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EUROPEAN UNION ROMANIAN GOVERNMENT
MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND
ELDERLY
AMPOSDRU
European Social Fund POS DRU 2007-2013
Structural instruments 2007 - 2013
1
EUROPEAN SOCIAL FUND
Sectoral Operational Programme Human Resources Development 2007 – 2013
Priority Axis 3 “INCREASING ADAPTABILITY OF WORKERS AND ENTERPRISES”
Key Area of Intervention 3.3 “Development of partnerships and encouraging initiatives for social partners
and civil society”
Project title: “The Network of Competent Authorities for Professional Qualifications in Romania
(IMI PQ NET Romania)”
Beneficiary: the Ministry of National Education
Contract no.: SOPHRD/93/3.3/S/53132
THE PROCESSES FOR COMPETENCE
CERTIFICATION AND QUALIFICATION
RECOGNITION IN SPAIN
Author:
Professor Eng. Liviu Sevastian BOCII, Ph.D
Translation in English:
Prof Trad
March 2013
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MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND
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TABLE OF CONTENTS
Introduction........................................................................................................................ 5
I. The Process for Professional Competence Certification in Spain............................. 7
I.1 The education system............................................................................................ 9
I.2 Adults’ education.................................................................................................. 16
I.3 Evaluation and Certification of Professional Qualifications Achieved in
Informal and Non-formal Contexts …………………………………………….. 21
I.4 National Qualification Framework in Spain Related to the European Qualification
Framework ………………………………………………………......................... 28
II. The Process for Professional Qualification Recognition in Spain ………….……. 30
II.1 Legal and institutional framework for the recognition of qualifications achieved
in other SMs of the EU, EEA and Swiss Confederation in other MS of the EU,
the EEA and the Swiss Confederation ……………………................................. 30
II.2 Regulated professions and competent authorities………………………….......... 32
II.3 IMI Statistics on Regulated Professions Registered in the Spanish System Compared to
Those Registered in Romania ….............................................................................. 57
Conclusions…………………………………………………………….…………………. 59
Bibliography ………..……………………………………………..…………………….. 62
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INTRODUCTION
This study, as well as other similar studies for comparative analysis of the processes
for competence certification and qualification recognition in Italy, Spain, Germany,
Denmark, Great Britain and the Czech Republic, accounts for one of the results generated by
the “The Network of Competent Authorities for Professional Qualifications in Romania (IMI
PQ NET Romania)” project implemented by the Ministry of National Education (MEN) in
partnership with the National Qualifications Authority (ANC) and the Institute for Social
Policies (ISP), co-financed from the Social European Fund through the Sectoral Operational
Programme for Human Resources Development 2007 – 2013 (SOPHRD 2007-2013).
The overall objective of the “The Network of Competent Authorities for Professional
Qualifications in Romania (IMI PQ NET Romania)” project consists in the creation and
consolidation of the IMI (Internal Market Information) network for the professional
qualifications in Romania (IMI PQ NET) for supporting the EC initiative regarding the
development of the Internal Market Information System, the development of a common
initiative for this purpose at national level, being focused on the consolidation of the
capacity of the social partners (governmental agencies and organizations, professional
associations) in promoting the sustainable development by creating the proper tools and
mutual communication and consultation channels for an effective communication with
the similar organizations in the European Union and the European Economic Area
(EEA) through the IMI platform.
For achieving the overall objective, the Ministry of National Education, as the
applicant beneficiary of the project, has set the following specific objectives:
OS1 – the creation and development of a national network for the implementation of the
Internal Market Information System (IMI) through the consolidation of the capacity the
social partners have through the creation of mutual communication and consultation
channels;
OS2 – the development and implementation of common reference terms on the standards
for the certification of Romanian workers’ competences and for the recognition of the
communication citizens’ professional qualifications;
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OS3 – the implication of the Network members in the exchange of information mediated
by the IMI platform through the provision of information / data on the applications
forwarded through this platform by the EU / EEC organizations / associations.
For the elaboration of the comparative studies, the foreign methodology experts of the
National Qualifications Authority have analyzed the sources of information at national
level (in the analyzed country and in Romania) and at community level (comparative studies
conducted at European Union level) and have participated in study visits in several European
Union Member States (EU MS) of the where they had the opportunity to complete their
research work through exchanges of experience with representatives of the Competent
Authorities on various regulated professions in those countries.
The final objective of the studies elaborated in the benefit of the IMI PQ NET
network members, as well as of the study visits refers to the achievement of the project
specific objectives for the creation of mutual communication and consultation channels both
among the members in the national network as well as among them and their homologous
parties in the visited EU MS for the development and implementation of certain common
reference terms on the standards for competence certification and professional qualification
recognition (by taking over and adapting the examples of best practices known and better
understood during the study visits), for the consolidation of the IMI PQ NET Romania
network member capacity for becoming involved in the exchange of information mediated by
the IMI platform.
The comparative study on Spain - Romania is based on the research activity carried
out in 2012 by the foreign methodology experts of the National Qualifications Authority
and on the experience of a study visit to Madrid, Spain, between January 21st, 2013 and
January 26th
, 2013, for which we would like to thank our Spanish partners representing the
following institutions: INCUAL (the National Institute for Qualifications), IMI España
(NIMIC), CIDEAD (the Centre for Innovation and Development of Distance Education), the
Ministry of Education, Culture and Sport, CCOO (the Union Confederation of Labour
Commissions), the Ministry of Agriculture, Food and Environment, SEPE (the Public
Employment Service), The Three-party Employment Foundation, the Ministry of
Development.
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I. THE PROCESS FOR PROFESSIONAL
COMPETENCE CERTIFICATION IN SPAIN
The process for competence certification is the process in which an accredited
institution certifies that a person has competences in a certain field by issuing a document
called a certificate of professional competence. A certificate of professional competence is
not an education degree, but it certifies that a person has a certain level of expertise in a given
field and this allows him/her to have better chances for finding a job and to provide more
credible services and products.
The basic principles of the process for the professional competence certification are
the following:
The competence certification is an optional and not mandatory process. However, there
may be institutional policies requiring the certification of its members’ competences as a
requirement for becoming part of that organization;
The evaluation of the professional qualifications may be done by the same organization
having certified the competences or by another organization;
In general, the professional competence is being certified as a whole and not just parts of
it;
The professional competence certification is a process distinct from the training process
(meaning that an organization granting – by its nature – professional competences cannot
be directly involved in their certification);
The training centres may facilitate the professional competence certification process by
partnerships and agreements with the competence certification organizations.
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A centre or an institution may certify the professional competences if it meets the
following conditions:
It has implemented competence certification and evaluation procedures pursuant to the
minimum quality standards in the field;
The procedures used are consistent with the legal provisions in force;
It has national and/or international accreditation for the professional competence
certification, which legally sustains the certificates issued;
It has implemented a quality management and assurance process that is very well
developed;
The issued certificates of professional competence (a topic covered in sub-chapter II.2,
page 32) have to be recognized by other similar organizations.
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I.1. THE EDUCATION SYSTEM AND THE DIPLOMAS /
CERTIFICATES ACHIEVED THROUGH IT
In the Spanish education system (whose overall diagram is shown in figure 1),
subject to several legislative documents: the Education Organic Law No. 2/2006 (Ley
Orgánica 2/2006 de Educación), the Organic Law 6/2001 as of December 21st, 2001
regarding the universities1 (Ley Orgánica 6/2001 de 21 de diciembre de 2001, de las
universidades), one of the principles for the structuring of the education process during a
school year is to approach the school year as a whole, unlike Romania, where the school year
is divided into trimesters or semesters.
The Spanish public educational system is divided into 3 distinct modules:
1. Elementary education: 6 years of study, between the age of 6 and 12 (grades I - VI);
2. Secondary education: 4 years of study, between the age of 12 and 16 (grades VII - X);
3. Baccalaureate (bachillerato): 2 years of study, between the age of 16 and 18 (grades XI -
XII).
After the completion of the secondary education (at the end of the 10th
grade), the
students may leave school and they are granted a graduation certificate for the secondary
education or they may continue their education in high school for two years and they are then
being granted the "Bachiller" title. During the secondary education, most of the subjects are
mandatory: Natural Sciences, Social Sciences, Fine Arts and Visual Arts, Spanish Language
and Literature, Foreign languages (usually English), Mathematics, Music, etc.
During the Bachillerato module, in the 11th
grade the mandatory subjects are the
following: Spanish Language and Literature I, Foreign languages I (usually English),
Philosophy and Physical Education and in the 12th
grade the mandatory subjects are: Spanish
Language and Literature II, Foreign languages II (usually English) and History. During both
of the Bachillerato grades, the students have to choose – depending on their future academic
1 BOE nr. 307 as of December 24
th, 2001, p. 49400
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specialization – other 3 subjects among the following: Physics, Chemistry, Biology,
Mathematics, Latin, Greek or other subjects included in the optional curriculum.
Unlike Spain, the pre-academic education national system in Romania is divided into
the following levels2, (see diagram in figure 2):
early education (0 - 6 years), including the pre-preschool level (0 - 3 years) and the
preschool education (3 - 6 years), which includes the lower preschool group, middle
preschool group and upper preschool group;
primary education, including the grade 0 and grades I - IV;
secondary education, which includes: the lower secondary education or gymnasium,
covering grades V - IX; the upper secondary education or high school, covering the
high school grades X - XII/XIII, with the following sections: theoretical, vocational and
technological;
vocational education, lasting between 6 months and 2 years;
non-academic tertiary education, including the post-high school education.
2 National Education Law no. 1 as of January 5
th, 2011, Chapter II, Section 1, Article 23, paragraph 1,
Romanian Official Gazette, Part I, no. 18 as of January 10th
, 2011
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Fig. 1. The educational system in Spain
Mandatory and non-mandatory education
The schooling of underage children between 6 and 16 is mandatory and free of
charge both in Spain and in Romania.
