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General themes

Main features of the VET system include:

  • in the last ten years participation in VET increased by more than 70% ([1]TodoFP:
    http://www.todofp.es/sobre-fp/informacion-general/sistema-educativo-fp/fp-actual.html
    );
  • in the same period, early leaving from education and training has considerably decreased but is still below the national target;
  • in VET programmes managed by the education authorities, males are the majority of learners: 71.1% in basic VET, 56.9% in intermediate VET and 52.4% in higher VET programmes ([2]More information on their repartition among professional sectors in: Sancha, I.; Gutiérrez, S. (2019). Vocational education and training in Europe: Spain, Annex_T_5/2. Cedefop ReferNet VET in Europe reports 2018.
    http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Spain_2018_Cedefop_ReferNet.pdf
    );
  • 50% of VET learners are found in three professional branches: health, administration and management; information and communications technology; and sociocultural and community services;
  • the number of apprenticeships/dual VET learners ([3]Dual VET, in the national context refers to all types of VET which combine work and learning with the aim to obtain vocational qualifications, which may or not take the form of apprenticeship contracts.) is slowly increasing but is still a minority option compared to school-based programmes.

Distinctive features ([4]Adapted from Cedefop (2015). Spotlight on VET in Spain. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/8104
)

The Spanish constitution provides the right to education and retraining, which public authorities have to promote. Initial vocational education and training (VET) is the responsibility of education authorities; continuous training is the responsibility of employment authorities. The national system for qualifications and vocational training is the umbrella for VET programmes, leading to formal qualifications awarded by either the education or employment authorities: they share the same consultation bodies but the governance and objectives of their VET qualifications and programmes differ.

Mutual recognition of some parts of the training (modules), acquired in training programmes offered by the education or employment authorities, is possible as both take as reference the occupational standards of the national catalogue ([5]The National catalogue of occupational standards (Catálogo Nacional de Cualificaciones Profesionales - CNCP) comprises the most important occupations of the Spanish sector.).

VET programmes are modularised and include compulsory workplace learning at the end of, or during, studies. Learners need to pass all modules to obtain the relevant qualification. However, modularisation allows partial certification and re-engagement from a lifelong learning perspective.

The introduction of basic VET programmes (ISCED 353) and direct access to intermediate VET (ISCED 354) programmes in upper secondary have opened up progression routes for youngsters at risk of dropping out of compulsory education and, in some cases, for adults with low or no qualifications. Adults may have their skills recognised or acquire a formal qualification through training. Key competences tests have been developed for advanced VET programmes and professional certificate access. VET programmes using online or virtual learning environments and platforms are being developed to ease access to VET.

It is possible to acquire VET qualifications through dual VET. The dual principle (apprenticeship contracts or other alternance schemes) has been implemented nationally to increase VET attractiveness and support young people in transition to the labour market, though there are territorial differences in its implementation.

There are common regulations for validating skills acquired through non-formal and informal learning and work experience. These procedures empower citizens to engage in further learning and acquire full qualifications. Demand for recognition may be driven by company needs, social partner requests or minimum qualification requirements from sectoral regulatory bodies. Regional authorities can initiate public calls for validation of non-formal and informal learning, depending on local or sectoral labour market needs.

In response to the significant increase in youth unemployment in recent years, current VET policy focuses on:

  • reducing early leaving from education and training;
  • improving citizens’ qualification levels and employability;
  • implementing the dual principle (apprenticeship-type training);
  • implementing e-learning and appropriate assessment criteria and quality assurance;
  • evaluating the VET system to improve its quality and efficiency;
  • improving VET attractiveness, engaging companies in VET and maintaining its labour market relevance;
  • aligning VET qualifications with labour market needs and skills forecasts and with sectoral needs;
  • developing a comprehensive national qualifications framework and improving implementation of other European tools and principles to promote labour and training mobility and support lifelong learning.

The 2013 education reform aimed to improve VET standards and make VET more attractive to young people. It sought to meet their interests and encourage them to progress in their qualification by introducing flexible learning paths in secondary education and VET programmes.

VET is also the main pillar of the national strategy for entrepreneurship and youth employment (2013-16) and the Spanish strategy for employment activation (2014-16). Several VET-related short-term measures are being implemented at national and regional levels. The effectiveness, efficiency and quality of VET under the remit of the employment authorities are assessed annually. However, assessment results need to inform decision-making on VET offers.

The Reform of vocational training for employment within the labour sphere in 2015 aimed to increase continuing VET quality and improve management of public funds. This is to be guaranteed through accreditation of VET providers and by offering training leading to formal qualifications. Monitoring training outcomes, including transition to employment, will also support training quality; a common training database is being developed for this. Social partners and regional authorities participate in continuing VET quality assurance. ([6]Data adapted from Cedefop (2016). Spotlight on VET in Spain. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/8104
)

Population in 2018: 46 658 447 ([7]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019].)

Population has slightly decreased in recent years (-0.1%) ([8]NB: data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019].). The fall was small partly thanks to positive net migration since 2016.

As in many other EU countries, the population is ageing.

The old-age dependency ratio is expected to increase from 28 in 2015 to 54 in 2060 ([9]Old-age-dependency ratio is defined as the ratio between the number of persons aged 65 and more over the number of working-age persons (15-64). The value is expressed per 100 persons of working age (15-64).).

 

Population forecast by age group and old-age-dependency ratio

Source: Eurostat, proj_15ndbims [extracted 16.5.2019].

 

Demographic changes have an impact on VET.

Medium-term forecasts indicate that an important proportion of job openings will mainly come from the need to replace workers retiring or changing occupations, which will require qualified people through VET ([10]http://www.cedefop.europa.eu/en/news-and-press/news/spain-skills-anticipation-and-future-sectoral-training-needs-outlook-and-challenges).

According to the constitution, Spanish is the official language of the State. Other languages, such as Basque, Catalan, Galician, or Valencian are also official in the respective Autonomous Communities. Regional authorities should ensure education in the official languages. Some VET providers also offer VET programmes in a foreign language.

Most companies are micro companies with fewer than 10 employees (90%)

 

Companies by number of employees in 2018

Source: INE. Companies by Autonomous Community, main activity (CNAE 2009 groups) and wage earner stratum. http://www.ine.es/jaxiT3/Tabla.htm?t=298&L=1 [extracted 14.6.19].

 

The economy grew by 3.1% in 2017 ([11]Eurostat, Real GDP growth rate – volume. Percentage change on previous year (tec00115). Last update 13.6.2018 [extracted 14.6.2018].), surpassing the European average and forecasts.

The Spanish economy shows a growing evolution towards a service economy, though in 2017 construction, the primary sector, and industry (primarily manufacturing) contributed more to GDP growth.

 

GDPmp according to components 2017 (%)

Source: INE (2018). Spain in figures 2018.

 

All economic sectors experienced a rise in employment in 2017, with three out of four employed workers in the service sector. In 2017, the share of employees increased by 2.6% compared to 2016. Employment grew in most branches of economic activity, especially in the primary sector (5.8%)

Employees by economic activity in 2017

Employed

%

Variation

Total

100

2.6

Agriculture

4.4

5.8

Industry

14.1

5

Construction

6

5.1

Services

75.6

1.9

Source: INE (2018). Spain in figures 2018.

The number of companies with employees grew by 1.75% compared with 2016, representing 44.45% of businesses in 2017.

A limited number of occupations/professions is regulated.

For some jobs, it is necessary to hold a certificate of professional competence (CAP, certificado de aptitud professional), for example, electrical and gas technicians. These certificates can be obtained by accrediting a full vocational qualification (VET diploma from the education system), a professional certificate (CdP, from the employment system) or partial qualification (units of competence, UC). In the absence any of these, it is also possible in some cases to receive specific training and take a test. Training providers in such cases must be recognised or certified by the authority in charge. Regional authorities are responsible for issuing certificates of professional competence (CAP).

The total unemployment rate ([12]Percentage of active population, 25 to 74 years old.) in 2018 was 13.9% (6% in EU-28); it has increased by 4.2 percentage points since 2008 ([13]Eurostat table une_rt_a [extracted 20.5.2019].).

 

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18

NB: Data based on ISCED 2011; breaks in time series.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary. education; ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_urgaed [extracted on 16.5.2019]

 

Unemployment rates correlate with education attainment. Although unemployment has been decreasing steadily since 2013, in 2018 at ISCED levels 3 and 4 (where most VET learners are found) it was still considerably higher than ten years before. For those aged 15 to 24 it is more than twice as high as in the total population with the same level qualifications ([14]31.2% and 13.8% respectively.).

The employment rate of 20 to 34 year-old VET graduates increased from 67.2% in 2014 to 75.8% in 2018.

 

Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4)

NB: Data based on ISCED 2011; breaks in time series.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
Source: Eurostat, edat_lfse_24 [extracted 16.5.2019].

 

In 2014-18, the increase in employment of 20-34 year-old VET graduates was higher (+8.6 pp) compared to the increase in employment of all 20-34 year-old graduates (+7.8 pp) in the same period ([15]NB: Break in series. Eurostat table edat_lfse_24 [extracted 16.5.2019].).

The share of the adult population aged 25 to 64 with high- level qualifications (ISCED 5-8) (39.9%) is higher in Spain that in the EU-28 (32.2%). In contrast, the share of those with medium-level qualifications (ISCED 3-4) is the lowest (22.9%) in the EU-28 while the share of those up to 64 with no or low qualifications was 39.9%, one of the highest in the EU.

 

Population (aged 25 to 64) by highest education level attained in 2018

NB: Data based on ISCED 2011; no response in Czechia, Iceland, Latvia and Poland.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary. Education.
ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_pgaed [extracted 16.5.2019].

 

Share of learners in VET by level in 2017

lower secondary

upper secondary

post-secondary

1.3%

35.3%

100.0%

Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 16.5.2019].

 

Share of initial VET learners from total learners at upper secondary level (ISCED level 3), 2017

NB: Data based on ISCED 2011.
Source: Eurostat, educ_uoe_enrs04 [extracted 16.5.2019].

 

There are considerably more males in education authority VET programmes at all three levels: 71.1% in basic VET ISCED 353, and 56.9% and 52.4%, respectively in intermediate and higher VET. There are significant differences between professional branches.

Female students generally prefer pathways in personal image, sociocultural and community services and health.

The maritime and fishing industry sector attracts only male students, which are also in the majority in transport and vehicle maintenance, electricity and electronics, metal working and information and communications technology.

The share of early leavers from education and training has decreased from 30.9% in 2009 to 17.9% in 2018. It is still above the national target for 2020 of not more than 15%, and the EU-28 average of 10.6%.

 

Early leavers from education and training in 2009-18

NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training.
Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission: https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en [accessed 14.11.2018].

 

Unemployment correlates with educational attainment. Since 2013, learner dropout from schools, among the 18-24 age group without at least a medium level qualification (upper secondary), has been a major concern for education and labour authorities. Basic VET programmes, introduced in 2014, aim to offer an attractive option for learners to remain in or return to education and training.

In 2018, the share of early leavers reached 17.9%, with a fall of 13 points in the last 10 years, though it did not reach the national target of 15% in over seven regions. It is lower among women and higher in the foreign population (35.8% compared to 15.9% among Spaniards).

 

Early leavers from education and training in the EU-28 and Spanish regions in 2017

Source: ReferNet Spain, 2018.

 

Lifelong learning offers training opportunities for adults, including early leavers from education.

 

Participation in lifelong learning in 2014-18

NB: Share of adult population aged 25 to 64 participating in education and training; break in series.
Source: Eurostat, trng_lfse_01 [extracted 16.5.2019].

 

According to the latest national survey on the participation of the adult population in learning activities ([16]INE (2018). Encuesta sobre la participación de la población adulta en actividades de aprendizaje 2016 [Survey on the participation of the adult population in learning activities]. INE press release; 30.11.2017.
http://www.ine.es/prensa/eada_2016.pdf
), over 47% of the population between 18 and 64 years of age carried out some type of training activity (formal or non-formal) in 2016.

The share of people in lifelong learning aged 25 to 64 in 2018 is 10.5%, slightly below the EU-28 share (11.1%).

 

Share of students by age and VET level in 2015/16 ([17]Theoretical ages are those established by law and regulation for the entry and ending of a cycle of education. Theoretical ages may differ significantly from the typical ages.)

Source: ReferNet, 2018.

 

In formal education, two-year VET programmes are offered at all three levels to school-age learners; programmes are also accessible to adults:

  • lower secondary basic VET (ISCED 353) programmes target learners over 15; mostly at risk of dropping out; most learners (55.1%) are within the theoretical age ([18]Theoretical ages are those established by law and regulation for the entry and ending of a cycle of education. Theoretical ages may differ significantly from the typical ages.), 44.1% are older (up to 24), while the share of people over 25 enrolled in basic VET is insignificant (0.8%);
  • upper secondary intermediate VET (ISCED 354) programmes are for learners aged 17-18. Almost one third (31.5%) of learners are within the theoretical age, the majority are older (44.1% are up to 24 while 20.2% are over 25);
  • higher VET (ISCED 554) programmes for learners 18-19. Their age distribution with respect to the theoretical age is 19.3% within the theoretical age, 51.6% are at most 24 and 29.1% are over 25.

These data reflect a trend to re-engage in education and training to upskill for employment.

The Spanish education and training system includes:

  • early childhood (ISCED 0)
  • primary education (ISCED 1), six years (6-12);
  • compulsory lower secondary education (ISCED 2), four years (12-16);
  • post-compulsory upper secondary programmes (ISCED 3) ([19]There are two main orientations, a general academic route and intermediate level VET. Other programmes in arts or sports are also included at this level but with a low rate of students.)
  • higher VET programmes (ISCED 5);
  • higher education academic programmes (ISCED 6,7,8).

Compulsory education includes six years in primary (6-12) and four years in lower secondary (years 12-16). The age of 16 is the end of compulsory education, irrespective of the level of education achieved, but students of lower secondary education can stay on till 18 in some cases, in order to achieve a qualification.

Formal education general and vocational programmes are regulated by the Ministry of Education and Vocational Training (hereafter: education ministry). VET programmes are offered at three levels:

  • lower secondary basic VET (ISCED 353) programmes target learners over 15;
  • upper secondary intermediate VET (ISCED 354) programmes for learners aged 17-18;
  • higher VET (ISCED 554) programmes for learners 18-19.

To prevent early leaving from education and training, since 2014 basic VET programmes have been offered to learners at age 15 to gain skills and have the opportunity to complete lower secondary education (called ESO in the national context).

Initial VET programmes in the education system are mostly school-based at basic level; at intermediate and higher VET, more flexible learning forms are also possible (distance learning)

Outside the education system, for learners over 16, the Ministry of Labour, Migrations and Social Security (hereafter: employment authority) offers training programmes to acquire (credits of) competences (partial or full vocational qualifications) recognised by the State; these can be accumulated towards a professional certificate (CdPs) issued by the employment authorities or a VET diploma issued by the education ministry. Flexible learning forms (through e-learning platforms) allow learners to combine learning with personal and professional life.

Formal IVET (under the education remit)

Following the 2013 education reform, basic VET programmes have been available since 2014 in the education system for learners at age 15, in parallel to general secondary programmes. The education team recommend these programmes to learners for whom they offer best option to complete their training and/or avoid early leaving, as well as those at risk of dropping out early. Learners follow a Two-year programme to acquire a basic vocational qualification and have the possibility, under some conditions, to obtain the end of lower secondary certificate (ESO diploma) which ends compulsory education. Direct access to intermediate VET is possible with or without the ESO diploma.

Formal VET programmes run on two other levels: upper secondary intermediate VET (ISCED 354) and tertiary higher VET (ISCED 554). They deliver VET qualifications (VET diplomas) that have academic and professional validity.

Education authority VET programmes are modularised and include compulsory workplace learning at the end of, or during, studies. Learners need to pass all modules to obtain the relevant qualification. However, modularisation allows partial certification and re-engagement from a lifelong learning perspective.

Artistic, sports and foreign language education have their own organisation and are considered ‘specialised education’. Specific training programmes in arts and design and in sports are offered at ISCED levels 354 and 554 in schools, specialised according to the field of studies and level of education concerned. Foreign language education is organised according to the European Framework for learning, teaching and assessment of languages (CERF) ([20]https://www.coe.int/en/web/portfolio/the-common-european-framework-of-reference-for-languages-learning-teaching-assessment-cefr-).

Formal CVET (under the employment remit) Formal vocational qualifications (professional certificates, CdPs) are also offered by the employment authorities to learners over 16; professional certificates are recognised by the State. These programmes can be delivered face-to-face or as blended learning. In the latter, the State public employment service uses experts’ opinions to set the duration of instruction that will be provided in person according to the nature of the content or the need to use certain equipment or machinery. Learning which cannot take place via simulation must be completed in traditional learning settings, as must all final assessments.

Common characteristics of IVET and CVET qualifications

Both types of formal qualification, VET diplomas and professional certificates, are expressed in learning outcomes (resultados de aprendizaje o realizaciones profesionales) and are modular in nature. They are based on occupational standards listed in the national catalogue of occupational standards (CNCP) ([21]Catálogo Nacional de Cualificaciones Profesionales (CNCP).).

Learning forms (education authority VET):

  • school-based (full or part-time);
  • dual VET (apprenticeship contracts or learning agreements) ([22]See Section 7. Apprenticeship.);
  • face to face;
  • distance learning.

The share of WBL varies from 50% to 65% depending on the level. Practical training takes place in school workshops, laboratories, simulations; a compulsory practical placement in a company (of average 400 hours, depending on the level) is included in all VET programmes/levels.

When the programme is delivered in dual VET ([23]Dual refers to all types of VET which combine work and learning with the aim to obtain vocational qualifications, which may or not take the form of an apprenticeship contract (contrato para la formación y el aprendizaje).) ([24]Education authority dual VET:
http://todofp.es/sobre-fp/informacion-general/formacion-profesional-dual.html
), it may take the form of an apprenticeship contract (contrato para la formación y el aprendizaje) or a learning agreement. The programme duration may be extended from an original two years to three; in-company practical training covers 33% - 85% of the learning hours fixed in the qualification.

In case of dual VET without a contract, a learning agreement is to be signed between the company, the school and the learner. Participants have the status of student (no age limit applies) and may benefit from a scholarship, depending on the region. The agreement must comply with the prescribed working and training conditions set in the qualification, define the duration of the learning programme (two or three years) and the involvement of the company (minimum of 33% of the training hours fixed in the qualification, with a maximum share of 85%).

Learning forms (employment authority VET):

  • face-to-face learning;
  • distance learning through virtual learning environments (e-learning platforms) or blended learning (since 2015)
  • dual VET (apprenticeship contracts) ([25]See Section 7. Apprenticeship).

In employment authority vocational training programmes, classroom-based learning in a training centre (workshops, laboratories, simulations, etc.) is combined with a compulsory practical placement in a company, of variable length depending on the programme content.

When the programme is delivered through a dual VET/apprenticeship contract (contrato para la formación y el aprendizaje) the classroom-based learning covers at least 25% of working hours in the first year and 15% in the second and third year.

Adult learning

Adult training provision is large and diverse, including literacy processes and basic education, training targeting integration into the labour market, and leisure activities. It comprises different types of provision and programmes offered by the education, employment and local authorities.

The education authorities offer specific programmes of basic education for adults ([26]Primary and secondary education.); basic VET (ISCED 353) and intermediate VET (ISCED 354) programmes are also accessible to adults.

All post-compulsory education programmes are open to adults, including higher VET ISCED 554 programmes. These may or may not include flexible attendance arrangements to combine learning with personal and professional life.

The employment authorities organise a wide range of training actions for the unemployed with the aim of improving their employability and facilitating their integration into the labour market. This provision is integrated in the system of vocational training for employment, which includes other actions aimed primarily at employed workers. Unemployed people may also participate in some of these actions.

Dual VET

The dual principle, introduced by the Royal decree of 1529/2012 ([27]Royal Decree 1529/2012 of 8 November 2012 settling the apprenticeship contract (contrato para la formación y el aprendizaje) and the basis for dual training.), has been implemented nationally to increase VET attractiveness and support young people in transition to the labour market with territorial differences in its implementation. It refers to all types of VET which combine work and learning with the aim of obtaining vocational qualifications, which may take the form of an apprenticeship contract (contrato para la formación y el aprendizaje) in education or employment authority VET programmes), or without a contractual labour relationship (only in education VET programmes).

Since 2016, apprenticeships must be linked ([28]Since 2016.) to a VET programme leading to an official qualification, issued by the education authorities (VET diplomas) or the employment authorities (professional certificates, Certificados de Profesionalidad, CdPs). Training not leading to qualifications/certificates has since been discontinued, unless it is complementary to the qualification programme undertaken by the apprentice.

Dual VET ([29]http://todofp.es/sobre-fp/informacion-general/formacion-profesional-dual.html) is delivered through apprenticeship contracts or other alternance schemes. Different dual vocational training development models coexist, depending on the greater or lesser participation of the company in the training activities, from training exclusively in the training centre to exclusively in the company.

The apprenticeship contract

This type of contract (contrato para la formación y el aprendizaje) can be signed by 16 to 25 year-olds (or up to 30 until youth unemployment decreases) with low-level qualifications ([30]People with no university, higher (ISCED 554) or intermediate (ISCED 354) VET qualification or equivalent.), for one to three years. There is no age limit for people with disabilities or who experience social exclusion.

The salary is set by collective agreement in proportion to the actual working time and cannot be lower than the minimum wage. The effective working time (work-based learning), compatible with that dedicated to training activities, cannot be more than 75% of the maximum working time during the first year, or 85% during the second and third years. The remaining share to complete the VET programme (respectively 25% and 15%) is dedicated to theoretical learning in classroom-setting.

The use or not of apprenticeship contracts depends, apart from the learners’ age, on factors such as the regional regulation, which affects how dual projects (see below) are to be set in their territorial scope, or the company willingness.

Unemployed people with no formal qualifications hired through a training and apprenticeship contract benefit from a 100% reduction in social security contributions, total social protection and unemployment benefit

Companies turning apprenticeship contracts into permanent ones (at least three years) benefit from incentives (EUR 1 500 or EUR 1 800 for women). In the case of workers enrolled in the National youth guarantee system, this incentive, in the same percentages, will consist of a bonus.

Dual projects in formal VET (learning agreements)

Learners participating in dual VET projects within the education system ([31]http://todofp.es/sobre-fp/informacion-general/formacion-profesional-dual/fp-dual-en-sistema-educativo.html) may hold an apprenticeship contract, but most frequently they sign learning agreements ([32]See Section
6. VET within education and training system.
).

In the case of dual projects, participating VET providers must be authorised to offer dual VET, must have signed an agreement with companies within each specific industry, and their dual VET projects are to be carried out in a productive environment which complies with all suitable requirements for its implementation.

Some of the main features of learning agreements are that:

  • the company will participate in a minimum of 33% of the training hours fixed in the qualification. The maximum share is 85%;
  • the duration of the learning programme can be extended from the usual two years to three;
  • learners may undertake the practical in-company placement only after having completed the first part of the programme in a training centre. Each region has different regulations on when the placement can start;
  • student assessment is the responsibility of teachers at the school or VET institution, considering the opinion of in-company tutors and trainers and work performance.

The improvement and increase in dual projects in intermediate and higher VET programmes has meant growth in the number of students, training centres and companies involved in dual VET since 2012/13. However, dual projects are still a minority compared to classroom VET programmes. In the 2016/17 school year, those enrolled in education authority dual VET only represented 3% of total VET students.

The alliance for dual training (Alianza para la FP Dual) ([33]http://www.alianzafpdual.es/) is a private initiative and an active State-wide network of institutions, research centres and companies, in place since 2015; it has been supporting implementation of dual VET in some regions, especially in education authority VET programmes.

Learn more about apprenticeships in the national context from the European database on apprenticeship schemes by Cedefop: http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/apprenticeship-schemes/scheme-fiches

Legislation

The VET system is governed by Act 5/2002 on qualifications and vocational education and training (LOCFP) ([34]Head of State (2002). Ley Orgánica 5/2002, de 19 de junio, de las Cualificaciones y de la Formación Profesional [Organic Act 5/2002 of 19 June, on qualifications and vocational education and training]. Boletín Oficial del Estado, No 147, 20.6.2002, pp. 22437-22442.
https://www.boe.es/boe/dias/2002/06/20/pdfs/A22437-22442.pdf Ley Orgánica de las Cualificaciones y la Formación Profesional – LOCFP.
). This covers the training programmes included in initial and continuing VET, to enable skilling, upskilling and reskilling.

Education in Spain, including VET, is regulated by the 2006 Education Act (LOE) ([35]Head of State (2006). Ley Orgánica 2/2006, de 3 de mayo, de Educación [Organic Act 2/2006 of 3 May on Education]. Boletín Oficial del Estado, No 106, 4.5.2006, pp. 17158-17207.
https://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-1207.pdf
) and the 2013 Act for the improvement of education quality (LOMCE) ([36]Head of State (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa [Organic Act 8/2013, of 9 December, for the improvement of educational quality]. Boletín Oficial del Estado, No 295, 10.12.2013, pp. 97858-97921.
https://www.boe.es/boe/dias/2013/12/10/pdfs/BOE-A-2013-12886.pdf
). Some measures for full implementation of the LOMCE law are pending.

