spotlight on vet spain - cedefop · register (catálogo nacional de cualificaciones profesionales,...
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European Centre for the Developmentof Vocational Training
Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECETel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]
European Centre for the Development of Vocational Training
Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014
All rights reserved.
spotlight on VET
visit our portal www.cedefop.europa.eu
EN EN
Further informationFurther information
spotlight on VET
2013/14
SPAINSPAIN
SPAIN
■ Cedefop ReferNet Spain (2013). VET in Europe: country report Spain. http://libserver.cedefop.europa.eu/vetelib/2013/2013_CR_ES.pdf
■ Eurydice (2014). Spain: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Spain:overview
■ Ministry of Employment and Social Security (n.d.). National strategy of entrepreneurship and youth employment 2013-16: executive summary. www.empleo.gob.es/ficheros/garantiajuvenil/documentos/EEEJ_Resumen_Ejecutivo_ INGLES.pdf
■ Ministry of Employment and Social Security (2013). Spanish national youth guarantee implementation plan 2013. www.empleo.gob.es/ficheros/garantiajuvenil/documentos/ plannacionalgarantiajuvenilanexo_en.pdf
Learners in upper secondary education enrolled in vocational
and general programmes
% of all students in upper secondary education,
2012
www.sepe.es/contenidos/personas/ ReferNet Spainformacion/refernet/refernet.html
www.mecd.gob.es/portada-mecd/en/ Ministry of Education, Culture and Sports
www.empleo.gob.es/en/ Ministry of Employment and Social Security
www.mecd.gob.es/servicios-al-ciudadano- Education statistics from the ministry responsiblemecd/estadisticas/educacion.html for education
www.todofp.es Web portal on guidance and information in VET from the ministry responsible for education
www.sepe.es State Public Employment Service (SEPE)
www.educacion.gob.es/educa/incual/ National Institute of Qualifications (INCUAL)ice_incual_ing.html
www.oapee.es Autonomous national agency responsible for European education programmes (OAPEE)
www.fundaciontripartita.org Tripartite Foundation for Employment Training (FTFE)8054 EN
– TI-01-13-642-EN-N – doi: 10.2801/49777
Tertiary educationby type
% of 30-34 year-oldswith tertiary education by
type, 2013
Lifelong learning% of population aged 25-64 participating in
education and training over the four weeks prior
to the survey, 2013
Education and training in figures
Early leavers from education and training% of early leavers from education and training,
2013
Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.
NB: Break in series for France.Source: Eurostat, labour force survey, date of extraction 19.5.2014.
Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.
50
40
30
20
10
0
100
80
60
40
20
0
35
30
25
20
15
10
5
0
VOCATIONAL GENERAL
AT IT EU-28 ES FR PT UK CY
ISCED 5B ISCED 5A-6 2020 NATIONAL TARGET
BE FR UK ES EU-28 PT IT
DK FR UK ES EU-28 PT IT BG
24.7
75.3
40.8
59.2
49.6
50.4
54.5
45.5
55.8
44.2
56.4
43.6
61.4
38.6
86.8
13.2
31.4
17.7 16.110.410.9 9.8 6.2
31.6
1.7
E&T 2020=15
24.8
17.9
47.0
26.8
17.3
50.0
30.5
17.0
27.8
12.9
44.040.0
27.9
1.3
22.2
0.2
26.0
EUROPE 2020=40
40.0
28.1
8.7
NB: Break in series for France. Source: Eurostat, labour force survey, date of extraction 19.5.2014.
25
20
15
10
5
0
2013 2020 NATIONAL TARGET
HR FR EU-28 UK IT PT ES
3.73.7
23.523.5
15.015.0
17.017.0
16.0
10.09.5
4.019.219.212.412.411.911.99.79.7
EUROPE 2020=10
This spotlight is based on input from ReferNet Spain.
978-92-896-1385-9
10.0
programmes can be considered initial or continuing VET, depending on the learners’ background and professional experience.
There are also intermediate and higher-level VET programmes in arts and design and sports (ISCED 3B and 5B).
The dual principle was introduced in 2012 to increase access to VET and support young people in transition to the labour market. Some autonomous communities have already put it in place in specific occupation areas. Participants (16-25 year-olds) are considered employees covered by labour contracts (usually one to three years) and get at least a minimum wage: this is not necessarily the case in dual training schemes under the remit of the education authorities. People up to the age of 30 may also benefit until youth unemployment decreases. At least 25% (first year) or 15% (subsequent years) of the time specified in the contract should be devoted to acquiring complementary skills in a specialised or duly authorised training centre or in the company.