In Spain there are two types of educational centres:
Public centres that depend on the Public Authority’ they are managed by the Education
Department within the Spanish Government. These centres are free of charge.
“Concerted” centres that depend on the religious institutions or private bodies having
signed collaboration agreements with the Education Department within the Spanish
Government.
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The educational centres may be classified depending on the educational module:
Child and Primary Education attended by children aged 3 – 12 years;
Mandatory Secondary Education (MSE) – attended by children aged 12 – 16 years;
Non-mandatory secondary education: Baccalaureate and Vocational Education.
The Baccalaureate is the final stage of the Secondary Education, has a voluntary
nature and lasts for two years, usually between 16 and 18 years.
The vocational and technical education in Spain includes three modules:
An initial professional qualification programme (for young people aged 16 – 20 years,
who have not been granted a Secondary Education Graduation diploma, following
which the student is granted a certificate giving him/her the opportunity to have access to
the labour market or an average level vocational training where he/she would study
technical subjects and also general knowledge subjects in order to be granted the
mandatory secondary education graduation certificate);
The average level formative module (for students having graduated the 10-year
mandatory education; it lasts for 2 years – 2000 hours. Therefore, this module includes
three categories of subjects: technical, specific to the qualification; management;
practical training at the business agent for 3 months at the end of the second year of
training. At the end of the average level formative module the student is awarded the
technician diploma (técnico) and he/she is able to continue his/her education in two
ways: in the higher level formative module, followed only by higher education in the
field or in the high school higher module followed by any kind of higher education);
The higher level formative module (for students having graduated the average level
formative module or the high school higher module. It is regarded as higher education
but it is not assimilated by the academic education. It lasts for 2 years – 2000 hours.
This module includes three categories of subjects: technical, specific to the qualification;
management; practical training at the business agent for 3 months at the end of the
second year of training. At the end of the formative module the graduates are awarded
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the higher technician diploma and they are able to continue their education only in the
faculties in the field3).
In Romania4 the vocational and technical education is made of: vocational
education, technical education and post-high school education. Unlike Spain, the vocational
and technical education is divided into three educational levels: lower secondary education
(the final two years of study of the ISCED 2 level, part of the mandatory education); higher
secondary education (ISCED 3); post-high school education (ISCED 4)
The graduates having obtained the professional certification for a Level 1
qualification may attend the 11th
grade, the completion year, which allows them to obtain the
professional certification for a Level 2 qualification.
Fig. 2. The structure of the Romanian educational system5
3 http://www.leonardoprovidence.eu/wpcontent
4 www.tvet.ro
5 Country Module - Romania © Nuffic | 2nd edition March 2011 | version 2, August 2012 (Legend: the number
in the upper left corner - duration in years; the number in the upper right corner – NQF level; arrows –
transferability; writing in boxes – type of education and graduation document).
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The graduates who complete the completion year and who obtain a professional
certification for a Level 2 qualification may attend the high school higher module years.
From the point of view of the qualification levels in Spain and Romania, according to the
Decision 85-368-EEC6 of the European Council, the vocational education provides the
qualification Levels 1 and 2, which are consistent with Levels 2 and 3 EQF.
Post-high school education: post-secondary school and foremen’s school, which are
training specialized routes lasting for 1 – 3 years, and leading to the issue of a certificate of
professional competences for Level 3 advanced (specialized technicians).
The academic studies in Spain are regulated by the Royal Decree 1393/20077 as of
October 29th
(amended by the Royal Decree 861/2010 as of July 2nd
), which establishes the
organization of the Spanish higher education pursuant to the general guidelines of the
European Higher Education Area (EEES).
The bachelor academic studies are – as in Romania – the first level of higher
education according to the Bologna Process (June 19th
, 1999), with duration of 3 – 4 years
and a total number of 180 – 240 ECTS credits.
The master’s academic studies end with the scientific academic and research
formation leading to the granting of the master’s title, which is valid in all the EU countries
having entered the European Higher Education Area (EEES). These academic studies last for
one or two academic years and cover a total number of 60 – 120 ECTS credits.
The PhD academic studies in Spain are regulated by the Royal Decree 99/2011 as of
January 28th
and end with the formation of the doctors in the advanced scientific research.
They are divided into two modules: theoretical courses with at least 60 ECTS credits and a
scientific research module ending with a public presentation of an original scientific research
paper (PhD thesis), and the PhD student obtains the title of doctor in science.
The maximum timeframe the PhD student may benefit from for completing the PhD
studies is of three years, full-time education, (the Bologna System also used by Romania),
and he/she may also attend part-time courses for five years.
6 http://eur-lex.europa.eu
7 BOE no. 260 as of October 30
th, 2007, p. 44037 - 44048
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Moreover, the Spanish PhD student may be granted an “European PhD” if he/she attends at
least 3 months of the PhD training stage in an European partner university and the PhD thesis
has to be presented – in this case – to the public presentation commission (which has to
include a member of the partner university) in an international language other than Spanish.
If we analyze the diagrams in figures 1 and 2 we observe that the educational systems
in the two analyzed countries are somehow similar as the mandatory and free of charge
education is of 10 years (the elementary and secondary education in Spain and the primary
and gymnasium education (lower secondary) in Romania), the high school education ends
with the baccalaureate examination and the academic education is structured in both countries
according to the Bologna process: bachelor, master and PhD.
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I.2. ADULTS’ EDUCATION
According to the current policies in the educational field, the adults’ education has the
following objectives:
the achieving of basic training, the permanent expansion and renewal of knowledge,
competences and skills and the facilitation of access to all types of learning provided by
the Spanish educational system;
the improvement of the professional qualification or the achieving of training for the
practicing of other professions;
the development of the personal professional abilities in the expressive and
communicative fields, interpersonal relations, etc.;
the development of the capacity to become part of the social, cultural, political and
economic life, making the person’s right to a democratic citizenship become effective;
the promotion of programmes correcting (minimizing) the risks of social exclusion,
mainly from the disadvantaged fields;
the proper response to challenges such as the progressive aging of the population, giving
the elders the opportunity to improve and update their competences;
the anticipation and peaceful solving of the personal, family and social conflicts. The
promotion of the actual equal rights and chances between men and women as well as the
critical analysis and evaluation of inequalities between them.
In general, the Adults’ education includes various activities related to training, formal
and non-formal education and teaching, which are focused on specific or extraordinary tests
allowing the persons to be granted academic and professional titles as well as to pass
admission tests for certain courses.
In Spain, the adults’ education and formation up to the lower secondary level
(consistent with 10 years of school, ISCED 1 and 2) consist in six stages. They are meant for
people over 18 years, who have not completed their mandatory education.
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The knowledge and skills consistent with the primary education (the first 6 years of
school, ISCED 1) are provided by programmes that are generally divided into two levels
(although certain Autonomous Communities have a three-level structure): alphabetization
and numeration (the first level) and consolidation of basic skills (level two). The lower
secondary education for adults (ISCED 2) is divided into three fields: communication, social
studies and science and technology. Each field is divided into modules (módulos). The
successful completion of all the modules in all the fields is consistent with the completion of
the lower secondary education.
One of the most important challenges for the adult students who want to complete
their formal education and training is to reconcile their learning commitments with their other
duties such as to their family and their job. For this particular reason, many adults going back
to school look for programmes where the constraints on learning (regarding the time, place,
learning pace or method) are minimized. Both in Spain and in Romania the night classes and
the part-time classes partly meet these requirements. Moreover, there are other ways to
provide them, such as: the open education, the distance education and training and the e-
learning, which are particularly adjusted to the needs of the adults going back to school.
In most of the European countries, the open and distance education up to the upper
secondary level is provided mostly through local initiatives (such as ad hoc projects at
institutional level) or activities carried out by private training providers. The national level
actions and the initiatives in this field are quite rare.
In Spain, the formal distance education is managed by the Spanish Ministry of
Education through the Centre for Innovation and Development of Distance Education
(Centro para la Innovación y Desarrollo de la Educación a Distancia – CIDEAD). The
Centre covers various formal programmes and qualifications (from the primary level to the
upper secondary level), as well as a training programme for distance education designed for
teachers. Moreover, some of the Autonomous Communities have established special centres
for the adults’ distance education, which cover various formal programmes and qualifications
(from the primary level to the upper secondary level).
The alternative ways for providing the higher education programmes usually include
the open and distance education and the IT-aided education.
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In Spain, the Open University (Universidad Nacional de Educación a Distancia –
UNED) was created in the beginning of the 1970 and at this moment it has more than 160
000 students. This higher education institution – the largest in the country – provides 26
higher education programmes and over five hundred courses of continuous training.
The AULA MENTOR8 Project
The MENTOR Project started its development in 1990 and in 1992 the first
classrooms opened. AULA MENTOR is a distance learning educational system designed for
adults and it consists in:
A learning IT platform posting the contents of the classes and of the other teaching
activities (seminars, etc.) allowing the follow-up of the student’s evolution;
A teacher who is specialized in the topic of the course, the trainer, who answers the
student’s questions and reviews his/her exercises and activities at the same time;
A person in charge with the virtual classroom, the administrator, who provide guidance
and registration of the students and who is actually in charge with the classroom
administration.
If the trainee has a computer in the indicated generation he/she may attend the class
from his/her own home.