Act 30/2015 ([37]Head of State (2015). Ley 30/2015, de 9 de septiembre, por la que se regula el sistema de formación profesional para el empleo en el ámbito laboral [Act 30/2015, of September 9, which regulates the vocational training for employment system in the labour scope]. Boletín Oficial del Estado, No 217, 10.9.2015, pp. 79779-79823.
https://www.boe.es/boe/dias/2015/09/10/pdfs/BOE-A-2015-9734.pdf
) regulates vocational training for employment; implementation of the new framework created is still under development.

Governance

The Ministry of Education and Vocational Training is responsible for national IVET policies, quality of IVET programmes and curricula.

The Ministry of Labour, Migrations and Social Security sets the policies for vocational training under its remit. The aim is to (up)skill and retrain the unemployed and employees, and to support employability matching skills with the needs of the local economy.

Implementation of VET policies is managed by the regions, which may shape (up to 35-45% of) IVET curricula based on local/territorial needs.

Implementation – advisory bodies

Main bodies involved in education:

  • at national level, the General Council for Vocational Training ([38]Consejo General de la Formación Profesional (CGFP).) is the Government advisory body on VET policy; it comprises representatives of education and employment authorities (at national and regional levels) as well as social partners (enterprises and trade unions);
  • the National Education Council ([39]Consejo Escolar del Estado.) is the education ministry advisory body publishing annual reports with recommendations for policy setting;
  • the sectoral education conference, made up of the minister of education and the relevant councillors of each region, may be held several times per year to coordinate education at national and regional levels.

Main bodies involved in vocational training for employment:

  • the General council for the national employment system (Consejo General del Sistema Nacional de Empleo) is the main consultative and participatory body for public authorities and social partners. In particular for VET issues, it carries out its functions through the training for employment State commission (Comisión estatal de formación para el empleo);
  • the sectoral conference on labour affairs (Conferencia Sectorial de Empleo y Asuntos Laborales) is the general instrument for coordination and cooperation between the central Government and the regions in employment policy. One of its functions is to distribute available funds between the regions;
  • the State foundation for training in employment (Fundación Estatal para la Formación en el Empleo – Fundae) ([40]Fundae:
    https://www.fundae.es
    ) is a public body comprising the State general administration, the regions and the most representative business and trade union organisations. It provides technical support to the State public employment service (SEPE), and to the labour ministry in the strategic development of the system of vocational training for employment in the work sphere.
  • joint sectoral structures ([41]Fundae - Comisiones paritarias sectoriales:
    https://www.fundae.es/Observatorio/Pages/Queson.aspx
    ) made up of the representative business and union organisations in each relevant sector ([42]They were redefined by Act 30/2015 in replacement of the joint sectoral commissions in place since 1993.). Their main task is to anticipate training needs and propose sectoral training based on their knowledge of the real productive environment; however, until Act 30/2015 is fully developed and provisions specifying their duties and ways of operating are defined, the joint sectoral commissions are still functioning.

Active labour market policies are agreed in the framework of the sectoral conference on labour affairs. The framework, coordination and implementation of these policies are based on three instruments: the Spanish strategy for employment activation, the annual plans for employment policy ([43]Plan anual de política de empleo (PAPE).) and the information system for public employment services. Regional public employment services ([44]PES.) design and manage their own policies based on this common framework, with a commitment to transparency, evaluation and results orientation.

Different types of institutions provide vocational training ([45]Integrated centres and private institutions can provide training programmes leading to both types of VET qualification (VET diplomas and professional certificates, issued, respectively by the education and employment VET authorities). VET providers per type of qualification are listed in each VET programme section.):

  • publicly-funded vocational training integrated institutions, which have autonomy regarding their organisation and management;
  • publicly-funded institutions offering vocational training;
  • national reference institutions, specialised in the different productive sectors, which are responsible for innovation and experimentation in vocational training. They may be owned and managed by different authorities;
  • public institutions of the national employment system ([46]The SEPE (State Public Employment Service) and the Public Employment Services of the Autonomous Regions conform to the National Employment System – a group of structures, measures and actions needed to promote employment policies. The most representative business organisations and trade unions are also involved.);
  • private authorised institutions of the national employment system offering vocational training for employment;
  • business organisations and trade unions, as well as other bodies benefiting from various funding schemes;
  • companies developing training actions.

Non-formal training CVET providers

Companies carrying out training activities (not leading to a State-recognised qualification) for their staff can hire external training providers or provide the training themselves. Funding for such activities comes mainly from business and worker contributions, collected and distributed countrywide. 70% of all companies that organised training for their employees in 2017 are micro SMEs with less than 10 employees ([47]More info at: Fundae (2019). Training for employment: key findings 2018.
https://www.fundae.es/Observatorio/Documents/Estad%C3%ADstica/Key%20findings%202018.pdf
).

There are subsidised training schemes (mainly through open calls for proposals) for different types of training activity for the (un)employed at no cost to learners (sectoral, cross-sectoral programmes for the (un)employed, public employment services training schemes for the unemployed).

Formal VET is mostly State-financed.

In education authority VET, most VET providers are public or publicly-funded; only one in four learners attends a private VET centre. Training centres which are 100% private do not receive public funds. Training always leads to a formal VET qualification (VET diplomas).

Qualifications in training for employment are delivered by private or public centres (integrated centres, national reference centres) accredited for each qualification. In some cases, providers can apply for public funds to cover expenses, with a cost limit per hour/per participant for each course leading to a formal VET qualification (professional certificates, CdPs).

 

Distribution (%) of public expenditure on education by activity 2017 (**)

NB: Provisional data. (*): Specialised ed., adult ed. and other types. (**): For the calculation of this distribution, adjustment and undistributed by activity items have been excluded.
Source: MEyFP (2019). Nota: Estadística del Gasto Público en Educación. Resultados provisionales Año 2017 [Note: Statistics of public expenditure on education: 2017 interim results] http://www.educacionyfp.gob.es/dms/mecd/servicios-al-ciudadano-mecd/estadisticas/educacion/recursos-economicos/gasto-publico/2017/2017NotaRes.pdf

 

Employment authority VET is funded mainly by contributions by companies and workers to social security ([48]The vocational training levy is calculated by multiplying by 0,70% company contributions for common contingencies and worker contributions to Social Security; 0,60% is provided by the company and the remaining 0,10%, by the worker.).

Funding for State-wide training schemes for the employed is managed by the State foundation for training in employment ([49]Fundae.) together with the State public employment service ([50]Servicio Público de Empleo Estatal (SEPE).). At regional level, training schemes are managed by the regional labour authorities. The national institute of public administration (INAP) manages training for civil servants.

Following the 2015 reform ([51]http://www.cedefop.europa.eu/en/news-and-press/news/spain-government-approves-reform-vocational-training), only authorised training providers are allowed to receive funds for training leading to State-recognised vocational qualifications. Therefore, employers’ organisations, trade unions and other organisations may deliver training under the condition that they are accredited or registered as ‘other training providers’.

 

Governance and target groups – Employment VET

Source: SEPE (2018). Informe Anual 2017 [Annual report 2017]. https://www.sepe.es/SiteSepe/contenidos/que_es_el_sepe/publicaciones/pdf/pdf_sobre_el_sepe/informe_anual_2017.pdf

 

Funds allocated for vocational training for employment come mainly from the State budget, through the training levy that all private companies must pay as part of the social security contribution. This is calculated by multiplying by 0.70% company contributions for common contingencies and worker contributions to social security; 0.60% is provided by the company and the remaining 0.10%, by the worker. Other contributions come from SEPE and the regions. Training actions may be jointly financed through the European Social Fund or other European funding.

These funds are allocated to different funding schemes, providing training free of charge for the unemployed and employees:

  • training organised by companies for their employees (formación programada por la empresa);
  • subsidised training schemes through open calls for proposals, such as sectoral and cross-sectoral training programmes for the (self-)employed, including those working in the social economy (cooperatives) (planes de formación intersectoriales, sectoriales, autónomos, y economía social);
  • subsidised training schemes for the unemployed, including ‘training plans’ (planes de formación) aimed at meeting needs identified by the public employment services and specific training programmes. These are funded through open calls for proposals;
  • other training initiatives, such as individual training leave (permisos individuales de formación, PIF), alternance training (formación en alternancia), civil servant training, training in prisons, among others. The way in which these initiatives are funded varies.

 

Allocation of funds according to training initiatives for employees in 2018

NB: (*) Ceuta and Melilla’s budget have been included in in the regional calls for proposals although managed by the State Foundation for Training in Employment (Fundae).
Source: Fundae (2019). Key findings 2018. Updated March 2019.
https://www.fundae.es/Observatorio/Pages/Balance-de-resultados.aspx

 

The 2006 Education Act and the 2013 Act for the improvement of educational quality ([52]LOMCE) regulate State-wide requirements for teaching staff, initial and continuing professional development (CPD), and the conditions for recognition, support and value of VET teachers. The same requirements apply for all secondary non-university education.

The main categories of VET teachers and trainers are:

In education authority VET programmes

  • secondary school teachers;
  • technical vocational teachers;
  • when necessary, experts in different professional sectors and in-company trainers (trainers/tutors involved in practical training modules at workplaces) can participate in training delivery.

In employment authority vocational programmes:

  • trainers/instructors, teaching theoretical technical content;
  • technical teachers, providing vocational technical and practical content in situations closer to the reality of work;
  • in-company trainers/tutors.

Formal requirements for VET teachers in formal education:

VET teachers must:

  • hold a university degree (ISCED 6);
  • hold a master degree (university master degree in teacher training);
  • undergo an internship at an education centre;
  • in public education, teachers have the status of civil servants, and need to pass a complex selection process to acquire such condition.

In-company trainers are experienced professionals who guide, monitor and assess apprentices; there are no formal teaching requirements for in-company trainers.

Formal requirements in the employment sphere

Requirements for trainers/instructors depend on the type of training to be provided. In the case of training linked to the national catalogue of occupational standards (CNCP), each professional certificate regulation sets the academic and teaching qualifications and experience that trainers must meet for each training module.

Trainers must generally hold a higher qualification than the one they are delivering, at least one year of experience, and some qualification on teaching methodology for adults.

In the case of training specialities not linked to the CNCP, requirements for trainers are set in terms of qualifications, professional experience and teaching competence.

Continuing professional development (CPD) is a right and a professional duty.

Education acts (LOE and LOMCE) ([53]Ley Orgánica de Educación 2006 (LOE) [2006 Organic Law on Education]. Ley Orgánica 8/2013 para la Mejora de la Calidad Educativa (LOMCE) [Organic Law No 8/2013 on improving education quality].) set a series of guidelines for CPD. The education authorities are responsible for planning, organising and recognising continuing professional development within their scope, providing teachers with a wide range of activities. The education ministry, through the National Institute for Education Technologies and Teacher Training (INTEF), offers permanent State-wide training programmes via agreements with other institutions. Autonomous regions, at regional level, also offer continuing professional training for teachers.

Teachers’ continuing professional development is associated with career and wage progression. A grading system takes into account training and work experience for regional and national mobility; and financial benefits (supplement for lifelong learning every six years worked cumulatively). Regional education authorities may run annual training plans (training plans are not compulsory in all regions) to organise continuing professional development activities in their territory.

The National Institute of Education Technologies and Teacher Training ([54]INTEF) is developing interactive and multimedia digital education resources (including professional training) in collaboration with the regions, to support social networking, integration of ICT in non-university education, and teachers’ digital skills. The digital competence passport allows teachers to measure and monitor ICT skills development.

In both the education and the employment strands, the national reference centres ([55]Centros de Referencia Nacional (CRN):
https://www.sepe.es/HomeSepe/Personas/formacion/centros-de-referencia-nacional/centros-referencia-nacional.html
) play a key role in teacher and trainer continuing professional development activities. They offer face-to-face training courses that aim to improve methodological and technical skills and support innovation in priority areas. The main beneficiaries are VET teachers, in-company trainers and other experts/professionals from the sectors involved in employment authority training programmes.

To improve the quality of the training offer, the national reference centres (CRNs) develop guidelines and reference guides for teaching and training staff on how best to teach and assess learning outcomes taught in professional certificate programmes.

More information is available in the Cedefop ReferNet thematic perspective on teachers and trainers ([56]http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/teachers-and-trainers).

The 2015 reform of vocational training for employment ([57]Act 30/2015 regulating vocational training for employment.), put the employment ministry, through the observatory of the public State employment service (SEPE), in charge of research and detection of training needs. The observatory works in coordination and cooperation with the autonomous communities, (via the sectoral conference on employment and labour issues), and the social partners (via the general council for the national employment system).

Skills anticipation in Spain takes place at different levels and in different bodies, involving substantial stakeholder/social partner engagement. Labour market and skills analysis is primarily based on data from

  • labour force survey (LFS) statistics;
  • administrative data on employment;
  • registered unemployment data collected by employment authorities;
  • ad hoc surveys carried out by public or other institutions; these may take a sectoral or more general approach;
  • the alert network of the professional observatory of the National Qualifications Institute.

These sources are used to monitor the labour market and quantify past trends to provide insight on how employment is changing.

Education and employment authorities, at national and regional levels, have their own services for monitoring labour market trends and qualifications evolution. Regular graduate tracking measures are established at regional level, without a structural approach at national level.

A collaboration agreement on reciprocal data exchange on VET graduates was signed in 2017 between the ministries of education and social security to allow tracking and analysis of their employability. A new survey on learner transition from education and training to the labour market ([58]Encuesta de Transición Educativo-Formativa e Inserción Laboral (ETEFIL).) is being prepared. It focuses on the referral course 2013-14 targeting dropouts from lower secondary (ESO); lower and upper secondary (ESO and baccalaureate, respectively), intermediate VET and higher VET graduates ([59]Results from previous ETEFIL round can be found at
https://www.mecd.gob.es/servicios-al-ciudadano-mecd/estadisticas/educacion/mercado-laboral/transicion/encuesta-2005.html
).

Other State-wide institutions monitor skill needs and trends:

  • the National Institute of Qualifications ([60]Instituto Nacional de Cualificaciones (INCUAL).) has its own observatory ([61]http://incual.mecd.es/observatorio-objetivos-y-funciones). It monitors needs for new occupational standards in all 26 professional branches and updates the national catalogue, in cooperation with sectoral and territorial observatories;
  • the State public employment service ([62]SEPE) has an Observatory of Occupations ([63]https://www.sepe.es/HomeSepe/que-es-el-sepe/observatorio.html). It publishes reports on existing and future training needs, job offers’ profiles and labour market evolution and trends. It also publishes sectoral studies, using quantitative and qualitative techniques and constantly updated social and occupational indicators;
  • the national reference centres (CRNs) as centres of innovation and experimentation in productive sectors, address changes in the demand for qualification. They liaise with business and union organisations and universities, and establish benchmarks for common use within the network.

The 2015 reform of vocational training for employment ([64]Act 30/2015 regulating vocational training for employment.) foresees the development of multi-annual skills anticipation every three years for planning the vocational training system initiatives, in line with the Spanish strategy for employment activation. It will involve the most representative business and trade union organisations, the regions, sectoral joint structures and other organisations (for self-employed workers and entities of the social economy). Other ministerial departments, observatories and experts may also collaborate ([65]For further information, please check Skills Panorama (2017). Skills anticipation in Spain. Analytical highlights series.
https://skillspanorama.cedefop.europa.eu/en/analytical_highlights/skills-anticipation-spain
).

See also Cedefop’s skills forecast ([66]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/skills-forecast) and European skills index ([67]https://skillspanorama.cedefop.europa.eu/en/indicators/european-skills-index)

See also national forecast and identification of training needs reports produced by the State public employment service (SEPE) ([68]http://www.sepe.es/HomeSepe/que-es-el-sepe/observatorio/necesidades-formativas.html).

Stakeholders are involved in designing and updating VET qualifications in line with labour market needs. They develop occupational standards in all sectors of the economy; these make up the national register (CNCP) ([69]Catálogo Nacional de Cualificaciones Profesionales (CNCP).) and are used as reference for designing and updating VET programmes and qualifications ([70]Cedefop (2019). Spotlight on VET – 2018 compilation: vocational education and training systems in Europe. Luxembourg: Publications Office.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/4168
).

Occupational standards

The backbone of VET is the national catalogue of occupational standards (CNCP) ([71]Catálogo Nacional de Cualificaciones Profesionales.), which comprises the most important occupations organised in 26 sector branches. It currently has 668 occupational standards on three levels, according to the degree of complexity, autonomy and responsibility necessary to carry out a work activity ([72]http://incual.mecd.es/bdc).

Occupational standards ([73]Cualificación Profesional, in the national context.), consist of a set of competence units (UCs) reflecting the expected performance of a job holder in the respective occupation. A competence unit is defined as ‘the minimum set of professional skills that can be partially recognised and certified’. Each competence unit is associated to a learning module, which describes the necessary learning (knowledge, skills and competences) required to achieve that unit. The learning specifications are expressed as capacities (learning outcomes) and their related assessment criteria, as well as the contents leading to the achievement of those capacities. The capacities to be completed in a real working environment are also identified.

 

Structure of occupational standards

Source: INCUAL.

 

Occupational standards are used by the education and employment authorities to design VET qualifications: VET diplomas and professional certificates (CdP).

  • VET diplomas are composed of a set of these occupational standards ([74]This set consists of several occupational standards, encompassing all or some of their UCs.);
  • a single occupational standard is used for each professional certificate ([75]In some exceptional cases, an occupational standard has given rise to two CdP programmes.).

As stated in Act 5/2002, the Government establishes the equivalences and recognition between VET diplomas (issued by education authorities) and professional certificates (issued by employment authorities) through competence units.

The national institute of qualifications ([76]Instituto Nacional de las Cualificaciones (INCUAL).) is responsible for defining, drawing up and updating the national catalogue of occupational standards (CNCP) and the corresponding competence units and learning modules, in active cooperation with VET stakeholders ([77]Organisations in the General council for vocational training.). Regions have an active role in the development of some professional branches according to their productive context; this is the case for Galicia in the maritime and fishing industry (MAP) or for País Vasco in metalworking (FME).

Experts from the 26 professional branches, covering both the productive and training sectors, work together to define the occupational units of competence and the standards of the reference profiles in the production system. A competence unit is then described in terms of the professional tasks that skilled workers do.

Updating and reviewing all vocational qualifications is continuous and starts with standards older than 5 years or when the changes in the production sectors make it advisable to update before five years. This process involves all parties, including experts from companies and VET institutions, as well as an external validation of the revised occupational standards, based on current labour market needs analysis in terms of skills supply and demand in all sectors and professional branches. INCUAL collects information through various channels using qualitative and quantitative approaches and VET qualifications are updated accordingly. New occupational standards are created based on identified emerging professional profiles.

National reference centres (CRN) are in charge of planning and carrying out activities for innovation, experimentation and training, which serve as a point of reference for the whole national system of qualifications and vocational training for the development of VET.

Recently, INCUAL has improved its observatory and created an early warning system network, with different stakeholders, to identify prospective trends and changes in professional profile requirements and to draw up and, if necessary, modify the occupational standards.

VET diplomas (education authority VET)

These are based on the occupational standards included in the CNCP. They are offered at basic, intermediate and higher levels, have an academic and professional value and signify both an education level and the professional qualification obtained. They are accessible to learners enrolled to basic, intermediate and higher VET programmes.

A working group of educational and technological experts, drawn from the related productive sector and different regions, work together to design and draw up each diploma programme. Educational experts are usually teachers or trainers in the same professional field. Several consultation rounds take place before a VET qualification is approved by the Government and all interested groups and institutions can express their considerations ([78]See the webpage on new diplomas (drafts) on the official website of the Ministry of Education.
TodoFP.es: nuevos títulos (LOE); borradores:
http://www.todofp.es/todofp/que-como-y-donde-estudiar/que-estudiar/nuevos-titulos/borradores.html
). All main advisory bodies are involved in the process:

  • the sectoral education conference;
  • the general council for vocational training (CGFP),
  • the national education council;
  • when other authorities have responsibilities in the occupation or professional fields to which the curriculum of the diploma programmes refers, their favourable report is a prerequisite for approval and publication in the official gazette (BOE).

VET diploma programmes, defined according to learning outcomes, are approved by royal decrees for 55-65% of national curricula, ensuring the validity and the consistency of the qualifications nationally. Between 45 and 35% of the curricula contents are settled at regional level, according to the socioeconomic characteristics of the immediate environment. These royal decrees also establish the facilities, equipment requirements for VET providers, assessment criteria and teacher requirements for each VET diploma programme.

VET diploma programmes consist of different modules: some are linked to occupational standards (the occupations covered by the diploma) while others ease access to employment such as business and entrepreneurship (Empresa e iniciativa emprendedora) or professional training and guidance modules (Formación y orientacion laboral, FOL). Personal and social skills are also covered transversely in all modules making up the curriculum of VET in the education system.

Starting in 2015, VET diploma programmes are being updated and adapted to the requirements of the productive sectors ([79]In 2018, five new diplomas were approved: Access and conservation in sports facilities (basic VET); Assembly of structures and installation of aeronautical systems; Recreation boat maintenance technician; Maintenance of wooden structures and furniture of pleasure boats and Food marketing (the last four at intermediate VET level).), including and reinforcing the eight key competences in a cross curricular way. Currently, there are 170 different Diplomas ([80]For further info on VET diplomas, see the Ministry of Education’s website on guidance and VET:
TodoFP.es - Qué, Cómo y Dónde estudiar:
http://www.todofp.es/que-como-y-donde-estudiar.html
):

  • 34 in basic VET (Título profesional básico) (ISCED 353)
  • 62 in intermediate VET (Título de Técnico) (ISCED 354)
  • 92 in higher VET (Título de Técnico Superior) (ISCED 554)

Professional Certificates (employment authority VET) ([81]Certificados de Profesionalidad (CdPs).)

Professional Certificates (CdPs) are State-recognised vocational qualifications issued by the employment authorities. They are based on occupational standards and are developed and updated by the State public employment service (SEPE), with the cooperation of the national reference centres. SEPE also produces teaching and assessment guides ([82]https://www.sepe.es/HomeSepe/Personas/formacion/certificados-profesionalidad/guias-aprendizaje.html).

A common curriculum is set for each, regardless of the region and irrespective of the type of training programme (full-time, e-learning), based on the standards set in the national catalogue of occupational standards (CNCP). Whenever an occupational standard or competence unit changes or is updated, the relevant CdP is also reviewed and changed accordingly.

Professional certificate programmes are organised in three levels, level 1 being the most basic and level 3 the most complex. They have a modular structure with learning outcomes, assessment criteria and contents and guidelines for providers which are fully employment-oriented. Each professional certificate also includes a compulsory on-the-job training module (módulo de formación práctica en centros de trabajo) whose learning outcomes must be assessed in the workplace. The total duration of the professional certificate programmes ([83]In July 2014 the national repertoire of professional certificates (Repertorio Nacional de Certificados de Profesionalidad - RNCP) was finalised with 583 different programmes referred to the different CNCP´s qualifications in the national catalogue of occupational standards (Catálogo Nacional de Cualificaciones Profesionales - CNCP).) varies, according to the structure of competences and learning outcomes to be acquired without reference to a specific academic year. The duration of the on-the-job training module depends on the profile and occupations included in the curriculum of each diploma, ranging from 5% to 52% of the total workload of the training programme.

 

Features of the 583 CdP learning programmes listed in the national catalogue of occupational standards (CNCP)

Source: ReferNet, based on results from SEPE’s search tool of training specialities [accessed 24.10.2018].

 

To adapt training programmes to the target audience, employed or unemployed workers, the workload of the training modules (Módulos formativos) associated with competence units (UCs) lasting 90 hours or more is split into shorter training units (unidad formativa, UF), with a minimum of 30 hours, based on an analysis of the competences with which they are associated.

Before their publication in the official gazette, all professional certificates undergo consultation with education and employment bodies: the general council for vocational training (CGFP), the training for employment State commission and the sectoral conference on labour affairs.

Professional certificates have a double effect: they set out training programmes and award a vocational qualification. As the competence unit is the minimum unit to be certified, it is possible to gain partial credits for a professional certificate.

Professional certificate programmes can be delivered face-to-face or as blended learning. In the latter, the State public employment service uses experts’ opinions to set the duration of instruction to be provided in person according to the nature of the content or the need to use certain equipment or machinery. Learning which cannot take place via simulation must be completed in traditional learning settings, as must all final assessments.

Holding a professional certificate indicates the ability to work in a particular field, in line with the classification of occupations, and guarantees the necessary vocational training, although it does not regulate professional activities (this is done by the relevant body in that profession).

Education and labour authorities establish, by mutual agreement and previous consent of the General Council for Vocational Education and Training, the basic quality indicators and requirements for education and training based on the national catalogue of occupational standards (CNCP).

The education system subscribes to a process of quality assurance ([84]http://incual.mecd.es/calidad-y-evaluacion-del-sistema) covering all aspects of education activities. Two differentiated means are used in support:

  • inspection of the education system (including VET) organised between the State and regional education authorities;
  • evaluation of the education system, including assessment of school performance and teaching staff performance.