Tertiary or higher education comprises university studies and higher-level VET. Since 2011, higher-level VET diplomas have been assigned to the first of the four levels of the Spanish higher education qualifications framework (MECES). Recognition of certain European credit transfer and accumulation systems allows progression for higher VET graduates and complementary studies for those from university.
CVET for workers, employed or unemployed, can be demand-led either as in-company training or in the form of individual training permits for formal qualifications financed through a social security bonus. CVET can also be offered as part of active labour market policies, encouraging people to upgrade their skills and acquire professional certificates based on the occupational standards of the CNCP issued by the labour authorities. This supply side training is financed through public funds.
Modernising vocational education and training (VET), and making it more flexible as support to lifelong learning, are at the heart of Spanish education and employment policies. VET plays a significant role in dealing with the adverse effects of the economic crisis and in helping young people acquire qualifications that respond to labour market needs.
VET in Spain is mainly the responsibility of education and employment authorities. The national system for qualifications and vocational training forms the umbrella for VET programmes leading to formal qualifications awarded by them. The General Vocational Training Council is the national government’s advisory body on VET policy. It comprises representatives of national and regional public authorities and social partners, such as enterprise organisations and trade unions.
Stakeholders were involved in developing occupational standards and creating a national register (Catálogo Nacional de Cualificaciones Profesionales, CNCP), which serves as a reference for education and employment authorities when designing VET qualifications and programmes to ensure they are relevant to labour market needs.
VET qualifications awarded by the education authorities (VET diplomas) certify education level (from secondary to higher education) and occupational skills and competences. Those awarded by the employment authorities (professional certificates) comprise three levels and certify the occupational skills and competences acquired.
VET usually begins after the end of compulsory education (ISCED 2A), at age 16. Learners opting for school-based VET attend a two-year programme (ISCED 3B) which leads to an intermediate-level VET diploma. This diploma gives access to higher level VET (ISCED 5B) via an admission procedure. There are also VET options for those who have not completed compulsory education that award professional certificates at level 1.
Those older than 16 can also attend programmes (250-1 150 hours) awarding professional certificates. Access requirements and duration vary according to the level of learning outcomes to be achieved. These
The Spanish Constitution provides the right to education and retraining, which public authorities have to promote. Two different qualifications systems have been developed under the remit of education and labour authorities. They share the same consultation bodies but the governance and objectives of their VET qualifications and programmes differ.
As the occupational standards in the CNCP apply to both qualifications systems, mutual recognition of some parts of the training is possible. There are also common regulations for recognising skills acquired through work experience and expanding the dual principle. VET programmes are generally modularised and include compulsory workplace learning at the end of, or during, the studies. Learners need to pass all the modules to obtain the relevant qualification. However, modularisation allows partial certification and re-engagement in a lifelong learning perspective.
On-the-job experience and other non-formal and informal learning may be recognised through validation of competences acquired mainly at regional level, depending on labour market needs. Demand for recognition may be driven by company needs, social partner requests or minimum qualification requirements from sectoral regulatory bodies. These procedures empower citizens to engage in further learning and acquire full qualifications.
VET under the responsibility of the education authorities was reformed in 2013. From 2014/15, it offers three different qualification levels: basic, intermediate and higher VET diplomas. Programmes last two years (2 000 hours), with a minimum of 20% spent in a firm and a maximum of 80% at a training centre. Overall, 70% of the time is devoted to work-based learning (workshops, labs, simulations or workplace), and 30% to applied theoretical training. The reform also opens up the opportunity to acquire IVET diplomas through dual track schemes (with or without a working contract). In this case, duration is up to three years.
In response to the significant increase in youth unemployment in recent years, current VET policy focuses on:• reducing early leaving from education and training;• improving citizens’ qualification levels and
employability;• implementing the dual principle (apprenticeship-type
training);• implementing e-learning and appropriate assessment
criteria and quality assurance;• evaluating the VET system to improve its quality and
efficiency;• improving attractiveness of VET qualifications and
maintaining their labour market relevance;• developing a comprehensive national qualifications
framework and improving implementation of the other European tools and principles to promote mobility and support lifelong learning.