The evolution of the number of students registered in the AULA MENTOR between
1997 and 2012 is shown in the table below; we observe an increasing trend in the number of
people using this platform:
8 www.aulamentor.es
Year Number of students
2005 23,459
2006 25,236
2007 25,274
2008 23,900
2009 25,031
2010 25,578
2011 24,528
2012 22,972
Year Number of students
1997 2,994
1998 5,356
1999 9,354
2000 13,449
2001 16,215
2002 18,541
2003 18,495
2004 21,638
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The objectives of AULA MENTOR:
A. To offer these classes to the population having no opportunity to attend classes in the
classroom for various reasons (rural areas, working hours, family issues, people
deprived of their freedom, etc.);
B. To maintain a package of classes providing the update of contents both in the
professional field and in the trainee’s professional development needs.
Ways to achieve these objectives:
The location of the Mentor classrooms in places less accessible or where no other
training alternative containing the proper equipment exists;
The determination of the special security (safety) actions for groups such as people
deprived of their freedom in penitentiaries;
The limited number of students per trainer: maximum 45 students per trainer;
A moderate monthly fee: 24 €;
The involvement of other institutions in the elaboration and application of the Aula
Mentor classes (local authorities, NGOs and other bodies within ministries);
The trainers involved in this project (AULA MENTOR) are constantly undergoing
training and updating their professional knowledge;
The classroom administrators guide the students depending on their training needs and
identify the demands on the labour market in the areas where the AULA MENTOR is
located;
The Ministry of Education, Culture and Sport in Spain has marked the priorities
depending on the political needs: employment, personal development, digital skills
development, etc.
In Romania, the National Education Law no. 1/2011 (Article 357) lays down for the
first time the need for a system providing the initial training and the continuous development
of the professionals involved in the adults’ education. This need is based on the fact that at
this moment the Romanian qualification system in the adults’ education field is a system with
many missing items, divided into incoherent certification and regulation mechanisms that do
not take into account the diversity of the field and of the professional statuses, of the
experience, tasks and roles played by the adults’ educators.
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The effort to design such a national system for the professionalization of the adult
educators is however extremely complex and involves numerous debates and analyzes in the
widest range that may take into account the national and European context, the existing
systems, the practices and experiences already implemented as well as the opinions issued by
the various categories of players involved.
These debate, exploration and design needs for visions regarding the
professionalization of the adult educators are to be covered by the System for
Professionalization of Adult Educators - ProALPs9. This project is financed by the European
Commission in Romania.
Conclusions:
The European states (Spain, Romania, etc.) face extremely different challenges in the
increase of educational knowledge the adult population has;
The non-completion of the lower secondary education may become a significant barrier
for adults joining programmes leading to upper secondary level qualifications;
Many states (including Spain) offer the adults who go back to school various
opportunities to achieve formal qualifications by various flexible study options;
The higher education systems vary significantly in terms of their receptiveness to adults
going back to school;
Most of the European countries have introduced financial actions meant to support the
most vulnerable groups in their formal education and training.
However we have to retain that although the certificates and diplomas referring to
qualifications often remain valid during the professional lifetime of a person, while the
knowledge, skills and competences a person needs on the labour market and in the society as
a whole quickly evolve. Therefore, once achieved the formal certifications and qualifications
are insufficient for providing the continuous professional insertion throughout the lifetime. In
other words, the completion of formal qualifications has to be seen now as a step on the
permanent education ladder rather than a goal in itself.
9 www.proalps.ro
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I.3. EVALUATION AND CERTIFICATION OF PROFESSIONAL
QUALIFICATIONS ACHIEVED
IN INFORMAL AND NON-FORMAL CONTEXTS
The necessary for the recognition and certification of the professional qualifications
achieved (received) through non-formal ways of learning or through work experience is
mainly done for determined groups such as:
Young people dropping out of school, who join (if successful) the labour market. Spain
is facing this phenomenon and 33% of the youth drop out of school. Romania is also
affected by the school drop-out phenomenon and in 2007 (when it acceded to the
European Union), 19.2% of the Romanian young people abandoned school (while the
EU 2710
average level is of 14.8%). This phenomenon has a negative impact on the
structure and quality of the European labour market;
The adult employees have no certified professional qualifications (approximately 14
millions out of a population of 46,148,605 inhabitant), i.e. 58.2% of the active
population11
;
Spain exceeds the European average level (22%) by 4 – 5% regarding the number of
higher educated people while the number of people with high school education is 15%
lower than the European average (Romania has a percentage of 11.2% of people with
higher education).
The recognition procedure is a process focused on the certification of the
professional competences irrespective of the way they have been achieved. INCUAL wanted
to make sure that this procedure is as simple and accessible as possible for any employee
10
http://epp.eurostat.ec.europa.eu/portal/page/portal/eurostat/home
11 MECD 2011 - El Aprendizaje Permanente en España
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irrespective of his/her qualification level so that the 58.2% rate of the active population with
no official certification of their professional qualification is minimized.
The main objectives and benefits of the professional qualification certification process are
the following:
To promote learning during the entire lifetime;
To provide a more transparent labour market by making the professional qualifications
more visible for the employees in the sectors in need for qualified employees;
To favour the social cohesion because it improves the chances the individuals or groups
who are disadvantages on the labour market;
To facilitate the citizens’ professional and geographical mobility for a higher rate of
transfer for professional competences among the countries.
Pursuant to Article 3.5 in the Organic Law no. 5/2002 regarding the Qualifications
and Training (La Ley Orgánica 5/2002, de las Cualificaciones y de la Formación
Profesional), one of the objectives set by SNCP (the National System for Professional
Qualifications - Sistema Nacional de Cualificaciones Profesionales) is the official
evaluation and certification of the professional qualifications irrespective of the way they
have been achieved (see diagram in figure 3) and the diagram in figure 4 shows the process
for the recognition of competences achieved by professional experience.
Fig. 3. Formative route for the professional competence certification12
12
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The Spanish Government has established – pursuant to Article 8.4 in the Organic
Law no. 5/2002 on the Professional Qualifications and Training (La Ley Orgánica
5/2002, de las Cualificaciones y de la Formación Profesional) – the requirements and
procedures for the evaluation and certification of the professional qualifications by issuing
the Real Decreto no. 1224/200913
. The procedures regulated by the Real Decreto no.
1224/2009 consist in a range of actions focusing the evaluation and recognition of the
competences achieved through work experience or other non-formal ways of training.
The requirements for the participation in this process for the evaluation and
certification of the professional qualifications achieved through work experience are the
following:
Spanish nationality, community residency (to be a citizen of an EU Member State) or
work permit for the EU;
Minimum age of 18 years for Competence Units of level 1 and of 20 years for the
qualification levels 2 and 3 (see diagram in figure 4);
Work experience and/or training related to the professional competences the applicant
wants to be certified: 3 years, with a minimum level of 2000 hours worked over the last
10 years for CU level 2 or 3, and 2 years of work experience and minimum 1200 hours
worked for CU level 1;
The number of training hours: 300 hours over the last 10 years for CU (competence
units) level 2 or 3 and 200 hours for CU level 1.
13
Real Decreto no. 1224, de 17 de julio de 2009, de reconocimiento de las competencias profesionales
adquiridas por experiencia laboral, BOE no. 205 de 25 de agosto de 2009, p. 72704 – 72727 (the Royal Decree
no. 1224 as of July 17th
, 2009 on the recognition of professional competences achieved through work
experience)
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Fig. 4. Recognition of professional qualifications achieved through professional
experience14
The phases of the process involving the certification of the professional competences
achieved through work experience, in Spain are the following (see the flowchart of the
candidate applying for the certification of the professional competences in figures 5a and 5b).
Counselling (help offered the applicant for the following: self-evaluation of his/her
competence; completion of his/her training route; submission of justifying documents).
This phase continues with the recommendation issued by the counsellor depending on
the situation, i.e. either to continue the procedure (the counsellor issues a positive report)
or to deepen his/her competences through another training period (the counsellor issues a
negative report);
If the counsellor issues a positive report, the second phase follows: the evaluation of the
professional competence by using various methods for the verification of the
candidate’s professional competence at the set qualification level, such as: real or
simulated work scenarios; interviews; standard tests; observing the candidate at his/her
job. The result of this phase shall be expressed through the demonstrated professional
competence or the undemonstrated professional competence;
14
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If the result is positive (demonstrated professional competence) the third phase of this
process follows, i.e.: the actual certification of the professional competence,
consisting in the public and official recognition of the professional competence
demonstrated by the candidate.
Fig. 5.a. Candidate’s flowchart for the certification of the professional competences in Spain
In Romania, the evaluation and certification of the professional competences
achieved through ways other than the formal ones has been regulated by Order no. 4543/468
as of August 23rd
, 2004 for the approval of the Procedure for evaluation and certification of
the professional competences achieved through ways other than the formal ways (issued
by: the Ministry of Education and Research no. 4.543 as of August 23rd
, 2004 and the
Ministry of Labour, Social Solidarity and Family no. 468 as of September 8th
, 2004)15
,
and Order no. 3329/81 as of February 23rd
, 2005 for the amendment and completion of the
Procedure for the evaluation and certification of the professional competences achieved
through ways other than the formal ones.
15
The Official Gazette no. 903 dated October 5th
, 2004
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Fig. 5.b. Candidate’s flowchart for the certification of the professional competences16
in
Spain
Some of the reasons for the evaluation and certification of the professional
competences achieved through non-formal or informal ways of learning are:
The evaluation of the professional competences fits very well people having achieved
experience in a field they do not have the proper qualification for;
The evaluation of the professional competences is a quick and effective process and
requires no training course;
The certificate is issued very quickly (with minimum costs) and is recognized at national
level as well as in the EU states and holding this certificate provides an advantage when
getting a job.
