upper-
secondary VET (12).
4.1. Key competences in initial VET
For 2016-20, the country’s priority in this area is to make visible and promote
subject-related methods which support transversal integration of the key
competences already embedded in VET diplomas.
(11
) Calculated from Eurostat; data for 2015.
(12
) For more information on key competences in VET see Servicio Público de Empleo
Estatal, 2016.
20
In intermediate VET, Article No 42 of the 2013 education Law (LOMCE) (13)
allows the regions to offer optional language training (Spanish and foreign),
mathematics and other subjects to upper secondary VET learners willing to
progress to higher studies. Implementation began in 2016-17.
A 2015 Ministerial Decree (ECD/65/2015) stipulates revising and updating
key competences in curricula. The Decree describes the relationship between
competences, content and evaluation criteria for primary, compulsory and
secondary education. Article No 5 on key competences in the curriculum has
several stipulations: that they should be integrated into the curriculum (including
in VET): they should be defined, explained and well-developed; the selection of
content and methodologies should ensure the development of key competences
throughout academic life; evaluation criteria should serve as a reference for
assessment: and they are broken down into assessable learning standards that
help measuring if key competences have been achieved.
4.2. Key competences in continuing VET
Subsidised training for employment supports the acquisition of key competences
by those who left school without a secondary education certificate. In 2015 and
2016, the public employment service (SEPE) published calls for proposals
offering key competences for adults and young people (within and outside the
Youth guarantee programme), and early leavers from education and training.
Although not exclusively devoted to key competences, these calls for proposals
cover training in maths and Spanish language (in some cases, also foreign
languages) for workers who lack the necessary qualification to study an
occupational standards certificate programme. Key competences training takes
place before the certificate study programme, allowing people with low
qualifications access to training to obtain a full or partial occupational standards
certificate.
(13
) Organic Act No 8 of 9.12.2013 on the improvement of quality in education.
21
CHAPTER 5. MTD 5 – Systematic initial and continuous professional development of VET teachers, trainers and mentors
Initial and continuous training requirements, and the conditions for support and
evaluation of VET teachers in public centres, were established in the 2006
organic Law on education (LOE), modified by the 2013 education Law (14), the
implementation of which started in the 2014/15 school year.
5.1. Initial training for teaching/training staff in VET
schools
The country’s priority in this area for 2016-20, as set by the Director General for
vocational education and training, is to strengthen the common training
framework to access the teaching profession in VET.
A draft white paper on teaching was briefed from an external expert by the
Ministry of Education in December 2015. It aimed at building a consensus among
regions and education stakeholders on comprehensive reform of the teaching
role and teacher professional status.
Since September 2015, VET teachers that could not enrol in a master
degree in teaching may follow equivalent pedagogical and didactic training.
Teacher training programmes were offered within the reporting period as an
alternative to VET teachers that could not meet requirements for study for a
master’s degree in teaching. The first cohort of VET teachers under this measure
finished their programmes in September 2015; since then they have been
allowed to teach in VET schools.
(14
) Organic Act No 8 of 9.12. 2013 on the improvement of quality in education
22
5.2. Initial training for trainers and mentors in
enterprises
For 2016-20, the country’s priority in this area, as set by the Director General for
vocational education and training, is to encourage cooperation with the chambers
of commerce and other business organisations for training company
tutors/trainers who participate in dual VET.
Law No 30 of 2015, which regulates vocational training for employment
under the authority of the public employment service, includes in its objectives for
2015-18 the promotion of training for trainers, assessors and advisors involved in
skills evaluation and validation, career counsellors, managers and those
responsible for vocational training centres.
5.3. Continuing professional development for
teaching/training staff in VET schools
The country’s priorities in this area for 2016-20, as set by the Director General for
vocational education and training, are to:
(a) boost improvement and updating of VET teachers as to respond to social
needs and those of the labour market;
(b) promote the recognition of training activities and other merits for VET
teacher careers.
Continuing professional development (CPD) for teachers is under the remit
of autonomous communities.
Law No 30 of 2015 (Section 5.2) also includes in its objectives for 2015-18
the promotion of training for improving and upgrading teacher skills in the context
of public employment VET systems.
In the context of VET within the education system, the National Institute of
Education Technologies and Teacher Training (INTEF) is currently developing
interactive and multimedia digital education resources (including professional
training) to be published on its portal. This offer is intended to match the needs of
different curricula and aims at promoting social networking to aid the exchange of
experiences and resources between teachers. INTEF is also responsible for the
integration of ICT in non-university education stages. INTEF collaborates with the
autonomous communities to meet these goals. Developments in the reporting
period include:
(a) teacher professional competences, a project which will serve as a basis for
training plans and other policies throughout the education system. Within the
23
framework of this project, a new competence model for teachers is being
developed;
(b) new training modalities: massive open online courses (MOOC) and social
learning activities in virtual communities of practice, made available to
teachers for their CPD. Differentiated open and online courses are offered:
(i) since March 2016, a specific MOOC for entrepreneurship, focused on
VET (15);
(ii) nano massive online open courses (NOOC), launched in spring 2016, a
scheme that gives teachers the opportunity to explore, learn and be
assessed either on a key competence element, or a skill or area of
knowledge over a period of time from a minimum of one hour up to a
maximum of 20 hours (16);
(iii) self-paced open online course (SPOOC INTEF), an experimental self-
learning initiative launched in December 2016, oriented to the
development of professional skills, such as autonomous management
of learning. Each SPOOC created by INTEF has an instructional design
focused on participants being able to attain their own learning
objectives at their own pace, develop their autonomy as learners in
digital contexts, improve their digital competence and demonstrate it in
an aggregated digital product, valuable for the education
community (17);
(c) training regulation, launched at the end of 2016, focusing on recognition and
accreditation of professional competences, and which includes new training
modalities. This is based on DigComp 2.0, the European framework for
digital competence for citizens. Teachers will be able to create their digital
competence biography, continuously self-assess these competences and
showcase safely their support evidence, in an individual and upgradeable
dossier; this will generate a digital competence passport displaying
throughout their professional life how that competence is improving until the
maximum level is reached.