The 2013 education reform aims to meet different learner interests and encourage them to progress in their qualification by introducing flexible learning paths in upper secondary education and VET diploma programmes. The aim of the new two-year basic VET diploma programme is to provide youth at risk of abandoning compulsory secondary education with the skills not only to obtain a job but also to follow further studies, giving them access to the intermediate VET programmes and increasing their employability.
VET is also the main pillar of the national strategy for entrepreneurship and youth employment (2013-16). Several VET-related short-term measures are being implemented at national and regional levels.
The quality and efficiency of publicly funded CVET is guaranteed through accreditation system of VET providers and formal qualifications development. Monitoring performance, including transition to employment, will support efficiency of training for employment. Social partners and regional authorities participate in CVET quality assurance.
spotlight on VET
VET and employability VET in Spain Distinctive featuresof VET
Challenges and policy responses
SPAIN
NB: ISCED 1997 was used on the chart. Conversion to ISCED 2011 is ongoing.Source: Cedefop and ReferNet Spain.
General education programmes
VET programmes
Also available to adults (full- or part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
End of compulsory education irrespective of the education level achieved
Giving access to tertiary education
18+ 12+
YEARS in E&T
(*)
(*)
SECONDARY LEVELAGE
TERTIARY LEVEL
VET UNDER THE REMITOF EMPLOYMENT AUTHORITIES
OTHERTRAINING PROGRAMMES
Language courses, including
Spanish as second
language
In-service teacher training
Training initiatives
at companies’ demand
Training programmes (not in CNCP)
8
9
7
14
12
17 11
18
15
1016
13
Progression routes
Prior VET knowledge may be recognised affecting the duration of the programme (Partial recognition of units of competence of the CNCP – National Catalogue of Professional Qualifications)
Possible access after examination
Entry through validation of prior learning (formal/informal/non-formal)
Work-based learning, either at the workplace or a VET institution
Will be called 'Basic VET' from 2015 onwards
WBL
Upper secondary programmes
Master programmes,2 years
Higher VET progr., WBL 65%. 2 years
Higher VET progr., WBL 65%. 2 years
Professional certificates level 3
programmes
Professional certificates level 2 programmes
Arts and design progr., 2 years
Mainly school-based intermediate VET progr.,
WBL 65%, 2 years Sports progr., 1 year
Higher sports progr., 1 year
Professional certificates level 1 programmes
Manly school-based VET* programmes, WBL 50%,
1-2 years
Bachelor programmes,
4 years
PhD programmes,2-3 years
Lower secondary programmes (compulsory secondary education)
ISCED 2A
ISCED 3A
ISCED 5A ISCED 5B ISCED 5B
ISCED 3B ISCED 3B
ISCED 5B
ISCED 5A
ISCED 6
ISCED 2C/3C
ISCED 3B
programmes can be considered initial or continuing VET, depending on the learners’ background and professional experience.
There are also intermediate and higher-level VET programmes in arts and design and sports (ISCED 3B and 5B).
The dual principle was introduced in 2012 to increase access to VET and support young people in transition to the labour market. Some autonomous communities have already put it in place in specific occupation areas. Participants (16-25 year-olds) are considered employees covered by labour contracts (usually one to three years) and get at least a minimum wage: this is not necessarily the case in dual training schemes under the remit of the education authorities. People up to the age of 30 may also benefit until youth unemployment decreases. At least 25% (first year) or 15% (subsequent years) of the time specified in the contract should be devoted to acquiring complementary skills in a specialised or duly authorised training centre or in the company.
Tertiary or higher education comprises university studies and higher-level VET. Since 2011, higher-level VET diplomas have been assigned to the first of the four levels of the Spanish higher education qualifications framework (MECES). Recognition of certain European credit transfer and accumulation systems allows progression for higher VET graduates and complementary studies for those from university.
CVET for workers, employed or unemployed, can be demand-led either as in-company training or in the form of individual training permits for formal qualifications financed through a social security bonus. CVET can also be offered as part of active labour market policies, encouraging people to upgrade their skills and acquire professional certificates based on the occupational standards of the CNCP issued by the labour authorities. This supply side training is financed through public funds.