Quality assurance in education authority VET is threefold:

  • state-level;
  • regional level, by the autonomous communities;
  • local level, by education institutions.

Since 2000, the evaluation institute of the education (INEE) ([85]Instituto Nacional de Evaluación Educativa (INEE):
http://www.mecd.gob.es/inee
), in collaboration with the regions, uses statistical indicators to run annual assessments; the results drawn are used for policy decision making. The process is in line with the European quality assurance reference framework (EQAVET).

At the end of each year schools evaluate results obtained to see if they are satisfactory and if the training offered is aligned with local socio-economic needs.

An integrated information system is in place in vocational training for employment. It collects complete and up-to-date information on the training activities funded by public calls throughout the State and is used for assessing the effectiveness of vocational training for employment.

The 2015 reform (Act 30/2015) provides quality assurance mechanisms, coordinated by the State public employment service (SEPE). These are:

  • evaluation of training actions and schemes, run by the State public employment service (SEPE) together with regional bodies and social partners through:
    • ex-ante evaluation aiming to identify training needs and objectives;
    • ex-post evaluation, through use of indicators to monitor efficiency, results and areas for improvement;

Funds are allocated to sectoral joint committees to develop annual plans and recommendations;

  • evaluation of public calls to fund training actions:
    • periodic ex-post evaluation of training initiatives by independent external bodies;
    • evaluation of subsidised training impact for beneficiaries (usually, the unemployed and employees);
  • quality evaluation of training activities for employment, which includes a satisfaction survey of beneficiaries ([86]https://www.fundae.es/Observatorio/Pages/Instrumentos.aspx). Training providers support assessment processes for the training they provide.

A 2018 study ([87]https://www.fundae.es/Observatorio/Pages/informes-de-Evaluaci%C3%B3n.aspx
https://blog.fundae.es/?s=formadores
) analyses the elements that impact on the quality of trainers and tutors in training actions not linked to State-recognised qualifications (professional certificates, CdPs) financed by the 2013-14 public call.

Accredited VET centres delivering CdP programmes have to submit a training project including the didactic planning and assessment of each training module making up the certificate. Training providers are monitored by the public employment services to verify conformity with the requirement of the order establishing a professional certificate programme; whether face-to-face, e-learning or part of dual training. This may include visits to training providers to gather physical evidence and testimonies about their implementation.

The process for validation of prior learning (VPL) is regulated by the Royal decree 1224/2009 ([88]Ministry of the Presidency (2009). Real Decreto 1224/2009, de 17 de julio, de reconocimiento de las competencias profesionales adquiridas por experiencia laboral [Royal Decree 1224/2009, of July 17, on recognition of professional skills acquired through work experience]. Boletín Oficial del Estado, No 205, 25.8.2009, pp. 72704-72727.
https://www.boe.es/boe/dias/2009/08/25/pdfs/BOE-A-2009-13781.pdf
). The aim is to support skills creation to (re)enter the labour market, especially for early leavers and adults with no or low qualifications. The framework covers the whole spectrum of professional skills included in the national catalogue of occupational standards (CNCP).

There are also opportunities for adults to sit entrance examinations to gain access to studies which lead to an official qualification, such as those for intermediate and higher vocational training programmes.

The National Institute of Qualifications ([89]Instituto Nacional de Cualificaciones (INCUAL):
http://incual.mecd.es/acreditacion
) ensures the maintenance and update of the national catalogue of occupational standards (CNCP), which are used by the education or employment authorities to establish vocational qualifications (VET diplomas and professional certificates-CdPs). The National Institute of Qualifications uses a set of quality criteria to guarantee the reliability, objectivity and technical rigor of the validation process. Validation of prior learning allows workers to have their skills recognised either to find a job, move between workplaces or advance in their careers.

Regional authorities (autonomous communities) implement the validation process through public calls published (jointly or not) by education and labour authorities at regional level. Regions also provide information on the number of places (beneficiaries) available and are responsible for guidance services and quality assurance of the validation process ([90]Validation inventory 2016, available at
http://www.cedefop.europa.eu/files/2016_validate_es.pdf
). These procedures empower citizens to engage in further learning and acquire full qualifications. Demand for recognition may be driven by company needs, social partner requests or minimum qualification requirements from sectoral regulatory bodies, depending on local or sectoral labour market needs.

The calls lay down which competence units ([91]A UC is defined as ‘the minimum set of professional skills that can be partially recognised and certified’. The VET system is modular, occupational standards may include several competences units (education authority VET diplomas may include one or more occupational standards, while professional certificates are usually composed of one occupational standards).) are to be validated, vocational qualifications and sector branches involved; they may also limit the maximum number of people to be assessed in each competence unit. Competence units to be validated are individually assessed and certified and may be accumulated towards a full qualification in IVET and CVET.

 

Share of validation beneficiaries in 2017

Source: Data provided by INCUAL, 2018.

 

To acknowledge work experience, applicants must be able to prove at least three years of experience relevant to the skills being assessed, with a minimum of 2 000 working hours in the ten years previous to the call. In the case of non-formal training ([92]Non-formal learning in VET is essentially any training programme which does not directly lead to official qualifications.), applicants must prove they have received at least three hundred hours of training not leading to official recognition in the ten years before the call.

The process is divided into the following three phases:

  • mandatory advisory phase (either in person or online) to help candidates assess their own skills, fill out their personal and training record and present the evidence backing up their application. The guidance counsellor uses this documentation to report whether the applicant may enter the next phase. If the report is negative, the counsellor advises the candidate to undertake supplementary training and proposes available training courses;
  • assessment: this aims to prove whether the applicants can demonstrate their skills in real or simulated work situations;
  • certification: candidates receive certification for each of the competence units they have successfully passed. The set of certified UCs may correspond to a complete or partial CdP certificate, or a partial lVET Diploma.

Between 2010 and 2017, these public calls offered a total of 277 079 assessment places across 24 sector branches ([93]No public calls have been published for the sector branches of Textile, clothing industry and leather and of Glass and ceramics. The number of assessment places called varies from one year to another according to the different industry requirements in each region. Most of these places were in the Sociocultural and community services professional branch since workers in social care services need to be qualified to assist people with social care needs, at home or in social institutions. The number of places in the Security and environment branch is also growing - especially in the field of management and handling of harmful organisms and pest control, related to the European biocide regulation - and in Health for sanitary transport and first aid care to multiple victims. Physical and sports activities branch stood out in 2017, mainly to accredit lifeguards in aquatic facilities or natural spaces.).

A national procedure for the validation of skills acquired in volunteering activities ([94]http://www.injuve.es/empleo/noticia/aprobado-el-nuevo-sistema-de-reconocimiento-de-la-educacion-no-formal) with young people is also currently being developed. It will be a free and telematic (online) service.

There are other possibilities for recognition of prior learning by means of different exams targeting adults that wish to obtain the basic education (ESO) or general upper secondary (Bachillerato) certificates or IVET qualifications (at all three levels, basic, intermediate and higher VET diplomas) without having to complete the corresponding studies. These exams are periodically organised by the education authorities.

For more information about arrangements for the validation of non-formal and informal learning please visit Cedefop’s European database ([95]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/european-database-on-validation-of-non-formal-and-informal-learning).

Scholarships and grants for IVET learners

There are three types of financial incentive to begin or pursue a programme of studies which are valid throughout the country:

  • financial support based on the applicant’s socio-economic circumstances;
  • grants based on the applicant’s socio-economic circumstances and academic achievement;
  • awards aimed at students with high academic achievement.

Eligibility requirements, as well as household income and capital thresholds, are updated annually.

IVET learners can apply for scholarships and grants, distributed through annual calls published by the education ministry and the regions. During the economic downturn, amendments were made to the scholarship regime and study grants for students in non-university post compulsory education, imposing the shared responsibility of recipients to obtain satisfactory results. The distribution of public expenditure among the various educational activities, scholarships and study grants reached 4.2% in 2016. In 2018, the budget allocated to scholarships and grants is the highest in recent years. The trend is to increase the number of grant holders but reduce the average amount received per beneficiary.

International internships

VET mobility projects aim to increase the employability of young graduates in VET, as well as language proficiency, soft skills and professional competences. Under the Erasmus + 2015 programme, extended until 2017, there were 310 VET mobility projects, mainly apprentice mobility (EUR 20 million investment) and staff mobility (EUR one million). 86% of participants were learners, 14% were teachers and other staff.

Information and guidance tools

The education authority promotes VET through its dedicated web portal ([96]www.Todofp.es), visited by four million users per year. The portal was updated in 2017. It includes VET programmes, Europass supplements ([97]http://www.todofp.es/orientacion-profesional/itinerarios-formativos-profesionales/movilidad/que-es-el-suplemento-europass/titulos-loe.html. Europass supplements for CdPs at
https://www.sepe.es/HomeSepe/Personas/formacion/certificados-profesionalidad/suplementoseuropass.html
), labour market information, and information on VET competitions such as SpainSkills, EuropeSkills and WorldSkills. It also has a dedicated section (Acredita) on validation of informal and non-formal learning ([98]http://www.todofp.es/orientacion-profesional/itinerarios-formativos-profesionales/movilidad/que-es-el-suplemento-europass/titulos-loe.html
http://www.todofp.es/sobre-fp/competiciones-de-fp.html
http://www.todofp.es/acreditacion-de-competencias.html
).

Regional education authorities also have web sections directly linked to/from the portal and implement measures to boost VET enrolment in their territories.

News tools in place include an app for mobile phones to find documents in the portal’s library; an online guidance tool, Choose your own pathway ([99]Decide tu itinerario:
http://www.todofp.es/decide/
) and an on-site customer service point with a variety of communication channels (email, instant messaging, social media networks like Twitter and Facebook, and telephone enquiries).

Incentives for the employed

The 2012 labour reform and the 2015 employment authority VET reform (Act 30/2015) laid down different incentives for workers such as the training account, linked to workers' social security number, and the ‘training voucher’ for workers to choose their training and provider; neither of these incentives has yet been implemented.

Workers have the right to 20 hours of annual training related to the company's activity; these hours can be accumulated over a period of five years. Nevertheless, this right, in place since 2012, has not yet been fully developed through other legal provisions.

Individual training leave for the employed (PIF) ([100]Permiso Individuales de Formación.)

Employees can take part in training programmes run by their companies or participate in other training schemes. They can apply for individual training leave (PIF) from their companies, to improve their skills at no cost to the company. Employees have the right to 200 working hours for educational purposes, with the company agreement. The company is reimbursed for the salary of that worker by the State Foundation for Training in Employment (Fundae) and the worker receives his/her salary during the training leave. Individual training leave is intended to provide workers wishing to improve their personal and professional skills with the opportunity to attend officially recognised or formal training courses. Workers can also take this type of leave to undergo the procedure for recognition of prior learning acquired through work experience or non-formal education.

In 2017, only a minority of individual training leave (4.5%) was used to carry out training to obtain a professional certificate (CdP). Individual training leave was mostly used to attend formal education (76.8%) or other training courses (18.7%) leading to other qualifications ([101]Mainly professional driving licences and other types of certificate of professional competence (such as the Certificado de aptitud professional - CAP, necessary to perform certain jobs: electrical and gas technicians).). More than 40% of individual training leave beneficiaries are between 36 and 45 years old; women beneficiaries account for 42.0% (a two percentage point increase since 2016).

 

Allocation of funds according to training initiatives for employees – 2018

(*) Ceuta and Melilla’s budget have been included in in the regional calls for proposals although managed by the State Foundation for Training in Employment (Fundae).
Source: Fundae (2019). 2018 Key findings. https://www.fundae.es/Observatorio/Pages/Balance-de-resultados.aspx

 

Incentives for the unemployed

Unemployed workers may also take part in some of the different training schemes within the training for employment system. Participants can request, if necessary, reimbursement for travel, accommodation and meal expenses during the training period. In some cases, they can also apply for financial aid for other issues, particularly if they have family responsibilities.

Incentives for dual VET learners and apprentices

The introduction of a dual system in education authority VET offers young people at risk an insight into the labour market. Based on first preliminary data - available from training centres or regional authorities – the employment rate of dual VET learners is usually higher than in traditional school based VET.

Training and apprenticeship contracts are offered in IVET and CVET. They target mostly unemployed people who lack formal qualifications and have seen positive results since the 2012 labour reform. Hired apprentices benefit from a 100% reduction in social security contributions, total social protection, unemployment benefit and training (training for at least 25% of working hours in the first year and 15% in the second and third year). The training may lead to a full qualification (professional certificate) or partial certification of a set of competence units towards a professional certificate or a VET diploma.

Supporting VET provider capacity

Education authority VET programmes are offered by both State-funded centres and private centres. One in four learners attends a private centre. To ensure equity and equality of opportunities, private education centres may receive funds to offer teaching free of charge (these are called publicly-funded private centres). Increased funding ([102]On average, EUR 64 000 per group.) supports creation of more free VET places in these centres.

Increased funding was also allocated to the regions for implementing VET policies in their territories ([103]Dual VET (EUR 1.2 million), basic VET (EUR 208.9 million) and other VET programmes (EUR 1.3 million); additional funding in 2017 for basic VET (EUR 149 million) and other training programmes (EUR 1.3 million).).

Since the 2013 education reform (LOMCE Act) education centres have greater autonomy in using the funds allocated from the State budget to improve their training offer. They may run actions to test how to tailor their training offer to local needs/skills (pilot projects, new work plans or forms of organisation, and increase hours devoted to certain subjects) ([104]Results are assessed by the centres themselves, the inspection services, the regional education authorities and by the National Institute of educational evaluation (INEE) and must be publicly available.).

Vocational training providers under the employment authority can apply, on a competitive basis, for funding (with financial incentives or subsidies depending on the type of initiative) to carry out training actions in the regional or State calls for proposal published annually. Since Act 30/2015, only recognised training providers ([105]Before this reform, social partners were the only ones entitled to apply for these calls, whereas following Act 30/2015 a system of competitive competition between training centres has been put in place, excluding social partners as such. More information at
http://prensa.empleo.gob.es/WebPrensa/downloadFile.do?tipo=documento&id=2.464&idContenido=1.732
) can apply for such financial aid. Training is funded based on cost per participant/hour, which differs by delivery mode (e-learning or face—to-face).

National reference centres, running innovative and experimental training activities, schedule training courses which, due to the lack of equipment and facility requirements, are not offered by the usual network of vocational training centres.

Financial incentives

Within the training for employment system, companies receive discounts on their social security contributions for providing training to their employees. The yearly training credit (the amount for which they can receive a discount) available to each company is calculated by applying a fixed percentage to the training quota amount in the previous year. Companies with fewer than six employees receive a minimum credit (420€). This percentage is ranging from 100% for businesses with six to nine employees to 50% for big companies (250 or more). Businesses with more than 10 employees are obliged to finance part of the training cost, which again varies depending on the size of the company: 10% for companies with 10-49 employees, up to 40% for large companies.

Training and apprenticeship contract regulations set different incentives for companies to hire trainees, in the form of reduced employer social security contributions, or additional bonuses to fund the costs of in-company tutors, as well as other incentives when apprentices become permanent staff.

Education and vocational guidance are highlighted for improvement in the national VET system. In recent years, different reforms ([106]Head of State (2011). Ley 2/2011, de 4 de marzo, de Economía Sostenible [Act 2/2011 of 4 March, on Sustainable Economy]. Boletín Oficial del Estado, 5.3.2011, pp. 25033- 25235.
http://www.boe.es/boe/dias/2011/03/05/pdfs/BOE-A-2011-4117.pdf
) - complementing dispositions from Act 5/2002 on qualifications and vocational training - aimed to improve counselling and career guidance services, mainly through:

  • the development of an integrated information and guidance system;
  • the setting of a State-wide network to ensure access to information and career guidance for all citizens, including specialised services for businesses and the self-employed;
  • development of an integrated computing platform on professional guidance linked, where appropriate, to the relevant European networks;
  • coordination and monitoring of guidance services in line with national policies on education, employment and social inclusion.

Since then, various developments have taken place.

The education reform (Act 8/2013, LOMCE), generally maintains education and vocational guidance on the same terms as in the 2006 education Act (LOE). However, it includes new aspects related to compulsory secondary education:

  • an ’orientation and guidance’ report is delivered to the student’s parents at the end of general or vocational lower secondary programmes,
  • a report on the degree of achievement of learning outcomes and acquisition of relevant skills, as well as a proposal for a career path;
  • special focus on guidance in the new basic VET programmes.

Education legislation assigns the immediate responsibility for guidance to teachers, as part of students’ general education and training. State education centres offer professional guidance services for students and parents.

To support and widen guidance and counselling services in schools, regional education authorities are launching strategies and varied resources tailored to the specific needs arising from their own labour market ([107]Example from Murcia Region: http://www.llegarasalto.com/formacionpasional/).

The education ministry has been developing and broadening a series of actions, such as a new State-wide organisation of information and career guidance services; creation and maintenance of digital platforms for information and vocational guidance, and other projects linked to the dissemination of vocational training and guidance ([108]MECD. TodoFP.es: acreditación de competencias (the webpage on skills validation on the Ministry of Education’s website on VET):
http://www.todofp.es/acreditacion-de-competencias.html MECD. Formación profesional a través de Internet (vocational training through Internet):
http://www.mecd.gob.es/fponline.html
).

The Service for Internationalisation of Education (SEPIE), as the Spanish Erasmus+ national agency for education and training, also supports information services to promote learning opportunities abroad.

In the employment sphere the common employment services portfolio ([109]MEYSS, 2015. Real Decreto 7/2015, de 16 de enero, por el que se aprueba la Cartera Común de Servicios del Sistema Nacional de Empleo [Royal Decree 7/2015 of 16 January, by which the Common Employment Services Portfolio of the National Employment System is approved]. Boletín Oficial del Estado, No 31, 5.2.2015, pp. 9422-9435.
http://www.boe.es/boe/dias/2015/02/05/pdfs/BOE-A-2015-1056.pdf
) offers career guidance services to advise unemployed and employed workers on training and employment opportunities, as well as on the recognition and validation of their skills ([110]Labour authorities also have a web portal on validation of the skills acquired through work experience (
RECEX). SEPE Reconocimiento de las competencias profesionales adquiridas
https://sede.sepe.gob.es/portalSedeEstaticos/flows/gestorContenidos?page=recexIndex
). A further step in its implementation has been the publication of protocols and quality criteria for the provision of guidance services which all public employment services in Spain must comply with ([111]Reference guides for the development of such protocols were published in 2018: MEYSS (2018). Seguimiento de indicadores de empleo de la Estrategia Europa 2020. Junio 2018 [Monitoring of employment indicators of the Europe 2020 strategy. June 2018]. Observatorio; 6.2018.
http://www.mitramiss.gob.es/es/sec_trabajo/analisis-mercado-trabajo/pnr/observatorio/numeros/2018/junio/observatorio.pdf
). These protocols aim to define and set up individual professional paths to improve workers’ employability. They also aim to develop entrepreneurship and to support business and self-employment initiatives, by identifying workers’ skills, training and experience, interests, family situation and possible professional opportunities, as well as other relevant variables. This information will be used to prepare the workers’ profiles and their classification based on their employability.

All IVET programmes contain at least one or several vocational modules related to guidance, labour relations and the development of entrepreneurial culture, although these issues are also treated in a cross-curricular manner.

All VET students and trainees have to undertake an on-the-job training module that is carried out in a real productive setting. This module enables them to gain work experience and put their skills into practice, as well as learn about the organisation of productive processes or services and labour relations, guided by education and workplace tutors.

Please see:

Vocational education and training system chart

Tertiary

Click on a programme type to see more info
Programme Types

Higher VET

programmes

WBL up to 65%,

2 years

ISCED 554

Higher VET programmes (FP de grado superior - título de Técnico Superior), ISCED 554
EQF level
The Spanish education system is not referenced to EQF levels.
ISCED-P 2011 level

554

Usual entry grade

13

Usual completion grade

15

Usual entry age

18

Usual completion age

20

Length of a programme (years)

2

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

Is it offered free of charge?

Y

Is it available for adults?

Not applicable (learners are over 18)

ECVET or other credits

VET programmes are based on learning outcomes with a strong focus on work-based learning. Higher level VET programmes under Act 2/2006 (LOE) have 120 ECTS credits.

Learning forms (e.g. dual, part-time, distance)
  • school based learning (face to face), including work-based learning at workshops, labs, simulations, etc /full-time or on a part time modular basis;
  • distance learning ([142]And, in exceptional cases, workers over 16 unable to attend a regular school regime or elite athletes.);
  • dual VET (with or without training and apprenticeship contract);
  • work placement module (formación en centros de trabajo – FCT) – compulsory training module of 400 hours.

Higher VET programmes run in a 2-year programme of 2 000 hours of theoretical and practical training, of which a minimum of 400 hours are completed in workplaces ([143]All VET studies include a compulsory work placement module (formación en centros de trabajo - FCT) that takes place in a company (students with previous work experience may be exempt).).

In 2016/17, 12% of all learners enrolled in higher VET followed distance learning courses, over 3% were in the dual modality and more than half of all learners at this stage were 22 or older.

Main providers

Main education authority VET providers include:

  • public, publicly-funded private and private institutions approved by the competent educational authority;
  • integrated training centres which are public and provide both initial vocational training within the education system, and vocational training for employment;
  • national reference centres, which are public institutions specialised in the different professional branches, in charge of carrying out innovation and experimentation initiatives in the area of vocational training.

Public, publicly-funded private and private centres are the main providers of education authority VET programmes; only one in four learners attends private centres.

Share of work-based learning provided by schools and companies

Up to 65%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training at school (workshops, labs, simulations, etc.);
  • work placement module (formación en centros de trabajo – FCT) – compulsory training module of 400 hours at a workplace (students with previous work experience may be exempt);
  • dual VET (apprenticeships):

(i) training and apprenticeship contracts ([144]https://www.sepe.es/HomeSepe/que-es-el-sepe/comunicacion/publicaciones/publicaciones-oficiales/listado-pub-empleo/formacion-profesional-dual-contrato-para-la-formacion-y-el-aprendizaje.html);

(ii) dual VET projects offered within the education system and implemented by the regions ( (based on learning agreements between the VET provider, the learner and the company).

Main target groups
  • learners over 18

There is a large share of students older than the theoretical school age: in the school year 2016/17: over 50% were 22 or older ([145]MEyFP (2019). Las cifras de la educación en España. Curso 2016-2017 (Edición 2019) [Key figures of education in Spain: academic year 2016/17 (2019 edition)].).

Entry requirements for learners (qualification/education level, age)

Higher VET are accessible to:

  • holders of the Bachillerato ([146]The end of upper secondary education diploma, allowing access to tertiary level academic or vocational studies.) diploma;
  • graduates from Intermediate VET (ISCED 354) programmes;
  • learners over 18, through validation of prior learning (formal/informal/non-formal).
Assessment of learning outcomes

Higher level VET programmes run in a 2-year programme of 2 000 hours, (equivalent to two full-time academic years, up to three when taken as a dual programme), of theoretical and practical training, of which a minimum of 400 hours are completed in workplaces. These programmes are made up of different vocational modules, which are expressed in terms of contents, evaluation criteria and learning outcomes, considering professional, personal, social and lifelong learning skills. They comprise:

  • vocational modules specific to each programme which must include the competence units and the social and personal skills aimed to be achieved;
  • a work placement module. Those who get recognition of their professional competence acquired through work experience or non-formal training may be totally or partially exempt from the work placement module;
  • one or more modules on vocational training and guidance and business and entrepreneurial initiative.
  • a project.

Assessment has a continuous, formative nature and is carried out by modules. Progression to the following year depends on the result of the assessment. Marks are expressed in numbers from one to 10, being five or over considered as a pass.

The work placement vocational module is expressed in terms of Passed/Failed. Those who get recognition of their professional competence acquired through work experience or non-formal training may be totally or partially exempt from the work placement module.

As a result of the assessment process, the relevant decisions on students’ progression are taken collegially by the teaching team at the end of each year.

Completion of a VET programme requires a pass grade in all the modules, and students may take the same programme up to a maximum of 4 years.

Diplomas/certificates provided

Higher VET programmes lead to a VET diploma (título de Técnico Superior) at ISCED level 554 allowing access to academic studies at tertiary level (programmes offered at ISCED levels 665 and 766) bachelor programmes through an admission procedure.

Examples of qualifications

Travel agencies and event organisation / sector: hospitality and tourism industry (Agencias de Viajes y Gestion de Eventos / Familia Profesional: hostelería y turismo) ([147]The list of VET diplomas offered in IVET is available (in Spanish) from the Ministry of Education official website on guidance and VET, MECD.
TodoFP.es: Qué, Cómo y Dónde estudiar.
http://www.todofp.es/que-como-y-donde-estudiar.html. Europass supplements for higher VET Diplomas are available at
http://www.todofp.es/orientacion-profesional/itinerarios-formativos-profesionales/movilidad/que-es-el-suplemento-europass/titulos-loe/grado-superior-en-ingl-s.html
)

Progression opportunities for learners after graduation

Holders of an higher VET diploma may

  • enter the labour market;
  • access academic programmes offered at ISCED level 665 (Bachelor programmes 3-4 years).
Destination of graduates

Information not available

Awards through validation of prior learning

Y

VET diplomas, established by decrees, are composed of a set of occupational standards ([148]668 standards in 26 sector branches are listed in the national catalogue of occupational standards (Catálogo Nacional de Cualificaciones Profesionales - CNCP).
https://incual.mecd.es/documents/35348/0/folleto_incual_2015_ingles.pdf/3763b486-bc7e-4c3c-8382-a3842e4a6e19
); each of which includes a set of competence units (UCs). UC is the minimum set of professional skills that can be partially recognised and certified.

