EN

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.

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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

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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.

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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

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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.

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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

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(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

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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.

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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

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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.

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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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