16
http://www.todofp.es/dctm/todofp/acreditacion-de-competencias/instrumentos/guia-persona-candidata.pdf
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Therefore, Article 5 in the annex to the Order no. 4543/468 as of August 23rd
, 2004
establishes the particularities of the process (procedure) for the evaluation of the professional
competences achieved through ways other than the formal ones:
it is voluntary;
it relates to the occupational standard / training standard: the competence evaluation is
done in relation to the achievement criteria described by the occupational standard /
training standard;
it is carried out in time and space: in the evaluation system based on occupational
standards / training standards, the collection of the competence evidence results from the
application of the evaluation methods in distinct contexts and on distinct times;
it is independent of the training process: the evaluation based on occupational standards /
training standards allows the recognition of the competences achieved through ways
other than the formal ones;
for each competence unit it ends with the result "competent" or "not yet competent".
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I.4. NATIONAL QUALIFICATIONS FRAMEWORK IN SPAIN
REFERRED TO THE EUROPEAN QUALIFICATIONS
FRAMEWORK
For the promotion of lifelong learning and peoples’ mobility, the European
Qualifications Framework (EQF) sets eight qualification levels covering the entire range of
qualifications from the mandatory education to higher academic and professional levels.
At this moment, according to the CEDEFOP report as of August 2010 on the
correspondence between the national qualifications framework (NQF) in the EU Member
States and the European Qualification Framework, Spain has been crossing – since January
2009 – a full process of development and implementation of an EQF focused on the lifelong
learning based on the results of learning.
The Spanish Framework for Higher Education Qualifications (MECES – Marco
Español de Cualificaciones de la Enseñanza Superior) shall be structured on four high
levels from 5 to 8 (higher technician, bachelor, master and PhD), the first four qualification
levels being meant for the completion of the basic education, the post-mandatory education
(MSE) and the training opportunities so that they are compatible with those in the structure
of the National System for Professional Qualifications and Training.
The development of the EQF in Spain is based on laws and decrees defining and
regulating training and education subsystems, such as:
for qualifications achieved through formal education (without academic education):
Law no. 2/2006 on education (Ley Orgánica de Educación, LOE); Law no. 5/2002 on
professional qualifications and training (Ley Orgánica de las Cualificaciones y de la
Formación Profesional, LOCFP); Royal Decree no. 1538/2006 on the establishment of
training in the general education system;
for the qualifications achieved through higher education: Universities Law - Law no.
6/2001, revised by Law no. 4/2007 - (Ley Orgánica 6/2001, de 21 de diciembre, de
Universidades, revisada por Ley Orgánica 4/2007, de 13 de abril, de Universidades);
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Royal Decree no. 1393/2007 on the organization of education in universities; Royal
Decree on the issue of the diploma supplement by the universities;
for professional competences: Royal Decree no. 1224/2009 on the recognition of the
professional competences achieved through professional experience.
In Spain, the Ministry of Education and its social partners have implemented – since
2011 – the continuous training policies according to the EQF, focused on the results of
learning in all contexts (formal, informal and non-formal), recognizing the following
aspects:
the importance of the certification of achieved competences (irrespective of the
context) having an impact on the increase in the human resource competitiveness;
the need for lifelong learning.
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II. THE PROCESS FOR PROFESSIONAL QUALIFICATION
RECOGNITION IN SPAIN
II.1. Legal and institutional framework for the recognition of
qualifications achieved in other SMs of the EU, EEA and Swiss
Confederation17
The general system applies to the professions that are not regulated by the specific
recognition norms and to certain situations when the holder of the professional qualification
does not meet the conditions required by other recognition systems. This system is based on
the mutual recognition principle without any impact on the application of compensatory
actions if there are significant differences between the training achieved by that person and
the training required in that host Member State. The compensatory action may require an
adjustment stage or a skills test. The applicant has the opportunity to choose between the two
actions but there is no specific derogation for this purpose.
If the access to the practicing of a profession is regulated in the host Member State,
i.e. it is conditioned by the fact that the person has to hold specific professional qualification
titles, the competent authority in that Member State may grant access to that profession and to
the practicing of such profession under the same conditions applicable to its nationals.
However, the applicant has to hold a professional qualification achieved in another Member
State, which has to confirm a training level that is at least equivalent to the level lower than
the one required in the host Member State.
On the other hand, if the access to a profession is not conditioned by the holding of
specific professional qualification titles in the applicant’s Member State, for the person to
have access to that profession in a host Member State where it is being regulated he/she has
to prove – besides the qualification in question – that he/she practiced the profession full-time
for two years over the last 10 years.
Directive 2005/36/EC of the European Parliament and of the Council, as of
September 7th
, 2005 on the recognition of professional qualifications, identifies five separate
17
http://europa.eu/legislation_summaries/internal_market/living_and_working_in_the_internal_market
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professional qualification levels (a system used both in Spain and in Romania and shown in
table 1):
a competence certificate issued by a competent authority in the Member State of origin,
which certifies that its holder has achieved the general knowledge consistent with
training at secondary or high school education level or that he/she has attended training
courses not referred to by any certificate or diploma or that he/she has passed a special
exam without any prior training or that he/she has 3 years of professional experience
(attestation of competence);
a certificate corresponding to a technical or vocational or a general education module
completed by a training course (certificate attesting the completion of a secondary
course);
a diploma certifying the graduation of training courses at post-secondary level for at
least one year or of training courses preparing the person for a comparable level of duties
and positions (diploma post-secondary education);
a diploma certifying the graduation of training courses at post-secondary or academic
level for at least three years and maximum four years (diploma of post-secondary level 3
– 4 years);
a diploma certifying the graduation of training courses at post-secondary or academic
level for at least four years (diploma of post-secondary level more than 4 years).
The host Member State may ask that the applicant requesting the recognition of
his/her qualifications to take certain compensatory actions (a skills test or an adjustment stage
of maximum three years) in the following three cases: the training course is at least one year
shorter than the duration required in the host Member State; the training covered subjects that
are significantly different from those covered by the qualification title necessary in the host
Member State; the profession – as it is defined in the host Member State – includes one or
more of the regulated professional activities that do not apply to the corresponding profession
in the applicant’s Member State of origin and requires specific training covering subjects that
are significantly different from those covered by the applicant’s training.
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II.2. REGULATED PROFESSIONS AND COMPETENT AUTHORITIES
The National Institute for Qualifications (Instituto Nacional de las Cualificaciones
- INCUAL)18
was established by the Royal Decree no. 375 as of March 5th
, 1999 (Real
Decreto 375/05.03.1999). It is the technical instrument supporting the General Training
Council (Consejo General de Formación Profesional) for achieving the objectives of the
National System for Professional Qualifications and Training (Sistema Nacional de
Cualificaciones y Formación Profesional).
The National Institute of Qualifications (Instituto Nacional de las Cualificaciones
- INCUAL) is structured base don four functional domains (see diagram in figure 6).
Through the Organic Law no. 5/2002 on the Professional Qualifications and
Training (La Ley Orgánica 5/2002, de las Cualificaciones y de la Formación
Profesional) INCUAL is given the task to permanently define, elaborate and update the
National Qualification Catalogue and the Modular Training Catalogue (el Catálogo
Nacional de las Cualificaciones Profesionales y el Catálogo Modular de Formación
Profesional).
The managing body of the National Institute for Qualifications is the General
Training Council (Consejo General de Formación Profesional), (see diagram in figure 7),
even if it organically depends on the General Secretariat for Education (Secretaría General
de Educación) within the Ministry of Education, Culture and Sport (Ministerio de
Educación, Cultura y Deporte) according to the provisions laid down by the Royal Decree
no. 1553/20.06.2004 (Real Decreto 1553/2004) and Law no. 1/1986 (Ley 1/1986), amended
by Law no. 19/1997 (Ley 19/1997), establishing the General Training Council (Consejo
General de Formación Profesional) and Law no. 14/2000 (Ley 14/2000).
18
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Fig. 6. Structure of the National Institute of Qualifications
Fig. 7. Structure of the General Training Council19
We observe that the presidency of this Council is provided by the minister of
Education and the vice-presidency is provided by 72 counsellors as follows: 17 counsellors
in the central administration, 17 counsellors in the Autonomous Communities, 19 counsellors
in entrepreneurial organizations (employers) and 19 counsellors in the union organizations.
The National System for Professional Qualifications and Training (Sistema
Nacional de Cualificaciones y Formación Profesional - NSPQT) is an assembly of
instruments and actions necessary for the promotion and development of the training offers
through the National Professional Qualification Catalogue.
19
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Moreover, it promotes and develops the evaluation and certification of the
professional competences consistent with these training offers so that they facilitate the
people’s professional and social development in order to meet the needs of the productive
system.
The structure of a professional qualification and training system that is based on
professional competence and that takes into account the feedback of the productive system is
shown in the figure below (see figure 8).
Fig. 8. Structure of a National System for Professional Qualifications and Training based on
professional competences
The National Professional Qualification Catalogue (Catálogo Nacional de
Cualificaciones Profesionales - CNCP)20
is one of the instruments used by the National
System for Professional Qualifications and Training (NSPQT) established by the Organic
Law no. 5/19.06.2002 on the Professional Qualifications and Training in order to include in
it all the Training offers. The National Professional Qualification Catalogue (Catálogo
Nacional de Cualificaciones Profesionales - CNCP), whose elaboration methodology is
shown in figure 9, includes the qualifications / regulated professions classified into
“families” and professional levels (see tables 1, 2 and figure 11). In Romania, at this
moment there are 95 professions regulated by Directive 2005/36/EC of the European
20
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Parliament and of the Council as of September 7th
, 2005 on the recognition of professional
qualifications while in Spain there are 174 professions and the number of the common
regulated professions is of 67 (see table 3).
The National Professional Qualification Catalogue (Catálogo Nacional de
Cualificaciones Profesionales) is associated to the Modular Training Catalogue (Catálogo
Modular de Formación Profesional), which is made of formative modules that together
serve as reference for Training both for the initial training that depends on the educational
system and for the continuous training (see diagram in figure 10).