Modernising vocational education and training (VET), and making it more flexible as support to lifelong learning, are at the heart of Spanish education and employment policies. VET plays a significant role in dealing with the adverse effects of the economic crisis and in helping young people acquire qualifications that respond to labour market needs.
VET in Spain is mainly the responsibility of education and employment authorities. The national system for qualifications and vocational training forms the umbrella for VET programmes leading to formal qualifications awarded by them. The General Vocational Training Council is the national government’s advisory body on VET policy. It comprises representatives of national and regional public authorities and social partners, such as enterprise organisations and trade unions.
Stakeholders were involved in developing occupational standards and creating a national register (Catálogo Nacional de Cualificaciones Profesionales, CNCP), which serves as a reference for education and employment authorities when designing VET qualifications and programmes to ensure they are relevant to labour market needs.
VET qualifications awarded by the education authorities (VET diplomas) certify education level (from secondary to higher education) and occupational skills and competences. Those awarded by the employment authorities (professional certificates) comprise three levels and certify the occupational skills and competences acquired.
VET usually begins after the end of compulsory education (ISCED 2A), at age 16. Learners opting for school-based VET attend a two-year programme (ISCED 3B) which leads to an intermediate-level VET diploma. This diploma gives access to higher level VET (ISCED 5B) via an admission procedure. There are also VET options for those who have not completed compulsory education that award professional certificates at level 1.
Those older than 16 can also attend programmes (250-1 150 hours) awarding professional certificates. Access requirements and duration vary according to the level of learning outcomes to be achieved. These
The Spanish Constitution provides the right to education and retraining, which public authorities have to promote. Two different qualifications systems have been developed under the remit of education and labour authorities. They share the same consultation bodies but the governance and objectives of their VET qualifications and programmes differ.
As the occupational standards in the CNCP apply to both qualifications systems, mutual recognition of some parts of the training is possible. There are also common regulations for recognising skills acquired through work experience and expanding the dual principle. VET programmes are generally modularised and include compulsory workplace learning at the end of, or during, the studies. Learners need to pass all the modules to obtain the relevant qualification. However, modularisation allows partial certification and re-engagement in a lifelong learning perspective.
On-the-job experience and other non-formal and informal learning may be recognised through validation of competences acquired mainly at regional level, depending on labour market needs. Demand for recognition may be driven by company needs, social partner requests or minimum qualification requirements from sectoral regulatory bodies. These procedures empower citizens to engage in further learning and acquire full qualifications.
VET under the responsibility of the education authorities was reformed in 2013. From 2014/15, it offers three different qualification levels: basic, intermediate and higher VET diplomas. Programmes last two years (2 000 hours), with a minimum of 20% spent in a firm and a maximum of 80% at a training centre. Overall, 70% of the time is devoted to work-based learning (workshops, labs, simulations or workplace), and 30% to applied theoretical training. The reform also opens up the opportunity to acquire IVET diplomas through dual track schemes (with or without a working contract). In this case, duration is up to three years.
In response to the significant increase in youth unemployment in recent years, current VET policy focuses on:• reducing early leaving from education and training;• improving citizens’ qualification levels and
employability;• implementing the dual principle (apprenticeship-type
training);• implementing e-learning and appropriate assessment
criteria and quality assurance;• evaluating the VET system to improve its quality and
efficiency;• improving attractiveness of VET qualifications and
maintaining their labour market relevance;• developing a comprehensive national qualifications
framework and improving implementation of the other European tools and principles to promote mobility and support lifelong learning.
The 2013 education reform aims to meet different learner interests and encourage them to progress in their qualification by introducing flexible learning paths in upper secondary education and VET diploma programmes. The aim of the new two-year basic VET diploma programme is to provide youth at risk of abandoning compulsory secondary education with the skills not only to obtain a job but also to follow further studies, giving them access to the intermediate VET programmes and increasing their employability.
VET is also the main pillar of the national strategy for entrepreneurship and youth employment (2013-16). Several VET-related short-term measures are being implemented at national and regional levels.
The quality and efficiency of publicly funded CVET is guaranteed through accreditation system of VET providers and formal qualifications development. Monitoring performance, including transition to employment, will support efficiency of training for employment. Social partners and regional authorities participate in CVET quality assurance.
spotlight on VET
VET and employability VET in Spain Distinctive featuresof VET
Challenges and policy responses
SPAIN
NB: ISCED 1997 was used on the chart. Conversion to ISCED 2011 is ongoing.Source: Cedefop and ReferNet Spain.