In cooperation with INTEF, the National Centre for Educational Research
and Innovation (CNIIE) is developing a programme in educational
neuropsychology. As an initial step, a summer course was organised at the
(15
) Further information at http://mooc.educalab.es
(16
) Further information available at http://nooc.educalab.es
(17
) Further information at http://spooc.educalab.es
24
International University Menéndez Pelayo (UIMP) (18) on education
neuropsychology, to introduce teachers in the knowledge and application of
neuroscience and neuropsychology to the processes of learning and education.
The target group was teachers of non-university education, management teams
and counsellors (19). Two books were published on the topic at the end of
2016 (20) and a national conference was held in April 2017 (21).
In February 2016 the Ministry of Education and the International University
Menéndez Pelayo agreed to offer immersion courses in English (during 2016),
including a specialised English course for teachers and graduates of the master’s
degree in teaching. Scholarships were offered to 1 005 teachers and master
teacher graduates covering all tuition fees and materials.
Following the 2013 education Law (22), a training course was launched in
June 2015 to strengthen the management capacity of school boards. It provided
150 teachers (including from VET) from all autonomous communities, interested
in accessing a school management position with the necessary skills, through a
modular 120-hour programme.
The Ministry of Education also published two calls for online training courses
for teachers below university level and for managerial skills. The first call was
published in summer 2016 (3 885 training places) and the second in November
2016 (23).
(18
) http://www.mecd.gob.es/dms/mecd/servicios-al-ciudadano-
mecd/catalogo/general/educacion/050330/ficha/050330-2016/Convocatoria-
firmada.pdf
(19
) http://www.mecd.gob.es/mecd/dms/mecd/servicios-al-ciudadano-
mecd/catalogo/general/educacion/050330/ficha/050330-
2016/01_Programa_Neurociencia_v3.pdf
(20
) https://sede.educacion.gob.es/publiventa/procesos-e-instrumentos-de-evaluacion-
neuropsicologica-educativa/ensenanza-neurologia/20611
https://sede.educacion.gob.es/publiventa/procesos-e-instrumentos-de-evaluacion-
neuropsicologica-educativa/ensenanza-neurologia/20611
(21
) http://www.mecd.gob.es/servicios-al-ciudadano-
mecd/catalogo/general/educacion/212952/ficha/212952-2017.html
(22
) Organic Act No 8 of 9.12.2013 on the improvement of quality in education.
(23
) http://www.mecd.gob.es/mecd/servicios-al-ciudadano-
mecd/catalogo/general/educacion/201533/ficha.html
25
5.4. Continuing professional development for trainers
and mentors in enterprises
Law No 30 of 2015 (Section 5.2) also covers trainer CPD.
A handbook (24) for company tutors in dual VET has been published within
the framework of the Alliance for Dual VET (Section 1.2.2).
(24
)
https://www.fundacionbertelsmann.org/fileadmin/files/Fundacion/Publicaciones/Manu
al_Tutores_web_vf_.pdf
26
Conclusion
Since 2015, Spain has taken measures to reform and strengthen its dual VET
system, also through securing the support of an alliance for dual training.
Cooperation between central government and the regions helped to harmonise
quality assurance mechanisms in IVET, and big data techniques were mobilised
to improve skills anticipation for the design of public training programmes.
Actions were run to provide the long-term unemployed and beneficiaries of the
Youth guarantee with training opportunities. Measures were taken supporting the
development of key competences. Progress was also made towards further
organising the initial and continuing training of VET teachers and in-company
trainers and mentors.
The actions carried out show that the main lines of the Riga conclusions and
the country’s policy priorities for 2016-20 are being addressed. Information
currently available to Cedefop suggests issues that could benefit from further
consideration: further developing guidance, the Spanish qualifications framework
(Marco Español de Cualificaciones, MECU), and a consistent national system for
validation of non-formal and informal learning. Setting out policy priorities on:
(a) continuous information and feedback loops in CVET;
(b) key competences in continuing VET;
(c) continuing professional development of in-company trainers and mentors
for the remaining period until 2020 could also be considered.
27
List of abbreviations
AES adult education survey
CEOE confederation of employers’ organisations
CEPYME confederation of small and medium-sized enterprises
CNIIE national centre for educational research and innovation
CPD continuing professional development
CVET continuing vocational education and training
DGVTs Directors General for vocational training
EIE business and entrepreneurship initiative
EQAVET European quality assurance in vocational education and training
ESF European Social Fund
Eurostat statistical office of the European Union
GE general education
ICT information and communication technology
INTEF National Institute of Education Technologies and Teacher Training
ISCED international standard classification of education
IVET initial vocational education and training
LOE 2006 organic Law on education
LOMCE organic Law No 8/2013 on improving education quality
MECU Marco Español de Cualificaciones Spanish qualifications framework
MOOC massive open online courses
NEET not in education, employment, or training
NGO non-governmental organisation
NOOC nano massive open online courses
OECD Organisation for Economic Cooperation and Development
PAPE 2016 annual plan for employment policy
PISA programme for international student assessment
PPS purchasing power standards
QANRP quality assurance national reference point
SEPE public employment service
SMEs small and medium-sized enterprises
SPOOC INTEF self-paced open online course
STEM science, technology, engineering and math programmes
UIMP Universidad Internacional Menéndez Pelayo
International University Menéndez Pelayo
UOE UNESCO OECD Eurostat
VET vocational education and training
28
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