Competence units acquired either in the VET system or through validation of non-formal learning are individually assessed and certified and may be accumulated towards a full qualification in IVET and CVET.

General education subjects

N

Higher VET programmes are made up of vocational modules which vary in length, with theoretical and practical contents corresponding to the different professional fields, and also include lifelong learning skills.

  • vocational modules, specific to each professional field, linked to national catalogue of professional standards (CNCP);
  • a work placement vocational module, to be completed in a workplace;
  • vocational modules related to career guidance, business and entrepreneurial initiative;
  • a project module.
Key competences

Y

Key competences to be taken as a reference:

  • information processing and digital competence;
  • competence in linguistic communication;
  • competence in knowledge and interaction with the physical world;
  • social and civic competence.
Application of learning outcomes approach

Y

VET diploma programmes (established by Royal decrees) are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines.

National curricula account for 55-65%, the remaining 45-35% of the programme curricula are settled at regional level aligned to local socioeconomic characteristics.

Share of learners in this programme type compared with the total number of VET learners

49%

In 2017-18, the share of learners enrolled in higher VET programmes was 49% (393 531 learners) against 9% in basic VET and 42% in intermediate VET programmes.

 

Evolution of IVET students in the education system, 2008-18

(*) Advance data; the data do not include certain initial VET programmes (PCPI) that have been replaced in this period, as they did not lead to a VET degree, but include those for the new Basic VET.
Source: prepared by ReferNet Spain with data from Statistics from the education ministry.

 

Higher arts and design programmes,

2 years

Higher sports programmes,

1 year

ISCED 554

Higher sports or higher arts and design programmes (Grado Superior de Enseñanzas Deportivas o Grado Superior de Artes Plásticas y Diseño) ISCED 554 diploma
EQF level
The Spanish education system is not referenced to EQF levels.
ISCED-P 2011 level

554

Usual entry grade

13 (for arts and design programmes)

12 (for sports programmes)

Usual completion grade

15 (for arts and design programmes)

13 (for sports programmes)

Usual entry age

18 (for arts and design programmes)

18 (for sports programmes)

Usual completion age

20 (for arts and design programmes)

18 (for sports programmes)

Length of a programme (years)

2 (arts and design programmes)

1 (sports programmes)

  
Is it part of compulsory education and training?

N

Compulsory education in Spain includes

  • six years in primary school (learners aged 6 to 12)
  • four years in lower secondary education (ESO in Spanish) (learners aged 12 to 16)
Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Information not available

Is it offered free of charge?

Information not available

Is it available for adults?

Not applicable (learners are already over 18)

ECVET or other credits

VET programmes are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines. ([138]https://ec.europa.eu/education/resources-and-tools/the-european-credit-system-for-vocational-education-and-training-ecvet_en)

Learning forms (e.g. dual, part-time, distance)

Information not available

These programmes are offered in schools that are specialised according to the type and level of education in artistic or sports fields and can only be taken face to face.

Main providers

Main education authority VET providers include public, publicly-funded private and private institutions approved by the competent educational authority.

Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

These programmes are offered in schools that are specialised according to the type and level of education in artistic or sports fields

Main target groups
  • learners over 18 (for arts and design programmes);
  • learners over 18 (for sports programmes).
Entry requirements for learners (qualification/education level, age)

Arts and design ISCED 554 programmes

  • to gain access to the higher level VET in arts and design, it is necessary to hold the upper secondary qualification (baccalaureate) or equivalent, and pass a specific test to prove knowledge and skills necessary to take advantage of these programmes;
  • exemption from the test is possible in certain cases, such as: Higher level VET diploma of Plastic Arts and Design of a professional branch related to the programme to undertake or equivalent; Baccalaureate in Arts, Bachelor of Fine Arts, Architecture or Technical Engineering in Industrial Design, Higher Title of Conservation and Restoration of Cultural Property;
  • in absence of previous requirements, be 19 years old and passing an entry test or be 18 and hold an intermediate level VET diploma in arts and design;
  • the entry test has two parts: general part dealing with the knowledge and basic skills of the common subjects of the baccalaureate; and a specific part to assess the artistic knowledge and the necessary skills to take advantage of these programmes.

Sports programmes:

  • upper secondary education qualification (baccalaureate) or equivalent for academic purposes;
  • sports technician diploma in the corresponding modality or sports;
  • the baccalaureate diploma can be substituted by passing a test in which maturity is demonstrated in relation to the objectives of the baccalaureate. To take this test, learners have to be 19 years old or 18 years with a diploma in Intermediate level VET in physical and sports activities sector branch;
  • this test can be substituted by the common part of the test of access to higher level VET programmes;
  • in addition to the general requirements, each modality may require other conditions, such as accreditation of certain sporting merits or passing of a specific test of the modality or sport specialty.
Assessment of learning outcomes

Assessment is continuous and takes into account the progress and the academic maturity of the students, in relation to the general objectives and the professional competencies of the programme.

The evaluation is carried out by modules, taking as reference their objectives expressed in terms of skills and competences and their respective assessment criteria.

The results of the final evaluation of each module are expressed in terms of grades according to a numerical scale from zero to ten. Qualifications equal to or greater than five are considered positive and the rest will be negative.

The results of the evaluation of the practical training are expressed in terms of "apt / not apt".

Diplomas/certificates provided

Higher technician diploma plastic arts and design (título de Técnico Superior de Artes Plásticas y Diseño);

Higher technician diploma in the modality or sports specialty (Título de técnico deportivo superior en la modalidad o especialidad deportiva).

Examples of qualifications
Progression opportunities for learners after graduation
  • access to higher education;
  • babour market.
Destination of graduates

Information not available

Awards through validation of prior learning

Arts and design or sports programmes, established by decrees, are composed of a set of occupational standards ([141]668 standards in 26 sector branches are listed in the national catalogue of occupational standards (Catálogo Nacional de Cualificaciones Profesionales - CNCP).
https://incual.mecd.es/documents/35348/0/folleto_incual_2015_ingles.pdf/3763b486-bc7e-4c3c-8382-a3842e4a6e19
); each of which includes a set of competence units (UCs). UC is the minimum set of professional skills that can be partially recognised and certified.

Competence units acquired either in the VET system or through validation of non-formal learning are individually assessed and certified and may be accumulated towards a full qualification in IVET and CVET.

General education subjects

N

Key competences

N

Application of learning outcomes approach

Y

VET diploma programmes (established by Royal decrees) are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines.

National curricula account for 55-65%, the remaining 45-35% of the programme curricula are settled at regional level aligned to local socioeconomic characteristics.

Share of learners in this programme type compared with the total number of VET learners

<2%

In the school year 2016/17, 14 531 students followed higher arts & design or higher sports programmes, out of 818 506 students at education authority VET.

94.6% of them were in arts & design and the other 5.4% at sports programmes at this level.

Post-secondary

Programme Types
Not available

Secondary

Click on a programme type to see more info
Programme Types

Basic VET programmes

WBL up to 50%,

2 years

ISCED 353­

Basic VET programmes (FP Básica, Título profesional básico) ISCED 353
EQF level
The Spanish education system is not referenced to EQF levels.
ISCED-P 2011 level

353

Usual entry grade

10 ([114]Possible route only after guidance advice at age 15 (or older).)

Usual completion grade

12

Usual entry age

15 ([115]Possible route only after guidance advice at age 16 (or, exceptionally at age 15).)

Usual completion age

18

Length of a programme (years)

2

  
Is it part of compulsory education and training?

N

Compulsory education in Spain includes

  • six years in primary school (learners aged 6 to 12)
  • four years in lower secondary education (ESO in Spanish) (learners aged 12 to 16)

Basic VET programmes are an alternative option offered to learners ([116]To enter Basic VET learners must meet certain age and academic requirements. Requirements for Basic VET are: (a) to be between 15 and 17 years old by the end of the year they start these studies; (b) to have finished the first cycle of secondary compulsory education (that is, three years) or exceptionally, have finished the second course of secondary compulsory education; and (c) to be recommended by teaching staff and have parents (or self if he/she is emancipated) consent. Education authorities, apart from compulsory education, can also offer basic VET to people who are over 17 and do not have a VET or a secondary qualification.) who have not completed lower secondary to stay in education and training.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

Education authorities, apart from compulsory education, can also offer basic VET to people who are over 17 and do not have a VET or a secondary qualification.

Is it offered free of charge?

Y

Is it available for adults?

Y

Education authorities, apart from compulsory education, can also offer basic VET to people who are over 17 and do not have a VET or a secondary qualification.

ECVET or other credits

VET programmes are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines.

Learning forms (e.g. dual, part-time, distance)
  • School based learning (face to face), including work-based learning at workshops, labs, simulations/full-time (young people);or on a part- time modular basis (adults)) ([117]And, in exceptional cases, workers over 16 unable to attend a regular school regime or elite athletes.);
  • work placement module (formación en centros de trabajo, FCT) compulsory training module of 240 hours;
  • dual VET (with or without an apprenticeship contract). Around 15.3% of basic VET learners were over 18 years old in the school year 2016/17, and fewer than 1% were enrolled in these programmes in the dual modality.

Enrolments in education authority VET, 2016-17

2016-17

Total VET

Dual VET

Basic Cycle

69 528

414

Intermediate Cycle

343 920

7 422

Advanced Cycle

377 937

12 521

Total

791 385

20 357

Source: Ministry of Education (2018)., https://www.educacionyfp.gob.es/dam/jcr:113353c4-7f3d-4005-88ac-e944ceb94200/nota-16-17.pdf

Main providers

Main education authority VET providers include:

  • public, publicly-funded private and private institutions approved by the competent education authority;
  • in some cases, integrated training centres which are public and provide both initial vocational training within the education system, and vocational training for employment.

Public, publicly-funded private and private centres are the main providers of education authority VET programmes; only one in four learners attends private centres.

Share of work-based learning provided by schools and companies

Up to 50%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training at school (workshops, labs, simulations);
  • work placement module (formación en centros de trabajo, FCT), of 240 hours at a workplace;
  • dual VET (apprenticeships);
Main target groups
  • Learners over 15
  • Adults (under specific conditions)

Basic VET programmes were first developed to prevent early leaving from education and training. They allow people to complete compulsory education and gain a basic VET qualification (VET diploma, in the national context or Título profesional básico).

Entry requirements for learners (qualification/education level, age)

Requirements for basic VET are:

  • to be between 15 and 17 years old by the end of the year they start these studies;
  • to have finished the first cycle of secondary compulsory education (three years) or exceptionally, have finished the second course of secondary compulsory education;
  • to be recommended by teaching staff and have parents (or by self if he/she is emancipated) consent.

Education authorities, apart from compulsory education, can also offer basic VET to people who are over 17 and do not have a VET or a secondary qualification.

Assessment of learning outcomes

Basic VET programmes run in a two-year programme of 2 000 hours, (equivalent to two full-time academic years, up to three when taken as a dual programme), of theoretical and practical training, of which a minimum of 240 hours are completed in workplaces ([119]All VET studies include a compulsory work placement module (formación en centros de trabajo - FCT) that takes place in a company (students with previous work experience may be exempt).).

These programmes are made up of different vocational modules, which are expressed in terms of contents, evaluation criteria and learning outcomes, considering professional, personal, social and lifelong learning skills.

They comprise modules linked to competence units of the national catalogue of professional standards; and modules linked to the acquisition of lifelong learning skills such as communication and society and applied sciences modules, which include Spanish language, foreign language, social sciences, mathematics and science both applied to the personal and learning context in a professional field; there is also a specific module in a work place environment.

Assessment has a continuous, formative nature and is carried out in modules. Progression to the following year depends on the result of the assessment. Marks are expressed in numbers from one to 10, where five or over is a pass.

The work placement module is expressed in terms of passed/failed. Those who get recognition of their professional competence acquired through work experience or non-formal training may be totally or partially exempt from the work placement module.

As a result of the assessment process, the relevant decisions on student progression are taken collegially by the teaching team at the end of each year.

Completion of a VET programme requires a pass grade in all the modules, and students may take the same programme up to a maximum of four years.

Diplomas/certificates provided

Basic VET programmes lead to a basic VET diploma (Título profesional básico) that has academic and professional validity.

Students who finish basic VET will obtain the lower secondary education diploma (título ESO) directly if the teaching staff considers they have achieved the objectives and necessary skills of ESO level.

Examples of qualifications

Basic level applicator of phytosanitary pesticides ([120]The list of VET diplomas offered in IVET is available (in Spanish) from the Ministry of Education’s website on guidance and VET, MECD:
TodoFP.es: Qué, Cómo y Dónde estudia:
http://www.todofp.es/que-como-y-donde-estudiar.htm
) /sector: Agriculture (aplicador/a de nivel básico de plaguicidas de uso fitosanitario/ Familia Profesional: Agraria)

Progression opportunities for learners after graduation

Holders of a basic VET diploma may

  • enter the labour market, or
  • enrol directly to intermediate VET programmes (ISCED 354) or
  • obtain the ESO ([121]Educación Secundaria Obligatoria (ESO) is the end of lower secondary compulsory education diploma, necessary to access higher level studies.) diploma, if the teaching staff considers they have achieved the objectives and necessary skills of ESO level, opening up access to upper secondary general education programmes
Destination of graduates

Information not available

Awards through validation of prior learning

Y

VET diplomas, established by decrees, are composed of a set of occupational standards ([122]668 standards in 26 sector branches are listed in the national catalogue of occupational standards (Catálogo Nacional de Cualificaciones Profesionales - CNCP).
https://incual.mecd.es/documents/35348/0/folleto_incual_2015_ingles.pdf/3763b486-bc7e-4c3c-8382-a3842e4a6e19
), each of which includes a set of competence units (UCs). UC is the minimum set of professional skills that can be partially recognised and certified.

Competence units acquired either in the VET system or through validation of non-formal learning are individually assessed and certified and may be accumulated towards a full qualification in IVET and CVET.

General education subjects

Y

Basic VET programmes are made up of vocational modules (which vary in length, with theoretical and practical contents corresponding to the different professional fields) and lifelong learning skills:

  • learning modules linked to competence units of the national catalogue of occupational standards (CNCP);
  • a work placement vocational module, to be completed in a workplace;
  • modules for the acquisition of lifelong learning skills (Spanish, other official and/or foreign language, social sciences, mathematics and sciences);
  • all basic VET programmes include cross-curricular skills like team work, occupational risk prevention, entrepreneurship, business activity and work orientation of students.
Key competences

Y

Since 2015, VET diploma programmes are being updated and adapted to the requirements of the productive sectors, including and reinforcing the eight key competences in a cross curricular way.

Basic VET programmes are made up of vocational modules which vary in length, with theoretical and practical contents corresponding to the different professional fields, and also include lifelong learning skills.

All Basic VET programmes ([123]Made up of vocational modules which vary in length, with theoretical and practical contents corresponding to the different professional fields, lifelong learning skills are also included.) include cross-curricular skills:

  • teamwork, health and safety at work; entrepreneurship, business and career counselling;
  • respect for the environment and promotion of physical activity and a healthy diet;
  • skills related to reading comprehension, oral and written expression, ICT and civic and constitutional education.
Application of learning outcomes approach

Y

VET diploma programmes (established by Royal decrees) are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines. National curricula account for 55-65%, the remaining 45-35% of the programme curricula are settled at regional level aligned to local socioeconomic characteristics.

Share of learners in this programme type compared with the total number of VET learners

<9% ([124]2017/18)

In 2017-18, the share of learners enrolled in basic VET programmes was 9% (72186 learners), against 42% enrolled in intermediate VET (339112 learners) and 49% (393531 learners) in higher VET programmes. Enrolment in basic VET increase by 3.8% compared to the previous year ([125]In the school year 2016/17, 69 528 students followed Basic VET programmes out of 818 506, compared with 42% at intermediate level and 46% at higher level VET.).

Basic VET programmes were first implemented in 2014. In 2015-16, half (55.1%) of those enrolled in basic VET were young people aged 15-17 (theoretical age for this type of programme) or young adults up to 25 (44.1%)

Share of students according to age by VET level programme, 2015-16

NB: Theoretical ages refer to the ages as established by law and regulation for the entry and ending of a cycle of education. Theoretical ages may differ significantly from the typical ages.
Source: Prepared by authors with data from education ministry. MECD (2018). Las cifras de la educación en España. Estadísticas e indicadores. Edición 2018 [The figures of education in Spain. Statistics and indicators. Statistics 2018]. Madrid: MECD. https://www.mecd.gob.es/servicios-al-ciudadano-mecd/estadisticas/educacion/indicadores-publicaciones-sintesis/cifras-educacion-espana/2015-16.html) .

Intermediate VET

programmes

WBL up to 65%,

2 years

ISCED 354

Intermediate VET programmes (FP de grado medio - Título de Técnico), ISCED 354
EQF level
The Spanish education system is not referenced to EQF levels.
ISCED-P 2011 level

354

Usual entry grade

11

Usual completion grade

13

Usual entry age

16

Usual completion age

18

Length of a programme (years)

2

3 (when combined with a training and apprenticeship contract)

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

VET programmes are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines ([128]https://ec.europa.eu/education/resources-and-tools/the-european-credit-system-for-vocational-education-and-training-ecvet_en).

Learning forms (e.g. dual, part-time, distance)
  • school based learning (face to face), including work-based learning at workshops, labs, simulations, etc./full-time (young people);or on a part time modular basis (adults);
  • distance learning (adults) ([129]And, in exceptional cases, workers over 16 unable to attend a regular school regime or elite athletes.);
  • dual VET (with or without a training and apprenticeship contract);
  • work placement module (formación en centros de trabajo – FCT) – compulsory training module of 400 hours.

Intermediate VET programmes run in a 2-year programme of 2 000 hours of theoretical and practical training, of which a minimum of 400 hours are completed in workplaces ([130]All VET studies include a compulsory work placement module (formación en centros de trabajo - FCT) that takes place in a company (students with previous work experience may be exempt).).

In 2016/17, 3% of learners enrolled in intermediate VET followed distance learning courses, over 2% were enrolled in the dual modality and over 45% of all learners at this stage were 20 or older ([131]MECD (2018). Nota: Estadística del alumnado de formación profesional – Estadística de las enseñanzas no universitarias. Curso 2016-2017 [Note: Statistics on non-university education. Academic year 201/17].
http://www.educacionyfp.gob.es/dam/jcr:113353c4-7f3d-4005-88ac-e944ceb94200/nota-16-17.pdf; data base:
https://www.educacionyfp.gob.es/servicios-al-ciudadano/estadisticas/no-universitaria/alumnado/formacion-profesional/2016-2017.html
).

Main providers

Main education authority VET providers include:

  • public, publicly-funded private and private institutions approved by the competent educational authority;
  • integrated training centres which are public and provide both initial vocational training within the education system, and vocational training for employment;
  • occasionally, national reference centres, which are public institutions specialised in the different professional branches, in charge of carrying out innovation and experimentation initiatives in the area of vocational training.

Public, publicly-funded private and private centres are the main providers of education authority VET programmes; only one in four learners attends private centres.

Share of work-based learning provided by schools and companies

Up to 65%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training at school (workshops, labs, simulations, etc.);
  • work placement module (formación en centros de trabajo – FCT) – compulsory training module of 400 hours at a workplace (students with previous work experience may be exempt);
  • dual VET (apprenticeships);

(i) training and apprenticeship contracts ([132]https://www.sepe.es/HomeSepe/que-es-el-sepe/comunicacion/publicaciones/publicaciones-oficiales/listado-pub-empleo/formacion-profesional-dual-contrato-para-la-formacion-y-el-aprendizaje.html);

(ii) dual VET projects offered within the education system and implemented by the regions ( (based on learning agreements between the VET provider, the learner and the company).

Main target groups
  • learners over 16;
  • adults.

There is a large share of students older than the theoretical school age: in the school year 2016/17: 45.6% were 20 years old or older ([133]MEyFP (2019). Las cifras de la educación en España. Curso 2016-2017 (Edición 2019) [Key figures of education in Spain: academic year 2016/17 (2019 edition)].).

Entry requirements for learners (qualification/education level, age)

Intermediate VET are accessible to:

  • holders of the ESO ([134]Educación Secundaria Obligatoria (ESO) is the end of lower secondary compulsory education diploma, necessary to access higher level studies.) diploma;
  • graduates from Basic VET (ISCED 353) programmes;
  • young people over 17 and adults, through validation of prior learning (formal/informal/non-formal).
Assessment of learning outcomes

Assessment takes as reference the objectives, expressed in learning outcomes, and the evaluation criteria of each of the vocational modules, as well as the general objectives established (by legislation) for each VET programme.

Completion of a training programme requires a pass grade in all the vocational modules.

 marks are expressed in numbers from one to 10, whole numbers only a five or over is considered a pass;

 the work placement vocational module, however, is expressed in terms of Passed/Failed.

IVET programmes last 2 000 hours, the equivalent to two full-time academic years, up to three when taken as a dual programme. Assessment has a continuous, formative nature and is carried out by professional modules.

Diplomas/certificates provided

Intermediate VET programmes lead to a VET diploma with academic and professional validity (Título de Técnico) at ISCED level 354 allowing access to higher VET (ISCED 554) studies at tertiary level.

Examples of qualifications

Aquaculture ([135]The list of VET diplomas offered in IVET is available (in Spanish) from the Ministry of Education official website on guidance and VET, MECD. TodoFP.es: Qué, Cómo y Dónde estudiar.
http://www.todofp.es/que-como-y-donde-estudiar.html Europass supplements for Intermediate VET Diplomas are available at
http://www.todofp.es/orientacion-profesional/itinerarios-formativos-profesionales/movilidad/que-es-el-suplemento-europass/titulos-loe/grado-medio-en-ingl-s.html
) / sector: Maritime and fishing industry (Cultivos Acuícolas / Familia Profesional: Marítimo pesquera)

Progression opportunities for learners after graduation

Holders of an intermediate VET diploma may

  • enter the labour market;
  • enrol directly to higher VET programmes (ISCED 554);
  • return to upper secondary general education programmes ([136]Leading to Bachillerato, the end of upper secondary education diploma, necessary to access tertiary level academic studies.) if they wish, but this is rather an unusual option.
Destination of graduates

Information not available

Awards through validation of prior learning

Y

VET diplomas, established by decrees, are composed of a set of occupational standards ([137]668 standards in 26 sector branches are listed in the national catalogue of occupational standards (Catálogo Nacional de Cualificaciones Profesionales - CNCP).
https://incual.mecd.es/documents/35348/0/folleto_incual_2015_ingles.pdf/3763b486-bc7e-4c3c-8382-a3842e4a6e19
); each of which includes a set of competence units (UCs). UC is the minimum set of professional skills that can be partially recognised and certified.

Competence units acquired either in the VET system or through validation of non-formal learning are individually assessed and certified and may be accumulated towards a full qualification in IVET and CVET.

General education subjects

Intermediate VET programmes are made up of vocational modules (which vary in length, with theoretical and practical contents corresponding to the different professional fields) and lifelong learning skills:

  • vocational modules, specific to each professional field, linked to the national catalogue of professional standards (CNCP);
  • a work placement vocational module, to be completed in a workplace;
  • one or more vocational modules related to employment guidance and labour relations and the development of the entrepreneurial spirit;
  • voluntary subjects, such as communication in Spanish, co-official and/or foreign language; applied mathematics;
  • where appropriate, any subject related to professional field easing access to higher VET programmes.
Key competences

Y

Key competences to be taken as a reference:

  • information processing and digital competence;
  • competence in linguistic communication;
  • mathematical competence;
  • competence in knowledge and interaction with the physical world;
  • social and civic competence;
Application of learning outcomes approach

Y

VET diploma programmes (established by Royal decrees) are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines. National curricula account for 55-65%, the remaining 45-35% of the programme curricula are settled at regional level aligned to local socioeconomic characteristics.

Share of learners in this programme type compared with the total number of VET learners

42%

In 2017-18, the share of learners enrolled in intermediate VET programmes was 42% (339 112 learners) against 9% in basic VET and 49% in higher VET programmes.

The majority of intermediate VET students were enrolled in full-time courses, with 8% of them participating in distance learning.

 

Evolution of IVET students in the education system, 2008-18

(*) Advance data; the data do not include certain initial VET programmes (PCPI) that have been replaced in this period, as they did not lead to a VET degree, but include those for the new Basic VET.
Source: prepared by ReferNet Spain with data from Statistics from the education ministry, 2018.