General education programmes
VET programmes
Also available to adults (full- or part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
End of compulsory education irrespective of the education level achieved
Giving access to tertiary education
18+ 12+
YEARS in E&T
(*)
(*)
SECONDARY LEVELAGE
TERTIARY LEVEL
VET UNDER THE REMITOF EMPLOYMENT AUTHORITIES
OTHERTRAINING PROGRAMMES
Language courses, including
Spanish as second
language
In-service teacher training
Training initiatives
at companies’ demand
Training programmes (not in CNCP)
8
9
7
14
12
17 11
18
15
1016
13
Progression routes
Prior VET knowledge may be recognised affecting the duration of the programme (Partial recognition of units of competence of the CNCP – National Catalogue of Professional Qualifications)
Possible access after examination
Entry through validation of prior learning (formal/informal/non-formal)
Work-based learning, either at the workplace or a VET institution
Will be called 'Basic VET' from 2015 onwards
WBL
Upper secondary programmes
Master programmes,2 years
Higher VET progr., WBL 65%. 2 years
Higher VET progr., WBL 65%. 2 years
Professional certificates level 3
programmes
Professional certificates level 2 programmes
Arts and design progr., 2 years
Mainly school-based intermediate VET progr.,
WBL 65%, 2 years Sports progr., 1 year
Higher sports progr., 1 year
Professional certificates level 1 programmes
Manly school-based VET* programmes, WBL 50%,
1-2 years
Bachelor programmes,
4 years
PhD programmes,2-3 years
Lower secondary programmes (compulsory secondary education)
ISCED 2A
ISCED 3A
ISCED 5A ISCED 5B ISCED 5B
ISCED 3B ISCED 3B
ISCED 5B
ISCED 5A
ISCED 6
ISCED 2C/3C
ISCED 3B
programmes can be considered initial or continuing VET, depending on the learners’ background and professional experience.
There are also intermediate and higher-level VET programmes in arts and design and sports (ISCED 3B and 5B).
The dual principle was introduced in 2012 to increase access to VET and support young people in transition to the labour market. Some autonomous communities have already put it in place in specific occupation areas. Participants (16-25 year-olds) are considered employees covered by labour contracts (usually one to three years) and get at least a minimum wage: this is not necessarily the case in dual training schemes under the remit of the education authorities. People up to the age of 30 may also benefit until youth unemployment decreases. At least 25% (first year) or 15% (subsequent years) of the time specified in the contract should be devoted to acquiring complementary skills in a specialised or duly authorised training centre or in the company.
Tertiary or higher education comprises university studies and higher-level VET. Since 2011, higher-level VET diplomas have been assigned to the first of the four levels of the Spanish higher education qualifications framework (MECES). Recognition of certain European credit transfer and accumulation systems allows progression for higher VET graduates and complementary studies for those from university.
CVET for workers, employed or unemployed, can be demand-led either as in-company training or in the form of individual training permits for formal qualifications financed through a social security bonus. CVET can also be offered as part of active labour market policies, encouraging people to upgrade their skills and acquire professional certificates based on the occupational standards of the CNCP issued by the labour authorities. This supply side training is financed through public funds.
Modernising vocational education and training (VET), and making it more flexible as support to lifelong learning, are at the heart of Spanish education and employment policies. VET plays a significant role in dealing with the adverse effects of the economic crisis and in helping young people acquire qualifications that respond to labour market needs.
VET in Spain is mainly the responsibility of education and employment authorities. The national system for qualifications and vocational training forms the umbrella for VET programmes leading to formal qualifications awarded by them. The General Vocational Training Council is the national government’s advisory body on VET policy. It comprises representatives of national and regional public authorities and social partners, such as enterprise organisations and trade unions.
Stakeholders were involved in developing occupational standards and creating a national register (Catálogo Nacional de Cualificaciones Profesionales, CNCP), which serves as a reference for education and employment authorities when designing VET qualifications and programmes to ensure they are relevant to labour market needs.
VET qualifications awarded by the education authorities (VET diplomas) certify education level (from secondary to higher education) and occupational skills and competences. Those awarded by the employment authorities (professional certificates) comprise three levels and certify the occupational skills and competences acquired.