The National Professional Qualification Catalogue (Catálogo Nacional de
Cualificaciones Profesionales - CNCP) is the basis for the elaboration of the training offer
leading to the issue of training titles, certificates (attestations) and the modular training offer
associated to a competence unit as well as of other offers.
The training includes the assembly of training actions having as goal the qualified
fulfilment (practicing) of the various professions, the access to the job and the active
participation in the social, cultural and economic life, which allows the permanent updating
of the professional competences. This includes the initial training provided by the educational
system, the actions for insertion and reinsertion of active people on the labour market and the
continuous training taking place in enterprises.
Fig. 9. Methodology for elaboration of the National Professional Qualification Catalogue –
stages21
21
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The relation between the National System for Professional Qualifications and
Training (Sistema Nacional de Cualificaciones y Formación Profesional), the formative
offer of the initial training (in the educational system) and the formative offer of the
continuous training (for people involved in the labour market) is established by the following
laws: the Organic Law no. 2/03.05.2006 on Education (Ley Orgánica 2/2006, de 3 de
mayo, de Educación); Law no. 56/16.12.2003 on jobs, (Ley 56/2003, de 16 de diciembre,
de empleo); Law no. 5/19.06.2002 on the Professional Qualifications and Training (Ley
5/2002, de 19 de junio, de las cualificaciones y de la formación profesional).
Fig. 10. The association between the National Professional Qualification Catalogue
and the Modular Training Catalogue
The authorities in the field of education and labour shall consult with the General
Training Council (Consejo General de Formación Profesional) and then shall mutually
agree on the minimum quality requirements and indexes of the training offer imposed by the
National Professional Qualification Catalogue, which guarantees the fundamental aspects
of an Integrated Training System.
The State Authority shall consult with the General Training Council (Consejo
General de la Formación Profesional) and then it shall decide on the titles and certificates,
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the attestations of competence covering the training offers to be included in the National
Professional Qualification Catalogue (Catálogo Nacional de Cualificaciones
Profesionales).
Table 1. Qualification levels for professions in Spain 22
Qualification
Level Competences
Evaluation and
Certification
1 Competence in a small number of simple activities that are part of
the standardized processes. Limited knowledge and skills.
Certificate
(certificado)
2
Competences in certain activities that can be carried out
independently. Ability to use instruments and techniques.
Knowledge on technical and scientific bases of the process
consistent with the activity carried out.
Certificate of
competence
(certificado de
competencia)
3
Competence in technical activities that can be carried out
independently. Duty in technical and specialized supervision of
activities. Understanding the technical and scientific bases of
activities and processes.
Title (titulo)
4
Competence in a wide range of complex activities.
Solving of situations by using various techniques: scientific,
economic or organization. Duty in supervision and resource
allotment activities. Innovation capacity by planning actions,
development of projects, processes, products or services.
Title (titulo)
5
Competence in a wide range of complex activities executed with
high level of autonomy. Solving of diverse situations that are
unpredictable. Planning of actions and design of products,
processes or services. Management duties.
Title (titulo)
Table 2 shows that, even if INCUAL (Spain) has used 5 levels of professional
qualification (see diagrams in figures 11, 12 and 13), it uses – just as Romania – only 3 of
them, and the predominant sectors per qualification level are:
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Level 1: Maritime – Fishing (Marítimo – Pesquera) and Textiles, Clothing and
Leather (Textil, Confección y Piel) – 9 professional qualifications;
Level 2: Agrarian (Agraria) and Physical and Sports Activities (Actividades Físicas y
Deportivas) – 23 professional qualifications;
Level 3: Textiles, Clothing and Leather (Textil, Confección y Piel) – 21 professional
qualifications.
For example, in Spain, the Transport sector is present in several professional
families (2 – Maritime-fishing (Marítimo - Pesquera); 12 – Transport and Vehicle
Maintenance (Transporte y Mantenimiento de Vehículos); 14 – Constructions and Civil
Works (Edificación y Obra Civil); 22 – Trade and Marketing (Comercio y Marketing))
and at several qualification levels while in Romania the situation is not similar, meaning that
the Transport sector is clearly defined with professional qualifications and regulated
professions in all the existing means of transportation (road, railway, air, sea (commercial)).
REGULATED PROFESSIONS PER PROFESSIONAL FAMILIES AND QUALIFICATION
LEVELS
Table 2. Regulated professions per professional families and qualification levels
Professional Family Number of Regulated Professions
Total Level 1 Level 2 Level 3
Agrarian (Agraria), AGA 6 23 17 46
Maritime Fishing (Marítimo - Pesquera), MAP 9 21 10 40
Food Industries (Industrias Alimentarias), INA 2 17 8 27
Chemistry (Química), QUI 1 12 16 29
Personal Image (Imagen Personal), IMP 2 3 9 14
Health (Sanidad), SAN 1 5 13 19
Security and Environment (Seguridad y Medio Ambiente), SEA 1 13 12 26
Mechanical Processing (Fabricación Mecánica), FME 1 13 14 28
Installation and Maintenance (Instalación y Mantenimiento), IMA 1 6 11 18
Electricity and Electronics (Electricidad y Electrónica), ELE 3 12 16 31
Power and Water (Energía y Agua), ENA 1 5 10 16
Transport and Vehicle Maintenance (Transporte y Mantenimiento de los
Vehículos), TMV
6 20 6 32
Extractive Industries (Industrias Extractivas), IEX 3 12 3 18
Constructions (buildings and civil works) (Edificación y Obra Civil), EOC 5 13 6 24
Glass and Ceramics (Vidrio y Cerámica), VIC 4 5 5 14
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Wood, Furniture and Cork(Madera, Mueble y Corcho), MAM 4 10 4 18
Textiles, Clothing and Leather (Textil, Confección y Piel), TCP 9 18 21 48
Graphic Arts (Artes Gráficas), ARG 3 16 12 31
Image and Sound (Imagen y Sonido), IMS 0 3 15 18
IT and Communication (Informática y Comunicaciones), IFC 1 7 15 23
Administration and Management (Administración y gestión), ADG 2 2 11 15
Trade and Marketing (Comercio y marketing), COM 2 2 15 19
Socio-cultural and Community Services (Servicios socio-culturales y a la
Comunidad), SSC
3 6 18 27
Hotels and Tourism (Hostelería y Turismo), HOT 6 8 12 26
Physical and Sports Activities (Actividades Físicas y Deportivas), AFD 1 23 8 32
Arts and Crafts (Artes y Artesanías), ART 1 11 13 25
TOTAL 78 286 300 664
Fig. 11. Professional qualifications per professional families23
23
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Fig. 12. Definition of a professional qualification
Fig. 13. Structure of a competence unit24
24
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Fig. 14. Structure of a formative module25
The professional qualification26
is an assembly of professional competences that are
significant for the labour market, which can be achieved through modular training or through
other types of training as well as through work experience27
.
The diagram shown in figure 12 confirms the previous definition as the professional
qualification is characterized by competence units (CU1, CU2, ..., CUn), whose structure is
shown in figure 13, which are obtained through various formative modules (MF1, MF2, ...,
MFn), with a structure similar to the one shown in figure 14.
The diagram shown in figure 13 indicates the structure of a Competence Unit (CU):
identification (name, level, code, etc.), professional achievements (RP1, RP2, ..., RPn),
professional context (production areas, products and results), used/generated information.
Figure 14 shows the structure of a formative module for the case of associated training:
identification (name, qualification level, associated competence unit, alphanumeric code,
number of hours), skills (evaluation criteria, skills to be achieved in the actual working
environment), contents, context parameters (workspaces and installations used; trainer’s
profile, etc.).
25
http://www.educacion.gob.es/educa/incual
26 Raquel Rodríguez López, 2012, El Catálogo Nacional de Cualificaciones Profesionales
27 Decretul Regal 1224 din 17 iulie 2009, publicat in BOE din 25 august 2009
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The professional certificate is an official instrument for the recognition of the
professional qualifications in the National Professional Qualification Catalogue in the labour
management field, which certifies the training for an activity to be carried out on the labour
market and the training necessary for the achievement of the competences laid down by the
Royal Decree no. 395 as of March 23rd
, 2007 (el Real Decreto no. 395 de 23 de marzo de
2007). A professional certificate configures a professional profile understood as an assembly
of professional competences that can be identified in the production system and that can be
recognized and appreciated on the labour market.
The professional certificates shall become official and shall be recognized in Spain
and the regulated profession shall not be allowed to be practiced without it; these certificates
are issued by SEPE (the Public Employment Service - Servicio Público de Empleo Estatal)
and by the competent authorities in the Autonomous Communities.
The formative modules of more than 90 hours may be divided into Formative Units
(see diagram in figure 15), which cannot last less than 30 hours. In general, the maximum
number of formative units each formative module may be divided into is three. Each
formative unit shall include the identification details, capacities, evaluation criteria and
contents. The formative units that are to become part of the student’s formative chart shall
always be certifiable when the quality requirements for teaching and evaluation of the
formative module the respective formative units belong to are being met.
The completion (graduation) of all the formative units defined for the training module
shall give the student the right to enjoy the certification of the formative module and of the
corresponding competence unit.
Exceptionally, when necessary, the professional certificate may include fewer units
than the ones defined by the reference professional qualification in the National Professional
Qualification Catalogue. In both cases, the competence unit is the minimum unit recognized
for a professional certificate to be obtained. The formative modules of the professional
certificate shall be those indicated by the Modular Training Catalogue.