 

Arts and design programmes,

2 years

Sports programmes,

1 year

ISCED 354

Arts and design or sports programmes (Grado Medio de Artes Plásticas y Diseño o Grado Medio de Enseñanzas Deportivas), ISCED 354
EQF level
The Spanish education system is not referenced to EQF levels.
ISCED-P 2011 level

354

Usual entry grade

11

Usual completion grade

13 (for arts and design programmes)

12 (for sports programmes)

Usual entry age

17

Usual completion age

19 (for arts and design programmes)

18 (for sports programmes)

Length of a programme (years)

2 (arts and design programmes)

1 (sports programmes).

  
Is it part of compulsory education and training?

N

Compulsory education in Spain includes

  • six years in primary school (learners aged 6 to 12);
  • four years in lower secondary education (ESO in Spanish) (learners aged 12 to 16).
Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Information not available

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

VET programmes are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines. ([126]https://ec.europa.eu/education/resources-and-tools/the-european-credit-system-for-vocational-education-and-training-ecvet_en)

Learning forms (e.g. dual, part-time, distance)

These programmes are offered in schools that are specialised according to the type and level of education in artistic or sports fields and can only be taken face to face.

Main providers

Main education authority VET providers include public, publicly-funded private and private institutions approved by the competent educational authority.

Both type of programmes are offered by specialized providers:

  • schools of plastic arts and design: public or private centres authorized by the competent educational administration;
  • Sport programmes: they do not have a specific denomination: public or private centres authorized by the competent educational administration, whether they are integrated in the IVET centres or in sports federations' centres.
Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

These programmes are offered in schools that are specialised according to the type and level of education in artistic or sports fields and can only be taken face to face.

Main target groups
  • Learners over 16
Entry requirements for learners (qualification/education level, age)

Arts and design programmes

  • holding a lower secondary education (ESO) or equivalent qualification and passing a specific test to prove knowledge and skills necessary to take advantage of these programmes;
  • exemption from the test is possible in certain cases: i.e. holding a baccalaureate in Arts, Bachelor of Fine Arts, Architecture or Technical Engineering in Industrial Design, intermediate or higher level VET diploma in Plastic Arts and design of a professional family related to the teachings to pursue, at least one year of related work experience;
  • learners not fulfilling entry requirements may sit an entry exam which consists of two parts: a general part dealing with the basic skills of Compulsory Secondary Education; and a specific part, to assess the artistic knowledge and the necessary skills to take advantage of these programmes.

Sports programmes:

They are organized in two cycles called initial or first level and final or second level.

  • entry requirements for the initial cycle of sports education: it is necessary to hold the diploma of lower secondary education or equivalent; for the final cycle of sports education, it is necessary to have passed the initial cycle in the corresponding sports specialty;
  • in addition, it may be required to pass a specific exam, or to accredit a sporting merit. High-level or high-performance athletes are exempt;
  • learners with at least 17 years and lacking the lower secondary qualification my sit an exam in relation to lower secondary education curriculum.

Entry through validation of prior learning is possible in the arts and design/sports programmes

Assessment of learning outcomes

Assessment is continuous and takes into account the progress and the academic maturity of the students, in relation to the general objectives and the professional competencies of the programme.

The evaluation is carried out by modules, taking as reference their objectives expressed in terms of skills and competences and their respective assessment criteria.

The results of the final evaluation of each module are expressed in terms of grades according to a numerical scale from zero to ten. Qualifications equal to or greater than five are considered positive and the rest negative.

The results of the evaluation of the practical training, are expressed in terms of "apt / not apt".

Diplomas/certificates provided

Arts and design or sports programmes lead to:

  • Technician diploma in arts and design (Título de Técnico de Artes Plásticas y Diseño);
  • Technician diploma in the corresponding sport (Título de Técnico deportivo que corresponda).
Examples of qualifications

Plastic arts and design in ceramic decoration (Artes Plásticas y Diseño en Decoración cerámica).

Judo and self defense (Judo y defensa personal)

Progression opportunities for learners after graduation

Holders of an ISCED level 354 diploma in sports or in arts and design programmes have different progression opportunities:

  • students who finish plastic arts and design or sports programmes have direct access to the general education two-year programme leading to Baccalaureate (Bachillerato);
  • students holding the diploma of plastic arts and design technician, and at least 18 years old, are able to enter, by passing a test, the higher plastic arts and design programmes;
  • students holding the diploma of sports technician can access the higher sports programmes, being at least 18 years old, and after passing a specific test of the modality or sport specialty;
  • enter the labour market.
Destination of graduates

Information not available

Awards through validation of prior learning

Arts and design or Sports programmes, established by decrees, are composed of a set of occupational standards ([127]668 standards in 26 sector branches are listed in the national catalogue of occupational standards (Catálogo Nacional de Cualificaciones Profesionales - CNCP).
https://incual.mecd.es/documents/35348/0/folleto_incual_2015_ingles.pdf/3763b486-bc7e-4c3c-8382-a3842e4a6e19
); each of which includes a set of competence units (UCs). UC is the minimum set of professional skills that can be partially recognised and certified.

Competence units acquired either in the VET system or through validation of non-formal learning are individually assessed and certified and may be accumulated towards a full qualification in IVET and CVET.

General education subjects

N

Key competences

N

Application of learning outcomes approach

Y

VET diploma programmes (established by Royal decrees) are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines.

National curricula account for 55-65%, the remaining 45-35% of the programme curricula are settled at regional level aligned to local socioeconomic characteristics.

Share of learners in this programme type compared with the total number of VET learners

<2%

In the 2016/17 school year, 12 590 students were enrolled in Art and design or Sport programmes at this level, out of 818 506 students at all education authority VET programmes.

  • 27% of them were in arts and design programmes;
  • 73% followed sports programmes.

VET available to adults (formal and non-formal)

Click on a programme type to see more info
Programme Types

Professional certificate

programmes – level 1

200-540 hours

WBL % vary

ISCED 254

Professional certificate programmes – level 1 (certificado de profesionalidad (CdP) – nivel 1)
EQF level
The Spanish VET system is not referenced to EQF levels.
ISCED-P 2011 level

254

Usual entry grade

Not applicable

Usual completion grade

Not applicable

Usual entry age

Not applicable

Usual completion age

Not applicable

Length of a programme (years)

1 (up to)

Duration of professional certificates programmes level 1 range from 200 to 540 hours, according to the structure of competences and learning outcomes to be acquired without reference to a specific academic year.

Professional certificates programmes are organized by modules (from 30 to 240 hours), which can be individually assessed and certified (accumulated) to obtain the corresponding certification.

  
Is it part of compulsory education and training?

N

Professional certificate programmes are accessible to learners over 16.

Is it part of formal education and training system?

Y

The Spanish VET system is governed by the education and employment ministries. Professional certificates are under the authority of the employment ministry. They are regulated by Royal Decree 34/2008. MEYSS (2008).

Is it initial VET?

N

Is it continuing VET?

Y

Is it offered free of charge?

Y

Professional certificates programmes are free of charge for certain groups, within active labour market policies.

Is it available for adults?

Y

ECVET or other credits
Learning forms (e.g. dual, part-time, distance)
  • school based learning (face to face), including work-based learning at workshops, labs, simulations, etc.;
  • through virtual learning environments (e-learning platforms, complemented with face to face learning). The regulation specifies which CdP programmes can be delivered online, how many hours have to be face to face, and the requirements for the accreditation of e-learning platforms and tutors, as well as the evaluation and assessment procedures to ensure that e-learning training programmes meet the quality criteria set for traditional school-based VET programmes;
  • apprenticeships: the purpose of the apprenticeship contract (contrato para la formación y el aprendizaje) is the professional qualification of the workers, in a regime of alternating paid work activity in a company, with training activity.
Main providers
  • public training centres (including integrated training centres and national reference centres–CRN);
  • private training centres;
  • foundations and intermediate structures created by social partners and NGOs.

All types of providers offering programmes leading to professional certificates (CdPs) ([150]Certificados de Profesionalidad.) must by accredited by the state public employment service (SEPE) or by the regional labour authorities. CdP training centres are listed in an online search engine tool run by SEPE ([151]https://sede.sepe.gob.es/especialidadesformativas/RXBuscadorEFRED/InicioBusquedaTipoCentro.do).

CdP programme providers must comply with specific requirements on the recruitment, qualifications and professional experience of trainers; on facilities and technological equipment; and on entry criteria for trainees. These requirements are set by the labour authorities.

Share of work-based learning provided by schools and companies

Varies

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training in the training centre;
  • compulsory on-the-job training module (módulo de formación práctica en centros de trabajo);
  • training and apprenticeship contracts.

The learning outcomes of the on-the-job module must be assessed at the workplace.

The duration of the on-the-job training module depends on the profile and occupations included in the curriculum of each diploma, ranging from 5% to 52% of the total workload of the training programme.

Main target groups
  • young people over 16;
  • adults.

Most training programmes included in the different subsidised initiatives for unemployed workers are directly linked to obtaining a full or partial professional certificate (certificado de profesionalidad - CdP). The aim is to support skills development and employability.

Entry requirements for learners (qualification/education level, age)

Learners must be at least 16 year olds.

No other formal access requirements apply for entering level 1 professional certificate programmes (ISCED 254) and learners can move on to the next level in the same field ([152]Cedefop (2019). Spotlight on VET – 2018 compilation: vocational education and training systems in Europe. Luxembourg: Publications Office.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/4168
).

Assessment of learning outcomes
  • to obtain a professional certificate, learners must successfully complete all the training modules (competence units-USs) of that certificate;
  • in addition to this training pathway, all or several of the competence units included in each certificate can be assessed and certified (accumulated) by taking part in one of the national or regional calls for validation and accreditation of non-formal learning;
  • the learning outcomes to be assessed in each module are related to knowledge as well as practical skills and abilities set in the assessment criteria of each module;
  • the accredited centres delivering CdP programmes have to submit a training project including the didactic planning and assessment of each training module making up the certificate.

Professional certificates are developed and updated by the state public employment service (SEPE), with the cooperation of the national reference centres; they are issued by the employment authorities (published in the official gazette).

Professional certificates have a double effect: they set out training programmes and award a vocational qualification.

The regulation specifies which CdP programmes can be delivered online, how many hours have to be face to face, and the requirements for the accreditation of e-learning platforms and tutors, as well as the evaluation and assessment procedures to ensure that e learning training programmes meet the quality criteria set for traditional school-based VET programmes ([153]Education authority VET programmes curricula may include one or several occupational standards.).

Diplomas/certificates provided

Professional certificates (CdPs) are based on occupational standards listed in the national catalogue of professional qualifications (CNCP) ([154]https://incual.mecd.es/documents/35348/0/folleto_incual_2015_ingles.pdf/3763b486-bc7e-4c3c-8382-a3842e4a6e19) and they are modular in nature ([155]The smallest unit that can be certified is the competence unit (unidad de competencia - UC).). Each professional certificate corresponds to a single occupational standard ([156]In some exceptional cases, an occupational standard has given rise to two CdP programmes.).

Competences units (being the minimum unit to be certified) could be accumulated towards a professional certificate. The modular structure of professional certificates serves a double purpose: tailoring training programmes to a specific job profile, and be used as a guide for the assessment of skills ([157]Links with formal education authority VET programmes: competences units acquired outside the school system may be recognised and exempted when enrolling in a formal VET programme, shortening its duration.).

Examples of qualifications

CdP level 1 - – Basic operations in accommodations (HOTA0108) / Hospitality and tourism sector branch ([158]https://www.sepe.es/SiteSepe/contenidos/personas/formacion/certificados_...)

Operaciones básicas de pisos en alojamientos / Familia Profesional: hostelería y turismo

Progression opportunities for learners after graduation

Holders of a professional certificate (CdP) level 1 may

  • enter the labour market;
  • may move on to the next CdP level in limited professional fields;
  • accumulate (partial) ([159]CdPs are modular; the minimum unit that can be assessed and certified is the competence unit (partial certificate).) or full CdP certificates towards the acquisition of a VET diploma (through training or validation of prior learning).
Destination of graduates

Information not available

Awards through validation of prior learning

Y

Full or partial ([160]Professional certificates are modular in nature, composed of a set of modules (competence units - UCs), defined at national level. CdPs are listed in the national catalogue of qualifications (CNCP) structured by professional branches.) qualifications (professional certificates – CdPs) may be obtained through validation of non-formal and informal learning. The process is initiated by regional authorities through public calls for validation of non-formal and informal learning, depending on local or sectoral labour market needs.

The calls lay down which UCs are to be validated, vocational qualifications and sector branches involved, and they may also limit the maximum number of people to be assessed in each UC.

General education subjects

N

Key competences

N

Application of learning outcomes approach

Y

VET programmes are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines

Share of learners in this programme type compared with the total number of VET learners

22.65% of all professional certificates issued in 2017.

 

Source: Data provided by SEPE at 06.7.2018.

 

Professional certificate

programmes – level 2

180-920 hours

WBL % vary

ISCED 351

Professional certificate programmes – level 2 certificado de profesionalidad (CdP) – nivel 2
EQF level
The Spanish education system is not referenced to EQF levels.
ISCED-P 2011 level

351

Usual entry grade

Not applicable

Usual completion grade

Not applicable

Usual entry age

Not available

Usual completion age

Not applicable

Length of a programme (years)

1 (up to)

Duration of professional certificates programmes level 2 range from 180 to 920 hours, according to the structure of competences and learning outcomes to be acquired without reference to a specific academic year.

Professional certificates programmes are organized by modules (from 30 to 430 hours), which can be individually assessed and certified (accumulated) to obtain the corresponding certification.

  
Is it part of compulsory education and training?

N

Professional certificate programmes are accessible to learners over 16

Is it part of formal education and training system?

Y

The Spanish VET system is governed by the education and employment ministries. Professional certificates are under the authority of the employment ministry. They are regulated by Royal Decree 34/2008. MEYSS (2008).

Is it initial VET?

N

Is it continuing VET?

Y

Is it offered free of charge?

Y

Professional certificates programmes are free of charge for certain groups, within active labour market policies

Is it available for adults?

Y

ECVET or other credits
Learning forms (e.g. dual, part-time, distance)
  • School based learning (face to face learning) including work-based learning at workshops, labs, simulations, etc.;
  • through virtual learning environments (e-learning platforms, complemented with face to face learning) The regulation specifies which CdP programmes can be delivered online, how many hours have to be face to face, and the requirements for the accreditation of e-learning platforms and tutors, as well as the evaluation and assessment procedures to ensure that e-learning training programmes meet the quality criteria set for traditional school-based VET programmes.
  • apprenticeships: the purpose of the apprenticeship contract (contrato para la formación y el aprendizaje) is the professional qualification of the workers, in a regime of alternating paid work activity in a company, with training activity.
Main providers
  • public training centres (including integrated training centres and national reference centres–CRN);
  • private training centres;
  • foundations and intermediate structures created by social partners and NGO.

All types of providers offering programmes leading to professional certificates (CdPs) ([162]Certificados de Profesionalidad.) must by accredited by the state public employment service (SEPE) or by the regional labour authorities. CdP training centres are listed in an online search engine tool run by SEPE ([163]https://sede.sepe.gob.es/especialidadesformativas/RXBuscadorEFRED/InicioBusquedaTipoCentro.do).

Professional certificate programme providers must comply with specific requirements on the recruitment, qualifications and professional experience of trainers; on facilities and technological equipment; and on entry criteria for trainees. These requirements are set by the labour authorities.

Share of work-based learning provided by schools and companies

Varies

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training in the training centre;
  • compulsory on-the-job training module (módulo de formación práctica en centros de trabajo);
  • training and apprenticeship contracts.

The learning outcomes of the on-the-job module must be assessed at the workplace.

The duration of the on-the-job training module depends on the profile and occupations included in the curriculum of each diploma, ranging from 5% to 52% of the total workload of the training programme.

Main target groups
  • young people over 16;
  • adults.

Most training programmes included in the different subsidised initiatives for unemployed workers are directly linked to obtaining a full or partial professional certificate (certificado de profesionalidad - CdP). The aim is to support skills development and employability.

Entry requirements for learners (qualification/education level, age)

Learners must have completed compulsory education (ESO), or equivalent level studies ([164]Cedefop (2019). Spotlight on VET – 2018 compilation: vocational education and training systems in Europe. Luxembourg: Publications Office.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/4168
).

Assessment of learning outcomes
  • to obtain a professional certificate, learners must successfully complete all the training modules (competence units-USs) of that certificate;
  • in addition to this training pathway, all or several of the competence units included in each certificate can be assessed and certified (accumulated) by taking part in one of the national or regional calls for validation and accreditation of non-formal learning;
  • the learning outcomes to be assessed in each module are related to knowledge as well as practical skills and abilities set in the assessment criteria of each module;
  • the accredited centres delivering CdP programmes have to submit a training project including the didactic planning and assessment of each training module making up the certificate.

Professional certificates are developed and updated by the state public employment service (SEPE), with the cooperation of the national reference centres; they are issued by the employment authorities (published in the official gazette).

Professional certificates have a double effect: they set out training programmes and award a vocational qualification.

The regulation specifies which CdP programmes can be delivered online, how many hours have to be face to face, and the requirements for the accreditation of e-learning platforms and tutors, as well as the evaluation and assessment procedures to ensure that e learning training programmes meet the quality criteria set for traditional school-based VET programmes ([165]Education authority VET programmes curricula may include one or several occupational standards.).

Diplomas/certificates provided

Professional certificates (CdPs) are based on occupational standards listed in the national catalogue of professional qualifications (CNCP) ([166]https://incual.mecd.es/documents/35348/0/folleto_incual_2015_ingles.pdf/3763b486-bc7e-4c3c-8382-a3842e4a6e19) and they are modular in nature ([167]The smallest unit that can be certified is the competence unit (unidad de competencia - UC).). Each professional certificate corresponds to a single occupational standard ([168]In some exceptional cases, an occupational standard has given rise to two CdP programmes.).

Competences units (being the minimum unit to be certified) could be accumulated towards a professional certificate. The modular structure of professional certificates serves a double purpose: tailoring training programmes to a specific job profile, and be used as a guide for the assessment of skills ([169]Links with formal education authority VET programmes: competences units acquired outside the school system may be recognised and exempted when enrolling in a formal VET programme, shortening its duration.).

These certificates are recognised by the education and labour authorities.

Examples of qualifications

CdP level 2 - Assistance to rail transport passengers (HOTT0112) / Hospitality and tourism sector branch ([170]https://www.sepe.es/SiteSepe/contenidos/personas/formacion/certificados_...).

Atención a pasajeros en transporte ferroviario/ Familia Profesional: hostelería y turismo.

Progression opportunities for learners after graduation

Holders of a professional certificate (CdP) level 2 may

  • enter the labour market;
  • may move on to the next CdP level in limited professional fields;
  • accumulate partial ([171]CdPs are modular; the minimum unit that can be assessed and certified is the competence unit (partial certificate).) or full CdP certificates towards the acquisition of a VET diploma (through (through training or validation of prior learning).
Destination of graduates

Information not available

Awards through validation of prior learning

Y

Full or partial ([172]Professional certificates are modular in nature, composed of a set of modules (competence units - UCs), defined at national level. CdPs are listed in the national catalogue of qualifications (CNCP) structured by professional branches.) qualifications (professional certificates – CdPs) may be obtained through validation of non-formal and informal learning. The process is initiated by regional authorities through public calls for validation of non-formal and informal learning, depending on local or sectoral labour market needs.

The calls lay down which UCs are to be validated, vocational qualifications and sector branches involved, and they may also limit the maximum number of people to be assessed in each UC.

General education subjects

N

Key competences

N

Application of learning outcomes approach

Y

VET programmes are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines

Share of learners in this programme type compared with the total number of VET learners

55.35% of all professional certificates issued in 2017.

 

Source: Data provided by SEPE at 06.7.2018.

 

Professional certificate

programmes – level 3

240-1 110 hours

WBL % vary

ISCED 453

Professional certificate programmes – level 3 certificado de profesionalidad (CdP) – nivel 3
EQF level
The Spanish education system is not referenced to EQF levels.
ISCED-P 2011 level

453

Usual entry grade

Not applicable

Usual completion grade

Not applicable

Usual entry age

Not applicable

Usual completion age

Not applicable

Length of a programme (years)

1 (up to)

Duration of professional certificates programmes level 3 range from 240 to 1 110 hours, according to the structure of competences and learning outcomes to be acquired without reference to a specific academic year.

Professional certificates programmes are organized by modules (from 30 to 360 hours), which can be individually assessed and certified (accumulated) to obtain the corresponding certification.

  
Is it part of compulsory education and training?

N

Professional certificate programmes are accessible to learners over 16

Is it part of formal education and training system?

Y

The Spanish VET system is governed by the education and employment ministries. Professional certificates are under the authority of the employment ministry. They are regulated by Royal Decree 34/2008. MEYSS (2008).

Is it initial VET?

N

Is it continuing VET?

Y

Is it offered free of charge?

Y

Professional certificates programmes are free of charge for certain groups, within active labour market policies.

Is it available for adults?

Y

ECVET or other credits
Learning forms (e.g. dual, part-time, distance)
  • school based learning (face to face learning) including work-based learning at workshops, labs, simulations, etc;
  • through virtual learning environments (e-learning platforms, complemented with face to face learning) The regulation specifies which CdP programmes can be delivered online, how many hours have to be face to face, and the requirements for the accreditation of e-learning platforms and tutors, as well as the evaluation and assessment procedures to ensure that e-learning training programmes meet the quality criteria set for traditional school-based VET programmes.
  • apprenticeships: the purpose of the apprenticeship contract (contrato para la formación y el aprendizaje) is the professional qualification of the workers, in a regime of alternating paid work activity in a company, with training activity.
Main providers
  • public training centres (including integrated training centres and national reference centres–CRN);
  • private training centres;
  • foundations and intermediate structures created by social partners and NGOs.

All types of providers offering programmes leading to professional certificates (CdPs) ([174]Certificados de Profesionalidad.) must by accredited by the state public employment service (SEPE) or by the regional labour authorities. CdP training centres are listed in an online search engine tool run by SEPE ([175]https://sede.sepe.gob.es/especialidadesformativas/RXBuscadorEFRED/InicioBusquedaTipoCentro.do).

CdP programme providers must comply with specific requirements on the recruitment, qualifications and professional experience of trainers; on facilities and technological equipment; and on entry criteria for trainees. These requirements are set by the labour authorities.

Share of work-based learning provided by schools and companies

Varies

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training in the training centre;
  • compulsory on-the-job training module (módulo de formación práctica en centros de trabajo);
  • training and apprenticeship contracts;

The learning outcomes of the on-the-job module must be assessed at the workplace.

The duration of the on-the-job training module depends on the profile and occupations included in the curriculum of each diploma, ranging from 5% to 52% of the total workload of the training programme.

Main target groups
  • young people over 16;
  • adults.

Most training programmes included in the different subsidised initiatives for unemployed workers are directly linked to obtaining a full or partial professional certificate (certificado de profesionalidad - CdP). The aim is to support skills development and employability.

Entry requirements for learners (qualification/education level, age)

Learners must have completed upper secondary education (Bachillerato), or equivalent level studies ([176]Cedefop (2019). Spotlight on VET – 2018 compilation: vocational education and training systems in Europe. Luxembourg: Publications Office.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/4168
).

Assessment of learning outcomes
  • to obtain a professional certificate, learners must successfully complete all the training modules (competence units-USs) of that certificate;
  • in addition to this training pathway, all or several of the competence units included in each certificate can be assessed and certified (accumulated) by taking part in one of the national or regional calls for validation and accreditation of non-formal learning;
  • the learning outcomes to be assessed in each module are related to knowledge as well as practical skills and abilities set in the assessment criteria of each module;
  • the accredited centres delivering CdP programmes have to submit a training project including the didactic planning and assessment of each training module making up the certificate.

Professional certificates are developed and updated by the state public employment service (SEPE), with the cooperation of the national reference centres; they are issued by the employment authorities (published in the official gazette).

Professional certificates have a double effect: they set out training programmes and award a vocational qualification.

The regulation specifies which professional certificate programmes can be delivered online, how many hours have to be face to face, and the requirements for the accreditation of e-learning platforms and tutors, as well as the evaluation and assessment procedures to ensure that e learning training programmes meet the quality criteria set for traditional school-based VET programmes ([177]Education authority VET programmes curricula may include one or several occupational standards.).

Diplomas/certificates provided

Professional certificates (CdPs) are based on occupational standards listed in the national catalogue of professional qualifications (CNCP) ([178]https://incual.mecd.es/documents/35348/0/folleto_incual_2015_ingles.pdf/3763b486-bc7e-4c3c-8382-a3842e4a6e19) and they are modular in nature ([179]The smallest unit that can be certified is the competence unit (unidad de competencia - UC).). Each professional certificate corresponds to a single occupational standard ([180]In some exceptional cases, an occupational standard has given rise to two CdP programmes.).

Competences units (being the minimum unit to be certified) could be accumulated towards a professional certificate. The modular structure of professional certificates serves a double purpose: tailoring training programmes to a specific job profile, and be used as a guide for the assessment of skills ([181]Links with formal education authority VET programmes: competences units acquired outside the school system may be recognised and exempted when enrolling in a formal VET programme, shortening its duration.).

These certificates are recognised by the education and labour authorities.