VET usually begins after the end of compulsory education (ISCED 2A), at age 16. Learners opting for school-based VET attend a two-year programme (ISCED 3B) which leads to an intermediate-level VET diploma. This diploma gives access to higher level VET (ISCED 5B) via an admission procedure. There are also VET options for those who have not completed compulsory education that award professional certificates at level 1.
Those older than 16 can also attend programmes (250-1 150 hours) awarding professional certificates. Access requirements and duration vary according to the level of learning outcomes to be achieved. These
The Spanish Constitution provides the right to education and retraining, which public authorities have to promote. Two different qualifications systems have been developed under the remit of education and labour authorities. They share the same consultation bodies but the governance and objectives of their VET qualifications and programmes differ.
As the occupational standards in the CNCP apply to both qualifications systems, mutual recognition of some parts of the training is possible. There are also common regulations for recognising skills acquired through work experience and expanding the dual principle. VET programmes are generally modularised and include compulsory workplace learning at the end of, or during, the studies. Learners need to pass all the modules to obtain the relevant qualification. However, modularisation allows partial certification and re-engagement in a lifelong learning perspective.
On-the-job experience and other non-formal and informal learning may be recognised through validation of competences acquired mainly at regional level, depending on labour market needs. Demand for recognition may be driven by company needs, social partner requests or minimum qualification requirements from sectoral regulatory bodies. These procedures empower citizens to engage in further learning and acquire full qualifications.
VET under the responsibility of the education authorities was reformed in 2013. From 2014/15, it offers three different qualification levels: basic, intermediate and higher VET diplomas. Programmes last two years (2 000 hours), with a minimum of 20% spent in a firm and a maximum of 80% at a training centre. Overall, 70% of the time is devoted to work-based learning (workshops, labs, simulations or workplace), and 30% to applied theoretical training. The reform also opens up the opportunity to acquire IVET diplomas through dual track schemes (with or without a working contract). In this case, duration is up to three years.
In response to the significant increase in youth unemployment in recent years, current VET policy focuses on:• reducing early leaving from education and training;• improving citizens’ qualification levels and
employability;• implementing the dual principle (apprenticeship-type
training);• implementing e-learning and appropriate assessment
criteria and quality assurance;• evaluating the VET system to improve its quality and
efficiency;• improving attractiveness of VET qualifications and
maintaining their labour market relevance;• developing a comprehensive national qualifications
framework and improving implementation of the other European tools and principles to promote mobility and support lifelong learning.
The 2013 education reform aims to meet different learner interests and encourage them to progress in their qualification by introducing flexible learning paths in upper secondary education and VET diploma programmes. The aim of the new two-year basic VET diploma programme is to provide youth at risk of abandoning compulsory secondary education with the skills not only to obtain a job but also to follow further studies, giving them access to the intermediate VET programmes and increasing their employability.
VET is also the main pillar of the national strategy for entrepreneurship and youth employment (2013-16). Several VET-related short-term measures are being implemented at national and regional levels.
The quality and efficiency of publicly funded CVET is guaranteed through accreditation system of VET providers and formal qualifications development. Monitoring performance, including transition to employment, will support efficiency of training for employment. Social partners and regional authorities participate in CVET quality assurance.
spotlight on VET
VET and employability VET in Spain Distinctive featuresof VET
Challenges and policy responses
SPAIN
NB: ISCED 1997 was used on the chart. Conversion to ISCED 2011 is ongoing.Source: Cedefop and ReferNet Spain.