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Fig. 15. Structure of a certificate of professional competence
The National Collection of Professional Certificates is the assembly of professional
certificates classified by sectors in the 26 current professional families, pursuant to Annexes
I and II to the Royal Decree no. 1128 as of September 5th
, 2003, regulating the National
Professional Qualification Catalogue (el Real Decreto no.1128 de 5 septembre de 2003, por
el que se regula el Catálogo Nacional de las Cualificaciones Profesionales), amended by
the Royal Decree no. 1416 as of November 25th
, 200528
(el Real Decreto 1416/2005, de 25
de noviembre, por el que se modifica el Real Decreto 1128/2003).
Table 3 shows the synthetic comparative analysis of the regulated professions both in
Spain and in Romania.
Table 3. Synthetic comparative analysis of the regulated professions in Spain and Romania
Field Common Regulated Professions Number of
professions Spain Romania
Medical
Professions
Alergología, Anatomía patológica,
Anestesiología y Reanimación, Angiología y
cirugía vascular, Análisis clínicos, Aparato
digestivo, Bioquimica clínica, Cirugía del
aparato digestivo, Cirugía general y del
Alergologie and imunologie clinica,
Anatomie patologica, Anestezie and
terapie intensiva, Cardiologie,
Chirurgie generala, Chirurgie
pediatrica, Chirurgie plastica -
46
28
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aparato digestivo, Cirugia oral y
maxilofacial, Cirugía ortopédica y
traumatología, Cirugía pediátrica, Cirugía
plástica, estética y reparadora, Cirugía
torácica, Cardiología, Dermatología médico-
quirúrgica y venereología, Electrorradiología,
Endocrinología y nutrición, Estomatologia,
Farmacología clínica, Geriatría, Hematología
y hemoterapia, Inmunología, Licenciado en
odontología, Medicina del trabajo, Medicina
física y rehabilitación, Medicina interna,
Medicina nuclear, Medicina preventiva y
salud pública, Microbiologia y parasitología,
Medico de familia, Nefrología, Neumología,
Neurocirugía, Neurofisiologia clínica,
Neurología, Obstetricia y ginecología,
Oftalmología, Oncología radioterápica,
Otorrinolaringología, Pediatría y sus áreas
específicas, Psiquiatría, Radiodiagnóstico,
Reumatología, Titulo de licenciado en
Medicina, Urología.
microchirurgie reconstructiva,
Chirurgie toracica, Chirurgie
vasculara, Dermatovenerologie,
Endocrinologie, Farmacologie clinica
I, Gastroenterologie, Geriatrie and
gerontologie, Hematologie, Medic
specialist medicina de familie,
Medicina muncii, Medicina de
laborator, Medicina interna, Medicina
nucleara, Medic dentist, Nefrologie,
Neurochirurgie, Neurologie,
Obstetrica-ginecologie, Oftalmologie,
Oncologie medicala, Ortopedie and
traumatologie, Otorinolaringologie,
Pediatrie, Pneumologie, Psihiatrie,
Psihiatrie pediatrica, Radiologie-
imagistica medicala, Recuperare,
medicina fizica and balneologie,
Reumatologie, Sanatate publica and
management, Urologie
Medical
Professions
Farmacéutico (Ministerio de Educación,
Cultura y Deporte) Farmacist (Colegiul Farmacistilor) 1
Medical
Professions
Licenciados en odontología (Ministerio de
Educación Cultura y Deporte)
Medic dentist (Colegiul Medicilor
Dentisti), Specialist in Chirurgie
dento-alveolara, Specialist in
Ortodontie and Ortopedie dento-
faciala
3
Medical
Professions
Enfermero/a diplomado/a,
Matrona/Asistente obstrético (Ministerio
de Educación, Cultura y Deporte)
Asistent Medical Generalist, Moasa
(Ordinul Roman al Asistentelor
Medicale and Moaselor)
2
Medical
Professions
Biólogo (Ministerio de Educación,
Cultura y Deporte)
Biolog (Ordinul Biochimistilor,
Biologilor and Chimistilor din
Sistemul de Sanatate)
1
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Continuation table 3
Field
Common Regulated Professions
Number of
professions Spain
Romania
Architects and
professions in
constructions
field
Arquitecto, Arquitecto (derechos
adquiridos) (Ministerio de
Educación, Cultura y Deporte)
Arhitect, Arhitect (Drepturi
dobandite) (Ordinul Arhitectilor) 2
Professions in
the social welfare
field
Diplomado en trabajo social
(Ministerio de Trabajo y Asuntos
Sociales), Psicólogo (Ministerio de
Educación, Cultura y Deporte)
Asistent social (Colegiul National al
Asistentilor Sociali), Psiholog
(Colegiul Psihologilor din Romania)
2
Professions
related to
tourism,
entertainment
and sports
activities
Guía de turismo (Ministerio de
Industria, Turismo y Comercio)
Ghid de turism (The Ministry of
Development Regionale and
Turismului)
1
Professions in
the legal field
Abogado (Procurador) (Ministerio
de Justicia), Traductores/as –
Intérpretes (Ministerio de Asuntos
Exteriores y Cooperación)
Avocat (Uniunea Nationala a
Barourilor de Avocati),
Traducator/interpret autorizat
(Ministerul Justitiei)
2
Professions
related to the
road transport
Profesor de formación vial
(Ministerio del Interior)
Instructor de conducere auto, Profesor
de legislatie rutiera (Romanian Road
Authority)
2
Professions in
the finance
business
Diplomado en ciencias
empresariales y profesor mercantil
(Ministerio de Economía y
Hacienda)
Consultant fiscal
(Camera Consultantilor Fiscali) 1
Professions in
the finance
business
Auditor de cuentas, Diplomado en
ciencias empresariales y profesor
mercantil (Ministerio de Economía
y Hacienda)
Contabil autorizat, Expert contabil
(Corpul Expertilor Contabili and
Contabililor Autorizati)
2
Other professions
Veterinario
(Ministerio de Educación, Cultura
y Deporte)
Veterinary Surgeon
(Colegiul Medicilor Veterinari) 1
Professions in Profesor de educacion secundaria y Profesor in invatamantul secundar 1
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the education and
training fields
bachillerato
(Ministerio de Educación, Cultura
y Deporte)
(Ministerul Educatiei Nationale)
TOTAL 67
The synthetic comparative analysis shown in table 3 shows that Spain and Romania
have 67 common regulated professions: 53 medical professions (but there are quite many
differences regarding the competent authorities managing them: 46 – Ministerio de Sanidad y
Consumo and 7 - Ministerio de Educación, Cultura y Deporte); 2 professions in the field of
architects and professions in the constructions field; 2 professions in the social welfare
field; 1 profession related to tourism, entertainment and sports activities; 2 professions
in the legal field; 2 professions related to the road transport activities; 3 professions in
the finance business; 1 profession in the field of education and training; 1- other
professions. Next we shall present an analysis of the regulated professions, considering as a
comparative criterion the number of regulated professions (per sectors) common for Spain
and Romania, both in the number of applications on the IMI system between the two analyzed
states.
A. Sector: Medical Professions (Physician - Medico)
The legal framework for the professional qualification recognition in the sector of
medical professions achieved in other Member States of the European Union consists in
regulatory acts show in the bibliography29
.
Recognition of the profession: Physician
Pursuant to Article 24 in Directive 2005/36/EC, paragraphs (1), (2) and (3 a, b, c, d),
the acceptance for the basic training in medicine requires that the person holds a diploma or a
certificate (usually the high school diploma), allowing that person to have access to a medical
school. The basic training in medicine includes in total at least six years of study or 5 500
hours of training in theory and practice, which have to be provided by an university or under
the supervision provided by an university. The basic training in medicine guarantees that the
person in question has achieved the following knowledge and competences:
29
Bibliographic markers: 1, 2, 3, 4, 6, 8, 9, 10, 11, 12, 14, 15, 16, 17, 18, 22, 24
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the proper knowledge on the sciences medicine is based on and a good understanding of
the scientific methods, including the principles for the measurement of biological
functions, the evaluation of the scientifically determined data and their analysis;
the proper knowledge on the structure, functions and behaviour of healthy and sick
persons as well as the relations between the person’s health and his/her social and
physical environment;
the proper knowledge on the clinical subjects and practices having offered a coherent
image of the mental and physical problems, of medicine from the prophylaxis, diagnosis,
therapy and human reproduction points of view;
the clinical useful experience in hospitals under the proper supervision.
The automatic recognition of the qualification titles based on the coordination
between the minimum training conditions covers the following professions: physicians,
general medicine nurses, dentists, veterinary surgeons, midwives, pharmacists and
architects30
.
For recognition purposes, the directive shows the minimum training conditions for
each of these professions, including the minimum duration of the studies. The qualification
titles consistent with the directive, issued by the Member States, are indicated in Annex V.
These qualification titles allow their holders to practice their profession in any Member State.
The Directive allows the Member States to authorize the part-time training for all of
these professions, provided that the total duration, level and quality of such training are not
lower than the full-time continuous training. Without any prejudice to the specific rights
granted for these professions, even if the qualification titles for such professional activities
held by the nationals of the Member States are not consistent with all the training
requirements described, each Member State has to recognize them as sufficient proof.
However, these qualifications should confirm the graduation of training courses having
started prior to the reference dates indicated in Annex V and should be accompanied by the
proof that their holder carried out the activities in question for at least three consecutive
years over the last five years.
30
Directive 2005/36/EC of the European Parliament and of the Council as of September 7th
, 2005 on the
professional qualifications (Chapter III)
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B. Sector: Professions related to tourism, entertainment and sports activities
(Tourist Guide – Guía de turismo)
At national level, the tourist activity in Spain is being regulated by Real Decreto
39/2010, de 15 de enero, por el que se derogan diversas normas estatales sobre acceso a
actividades turísticas y su ejercicio (the Royal Decree no. 39 as of January 15th
, 201031
canceling the state regulatory acts regarding the tourist activities and their performance).