Examples of qualifications

CdP level 3 – Process management in restaurant and catering services (HOTR0409) / Hospitality and tourism sector branch ([182]https://www.sepe.es/SiteSepe/contenidos/personas/formacion/certificados_de_profesionalidad/pdf/europass/N3_HOTR0409_in_pub.pdf)

Gestión de procesos de servicio en restauración / Familia Profesional: hostelería y turismo

Progression opportunities for learners after graduation

Holders of a professional certificate (CdP) level 3 may

  • enter the labour market;
  • accumulate (partial) ([183]CdPs are modular; the minimum unit that can be assessed and certified is the competence unit (partial certificate).) or full CdP certificates towards the acquisition of a VET diploma (through training or validation of prior learning).
Destination of graduates

Information not available

Awards through validation of prior learning

Y

Full or partial ([184]Professional certificates are modular in nature, composed of a set of modules (competence units - UCs), defined at national level. CdPs are listed in the national catalogue of qualifications (CNCP) structured by professional branches.) qualifications (professional certificates – CdPs) may be obtained through validation of non-formal and informal learning. The process is initiated by regional authorities through public calls for validation of non-formal and informal learning, depending on local or sectoral labour market needs.

The calls lay down which UCs are to be validated, vocational qualifications and sector branches involved, and they may also limit the maximum number of people to be assessed in each UC.

General education subjects

N

Key competences

N

Application of learning outcomes approach

Y

VET programmes are based on learning outcomes with a strong focus on work-based learning, following ECVET guidelines

Share of learners in this programme type compared with the total number of VET learners

22.01% of all professional certificates issued in 2017

 

Source: Data provided by SEPE at 06.7.2018.

 

General themes

Summary of main elements and distinctive features of VET([1]Adopted from Cedefop (2017). Spotlight on vocational education and training in Slovenia. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8122_en.pdf
)

VET in Slovenia, attractiveness of which is slightly increasing (70.4% of VET students in 2017), is characterised by the following main features:

  • Occupational standards form the basis for competence-based VET programmes implemented by the schools and for the National vocational qualifications as a system of validation of non-formal and in-formal learning.
  • Both main types of upper-secondary programmes, vocational and technical programmes, are offered in all professional fields, all programmes combine general subjects with vocational modules that integrate theoretical and practical learning, permeability between levels and programme types is high.
  • VET schools support students to complete their studies with partly external final examination Vocational matura and to continue their studies in higher vocational programmes, placed at the same VET school centres.
  • Work-based learning represents an integral part of all type of programmes. Students are trained in modern Inter-company training centres and/or companies, in 8 (pilot) VET programmes also in apprenticeship form.
  • VET schools are open for local initiatives and they can adopt 20% of the curricula (open curricula) to the local company’s need
  • CVET is not state regulated, but first (pilot) VET programme was accepted by the counselling body of the education ministry in late 2018.

Improving VET response to labour market needs has been at the heart of the development of competence-based curricula since 2006. The implementation period has brought changes in school curriculum planning, school-company cooperation culture, didactic and student assessment approaches and VET attractiveness. Significant efforts were made through investing in new training facilities (intercompany training centres) and reinforcing in-company work-based learning (WBL). The quality of WBL and competence-based assessment remain a challenge. Development of career guidance services, and promoting more flexible and individualised paths, are current development priorities.

Offering a new way to enter the labour market and to reinforce the competences required in working life are the main reasons for reintroducing the apprenticeship system and accredited CVET programmes.

With the adoption of the new Apprenticeship Act in 2017, a current pilot implementation of the apprenticeship path in 8 vocational programmes (ISCED 353) has started. Along with companies and schools, chambers also have a significant role in assessing suitability of training places, approving apprenticeship agreements and monitoring companies. Companies are supported to train apprentices.

Another response to labour market needs is the development of accredited CVET programmes up-skilling specific vocational competencies. This has the aim of offering training to employees in SMEs, to develop their competences and to offer new areas of specialisation.

In recent years, significant effort has been made in developing examination materials for the theoretical and practical part of vocational examinations. Greater involvement of employers in vocational examinations remains a priority.

Adopted from VET in Slovenia Spotlight 2017 ([2]Cedefop (2017). Spotlight on vocational education and training in Slovenia. Luxembourg: Publications Office..
http://www.cedefop.europa.eu/files/8122_en.pdf
).

Population in 2018: 2 066 880 ([3]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019])

It increased by 0.4% since 2013 due to some positive net migration and natural growth ([4]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019].).

The population is ageing. An old-age dependency ratio is expected to increase from 27 in 2015 to 55 in 2060 ([5]Old-age-dependency ratio is defined as the ratio between the number of persons aged 65 and more over the number of working-age persons (15-64). The value is expressed per 100 persons of working age (15-64).).

 

Population forecast by age group and old-age-dependency ratio

Source: Eurostat, proj_15ndbims [extracted 16.5.2019].

 

Demographic changes have an impact on VET.

In response to ageing population, the government adopted active ageing strategy ([6]Institute of Macroeconomic Analysis and Development of the RS, hereinafter IMAD, 2017.) and comprehensive support to companies for active ageing of employees ([7]Public Scholarship, Disability and Maintenance Fund of the RS, hereinafter Public Fund, 2017b.) aimed at increasing the vocational competences of the adult population.

The country has two minorities, Italian and Hungarian. The Italian minority has an option to learn in their native language and learn Slovene as a second language. A VET school in Obalno-kraška region offers 12 different VET programs in Italian teaching language ([8]Scuola media Pietro Coppo:
http://www.pietrocoppo.net/sl/
).

The Hungarian minority has a bilingual VET school in Pomurska region, offering 15 different VET programs ([9]DVOJEZIČNA SREDNJA ŠOLA LENDAVA, KÉTNYELVŰ KÖZÉPISKOLA, LENDVA:
https://www.dssl.si/sl/
).

Most companies are micro and small-sized.

Main economic sectors:

  • manufacturing (automobile, metallic, electronics, pharmacy and chemicals, etc.);
  • service sector;
  • construction.

Export comprises mainly manufacture of motor vehicles, electrical equipment, pharmaceutical products and preparations, machinery, equipment and basic metals.

The process of deregulation started in 2010, when there were 323 regulated professions. Deregulation means to withdraw the regulation of the profession or to renew the regulation. In 2014, it became one of the key governmental projects with cross-sectoral status ([10]Ministry of Economic Development and Technology (in Slovenian: Ministrstvo za gospodarski razvoj in tehnologijo); Ministry of Economy (2017). Zaključno poročilo projekta VSRP 10. Prenova reguliranih dejavnosti in poklicev [Final report of the VSRP 10 project. Renewal of regulated professions].). Deregulation was done mostly in fields such as tourism, funeral and cemetery activity, construction, geodetic survey, chimney sweeping service, veterinary, trade, driving schools, social assistance, seller and commercial manager.

The aim is to ease entry conditions and access to the labour market and to minimise the administrative burden for immigrants in acquiring work permissions. The number of regulated professions is currently down to 215.

Total unemployment ([11]Eurostat table une_rt_a, (percentage of active population, 25 to 74 years old) [extracted 20.5.2019].) (2018): 4.8% (6.0% in EU-28); it increased by 1.1 percentage points since 2008.

 

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18

NB: data based on ISCED 2011; breaks in time series; low reliability for ISCED 0-2 and 5-8, age 15-24.
ISCED 0-2 = less than primary, primary and lower secondary education. ISCED 3-4 = upper secondary and post-secondary non-tertiary education. ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_urgaed [extracted 16.5.2019].

 

Unemployment is distributed unevenly between those with low- and high-level qualifications, with unskilled workers being most vulnerable to unemployment. The gap was highest in 2013.

Since 2013, the share of low- and medium-level qualified unemployed people decreased due to economic recovery and more employment opportunities in the manufacturing sector.

The lowest unemployment rate is among people with high-level qualifications (ISCED 5-8).

Employment rate of 20 to 34-year-old VET graduates increased from 77.4% in 2014 to 86.2% in 2018 ([12]Eurostat table edat_lfse_24 [extracted 16.5.2019].).

 

Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4)

NB: Data based on ISCED 2011; breaks in time series.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
Source: Eurostat, edat_lfse_24 [extracted 16.5.2019].

 

The increase (+8.8 pp) in employment of 20-34 year-old VET graduates in 2014-18 was higher compared to the increase in employment of all ISCED levels 20-34 year-old graduates (+8.5 pp) in the same period in Slovenia ([13]NB: Break in series. Eurostat table edat_lfse_24 [extracted 16.5.2019].).

The share of the population aged up to 64 with higher education (32.5%) has been higher in Slovenia than in most EU Member States. The share of those with low or without a qualification (11.9%) was among the lowest in the EU in 2017.

 

Population (aged 25 to 64) by highest education level attained in 2018

NB: Data based on ISCED 2011. Low reliability for ‘No response’ in Czechia, Iceland, Latvia, and Poland.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_pgaed [extracted 16.5.2019].

 

Share of learners in VET by level in 2017

lower secondary

upper secondary

post-secondary

not applicable

70.9%

not applicable

Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 16.5.2019].

 

Share of initial VET learners from total learners at upper-secondary level (ISCED level 3), 2017

NB: Data based on ISCED 2011.
Source: Eurostat, educ_uoe_enrs04 [extracted 16.5.2019].

 

Traditionally, there are more males in VET than females. Males prefer professions in the fields like science and engineering, manufacturing and construction, while females more often enrol in programmes from the fields like education, social sciences, business and law, health and welfare, humanities and arts and services.

Table: Young people, enrolled in VET, number and structure, by sex, in %, school 2017/18

   

Structure of enrolment by sex, in %

Total, number

Men

Women

Fields of education - TOTAL

47 724

58.2

41.8

Education

2 709

10.7

89.3

Humanities and Arts

2 865

37.6

62.4

Social sciences, business and law

5 570

37.5

62.5

Science

3 089

95.6

4.4

Engineering, manufacturing and construction

17 456

90.2

9.8

Agriculture

2 582

48.1

51.9

Health and Welfare

5 861

26.1

73.9

Services

7 592

37.5

62.5

Source: Statistic Office of the Republic of Slovenia, SI-STAT Data Portal - Demography and Social Statistics - Education.

The share of early leavers from education and training decreased from 5.3% in 2009 to 4.2% in 2018. This is lower than the national target for 2020 of not more than 10% and significantly lower than the EU-28 average of 10.6%.

 

Early leavers from education and training in 2009-18

NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training.
Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission: https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en
[accessed 14.11.2018].

 

 

Participation in lifelong learning in 2014-18

NB: Share of adult population aged 25 to 64 participating in education and training.
Source: Eurostat, trng_lfse_01 [extracted 16.5.2019].

 

Although national 2020 target set in 2013 is 19% ([14]https://livelink.cedefop.europa.eu/livelink/livelink.exe?func=ll&objId=27855839&objAction=browse&viewType=1), participation in lifelong learning in Slovenia has decreased from 18.5% in 2010 to 11.4% in 2018. However, it remains slightly above the EU-28 average.

VET learners by age group

 

Graph: The number of young people and adults, enrolled in VET at ISCED 3-4, school year 2016/17

Source: Statistic Office of the Republic of Slovenia, SI-STAT Data Portal - Demography and Social Statistics -– Education.

 

In the structure of enrolments in VET almost three quarters falls in the age group 19 or less, one fifth in the age group 20-24, while the shares for other age groups are much lower.

The education and training system comprises:

  • pre-school education (ISCED 0);
  • integrated primary (ISCED 100, EQF 1) and lower secondary education (ISCED 244, EQF 2) (nationally referred as basic education).
  • upper secondary education:
  • short vocational programmes (ISCED 353, EQF 3);
  • vocational programmes (ISCED 353, EQF 4);
  • vocational – technical programmes (ISCED 354, EQF4);
  • technical programmes (ISCED 354, EQF 4);
  • general programmes (ISCED 344, EQF 4);
  • tertiary education;
  • higher vocational programmes (ISCED 554, EQF 5);
  • professional bachelor programmes (ISCED 655, EQF 6);
  • bachelor programmes (ISCED 645, EQF 6);
  • master programmes (ISCED 767, EQF 7);
  • doctoral programmes (ISCED 844, EQF 8).

81.7% of children aged 1 to 6 are enrolled in kindergarten (vrtec). Each child is by law entitled to a place in a kindergarten, but it is not compulsory. Kindergartens are public or private. 96% of children attend public ones that are founded and financed by the local communities. Fees can be subsidized by the government.

Basic education is 9 year, single structured primary and lower secondary education and is compulsory (ISCED 1-2). Learners start at age 6 and finish aged 15 years of age in 6 private and 284 public schools. Learners that do not finish basic education successfully in 9 years can enrol in short vocational education (ISCED 353, EQF 3). Public schools are founded by local communities and funded by education ministry. Parents contribute mostly for meals, school supplies, books and extracurricular activities.

General upper secondary education lasts 4 year (ISCED 344, EQF 4) and is completed by external examination, General Matura (splošna matura). Enrolment depends on grades in the last 3 years of basic education. Graduates have access to tertiary education. 5-7 private schools and approx. 60 public schools offer gymnasia program. Public schools are founded and funded by the education ministry. Parents contribute mostly for meals, school supplies, books and extracurricular activities.

Learners can also enrol in professional gymnasia which provides general education but with some emphasis on professions (technical, economic, art).

If a learner wants to transfer from general education to vocational path they can after completed 3 years of gymnasia attend a one year vocational course, enabling them to pass a Vocational Matura.

Tertiary education comprises higher vocational education (2 years), professional and academic programmes at a bachelor level (3 or 4 years) and master level (1 or 2 years). Doctoral programmes last 3 years.

 

 

 

Formal initial VET

Both young people (students) and adults can enrol in initial VET. Young people attend VET programs free of tuition. Once enrolled they can repeat one grade and re-enrol in the same grade but different program. If they are not successful and want to continue or want later in life to re-enter or change profession they can enrol as adults.

Initial VET consists of accredited, formal programmes on upper-secondary level. There are 3 entry points. Short vocational programmes (2 years) on ISCED 353, EQF 3 levels with assistant type of professions and is accessible to learners with minimum EQF 1 (attending 9-years of basic education). Graduates, passing Final exam, can continue to the second entry point: Vocational programmes (3 years) on ISCED 353, EQF 4. After 3 years of professional work experience, graduates, passing Final exam, can pass the craftsman, foreman or shop manager exam and can continue also to Higher vocational programmes. But especially young vocational programme graduates mostly continue to Vocational technical programmes (2 years) on ISCED 354, EQF 4 that gives them access to Vocational Matura (poklicna matura).

However, most VET students (41.9% in 2018/19) start upper-secondary level in Technical programmes (4 years) on ISCED 354, EQF 4, completing programme with Vocational Matura that gives them access to tertiary level: Higher vocational programmes (2, year, ISCED 554, EQF 5), professional bachelor programmes and with completed additional 5th Matura subject also to academic bachelor programmes. Transferring from VET to general path is possible also through one-year Matura bridging course, which prepares learners for General Matura.

The above-mentioned programmes are mainly school based with in-company WBL from 10 to 40 % of curricula. Since school year 2017/18 apprenticeship was reintroduced, meaning that gradually 3 year Vocational programmes are being prepared on national level to be implemented in apprenticeship form. Meaning that students spend at least 50 % of time learning with mentors in companies.

VET graduates pass Final exam (mother tongue), Vocational Matura (2 general, 1 vocational subjects) or Higher vocational diploma. Final exam and Vocational Matura include also practical exam.

Since 2000, all upper-secondary learners can have their prior knowledge assessed by the school that can lessen learners obligations within the programme.

Formal continuing VET

Craftsman, foremen and shop manager exams are traditionally understood as CVET as the applicants (3 year vocational programme graduates) must have specific professional experiences. It is a way that experienced employee can be promoted to a more demanding work position that does not require next educational level. Optional preparatory courses and literature may be offered by the chambers, which also assess the candidates.

CVET short programmes have been developed since 2017, with the first published programme in 2019. They are prepared in close cooperation with the employers to up-skill employees to perform specific tasks, up-grade, modernise some concrete professional skills etc. They focus entirely on the vocational and professional competences and 50 % of its curricula is conducted at work place and the other half in school. They last for a maximum 6 months and are prepared on the same educational (ISCED or EQF) level as initial programs at upper-secondary and tertiary level (higher vocational programmes).

National vocational qualifications enable citizens to get their vocational competencies verified, but cannot gain levels of education through this option.

Adults can enrol in non-formal courses on educational service market provided by private entities or public schools, to gain numerous VET or general competencies.

Learn more about apprenticeships in the national context from the European database on apprenticeship schemes by Cedefop: http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/apprenticeship-schemes/scheme-fiches

With the adoption of the new Apprenticeship Act in 2017, a pilot implementation of the apprenticeship path in four upper secondary vocational programmes (ISCED 353, EQF) has started. In 2018, next five programmes were included. Learners can enrol in those 8 programmes choosing between school based path and apprenticeship path.

Apprenticeship path means that 50-60% of the programme is undertaken at an employer, while at least 40% – general subjects and VET modules – is in schools.

At the beginning of an apprenticeship, the plan for implementation of the apprenticeship is prepared in cooperation between the school and the company under the provision of the chamber and signed between student, and representatives of company, school and chamber. It includes the objectives and set of competences for WBL, distribution and schedule of education at the school and in the company, ways and modes of communication and cooperation between the company and school, information regarding the mid-term and final exam for the apprentice.

The Organisation and Financing of Education Act ([15]http://pisrs.si/Pis.web/pregledPredpisa?id=ZAKO445), Vocational Education Act ([16]http://pisrs.si/Pis.web/pregledPredpisa?id=ZAKO4325), Higher Vocational Education Act ([17]http://pisrs.si/Pis.web/pregledPredpisa?id=ZAKO4093&d-49682-p=2&&tab=strokovni&scrollTop=557), Slovenian Qualifications Framework Act ([18]http://pisrs.si/Pis.web/pregledPredpisa?id=ZAKO6958) and Adult Education Act ([19]http://pisrs.si/Pis.web/pregledPredpisa?id=ZAKO7641) represent main legislation dealing with VET.

The education ministry ([20]In Slovenian: Ministrstvo za izobraževanje, znanost in šport.) is responsible for the quality and development of the education system, it formulates and implements education policies and makes system regulations. It prepares budget for public financing, oversees its implementation and allocates VET programmes. It intensely cooperates with the labour ministry and social partners (representatives of employees and employers), who are active members of four national expert councils ([21]The Expert council for VET, for specific elements also: the Expert council for general education, the Expert council for AE and the Expert council for Higher education.) operating as a consulting body for the education ministry. A school inspectorate operates within the education ministry. Cooperation with the public employment service (PES) and cooperation with the economy (chambers) is established.

Eight public institutions for the implementation of regulations are also active, supporting education institutions and taking care of development, and supervising, as well as taking care of quality monitoring and counselling.

  • Institute of the Republic of Slovenia for Vocational Education and Training (CPI);
  • National Education Institute of the RS – responsible for General Education;
  • Slovenian Institute for Adult Education –responsible for Adult Education;
  • National Examinations Centre – external assessment in education;
  • Educational Research Institute - research;
  • Centre of the Republic of Slovenia for Mobility and European Educational and Training Programmes – mobility - National EU agency;
  • National School of Leadership in Education – development of management in education;
  • Slovenian Quality Assurance Agency for Higher Education ([22]Respectively: Center RS za poklicno izobraževanje, Zavod RS za šolstvo, Andragoški center Slovenije, Državni izpitni center, Pedagoški inštitut, Center Republike Slovenije za mobilnost in evropske programe izobraževanja in usposabljanja, Šola za ravnatelje., Nacionalna agencija RS za kakovost v visokem šolstvu.).

The public institutions are government controlled by appointment of representatives to governance bodies, public funding, salary system, adoption of common rules and guidelines of public service, centrally adopted curricula, etc. The providers of accredited educational programmes are under supervision of the school inspectorate.

The governance body of public education institutes is the council. VET school councils are composed of representatives of the founder, school employees, parents and students. The founder –state – participates in the governance of VET schools through representatives appointed to the council and directly in administrative procedures.

The management body is the head teacher, who is also a pedagogical leader. Teachers enjoy professional autonomy and the head teacher has the autonomy in accordance with requirements to employ teachers of their own choice.

The system of VET education is centralised; decisions about the foundation and financing of VET schools, as well as agreement on and distribution of education programmes are adopted at the national level. However, schools and teachers enjoy autonomy in designing the implementation of national curricula and choosing teaching methods.

Higher vocational schools shall establish governance and management bodies depending on the founder (state, private) and organisation (independent college, unit of another institution or company). The management body is the director or head teacher, whereas the council is the governing body.

Legislation ([23]The Organisation and Financing of Education Act (2007-17).) stipulates the public financing of upper secondary VET and higher vocational programmes. The sources of funding are specified by purpose, duty and responsibility. The terms and conditions for financing and supervision are presented. Adults in VET (part-time) are the only students required to pay for tuition.

The ministry for education annually determines the cost of a VET programme per learner, based on the methodology for financing educational programmes for upper secondary schools, mostly regarding cost of work (salaries of the school employees), expenditure for goods and services (heating, electricity, water), number of hours in a programme.

The total level of funding is specified in a financing agreement signed by the education ministry and the school for each budget year.

Additional public funding is also accessible for extra costs and through the cooperation in developmental (national and international) projects.

Other possible funding sources for VET include:

  • contributions from industry associations and chambers;
  • direct contributions from employers for the provision of work practice;
  • payments and fees from students;
  • funds from the sale of services and products;
  • donations, sponsorships and other sources.

The public expenditure (figure below) allocated to formal education (including VET) in 2017 amounted to EUR 2.056 million, or 4.80% of GDP. The biggest share of total public expenditure for formal education was allocated to basic education (43.5%) followed by pre-school education (20.1%), tertiary education (19.5%) and upper secondary education (16.9%).

 

Public formal education expenditure; share of 4.8% of GDP by level of education in 2017

Source: Statistical Office of the Republic of Slovenia (SORS).

 

In VET, there are:

  • at upper secondary level
    • teachers of general subjects;
    • teachers of the professional theory;
    • teachers of the practical training; and
  • at the higher vocational education
    • lecturers.

Teachers of general subjects must have a master degree (ISCED 7), completed one year pedagogical/andragogical training and the State professional exam.

There are two types of teachers of vocational modules.

  • Teachers of the theoretical part are expected to meet the same requirements as teachers of general subjects.
  • Teachers of the practical training must have at least vocational upper secondary education (ISCED 354), one year pedagogical/andragogical training, the State professional exam and at least 3 years of relevant work experience.

In-company mentors must have professional education in the appropriate field, an appropriate number of years of work experience and short pedagogical/andragogical training designed for mentors.

Lecturers at the higher vocational education level must have a relevant master's degree (ISCED 7), three years of work experience and relevant professional achievements (the co-authorship of valid education programmes, textbooks or study materials, membership of exam committees, and similar).

In-company mentors are employees of the company conducting WBL as part of VET programmes.

Teachers and lecturers are employed by the schools and funded by the education ministry. They can be full-time employed, regarding the number of students enrolled some may have part-time contracts.

Salary in general depends on the education level. Apart from this, teachers are included in a promotion scheme through which they can achieve three mayor promotion levels.

Teachers have limited options for continuing their professional development, which is defined only as a right of 15 days in three years ([24]Collective agreement for the education sector in the Republic of Slovenia; Ministry of Education (1994).) and not as an obligation. The education ministry partly finances programmes for the continuing professional development of teachers and the other part is cover by the school. A great deal of additional teacher training is also provided through national and international projects. Schools can also order private providers of programmes.

According to the new rules ([25]Rules on the selection and co-funding of further education and training programmes for educational professionals.), there are two types of CPD programmes for teachers:

  • First are for teachers who need to gain additional training for the position of a teacher (for example mechanical engineer does not get this type of training during university studies, so he needs to pass this training) or special tasks (for example for teachers to work with SEN students as SEN experts).
  • Second type of CPD programs are shorter (8-24 hours) courses on various topics that teachers can choose from a catalogue published by the education ministry. Providers can be private or public organisations are chosen via public tender and may be co-financed.

Through the ESF project ([26]Strengthening the competences of professionals in the field of managing an innovative educational institute 2016-22.) teachers and other professional workers in upper-secondary vocational schools and higher vocational schools are trained to strengthen their competences in promoting entrepreneurship, innovative methods of teaching, quality completion of education, upgrading professional skills, working with special needs students, acquiring pedagogical/andragogical skills for higher-education lecturers, and supporting quality assurance in higher vocational schools.

In addition, CPI analysed VET teachers’ knowledge, attitude and use of ICT in designing and implementing digital competences in VET programmes. Results of this analysis are fed into training of teachers in 12 vocational schools in 2018-19 to help them develop their teaching approaches in developing students’ digital competence.

Training of in-company mentors

CPI prepared a programme for mentor training ([27]In-company training for students in upper secondary VET and higher vocational education.). From 2014 onwards two ESF funded projects have been implemented, led by two Consortiums. Training is free of charge and aims to equip the mentors with the basic pedagogical/andragogical knowledge, basic developmental characteristics of the youth, psychological and pedagogical elements of learning and teaching, communication skills, health and safety at work, relevant legislation ([28]They also get to know the importance of a good organisational culture for successful work, how to include the student into the work process, how to prepare documentation for an efficient management, monitoring and validation of students.).