General education programmes
VET programmes
Also available to adults (full- or part-time or distance education)
Officially recognised vocational qualifications
Qualifications allowing access to the next educational level
End of compulsory education irrespective of the education level achieved
Giving access to tertiary education
18+ 12+
YEARS in E&T
(*)
(*)
SECONDARY LEVELAGE
TERTIARY LEVEL
VET UNDER THE REMITOF EMPLOYMENT AUTHORITIES
OTHERTRAINING PROGRAMMES
Language courses, including
Spanish as second
language
In-service teacher training
Training initiatives
at companies’ demand
Training programmes (not in CNCP)
8
9
7
14
12
17 11
18
15
1016
13
Progression routes
Prior VET knowledge may be recognised affecting the duration of the programme (Partial recognition of units of competence of the CNCP – National Catalogue of Professional Qualifications)
Possible access after examination
Entry through validation of prior learning (formal/informal/non-formal)
Work-based learning, either at the workplace or a VET institution
Will be called 'Basic VET' from 2015 onwards
WBL
Upper secondary programmes
Master programmes,2 years
Higher VET progr., WBL 65%. 2 years
Higher VET progr., WBL 65%. 2 years
Professional certificates level 3
programmes
Professional certificates level 2 programmes
Arts and design progr., 2 years
Mainly school-based intermediate VET progr.,
WBL 65%, 2 years Sports progr., 1 year
Higher sports progr., 1 year
Professional certificates level 1 programmes
Manly school-based VET* programmes, WBL 50%,
1-2 years
Bachelor programmes,
4 years
PhD programmes,2-3 years
Lower secondary programmes (compulsory secondary education)
ISCED 2A
ISCED 3A
ISCED 5A ISCED 5B ISCED 5B
ISCED 3B ISCED 3B
ISCED 5B
ISCED 5A
ISCED 6
ISCED 2C/3C
ISCED 3B
European Centre for the Developmentof Vocational Training
Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECETel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]
European Centre for the Development of Vocational Training
Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014
All rights reserved.
spotlight on VET
visit our portal www.cedefop.europa.eu
EN EN
Further informationFurther information
spotlight on VET
2013/14
SPAINSPAIN
SPAIN
■ Cedefop ReferNet Spain (2013). VET in Europe: country report Spain. http://libserver.cedefop.europa.eu/vetelib/2013/2013_CR_ES.pdf
■ Eurydice (2014). Spain: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Spain:overview
■ Ministry of Employment and Social Security (n.d.). National strategy of entrepreneurship and youth employment 2013-16: executive summary. www.empleo.gob.es/ficheros/garantiajuvenil/documentos/EEEJ_Resumen_Ejecutivo_ INGLES.pdf
■ Ministry of Employment and Social Security (2013). Spanish national youth guarantee implementation plan 2013. www.empleo.gob.es/ficheros/garantiajuvenil/documentos/ plannacionalgarantiajuvenilanexo_en.pdf
Learners in upper secondary education enrolled in vocational
and general programmes
% of all students in upper secondary education,
2012
www.sepe.es/contenidos/personas/ ReferNet Spainformacion/refernet/refernet.html
www.mecd.gob.es/portada-mecd/en/ Ministry of Education, Culture and Sports
www.empleo.gob.es/en/ Ministry of Employment and Social Security
www.mecd.gob.es/servicios-al-ciudadano- Education statistics from the ministry responsiblemecd/estadisticas/educacion.html for education
www.todofp.es Web portal on guidance and information in VET from the ministry responsible for education
www.sepe.es State Public Employment Service (SEPE)
www.educacion.gob.es/educa/incual/ National Institute of Qualifications (INCUAL)ice_incual_ing.html
www.oapee.es Autonomous national agency responsible for European education programmes (OAPEE)
www.fundaciontripartita.org Tripartite Foundation for Employment Training (FTFE)
8054 EN – TI-01-13-642-EN-N – doi: 10.2801/49777
Tertiary educationby type
% of 30-34 year-oldswith tertiary education by
type, 2013
Lifelong learning% of population aged 25-64 participating in
education and training over the four weeks prior
to the survey, 2013
Education and training in figures
Early leavers from education and training% of early leavers from education and training,
2013
Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.
NB: Break in series for France.Source: Eurostat, labour force survey, date of extraction 19.5.2014.
Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.
50
40
30
20
10
0
100
80
60
40
20
0
35
30
25
20
15
10
5
0
VOCATIONAL GENERAL
AT IT EU-28 ES FR PT UK CY
ISCED 5B ISCED 5A-6 2020 NATIONAL TARGET
BE FR UK ES EU-28 PT IT
DK FR UK ES EU-28 PT IT BG
24.7
75.3
40.8
59.2
49.6
50.4
54.5
45.5
55.8
44.2
56.4
43.6
61.4
38.6
86.8
13.2
31.4
17.7 16.110.410.9 9.8 6.2
31.6
1.7
E&T 2020=15
24.8
17.9
47.0
26.8
17.3
50.0
30.5
17.0
27.8
12.9
44.040.0
27.9
1.3
22.2
0.2
26.0
EUROPE 2020=40
40.0
28.1
8.7
NB: Break in series for France. Source: Eurostat, labour force survey, date of extraction 19.5.2014.