Access conditions:
citizenship of an EU Member State or of other states having signed reciprocity
agreements with Spain on this particular aspect;
a high level qualification in tourism, a diploma or a degree or a training course in
Tourism Information and Marketing;
in the case of foreign qualification, the proper recognition by the Ministry of Education,
Culture and Sport (Ministerio de la Educación, Cultura y Deporte) is necessary;
knowledge of Spanish.
Foreign Language Examination
The General Department for Tourism shall not require candidates to take a foreign
language examination if they provide proof of having studied that language in their country
of origin. Moreover, the examination in the official language of the country of origin shall not
be taken by the people having attended secondary studies in their country of origin or by
people holding the following types of certifications:
• Competence in English from the University of Cambridge;
• Competence in English from the University of Michigan;
• Test in English as a foreign language TOEFL (Test of English as a Foreign Language);
• Average level diploma issued by the Goethe Institute in München or a higher diploma
issued by the same institute;
• Certificate of capacity issued by the Official Schools of foreign languages;
• Certificate of Italian language level (CELI – Certification of knowledge in Italian);
• French study diploma (DELF - Diplôme d’Etudes en langue française).
31
BOE no. 30 de 4 de febrero de 2010
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The practicing of the Tourist Guide profession in Spain is legislated for each
province, region or autonomous community.
In Romania, the regulatory act used for the attestation of the tourist guide profession
is Order no. 637/200432
issued by the Minister of Transport, Constructions and Tourism
for the approval of the Methodologies on the conditions and criteria for the selection,
schooling, attestation and use of tourist guides.
The Tourism Guide is the person who – based on the qualification certificate and on
the attestation – may properly provide the tourism programmes.
Guides’ training
The training of the category of Tourism Guides may be done:
within the national education system;
within the adults’ training system.
The training plan and programmes for the qualification in the Tourism Guide
profession are being elaborated by the units organizing the training and specialization courses
under the law.
The professional specialization for the category of National Tourism Guide or
Specialized Tourism Guide is done only for the people holding a qualification certificate as a
Tourism Guide.
Tourism Guide’s attestation
The Tourism Guide’s Attestation is the document issued by the Ministry of
Transport and Infrastructure and confirms the professional capacity of the individuals
qualified for the Tourism Guide’s profession in practicing their profession in one of the
Tourism Guide categories.
The Tourism Guide profession is being regulated in Spain with the following
similarities to and differences from the same profession in Romania:
32
Romanian Official Gazette no. 534 as of June 15th
, 2004
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both of these countries require the persons requesting the authorization or recognition of
their profession to be citizens of an EU Member State33
(as accepted by Directive
2005/36/EC), and Spain also accepts states having signed reciprocity conventions with
Spain;
In general, the necessary qualifications in the two countries are level 5 EQF
qualifications, but they may also be higher level qualifications (6 EQF);
The procedures for the authorization and recognition are mostly similar but Spain
requires that the candidates take a language exam both in Spanish and in the language
specific to the autonomous region where the profession is to be practiced.
C. Sector: Professions in the social welfare field (Social Worker - Diplomado en
trabajo social)
The documents necessary for the recognition of the social worker’s profession in
Spain are the following:
An application consistent with the template posted on the webpage of the Ministry of
Health, Social Services and Equality (Ministerio de Sanidad, Servicios Sociales e
Igualdad 34
);
A copy of the national identity document, a passport or a document certifying that the
person is the citizens of any of the EU Member States;
A copy of the study documents obtained in the host country;
Documents accompanying the study documents and certifying: the duration of studies
and the description of these studies (diploma supplement);
The certification issued by the competent authority in the Member State of origin or
the Member State of provenance, confirming that the person in question is a
professional having been subject to no interdiction in practicing his/her profession as
a social worker ("Certificate of Good Standing");
A certificate issued by the competent authority in the Member State of origin or the
Member State of provenance confirming that the shown title allows that person to
33
Member State means any of the EU Member States, other Member States in the EEA and the Swiss
Confederation 34
http://www.msps.es/profesionales/formacion/recoTitulosEuro/otros.htm
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practice his/her profession in his/her country of origin and that he/she meets the
conditions laid down by Directive 2005/36/EC of the European Parliament and of the
Council as of September 7th
, 2005 on the recognition of professional qualifications;
A certificate confirming the specific contents of the practicing of the social worker’s
profession; this document has to be issued by the competent authority and used for the
full-time practicing of the profession for at least two years out of the last ten years in
the Member State having issued the title if this profession is not being regulated in the
country of origin.
These documents issued by other Member States of the European Union have to
be accompanied by official translations into Spanish. In addition, the necessary
documents have to be transmitted as copies authenticated by a Notary Public based on the
original document.
The application form for the recognition of the social worker’s profession, which
is being regulated both in Spain and in Romania pursuant to Directive 2005/36/EC,
together with the documentation shown above shall be submitted at the central or local
offices of the Ministry of Health, Social Services and Equality (Ministerio de Sanidad,
Servicios Sociales e Igualdad) or by any of the other means laid down by Article 38.4 in
Act no. 30 dated November 26th
, 1992 on the legal regime of the public administrations
and of the common administrative procedure.
In Romania the social worker’s profession may be practiced by the person who
meets all of the following conditions35
:
he/she is a Romanian citizen or a citizen of another EU Member State;
he/she has specialist training in social welfare;
he/she is registered in the Romanian National Register for Social Workers;
he/she is not subject to any of the incompatibility cases laid down by the law.
35
http://www.birouldeconsiliere.ro
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The social worker may carry out his/her activity only after his/her application for
becoming a member in the Romanian National College of Social Workers is approved.
The approval of this application automatically leads to the registration in the Romanian
National Register for Social Workers and to the issue of the permit for the practicing of
the profession.
The documents necessary for the application to be approved are the following:
the bachelor’s degree issued by a higher education institution providing study
programmes in the field; the duration of the studies is of 3 years, accredited under the
law; the social worker diploma validated under the law or the social worker diploma
issued or recognized in any of the EU Member States, in any of the states in the
European Economic Area or in the Swiss Confederation;
medical documents;
the certificate of criminal record;
an affidavit that the person is not subject to any of the situations incompatible to the
social worker status.
The social worker’s profession is being regulated both in Spain and in Romania,
and the recognition procedure is characterized by the following aspects:
conditions that are quite similar regarding the citizenship of the persons requesting the
authorization or recognition of their professional qualification, which are necessary for
that person to practice his profession as a social worker (to be the citizen of an EU
Member States; Spain also accepts states having signed reciprocity agreements with
Spain)
similar conditions on the study documents necessary for the practicing of the social
worker’s profession (bachelor’s degree issued by a higher education institution providing
study programmes in the field, with the duration of studies of 3 years and accredited
under the law, with a higher qualification level: 6 EQF);
both of these states request a certificate issued by the competent authority in the Member
State of origin or the Member State of provenance, confirming that the person in
question is a professional and has not been subject to any interdiction applicable to
him/her practicing the social worker’s profession ("Certificate of Good Standing").
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D. Sector: Architects and professions in the field of constructions (Architect -
Arquitecto)
Training as an architect36
The training as an architect consists either in four years of studies based on a full-
time programme or in six years of study, out of which at least three years based on a full-time
programme at a university or a comparable education institution. This training should be
confirmed by the passing of an academic exam (bachelor’s examination).
The academic level training whose main component is architecture should maintain a
certain balance between the theoretical and practical aspects of training in architecture and
should provide the attainment of the following knowledge and competences:
(a) the ability to develop architectural designs that are consistent with the esthetic
requirements and the technical requirements as well;
(b) the proper knowledge on the history and theories of architecture as well as on arts,
technologies and related humanitarian sciences;
(c) knowledge on fine arts as factors that might influence the quality of the architectural
design development;
(d) the proper knowledge on urbanism, planning and techniques applied during the planning
process; the capacity to understand the relationships between humans and architectural
creations (on one hand) and the architectural creations and their environment (on the
other hand) as well as the capacity to understand the need to harmonize the architectural
creations and the spaces depending on the needs and human scale;
(e) the capacity to understand the architectural profession and its role in the society, mainly
by developing designs while taking the social factors into consideration;
(f) knowledge on the methods for research and preparation of the construction design;
(g) knowledge on the structural design, construction and engineering problems associated to
the building design;
36
Directive 2005/36/EC of the European Parliament and of the Council as of September 7th
, 2005 on the
recognition of professional qualifications (Article 46), Official Journal L 255, September 30th
, 2005.
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(h) proper knowledge on physical problems and technologies, as well as on the building
function so that they are endowed with all the interior comfort and climate protection
elements;
(i) the technical capacity allowing him/her to design constructions that meet the users’
requirements and also complying with the budget limits and the regulations in the
construction field;
(j) proper knowledge on industries, organizations, regulations and procedures interfering in
the process in which designs turns into buildings and for the integration of plans in the
overall planning activities.
The recognition of the qualification in architecture (arquitecto) in Spain
Spain has implemented Directive 2005/36/EC of the European Parliament and of the
Council as of September 7th
, 2005 on the recognition of professional qualifications, through
the Spanish Royal Decree no. 1837/ 08.11.200837
, which sets out the rules based on which
the citizens in the EU Member States may practice in Spain the regulated profession they had
been qualified for in their own Member State of origin. The Spanish Royal Decree no.
1837/2008 shows in Annex VIII the alphabetical list of the professions and activities
classified depending on the level of training existing in Spain for the people to have access to
the practicing of the profession, in correlation with the levels described in Article 19 (Article
11 in Directive 2005/36/EC of the European Parliament and of the Council).
The national classification of occupations in Spain includes – in the architectural
field – the following occupations: 248 - technical architects, land surveyors and designers,
2481- technical architects and town planning technical designers, 2482 - fashion designers
and items, 2483 - surveying technical engineers, 2484 - graphical and multimedia designers.