The programme lasts for 50 hours for mentors included in upper secondary programmes WBL and 60 hours for mentors in higher vocational programmes WBL.

More information is available in the Cedefop ReferNet thematic perspective on teachers and trainers ([29]http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/teachers-and-trainers).

VET programmes are prepared based on labour market data such as the data on labour market movements. A public employment service (PES) and Statistical Office of the Republic of Slovenia (SORS) collect these data in their official records using their own classification tools in the process.

As labour market data are presented at the aggregated level (i.e. unemployment, the active population, needs for new employment positions, and the like), the need for a research institution to analyse and monitor changes in the labour market has emerged several times in the past. This is to provide support for decision-making processes within the scope of the preparation of VET programmes and to forecast potential education requirements.

The official records on current work place demand managed by the PES, where the majority of all the employment positions offered by employers are recorded, have proven to be a comprehensive source of information. However, the problem with these records is the poor organisation of the data in the various educational programmes, which changed during the various educational reforms, and so a comprehensive data review, as well as its translation into high-quality topical data (educational programmes), is required. In addition, the systematic collection of the demands of private sector employers ended in 2013, and the country therefore lost one of the databases from which the data was drawn ([30]Since 2013 private sector employers are not obligated anymore to inform PES about a vacancy, therefore PES collects data from Pension and Disability Insurance Institute of Slovenia (Labour Market Regulation Act, amendment in 2013).).

See also Cedefop’s skills forecast ([31]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/skills-forecast) and European Skills Index ([32]https://skillspanorama.cedefop.europa.eu/en/indicators/european-skills-index)

Vocational qualifications

There are two types of vocational qualification (poklicna kvalifikacija). The first may be acquired following the path of education and training system and the second by following the path of recognition of non-formal and informal learning. In 2007, the legislation ([33]The National Professional Qualifications Act (2007, 2009).) connected both systems with the occupational standards (poklicni standardi), which represent a learning outcome standard for each vocational qualification that can be formally acquired or recognised in Slovenia. Vocational qualifications are classified in the sectoral qualification structures approved by the sectoral committee for occupational standards. The labour ministry established ten sectoral committees for occupational standards, which are composed of experts and representatives from the chambers, ministries and trade unions.

Occupational standards

Occupational standards serve as the basic documents for the performance of examinations and the verification of vocational qualifications acquired through the recognition of non-formal learning. The methodology for the preparation of occupational standards is prescribed, which ensures their transparency and comparability.

The preparation of occupational standards is conducted through social dialogue. It is important for the employers to describe the knowledge and skills the employees are required or need to possess – now and in the future. Occupational standards do not simply serve as a record of the current situation; they are also an indicator of the situation as it develops. This is of considerable importance for the changing labour market, not just from the employer's perspective, but, more importantly, from the point of view of the certificate holder.

Occupational standards must be prepared in cooperation with experts who are familiar with the profession, work organisations, technology and trends in the development of the profession and the sector itself. Occupational standards are closely related to sector and profession. The key competences necessary for a profession are also included.

Occupational standards development process

The processes of the preparation of occupational standards and National Vocational Qualifications catalogues are determined in the National Professional Qualifications Act. It starts with an initiative submitted by any legal or natural person at the Institute of the RS for VET (CPI). The CPI provides an expert assessment and submits it for discussion to the relevant sectoral committee for occupational standards. When discussing the initiative, the following is especially important: information on the needs of the labour market, the comparability of standards for a specific qualification among EU member states, and, if necessary, compliance with the regulations and norms.

If the sectoral committee for occupational standards considers the initiative to be well founded, they appoint the experts who, with methodological support from the CPI, prepare a proposal for an occupational standard. The national methodology provided by the CPI serves as a uniform basis for all occupational standards and NVQ catalogues, thereby ensuring the transparency and comparability of documents at the national level.

Based on the occupational standard, experts prepare a proposal for an NVQ catalogue. The sectoral committee submits the NVQ catalogue to the Expert Council for VET for discussion. When the council supports the NVQ catalogue, it proposes its adoption to the labour ministry. The procedure for revision that takes place every five years is the same as the procedure for the preparation of new occupational standards.

Preparation of VET programmes

Based on one or more occupational standards, a VET programme is developed. The national curriculum standards (minimum hours for general subjects, professional modules, the proportion of open curricula, etc.) for each VET programme level are set by the Expert Council for VET, who proposes the adoption of the VET programme to the education ministry.

In VET, the learning outcomes approach is seen as a very useful way of bringing VET programmes closer to ‘real life’ and the needs of the labour market. National VET framework curricula define the expected knowledge, skills and attitudes to be acquired by students. The syllabi usually follow the Bloom's taxonomy method for learning outcomes. Broad competences in the catalogues of knowledge for modules/subjects are defined as the ability and readiness to use knowledge, skills and attitudes in study and work contexts.

Inclusion of VET qualifications in the Slovenian qualifications framework (SQF)

The SQF Act has defined the unified system of qualifications as the Slovenian Qualifications Framework (SQF) since 2016. Three qualification categories that consist of qualifications share a common purpose. All qualifications that are included have successfully completed formal accreditation procedures.

  • Educational qualification is the outcome of formal VET programmes and denotes the level and field of the formal qualification an individual has obtained. A certificate is awarded as proof of qualification;
  • National Vocational Qualification is a qualification obtained under the NVQ procedure;
  • Supplementary qualification is a qualification that supplements an individual's competence at the level attained and in a specific professional field and is tied to the needs of the labour market.

The Vocational Education Act in 2006 and Organisation and Financing of Education Act in 2007 identified the importance of quality assurance and self-evaluation as obligatory and crucial method for quality assurance (QA) and quality development (QD), while it strengthened the autonomy and the developmental role of IVET. Schools are required to establish a quality committee consisting of a minimum of a chairperson plus five members, from the representatives of teachers and other professional members of school staff, employers, students and parents. The committee is obliged to publish an annual quality report on the school website. The structure and content of the report is up to the school. However VET providers have to monitor 11 national quality indicators (10 EQAVET indicators included), upon request they have to send the data to the Institute of the RS for VET (CPI) (EQAVET NRP in Slovenia), but they do not have to make the information on 11 national indicators public.

There is a national reference point for quality assurance in upper secondary VET (EQAVET NRP in Slovenia ([34]http://www.eqavet-nrp-slo.si/equavet-v-sloveniji/)) within the EQAVET network at the CPI. It gathers information about the quality assurance in VET schools, monitors quality indicators at the national level ([35]Renewed set of 11 national quality indicators were set in 2017 by the Expert Council for VET. All ten EQAVET indicators are included into the set of 11 national indicators:
http://www.eqavet-nrp-slo.si/wp-content/uploads/2018/05/09_Nacionalni_kazalniki_kakovosti_PSI2017.pdf
) and supports VET schools with trainings, publications (CPI, 2007 ([36]Mali, D. et al. (2007). Priporočila šolam za izvajanje samoevalvacije: ugotavljanje in zagotavljanje kakovosti v poklicnem in strokovnem izobraževanju [Reccommendations for schools on self-evaluation: determing and ensuring quality in VET]. Ljubljana: Center Republike Slovenije za poklicno izobraževanje.
http://www.cpi.si/files/cpi/userfiles/Publikacije/sola_za_izvajanje_samoevalvacije_slo.pdf
), CPI 2017 ([37]Grašič, S.; Pogačnik Nose, Š.; Žagar, T. (eds) (2017). Okvir EQAVET za ugotavljanje in zagotavljanje kakovosti: priročnik za implementacijo evropskega okvira kakovosti poklicnega in strokovnega izobraževanja in usposabljanja na ravni šole [The EQAVET framework for determing and assuring quality: a manual for the implementation of European quality framework for VET]. Ljubljana: Center Republike Slovenije za poklicno izobraževanje.
http://www.eqavet-nrp-slo.si/wp-content/uploads/2018/02/Prirocnik_EQAVET_2017.pdf
), ŠR 2019 ([38]Brejc, M.; Širok, K. (eds) (2019). Zbirka kakovost v vrtcih in šolah [Quality in kindergartens and schools series]. Ljubljana: Šola za ravnatelje.
http://solazaravnatelje.si/index.php/dejavnosti/zaloznistvo/zbirka-kakovost-v-vrtcih-in-solah
)) and cooperation in national and international projects in the field of QA and QD. According to the legislation, CPI is obliged to regularly prepare and publish National quality report on VET ([39]http://www.eqavet-nrp-slo.si/gradiva/).

The education ministry prepared guidelines on common national framework for quality assurance, which encompasses levels of education from pre-school until the end of upper secondary level in 2017 ([40]Ministry of Education, Science and Sport (2017). Nacionalni okvir za ugotavljanje in zagotavljanje kakovosti na področju vzgoje in izobraževanja. [National framework for determining and assuring quality in education].
http://www.mizs.gov.si/si/delovna_podrocja/urad_za_razvoj_in_kakovost_izobrazevanja/sektor_za_razvoj_izobrazevanja/ugotavljanje_in_zagotavljanje_kakovosti_v_vzgoji_in_izobrazevanju/
), whose implementation is planned in the next few years.

On this basis the education ministry appointed 4 national institutes ([41]National School for Leadership in Education (Šola za ravnatelje), National Examinations Centre (Državni izpitni center), Institute of the Republic of Slovenia for VET (Center RS za poklicno izobraževanje), National Education Institute (Zavod za šolstvo) Slovenia.) to further develop the national QA framework. Standards and indicators of quality on 5 areas ([42]School/kindergarten leadership, quality assessment and quality assurance with self-evaluation, learning achievements, professional learning and performing of teachers, safe and facilitating learning environment).) were developed and are presented in a “Collection of quality in kindergartens and schools” ([43]Brejc, M.; Širok, K. (eds) (2019). Zbirka kakovost v vrtcih in šolah [Quality in kindergartens and schools series]. Ljubljana: Šola za ravnatelje.
http://solazaravnatelje.si/index.php/dejavnosti/zaloznistvo/zbirka-kakovost-v-vrtcih-in-solah
). Common national framework for quality assurance includes 11 national (10 EQAVET included) indicators for VET schools. In the “Quality assessment and quality assurance with self-evaluation”, the standards/indicators of quality of the process and the role of school staff members of the quality commission (quality team) are defined and required competences of its members and crucial assignments in the process are described. The quality team and school management lead the process of quality assessment and quality assurance with self-evaluation on school level and are also responsible for establishment of a functional quality system/framework in a school.

According to Higher Vocational Education Act (2004, 2013) a Quality committee consisting of five lecturers and two students is also requested in higher vocational schools, while Slovenian Quality Assurance Agency for Higher Education (NAKVIS) ([44]Nacionalna agencija republike Slovenije za kakovost v visokem šolstvu (NAKVIS).) monitors the quality assurance of higher vocational schools.

Responsibilities/assignments of Quality committee are:

  • create conditions for the promotion and development of the quality of educational work at school;
  • establish mechanisms for continuous monitoring and assessment of the quality and efficiency of work at the school;
  • plan, organise and coordinate monitoring and quality assurance at school;
  • cooperate with the NAKVIS and make comparisons between schools at home and abroad;
  • monitor the employment opportunities of graduates,
  • on the basis of employers' responses, makes proposals for improvement; and
  • prepare evaluation reports to be discussed with the NAKVIS.

A part of CVET that is conducted by adult education institutions and is funded by state undergo the quality assurance regulation included in Adult Education Act (2018). It requires VET providers to establish an internal QA system lead by quality committee. This includes regular monitoring and self-evaluation, cooperation in the external evaluation and public presentation of their internal quality assurance system on their web pages.

Slovenia has a system of validation of non-formal and informal learning in place since 2000.

Several national and regional organisations and institutions implement this policy in practice. The awareness of validation has grown amongst the general population and is no longer considered a new topic ([45]Košmrlj, K. (2016). 2016 update to the European inventory on validation of non-formal and informal learning: country report Slovenia.
https://cumulus.ced)efop.europa.eu/files/vetelib/2016/2016_validate_SI.pdf
).

Validation procedures are included in legislation for higher education, higher vocational education, and adult education. The national system (National Vocational Qualifications) enables acquiring formal qualifications by means of validation procedure as legally regulated ([46]National Professional Qualifications Act (see Chapter 2.3.2). First published in Official Gazette of the RS, No 85/2009. In Slovenian: Državni zbor Republike Slovenije (2009). Zakon o nacionalnih poklicnih kvalifikacijah.
http://pisrs.si/Pis.web/pregledPredpisa?id=ZAKO1626
). The education and the labour ministries are responsible for issues regarding education, classification, the validation for employment, and qualification frameworks.

In tertiary education for higher vocational programmes, The European Credit Transfer System (ECTS) criteria are considered along with a comparison between the competences achieved by the candidate and the competences declared in the accredited syllabus of the course or in the study module/programme. Each institution and university member is free to prepare and use ECTS in accordance with the qualification for which they provide education (autonomy granted by the Higher Education Act).

In VET, there are two main legally regulated routes for the recognition of non-formally and informally acquired knowledge. For the purpose of further participation in formal education, the validation process is based on the educational standards (catalogues of knowledge, professional modules and the operational curriculum). If the purpose of validation is recognition of occupational competences in the labour market the National Vocational Qualifications (NVQ) system is used and the knowledge and experience gained by the candidate are compared with the skills and competences in the NVQ catalogue.

The recognition of non-formally and informally acquired knowledge is often seen as the domain of adult education, and so recognition of non-formal and informally acquired knowledge in the formal education system is not widespread. It is most common with part-time students in higher vocational education and least common with upper secondary school students ([47]Žnidarič, H. et al (2010). Poročilo o spremljanju izvajanja postopkov priznavanja neformarnega znanja [Report on monitoring the implementation of procedures of recognition of non-formal learning]. Ljubljana: Center RS za poklicno izobraževanje (CPI).
http://www.cpi.si/files/cpi/userfiles/Datoteke/evalvacija/Porocilo_PNZ-9_11_2010.pdf
).

According to the rules ([48]Ministry for Education (2018). Assessment in upper secondary schools rules.), class teachers must prepare the individual learning plan for adult (part-time) student, that must include information about previously gained and recognised formal and non-formal knowledge. However, higher vocational education is the exception since the procedure is well defined by the common guidelines and standards in the procedures for the recognition of previously acquired knowledge in higher vocational education ([49]Državni zbor Republike Slovenije (2010). Pravilnik o priznavanju predhodno pridobljenega znanja v višjem strokovnem izobraževanju [Rules on the recognition of the previous education in higher vocational education]. Official Gazette of the RS; No 20/2010.
http://pisrs.si/Pis.web/pregledPredpisa?id=PRAV9668
).

The development of the system of non-formally and informally acquired knowledge for adults in VET has also been dealt with at systemic level by the Slovenian Institute for Adult Education (SIAE) in cooperation with the Institute of the Republic of Slovenia for Vocational Education and Training (CPI) in 2011. Technical criteria have been drawn up for the systemic regulation of the evaluation and recognition of non-formally and informally acquired knowledge in VET for adult learners primarily. This remained at the proposal level and has never been implemented on the systemic level. The responsibility has been left to the VET schools.

Candidates whose previously acquired knowledge has been recognised within the formal education system may therefore be exempt from certain requirements of a formal education programme (e.g. practical training, subjects or modules, and similar), and may obtain a NVQ certificate or career progression within an enterprise.

For more information about arrangements for the validation of non-formal and informal learning please visit Cedefop’s European database ([50]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/european-database-on-validation-of-non-formal-and-informal-learning).

Scholarships

  • All students in upper-secondary and tertiary education coming from economically weaker families are eligible for State social scholarship (državna štipendija). It ranges from EUR 95 for underage students ([51]<18) (depending on social status) and up to EUR 190 for students aged 18 or more (depending on social status). Students get a rise in the scholarship in the second and further years of education up to EUR 40 monthly if they achieve good results;
  • Talented students can get a higher scholarship (Zoisova štipendija) as an incentive to achieve exceptional results, and performance in terms of knowledge, research and art. It amounts to EUR 120–140 for upper secondary and higher education students respectively. The amounts are doubled if they study abroad; extra funds are also available for housing and special needs. Each student can get one of these two scholarships.

VET learners are also eligible for the following two types of scholarship.

  • First is for shortage professions (štipendija za deficitarne poklice). The purpose is to encourage enrolment into shortage occupations or the ones that are dying out and promotion of VET. Each year 1 000 scholarships are offered amounting to a EUR 100 per month. The list of professions for which a grant is offered changes annually and is prepared by the public employment service (PES) based on the current situation on the labour market and of expected trends in education;
  • The second is Intern scholarships (kadrovska štipendija) that employers grant directly to students. In this way the employers may have tailor made workers that they need in the future and the students are offered a first contact with the company, first work experience and also assured first employment. After completed education, the company is obliged to employ the grant receiver, who is obliged to accept the position offered in accordance with the scholarship contract. The duration of employment usually equals the duration of receiving the scholarship. Employers can use a support information system operated by twelve regional developmental offices and apply for the State subsidy. An Intern scholarship must not be lower than the State social scholarship. On average, it is the highest, but many go unclaimed. Students can get one of these two scholarships in addition to state social scholarship or the scholarship for talented students ([52]Public Fund, 2018.).

Co-financing of tuition for raising educational levels

The purpose is to increase participation in lifelong learning as well as improve competences the adult needs for successful entering into the labour market, increased employability, mobility, personal growth and functioning in modern society. One of the criteria for applying is completed vocational upper secondary education or less. Persons who completed only basic education and/or are 45 years of age are at an advantage. All programmes of upper secondary VET, general upper secondary education, Matura course, vocational course, foreman, shop manager and master craftsman exam are eligible.

After completing the education programme, they can apply to have their tuition reimbursed. In the period 2014-22, the co-financing amounts to a maximum of EUR 2 500.

Co-financing of non-formal education and training

All trainings providing knowledge that is largely transferable to other companies or work positions (computer skills, languages, communication, etc.) is eligible. Eligible participants are regularly employed individual, self-employed, self-employed people in culture. The last tender (2018) enabled reimbursement of training costs of EUR 813 per person, who applied for the co-financing.

Textbooks, commute and school meals

The government funds preparation of textbooks for professional modules in VET programs, because of the lack of economic interest of publishing houses due to low number of students (Institute of the RS for VET - CPI coordinates the preparation of textbooks).

Most VET schools have an organised so-called school textbook fund with initial financial support of the State and offer students rental of textbooks for maximum one third of its cost. Economically weaker families can ask the school for a lower borrowing fee.

All upper-secondary schools have to organise one meal per day for students at school; the State subsidizes the cost for economically weaker families. All students have a subsidized cost for daily commute with their public transportation. Employers are not obliged to award VET students financially for their work-based learning period at their companies but are obligated to award apprentices. All student can apply for a student job, a form of employment adapted to their circumstances (short period, during school vacation, part-time etc.).

Co-financing the cost of work-based learning (WBL)

The aim of the programme is to offer companies support by co-financing the cost of the implementation of WBL for upper secondary VET programmes and higher vocational programmes. The application for co-financing is coordinated by the schools, while the employers are the beneficiaries. The programme is going to last until 2022.

The main providers of career guidance services are schools, the ESS and The Adult Education Guidance Centres (ISIO). Professional counsellors are employed in all settings. They provide a broad range of guidance services (e.g. personal, social and vocational).

Guidance in schools is provided by school counsellors who work in school counselling services. Most schools have at least one school counsellor, while larger schools have two or three. Career guidance is not a compulsory part of the education pathway. The National Education Institute is responsible for the professional framework for school counselling work and for the professional support for school counselling services.

Guidance in the ESS is provided by 59 local offices and career centres throughout Slovenia and is coordinated by the ESS.

Career counsellors in the ESS and career centres provide a guidance service (giving information, advice and counselling, e-counselling, group information sessions, job-search seminars and guidance in employment programmes) for unemployed (80%) and learners (15%). The ESS also provides limited guidance activities for school students in primary and secondary schools.

Guidance in higher education is provided by career centres, which organise and perform various activities for students, graduates and prospective employers. With the help of co-financing from the ESF, career centres have played an active role in the development and implementation of higher education activities since 2010. These activities are designed to contribute to the better recognition of students and future graduates, knowledge, key skills and competences, their successful transition to the labour market and higher employability.

The main tasks of career centres are activities focused on students and graduates to raise their awareness, and help them acquire and develop knowledge, skills and competences for lifelong learning, career development and establishing high quality and effective links between the worlds of knowledge creation and application.

Career centres enable young people to establish the professional contacts they need to help them in their search for a high standard of study practice, student work, traineeship and, last but not least, their first jobs. They cooperate in various ways with employers, representatives of work organisations, companies and public services.

Guidance in AE is provided by ISIOs and by other public educational organisation as a part of the learning process. ISIOs have been functioning under the auspices of fourteen regional Folk High Schools. They provide adults with free, impartial, confidential and high quality information and guidance for their education and learning. ISIOs are open to all adults in the region, but particular attention is given to those groups of adults who are marginalised, have more difficulties accessing learning and are less educated and less proactive about their education. Each year around 25 000 adults search for information, advice or counselling via ISIOs. Their work is supported by the SIAE.

In 2008, the education ministry established the Expert Group for Lifelong Career Guidance. The purpose of the group is to promote integration and effective collaboration between users, politicians and experts in the field of career guidance in Slovenia. The tasks of the expert group are to coordinate policies and monitor Slovenia's participation in international networks, to coordinate project preparation, monitor the implementation of training, prepare reports and proposals for solutions to policy makers, to consult on the preparation of policies, design a draft for a National Strategy, and to oversee existing and emerging quality systems and the annual reporting of the members to their institutions.

Please see:

Vocational education and training system chart

Tertiary

Click on a programme type to see more info
Programme Types

EQF 5

Higher VET programmes,

WBL 40%

2 years

ISCED 554

Higher Vocational programmes leading to EQF level 5, ISCED 554 (višje strokovno, VSI)
EQF level
5
ISCED-P 2011 level

554

Usual entry grade

14

Usual completion grade

16

Usual entry age

19

Usual completion age

21

Length of a programme (years)

2

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

for full-time learners

N

for part-time learners

Is it available for adults?

Y

ECVET or other credits

120

Learning forms (e.g. dual, part-time, distance)

School-based learning - 40% of which (20 weeks) takes place as in-company training, for which a learning contract must be signed between the student, the school and the company. However, this is not an employment contract.

Learners can study full-time or part-time ([64]According to the instructions on customising part time study in higher vocational education (2012).).

Main providers

Higher vocational schools (which might be organisational part of a School centre), public and private.

Share of work-based learning provided by schools and companies

40%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • in-company training
  • practical training at school (in school estates or intercompany training centres – MIC or school workshops)
Main target groups

Young people, adults

Entry requirements for learners (qualification/education level, age)
  • General or Vocational Matura, or
  • 3 years of working experiences, master craftsman, foreman or managerial examination and vocational matura general subject exams.
Assessment of learning outcomes

The diploma exam consists of a practically oriented diploma thesis and a thesis defence. As part of the thesis, the learner can also carry out project work or services with a theoretical defence.

Diplomas/certificates provided

Diploma of higher vocational education (diploma o višji strokovni izobrazbi), an integral part of which is a diploma supplement in Slovene and one official language of the European Union and title of Engineer or title that corresponds to the same level.

The certificate is nationally recognized by the education and labour authorities. With this certificate, someone can access the next level of education or enter the labour market.

Examples of qualifications

Higher ballet dancer, Bionics engineer, Forestry and hunting engineer, Social network organiser, Woodworking engineer.

Progression opportunities for learners after graduation

First cycle professional and academic

Destination of graduates

Information not available

Awards through validation of prior learning

Y

General education subjects

N

Key competences

N

Application of learning outcomes approach

Y

Share of learners in this programme type compared with the total number of VET learners

In the school year 2018/19, 13% enrolled in Higher Vocational Education

A share of all students enrolled in tertiary level by the type of the programme, (%)

 

Source: Statistical Office of the Republic Slovenia (SURS).

 

Post-secondary

Programme Types
Not available

Secondary

Click on a programme type to see more info
Programme Types

EQF 4

Mainly

School-based

Technical VET,

WBL 15%,

4 years

ISCED 354

Technical upper secondary programmes leading to EQF level 4, ISCED 354 (srednje strokovno izobraževanje, SSI)
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

10

Usual completion grade

13

Usual entry age

15

Usual completion age

19

Length of a programme (years)

4

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

240

Learning forms (e.g. dual, part-time, distance)

Programmes are mainly school-based.

Approximately 15% of the programme is practical training, of which at least eight weeks (minimum 304 hours, depending on the programme) are in-company training. The rest is practical training at school workshops as a part of the vocational module.

Main providers

VET schools or school centre

Share of work-based learning provided by schools and companies

Approximately 15%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • in-company training
  • practical training at school (in school estates or intercompany training centres – MIC or school workshops)
Main target groups

Programmes are available for young people and adults.

Entry requirements for learners (qualification/education level, age)

To enrol in Technical upper secondary education (SSI), successful completion of basic education or Short Vocational upper secondary education (NPI) is required.

Usually the learners are 15 years of age.

Specific programmes may have additional entry requirements.