25
20
15
10
5
0
2013 2020 NATIONAL TARGET
HR FR EU-28 UK IT PT ES
3.73.7
23.523.5
15.015.0
17.017.0
16.0
10.09.5
4.019.219.212.412.411.911.99.79.7
EUROPE 2020=10
This spotlight is based on input from ReferNet Spain.
978-92-896-1385-9
10.0
European Centre for the Developmentof Vocational Training
Europe 123, 570 01 Thessaloniki (Pylea), GREECEPO Box 22427, 551 02 Thessaloniki, GREECETel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected]
European Centre for the Development of Vocational Training
Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014
All rights reserved.
spotlight on VET
visit our portal www.cedefop.europa.eu
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Further informationFurther information
spotlight on VET
2013/14
SPAINSPAIN
SPAIN
■ Cedefop ReferNet Spain (2013). VET in Europe: country report Spain. http://libserver.cedefop.europa.eu/vetelib/2013/2013_CR_ES.pdf
■ Eurydice (2014). Spain: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Spain:overview
■ Ministry of Employment and Social Security (n.d.). National strategy of entrepreneurship and youth employment 2013-16: executive summary. www.empleo.gob.es/ficheros/garantiajuvenil/documentos/EEEJ_Resumen_Ejecutivo_ INGLES.pdf
■ Ministry of Employment and Social Security (2013). Spanish national youth guarantee implementation plan 2013. www.empleo.gob.es/ficheros/garantiajuvenil/documentos/ plannacionalgarantiajuvenilanexo_en.pdf
Learners in upper secondary education enrolled in vocational
and general programmes
% of all students in upper secondary education,
2012
www.sepe.es/contenidos/personas/ ReferNet Spainformacion/refernet/refernet.html
www.mecd.gob.es/portada-mecd/en/ Ministry of Education, Culture and Sports
www.empleo.gob.es/en/ Ministry of Employment and Social Security
www.mecd.gob.es/servicios-al-ciudadano- Education statistics from the ministry responsiblemecd/estadisticas/educacion.html for education
www.todofp.es Web portal on guidance and information in VET from the ministry responsible for education
www.sepe.es State Public Employment Service (SEPE)
www.educacion.gob.es/educa/incual/ National Institute of Qualifications (INCUAL)ice_incual_ing.html
www.oapee.es Autonomous national agency responsible for European education programmes (OAPEE)
www.fundaciontripartita.org Tripartite Foundation for Employment Training (FTFE)
8054 EN – TI-01-13-642-EN-N – doi: 10.2801/49777
Tertiary educationby type
% of 30-34 year-oldswith tertiary education by
type, 2013
Lifelong learning% of population aged 25-64 participating in
education and training over the four weeks prior
to the survey, 2013
Education and training in figures
Early leavers from education and training% of early leavers from education and training,
2013
Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.
NB: Break in series for France.Source: Eurostat, labour force survey, date of extraction 19.5.2014.
Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.
50
40
30
20
10
0
100
80
60
40
20
0
35
30
25
20
15
10
5
0
VOCATIONAL GENERAL
AT IT EU-28 ES FR PT UK CY
ISCED 5B ISCED 5A-6 2020 NATIONAL TARGET
BE FR UK ES EU-28 PT IT
DK FR UK ES EU-28 PT IT BG
24.7
75.3
40.8
59.2
49.6
50.4
54.5
45.5
55.8
44.2
56.4
43.6
61.4
38.6
86.8
13.2
31.4
17.7 16.110.410.9 9.8 6.2
31.6
1.7
E&T 2020=15
24.8
17.9
47.0
26.8
17.3
50.0
30.5
17.0
27.8
12.9
44.040.0
27.9
1.3
22.2
0.2
26.0
EUROPE 2020=40
40.0
28.1
8.7
NB: Break in series for France. Source: Eurostat, labour force survey, date of extraction 19.5.2014.
25
20
15
10
5
0
2013 2020 NATIONAL TARGET
HR FR EU-28 UK IT PT ES
3.73.7
23.523.5
15.015.0
17.017.0
16.0
10.09.5
4.019.219.212.412.411.911.99.79.7
EUROPE 2020=10
This spotlight is based on input from ReferNet Spain.
978-92-896-1385-9
10.0