The regulated architectural profession in Spain is correlated to the competent
authority indicated in L28.1_Spain_Bocii_anexa 1_profesii reglementate Spania, page 2,
and in this study table 3 page 35.
37
Real Decreto 1837 de 8 de noviembre de 2008, BOE no. 280 de 20 de noviembre de 2008, p. 46185 – 46320
(the Spanish Royal Decree no. 1837 as of November 8th
, 2008, published in the State Official Bulletin no. 280
as of November 20th
, 2008).
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The recognition of the architectural profession in Spain is done directly and
pursuant to the provisions laid down by Directive 2005/36/EC of the European Parliament
and of the Council, but if the national does not meet the minimum training requirements laid
down by this Directive or if the diploma he/she holds is not listed in Annex V thereof, the
compensatory mechanisms common to the Member States shall apply: a skills test or a
professional practice period, which shall be applied prior to the recognition of the title.
The file to be submitted by the national at the Competent Authority for the
recognition of his/her profession as an architect shall include the following documents: the
Application for the recognition of the diploma obtained in an EU country, submitted at the
Ministry of Education, Culture and Sports (Ministerio de Educación, Cultura y Deporte), in
the standard official form posted on the webpage of this ministry38
, a legalized photocopy of
the academic and professional title, a legalized copy of the proof of citizenship, the official
translation of the academic and professional title into Spanish. The Spanish competent
authority analyzes the documents in the file and if all the conditions are being met, the
national shall be issued the Certificate for recognition of the professional title. Following the
issue of this certificate, the national (the architect) has the obligation to enrol in the
professional college (the Order of Architects) in the region where he/she wants to move in
and he/she has the right to practice his/her profession only in that region (province).
The recognition of the qualification in architecture in Romania
The architects, citizens of the EU Member States, who have the right to practice their
architectural profession with the right to sign or another equivalent right in any of these
states and who request the right to temporarily or occasionally provide services in the field of
architecture in Romania, without asking to move in to Romania, shall be granted the right to
sign and shall be automatically become members in the Romanian Order of Architects
during the provision of the said services.
The documents necessary for the recognition of the official qualification titles for the
architectural profession in Romania are the following:
the proof of the person’s citizenship;
38
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copies of the professional competence attestations or of the qualification title granting
him/her access to the architectural profession and the attestation of the person’s
professional experience;
a certificate issued by the competent authority in the country of origin or the country of
provenance, which confirms that the applicant holds the official qualification titles or
other documents proving his/her professional qualification that meets the criteria laid
down by the EU legislation in the field;
the proof of the person’s good standing or the proof that the practicing of the profession
is being suspended, limited or prohibited in any case of serious professional error or
crime;
the documents are valid for 3 months since being issued by the competent authority in
the Member State of origin or the Member State of provenance.
The documents necessary for the registration, for the first provision of services in
the field of architecture or if changes have occurred on the initial status indicated by the
documents, in the case of temporary or occasional provisions, are the following:
a prior written statement indicating the provision duration, its nature, the place where the
activities are to be carried out as well as the insurance field or other means of personal or
collective protection regarding the professional liability the applicant benefits from in
Romania;
a copy of the document confirming the provider’s citizenship;
the document issued by the Member State the person wants to move to, indicating that –
on its date of issue – the holder is legally living in Romania and that the practicing of the
architectural profession is not prohibited permanently or temporarily;
copies of the diplomas, certificates or other official qualification titles in the architectural
profession.
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II.3. IMI STATISTICS ON REGULATED PROFESSIONS
REGISTERED IN THE SPANISH SYSTEM COMPARED TO THOSE
REGISTERED IN ROMANIA
Table 4 shows the number of the Competent Authorities in the two analyzed countries
(Spain and Romania) that are active in the IMI system at the end of 2012. We notice that
Spain exceeds Romania both in the number of authorities on Directive 2005/36 of the
European Parliament and of the Council as of September 7th
, 2005 on the recognition of
professional qualifications, and on the other two analyzed directives: Directive 2006/123/EC
of the European Parliament and of the Council as of December 12th
, 2006 on the services
provided on the internal market and Directive 96/71/EC of the European Parliament and of
the Council as of December 16th
, 1996 on the posting of workers during the service
provision activities.
Table 4. The number of the competent authorities active in the IMI system in the two
analyzed countries
Member State Professional
qualifications (Directive
2005/36/EC)
Services
(Directive
2006/123/EC)
Posting of Workers
(Directive 96/71/EC)
Total number
of authorities
in the IMI
Spain (ES) 105 927 27 948
Romania (RO) 41 93 2 111
Table 5. The total number of applications sent / received in 2012
Member State Applications sent % Applications received %
Directive 2005/36 of the European Parliament and of the Council on the recognition of professional qualifications
Spain (ES) 73 2.4 237 7.7
Romania (RO) 33 1.1 470 15.2
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Directive 2006/123/EC of the European Parliament and of the Council on the services on the internal market
Spain (ES) 16 3.9 16 3.9
Romania (RO) 1 0.2 12 2.9
Directive 96/71/EC of the European Parliament and of the Council on the posting of workers during the service provision
activities
Spain (ES) 8 1.0 50 6.2
Romania (RO) 13 1.6 117 14.5
Another important aspect in the IMI statistics is the number of applications sent and
received. From this point of view, the situation in 2012 may be summarized as follows: if we
take into account the applications for the recognition of professional qualifications (table 5)
we find that Romania and Spain received a relatively low number of applications forwarded
as compared to other states but if we analyze the applications received, Romania (470)
occupies the first position in the total number of the applications received by the Member
States.
For the provision of services (table 5) both Spain and Romania account for a very
low percentage of applications sent and relatively low percentages of applications received
(3.9% Spain and 2.9% Romania).
Regarding the posting of workers (table 5), Spain has received quite a significant
percentage of applications (6.2 %), while Romania occupies the second position as far as the
applications received is concerned (117 i.e. 14.5%) after Poland (147 i.e. 18.2%).
We could reach the conclusion that the Competent Authorities in the two countries
cooperate very well on the IMI platform (the time allotted for answering an application,
irrespective of the sector, is quite short), which has lead to the fact that our countries occupy
two of the first 6 positions as users of the IMI platform.
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CONCLUSIONS
The labour market certification is an optional and not mandatory process, separated
from the training process.
The evaluation of the professional qualifications may be done by the same organization
having certified the competences or by another organization.
The diagrams shown in figures 1 and 2 (pages 7 and 9) show that the educational
systems in the two analyzed countries are somehow similar and that the mandatory and
free of charge education is of 10 years (the elementary and secondary education in
Spain and the primary and gymnasium education (lower secondary) in Romania), the
high school education ends with the baccalaureate examination and the academic
education is structured in both countries according to the Bologna process: bachelor,
master and PhD.
But we notice that in Spain the graduates of the average level and higher level Initial
Training Courses receive the Technician and the Higher Technician diplomas, which
facilitate their passing to the Baccalaureate, without an entrance exam having to be
taken in certain academic study programmes.
The European states face very different challenges for increasing the educational
knowledge of adults going back to school. Therefore, they offer them opportunities for
achieving professional qualifications through a flexible study programme (open
education, distance education and training and e-learning) as well as the financial
support for all the vulnerable categories of people to have access to these studies and all
kinds of training courses.
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In Spain the lifelong learning is approached in a practical manner through numerous
ways that are attractive for the candidate for the organization of the distance non-formal
learning (Aula Mentor – the online learning platform hosting – besides the contents of
the class – the exercises, activities for the student, which allows the trainer to constantly
follows him/her up and to answer all his/her questions) or distance informal learning
(CIDEAD - The Centre for Innovation and Development of Distance Education -
Centro para la Innovación y Desarrollo de la Educación a distancia).
The procedure for the recognition of qualifications is focused on the certification of the
professional competences irrespective of the way they have been achieved (formal,
informal or non-formal) for defined categories of adults such as: young people dropping
out of school (33% in Spain and 19.2% in Romania), adult employees having no
accredited professional qualifications (58.2% of the active population in Spain), etc.,
(the procedure shown in the diagrams in figures 3 and 4 and in the flowchart in figures
5a and 5b).
According to the CEDEFOP Report of August 2010 on the correlation between the
national qualification frameworks (EQF) in the EU Member States and the European
Qualification Framework, Spain and Romania are undergoing a process for the
development and implementation of an EQF focused on the lifelong learning and based
on the learning results.
INCUAL - Instituto Nacional de las Cualificaciones (The National Institute for
Qualifications), whose structure is shown in the diagram in figure 6, has adopted 5
levels of professional qualification (see the diagrams in figures 12, 13 and 14), but at
this moment it only uses 3 of them, the predominant sectors per qualification level being
shown in table 2 and figure 11.
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We have to point out that in Spain, unlike Romania, the participation of the Spanish
social partners in the professional qualification design process (the Consultative
Training Council), in the identification of the qualification needs and of new
professional qualifications (the National Observer) and in the management of resources
for the employees’ training (Three-party Employment Foundation) is much more
present and active.
The synthetic comparative analysis of the professions that are being regulated both in
Spain and in Romania, is shown in table 3, indicating that out of the 67 common
regulated professions, 53 are in the field of medical professions, 2 professions in the
field of architects and professions in the constructions field; 2 professions in the
social welfare field; 1 profession related to tourism, entertainment and sports
activities; 2 professions in the legal field; 2 professions related to the road transport
activities; 3 professions in the finance business; 1 profession in the field of education
and training; 1- other professions.
The collaboration between the Competent Authorities of the two countries (Spain
and Romania) on the IMI platform is very good (the time allotted for answering an
application, irrespective of the sector, is quite short), which has lead to the fact that our
countries occupy two of the first 6 positions as users of the IMI platform.
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