Assessment of learning outcomes

SSI programmes are completed with a Vocational Matura (poklicna matura). It is composed of two parts, two exams each:

  • compulsory part: written and oral exam in (1) mother tongue and (2) theoretical-technical subject (depending on the programme);
  • elective part: oral and written exam in either (3) foreign language or maths, and (4) various forms of practical assignment as product, service or project work with a presentation or seminar, where the student can choose the topic in cooperation with teacher of vocational module.

The Vocational Matura examinations rules are the same for all candidates. The written parts of the first and third exams are external and provided by the National Examination Centre (NEC), whereas the second and fourth exams and all oral parts of the exams are carried out and assessed on the school level by the School Examination Boards for the Vocational Matura. The schools with the same programme may cooperate in the provision of the examination.

For the fourth exam, employer representative as an external member may be part of the examination board. This member is required to possess, as a minimum standard, technical upper secondary education in the appropriate field, at least five years of relevant professional experience, and to have met all the requirements for the Vocational Matura set by the National Committee for the Vocational Matura.

Diplomas/certificates provided

Upon passing the Vocational Matura examination, learners obtain a Vocational Matura Certificate (spričevalo o poklicni maturi).

Graduates also receive a Europass Certificate Supplement, which is individualised for each student and prepared in Slovenian and English language.

The Vocational Matura Certificate is nationally recognized by the education and labour authorities. With this certificate, someone can access the next level of education or enter the labour market.

Examples of qualifications

Economic Technician, Electrotechnician, Pharmaceutical Technician, Geomining Technician, Nature Protection Technician, Environmental Technician, Nautical Technician, Electronic Communications Technician, Technician of Mechatronic

Progression opportunities for learners after graduation

After completing the Vocational Matura, learners can gain entry into the labour market or continue their education in Higher vocational education (ISCED 554) programmes or the First Cycle Professional education (ISCED 655).

It is possible for students with a Vocational Matura to pass one additional exam (5th subject) from the General Matura subjects, which then enables learners to enrol in some of the First Cycle Academic programmes (ISCED 645).

Destination of graduates

Information not available

Awards through validation of prior learning

N

In formal VET receiving a school leaving certificate through validation is not possible. What is possible is recognition of a part of a programme (module or a subject).

Only validation of non-formal knowledge for which you get a National Vocational Qualification (NVQ) is possible.

General education subjects

Y

4-years Technical programmes contain minimally 2137 hours of general education subjects like, Slovene language, maths, foreign language, arts, social science subjects, natural science subjects and sports education ([55]In line with the guidelines for the preparation of the upper secondary programmes.).

Key competences

Y

The upper secondary programmes are competency based which means that there is an emphasis on development of key and professional competences. This is done by connecting the vocational – theoretical education with practical education and systematic inclusion of key competences.

The key competences are defined in nationally prescribed catalogues of knowledge. Schools may also include key competences in the open curriculum ([56]Schools must prepare 20 % of the curricula by themselves. Legislation delivers 80 % of the content of VET programmes, and the rest is a so-called ‘open curriculum’, which should be designed by schools in cooperation with local employers and local communities in accordance with local specifics or needs.), where competences, objectives and content may be added to existing content categories, or additional (new) content categories may be designed for the specialised part of the programme.

Application of learning outcomes approach

Y

All VET programmes are modularised since 2006.

Several modules together enable the acquisition of a vocational qualification.

Vocational modules are competence-based and include vocational theory and practical training at schools. For each vocational module, a catalogue of knowledge is prepared at a national level. It includes general objectives, vocational competences, informative and formative objectives of the vocational module.

Share of learners in this programme type compared with the total number of VET learners

In the 2018/19 school year 41.9% of learners were enrolled in these programmes (share of all students enrolled in upper secondary programmes)

A share of all students enrolled in upper secondary level by the type of the programme, (%)

 

Source: Statistical Office of the Republic of Slovenia (SORS).

 

EQF 4

Mainly

school-based

technical VET,

WBL 10%,

2 years

ISCED 354

Vocational technical upper secondary education programmes leading to EQF level 4, ISCED 354 (poklicno tehniško izobraževanje, PTI)
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

12

Usual completion grade

14

Usual entry age

18

Usual completion age

20

Length of a programme (years)

2

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

120 credits

Learning forms (e.g. dual, part-time, distance)

PTI is a school-based learning programme:

Approximately 10% of the programme is practical training, of which two weeks (76 hours) are in-company training. The rest is practical training at school workshops as a part of the vocational module.

Main providers

VET schools or School centre

Share of work-based learning provided by schools and companies

10%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • in-company training (2 weeks - 76 hours);
  • practical training at school (in school estates, or intercompany training centres – MIC or school workshops).
Main target groups

Programmes are available for young people and also for adults.

Entry requirements for learners (qualification/education level, age)

To enrol in Vocational Technical Upper Secondary Education (PTI), successful completion of Vocational upper secondary education (SPI – ISCED 353) is required. Learners are usually 18 years of age.

Assessment of learning outcomes

PTI programmes are completed with a Vocational Matura (poklicna matura). It is composed of two parts, two exams each:

  • compulsory part: written and oral exam in (1) mother tongue and (2) theoretical-technical subject (depending on the programme);
  • elective part: oral and written exam in either (3) foreign language or maths, and (4) various forms of practical assignment as product, service or project work with a presentation or seminar, where the student can choose the topic in cooperation with teacher of vocational module.

The Vocational Matura examinations rules are the same for all candidates. The written parts of the first and third exams are external and provided by the National Examination Centre (NEC), whereas the second and fourth exams and all oral parts of the exams are carried out and assessed on the school level by the School Examination Boards for the Vocational Matura. The schools with the same programme may cooperate in the provision of the examination.

For the fourth exam, employer representative as an external member may be part of the examination board. This member is required to possess, as a minimum standard, technical upper secondary education in the appropriate field, at least five years of relevant professional experience, and to have met all the requirements for the Vocational Matura set by the National Committee for the Vocational Matura.

Diplomas/certificates provided

Upon passing the Vocational Matura examination learners obtain a Vocational Matura certificate (spričevalo o poklicni maturi).

Students also receive a Europass Certificate Supplement, which is individualised for each student and prepared in Slovenian and English language.

The Vocational Matura certificate is nationally recognized by the education and labour authorities. With this certificate, someone can access the next level of education or enter the labour market.

Examples of qualifications

Automotive Service Technician, Economic Technician, Electrotechnician, Gastronomy, Geomining Technician, Construction Technician, Graphic Technician, Horticultural Technician

Not to be confused with the Technical upper secondary programmes, the name might be the same, but the programme is not.

Progression opportunities for learners after graduation

After passing the Vocational Matura, learners can gain entry into the labour market or continue their education in Higher vocational education (ISCED 554) programmes or First cycle professional education (ISCED 655).

It is possible for students with a Vocational Matura to pass one additional exam (5th subject) from the General Matura subjects, which then enables learners to enrol in some of the First cycle academic programmes (ISCED 645).

Destination of graduates

Information not available

Awards through validation of prior learning

N

In formal VET receiving a school leaving certificate through validation is not possible. What is possible is recognition of a part of a programme (module or a subject).

Only validation of non-formal knowledge for which you get a National Vocational Qualification (NVQ) is possible.

General education subjects

Y

These programmes contain ([57]In line with the guidelines for the preparation of the upper secondary programmes.) minimally 1178 hours of general education subjects like, Slovene language, maths, foreign language, art, social science subjects, natural science subjects and sport education.

Key competences

Y

The upper secondary programmes are competency based which means that there is an emphasis on development of key and professional competences. This is done by connecting the vocational – theoretical education with practical education and systematical inclusion of key competences.

The key competences are defined in nationally prescribed catalogues of knowledge. Schools may also include key competences in the open part of the curriculum, where competences, objectives and content may be added to existing content categories, or additional (new) content categories may be designed for the specialised part of the programme.

Application of learning outcomes approach

Y

All IVET programmes are modularised since 2006. Several modules together enable the acquisition of a vocational qualification.

Vocational modules are competence-based and include vocational theory and practical training at schools. For each vocational module, a catalogue of knowledge is prepared at a national level. It includes general objectives, vocational competences, informative and formative objectives of the vocational module.

 

Share of learners in this programme type compared with the total number of VET learners

In the 2018/2019 school year 4.6 % of learners were enrolled in the these programmes (share of all students enrolled in upper secondary programmes)

A share of all students enrolled in upper secondary level by the type of the programme, (%)

 

Source: Statistical Office of the Republic of Slovenia (SORS).

 

EQF 4

VET programmes with

School-based (WBL 20%) and

Apprenticeship (WBL 50%) paths,

3 years

ISCED 353

Vocational upper secondary education programmes leading to EQF level 4, ISCED 353 (srednje poklicno izobraževanje, SPI)
EQF level
4
ISCED-P 2011 level

353

Usual entry grade

10

Usual completion grade

13

Usual entry age

15

Usual completion age

18

Length of a programme (years)

3

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

180 credits

Learning forms (e.g. dual, part-time, distance)

SPI is mostly offered as school-based learning option. It includes 40% practical training, of which 24 weeks (912 hours) is in-company training ([58]The extent of work-based learning differs in some programs (e.g. in the programme Gastronomy and Hotel Services there are 29 weeks of work-based learning).
), which can be prolonged to up to 53 weeks if an individual learning contract is signed. Otherwise there are also collective contracts, which are more common.

In the school year 2017/18 the apprenticeship path has been implemented in selected SPI programmes as an option to the school based path.

Apprenticeship path: 50%-60% of the programme is undertaken at an employer, while at least 40% – general subjects and VET modules – is in schools. In 2019/20 school year there will be 21 schools and 12 SPI programmes included ([59]Those programmes are: metal shaper-toolmaker, mason, joiner, gastronomic and hotel services, painter-sign painter, glassmaker, bricklayer, machine engineering mechanic, industrial mechanic, electrician, paper maker, tinsmith-roofer.).

Main providers

VET schools or school centre

Share of work-based learning provided by schools and companies

40% in school-based path

50-60% in apprenticeship path

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • in-company training;
  • practical training at school (in school estates or intercompany training centres – MIC or school workshops).

School based path:

It includes 40% practical training, 20% of which (24 weeks or 912 hours is in-company training.

For the implementation of in-company training, a learning contract must be signed. A learning contract contains the competences the learner should acquire and develop, the duration of the in-company training as well as the other responsibilities and obligations of both parties, and contains no elements of employment. A contract can be collective or individual. A collective one (more common) is usually concluded between the school, an employer and student or his/her legal guardians. An individual one is concluded between an employer and a student. Such a contract allows the WBL in companies to be extended to up to 53 weeks (in this case, practical training in school is reduced). Students with individual contracts are required to pass a mid-term test of practical skills in the second year, which is provided by the relevant chamber.

Apprenticeship path:

Apprenticeship path: 50%-60% of the programme is undertaken at an employer, while at least 40% – general subjects and VET modules – is in schools.

At the beginning of an apprenticeship, the plan for implementation of the apprenticeship is prepared in cooperation between the school and the company under the provision of the chamber and signed between student, and representatives of company, school and chamber. It includes the objectives and set of competences for WBL, distribution and schedule of education at the school and in the company, ways and modes of communication and cooperation between the company and school, information regarding the mid-term and final exam for the apprentice.

Main target groups

Programmes are available for young people and also for adults.

Some programmes are adjusted to the special needs students or the classes are bilingual for ethnically mixed areas.

Entry requirements for learners (qualification/education level, age)

To enrol in Vocation Upper Secondary education (SPI), successful completion of basic education or Short Vocational Upper Secondary education (NPI) is required.

Usually the learners are 15 years of age.

In some cases, fulfilling specific conditions if required as well ([60]There is a special condition for entry into the geo-operator miner vocational upper secondary programme, i.e. psychophysical ability.).

Assessment of learning outcomes

SPI programmes (school-based and apprenticeship) are completed with a final exam. It comprises:

  • written and oral exam of mother tongue
  • the final practical assignment - a product or service with a presentation

An examination catalogue for final work with presentation for SPI programme is prepared on a national level.

Diplomas/certificates provided

Final examination certificate (spričevalo o zaključnem izpitu)

Students also receive Europass certificate supplement, which is individualised for each student and prepared in Slovenian and English language.

The Final examination certificate is nationally recognized by the education and labour authorities. With this certificate, someone can access the next level of education or enter the labour market.

Examples of qualifications

The apprenticeship programmes as of 2019/202 school year: metal shaper - toolmaker, mason, joiner, gastronomic and hotel services, painter – sign painter, glassmaker, bricklayer, machine engineering mechanic, industrial mechanic, electrician, paper maker, tinsmith – roofer.

Other:

Administrator, florist, chimney sweep, gastronomy and hotel services, baker.

Progression opportunities for learners after graduation

Upon successful completion of the final exam, SPI graduates may be employed without the need for any further formal education or training (traineeships) or may continue their education.

SPI graduates have access to Vocational technical programmes (PTI).

Destination of graduates

Information not available

Awards through validation of prior learning

N

In formal VET receiving a school leaving certificate through validation is not possible. What is possible is recognition of a part of a programme (module or a subject).

Only validation of non-formal knowledge for which you get a National Vocational Qualification (NVQ) is possible.

General education subjects

Y

These programmes contain [61]In line with the guidelines for the preparation of the upper secondary programmes. minimally 1048 hours of general education subjects like, Slovene language, maths, foreign language, art, social science subjects, natural science subjects and sports education.

In the apprenticeship path the hours for sport education are decreased, as are the extracurricular hours (not included above).

Key competences

Y

The upper secondary programmes are competency based which means that there is an emphasis on development of key and professional competences. This is done by connecting the vocational – theoretical education with practical education and systematic inclusion of key competences.

The key competences are defined in nationally prescribed catalogues of knowledge. Schools may also include key competences in the open part of the curriculum, where competences, objectives and content may be added to existing content categories, or additional (new) content categories may be designed for the specialised part of the programme.

Application of learning outcomes approach

Y

In the last major VET reform (began in 2006), all IVET programmes were modularised. Several modules together enable the acquisition of a vocational qualification.

Vocational modules are competence-based and include vocational theory and practical training at schools. For each vocational module, a catalogue of knowledge is prepared at a national level. It includes general objectives, vocational competences, informative and formative objectives of the vocational module.

 

Share of learners in this programme type compared with the total number of VET learners

In the 2018/19 school year 16.7% of learners were enrolled in these programmes (share of all students enrolled in upper secondary programmes)

Share of all students enrolled in upper secondary level by the type of the programme, (%

 

Source: Statistical Office of the Republic of Slovenia (SORS).

 

EQF 3

Short VET

Programmes,

WBL 35%,

2 years

ISCED 353

Short Vocational Upper Secondary Education programmes leading to EQF level 3, ISCED 353 (nižje poklicno izobraževanje, NPI)
EQF level
3
ISCED-P 2011 level

353

Usual entry grade

10

Usual completion grade

12

Usual entry age

15

Usual completion age

17

Length of a programme (years)

2

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

120 credits

Learning forms (e.g. dual, part-time, distance)

NPI is offered as school-based learning option. It includes 35-40% practical training, of which 4 weeks (152 hours) is intended for in-company training.

Main providers

VET schools or School centres

Share of work-based learning provided by schools and companies

35-40%

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • in-company training
  • practical training at school (in school estates or intercompany training centres – MIC or school workshops)
Main target groups

Programmes are available for young people and also for adults.

Entry requirements for learners (qualification/education level, age)

NPI programmes qualify learners who have completed compulsory education (nine years of basic education) ([62]Attending nine years of basic education is obligatory; this requirement is deemed fulfilled when the learner is enrolled in basic education for nine years. Basic education is successfully completed when the learner achieves the minimum learning outcomes.) or completed basic education for special needs learners with lower educational standard.

Assessment of learning outcomes

NPI programmes are completed with a Final exam. It comprises the final work (a product or service) with a presentation.

An examination catalogue for final work with presentation for NPI programme is prepared on national level.

In the final examination learners demonstrate their acquired theoretical and practical knowledge, demonstrating that they are qualified for the profession.

Diplomas/certificates provided

Final examination certificate (Potrdilo o zaključnem izpitu)

Students also receive Europass certificate supplement, which is individualised for each student and prepared in Slovenian and English language.

This certificate is nationally recognized by the education and labour authorities. With this certificate, someone can access the next level of education or enter the labour market.

Examples of qualifications

Woodworker (also adjusted for the hearing impaired)

Assistant construction worker, Biotechnology and Care Assistant, Assistant in Technology Processes (also for physically disabled students as well as hearing impaired)

Auxiliary Administrator (also for physically disabled students), Textile Reworker (also for or the hearing impaired and students with speech disorders).

Progression opportunities for learners after graduation

Upon successful completion of the final exam, NPI graduates may be employed (as an assistant in several professions) or may continue their education by enrolling in Vocational Upper Secondary education (SPI).

Destination of graduates

Information not available

Awards through validation of prior learning

N

In formal VET receiving a school leaving certificate through validation is not possible. What is possible is recognition of a part of a programme (module or a subject) exemption and shortened education.

Only validation of non-formal knowledge for which you get a National Vocational Qualification (NVQ) is possible.

General education subjects

These programmes contain ([63]In line with the guidelines for the preparation of the upper secondary programmes.) minimally 675 hours of general education subjects like, Slovene language, maths, social and natural science and sports education.

Key competences

Y

The upper secondary programmes are competency based which means that there is an emphasis on development of key and professional competences. This is done by connecting the vocational - theoretical education with practical education and systematic inclusion of key competences.

The key competences are defined in nationally prescribed catalogues of knowledge. Schools may also include key competences in the open part of the curriculum, where competences, objectives and content may be added to existing content categories, or additional (new) content categories may be designed for the specialised part of the programme.

Application of learning outcomes approach

Y

All IVET programmes were modularised in 2006. Several modules together enable the acquisition of a vocational qualification.

Vocational modules are competence-based and include vocational theory and practical training at schools. For each vocational module, a catalogue of knowledge is prepared at a national level. It includes general objectives, vocational competences, informative and formative objectives of the vocational module.

Share of learners in this programme type compared with the total number of VET learners

In the 2018/19 school year 1.4 % of learners were enrolled in these programmes (share of all students enrolled in upper secondary programmes)

A share of all students enrolled in upper secondary level by the type of the programme, (%)

 

Source: Statistical Office of the Republic of Slovenia (SORS).

 

EQF 4

Vocational

bridging courses,

1 year

ISCED 354

Vocational bridging programmes leading to EQF level 4, ISCED 354 (poklicni tečaj, PT)
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

14

Usual completion grade

15

Usual entry age

19

Usual completion age

20

Length of a programme (years)

1

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

for upper secondary learners,

N

for adults

Is it available for adults?

Y

ECVET or other credits

60 credits

Exception: Computer technician 77 credits

Learning forms (e.g. dual, part-time, distance)

The course is primarily intended for learners who wish to transfer for general education to vocational education

It is a route to technical education level, general education subjects are recognised, so the programme consists solely of technical modules with WBL.

Vocational course is available for 4 programmes, 34 weeks each:

  • Economic Technician
  • Gastronomy and Tourism
  • Preschool Education
  • Computer Technician
Main providers

Schools, Adult education providers

Share of work-based learning provided by schools and companies
  • Economic Technician 1150 hours
  • Gastronomy and Tourism 508 hours
  • Preschool Education 304 just in-company training
  • Computer Technician 418 hours
Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • Practical training at school
  • In-company practice
Main target groups

Young people, adults

Entry requirements for learners (qualification/education level, age)

Successfully completed 4 years of upper-secondary general education (gimnazija) or technical school (without vocational matura).

Learners are usually 19 years of age.

Assessment of learning outcomes

Vocational bridging programmes are completed with a Vocational Matura (poklicna matura). It is composed of two parts, two exams each:

  • compulsory part: written and oral exam in mother tongue and theoretical-technical subject (depending on the programme)
  • elective part: oral and written exam in either foreign language (or second language in ethnically mixed area) or maths. The fourth exam is on various forms of practical assignment as product, service or projects work with a presentation or seminar, where the student can choose the topic in cooperation with teacher of vocational module.

Candidates who already successfully completed General Matura (after general upper-secondary education); do not have to undertake general subjects of Vocational Matura (mother tongue, foreign language and math). The Vocational Matura examinations rules are the same for all candidates. The written parts of the first and third exams are external and provided by the National Examination Centre (NEC), whereas the second and fourth exams and all oral parts of the exams are carried out and assessed on the school level by the School Examination Boards for the Vocational Matura. The schools with the same programme may cooperate in the provision of the examination.

For the fourth exam, employer representative as an external member may be part of the examination board. This member is required to possess, as a minimum standard, technical or professional upper secondary education in the appropriate field, at least five years of relevant professional experience, and to have met all the requirements for the vocational Matura set by the National Committee for the Vocational Matura.

Diplomas/certificates provided

Upon passing the examination, learners obtain a Vocational Matura certificate (spričevalo o poklicni maturi).

Students also receive a Europass certificate supplement, which is individualised for each student and prepared in Slovenian and English language. The certificate is nationally recognized by the education and labour authorities. With this certificate, someone can access the next level of education or enter the labour market.

Examples of qualifications
  • Economic Technician
  • Gastronomy and Tourism
  • Preschool Education
  • Computer Technician
Progression opportunities for learners after graduation

Access to Vocational Matura, and afterwards Higher VET or First cycle professional education

Destination of graduates

Official data unavailable

Awards through validation of prior learning

Information not available

General education subjects

N

Key competences

Information not available

Application of learning outcomes approach

Information not available

Share of learners in this programme type compared with the total number of VET learners

In the 2018/19 school year 0.3 % of learners were enrolled in these programmes (share of all students enrolled in upper secondary programmes)

A share of all students enrolled in upper secondary level by the type of the programme, (%)

 

Source: Statistical Office of the Republic of Slovenia (SORS).

 

EQF 4

Craftsman/foreman/

shop manager exams

ISCED 354

Master craftsman, foreman and shop manager exams (mojstrski, delovodski ali poslovodni izpiti). EQF level 4, ISCED 354. Each exam is under the auspice of the individual chamber who organizes the exams. Candidates study independently, however preparatory courses may be prepared due to demand on the market and literature may be also offered.
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

Not applicable

Usual completion grade

Not applicable

Usual entry age

Not applicable

Usual completion age

Not applicable

Length of a programme (years)

Not applicable

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

N

Is it continuing VET?

N

Is it offered free of charge?

N

  • Master craftsman EUR 1 284 – 1 683, depending on the profession. Currently the cost can be co-financed through the “Public tender for co-financing of tuition for raising educational levels”
  • Foreman: EUR 1 264.86
  • Shop manager: EUR 717.74
Is it available for adults?

Y

ECVET or other credits

60 credits

Learning forms (e.g. dual, part-time, distance)

Independent study, however preparatory courses may be prepared due to demand on the market and literature may be also offered.

Main providers

The Chamber of Craft and Small Business of Slovenia conducts the master craftsman examination.

The Chamber of Commerce and Industry of Slovenia conducts the foreman examination.

Slovenian Chamber of Commerce conducts shop manager exam.

Share of work-based learning provided by schools and companies

Not applicable

Work-based learning type (workshops at schools, in-company training / apprenticeships)

Not applicable

Main target groups

The exams are intended for those with vocational upper secondary education (ISCED 353) and at least three years of relevant work experience.

Adults who would like to improve their level of education, and/or become a mentor to a student or an apprentice in a company.

Entry requirements for learners (qualification/education level, age)

For Master Craftsman and Foreman:

  • Vocational education and at least three year of work experience in the exam profession
  • Technical education and two years of work experience in the exam profession
  • At least Higher VET education and one year of work experience.

For Shop manager:

Vocational education and three years of work experience

Assessment of learning outcomes

Master craftsman/foreman/shop manager exams are conducted based on the catalogues (approved by the Expert Council for VET) and carried out in accordance with the Rules on Master Craftsman’s Examinations and the Rules on Examinations for Foremen and Plant Manager (Ministry for Economy 2009, 2004).

The examinations consist of four units:

  • Practical unit
  • Specialised theoretical unit
  • Business – economics unit
  • Pedagogical – Andragogical unit

Each unit consists of one or several exams.

Diplomas/certificates provided

After passing one of the examinations, which tests the ability of a candidate to independently manage a shop, plant or pursues a master craftsman’s trade and provide practical instruction to learners, candidates obtain a master craftsman/foreman/shop manager certificate (spričevalo o opravljenem mojstrskem, delovodskem, poslovodskem izpitu) and gain technical upper secondary education. (ISCED 354).

Examples of qualifications

Master Craftsman: Master Confectioner, Master Joiner, Master Butcher, Master Beekeeper, Master Watchmaker

Foreman: Foreman in Electro energetics, Construction Foreman, Food Foreman

Shop manager

Progression opportunities for learners after graduation

Candidates who pass their exams gain a technical upper secondary education level (ISCED 354) and, by passing the general exams of the Vocational Matura, can enrol in higher vocational education programmes of first cycle professional

Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

Not applicable

Key competences

Not applicable

Application of learning outcomes approach

Not applicable

Share of learners in this programme type compared with the total number of VET learners

Information not available

VET available to adults (formal and non-formal)

Programme Types
Not available