Spain 2024

MECU is based on learning outcomes and has eight levels, with descriptors defined, in accordance with the EQF, in terms of knowledge, skills, and autonomy and responsibility. The framework provides a clear link between the included qualifications and the corresponding level descriptors adapted to suit the national context. This is particularly the case for skills, where analytical skills and the ability to communicate in different languages are emphasised. Competence is defined as autonomy and responsibility, including learning skills and attitudes. The four highest levels are compatible with the Spanish qualifications framework for higher education (MECES), based on the level descriptors of cycles for the QF-EHEA. Levels 4 and 5 include sublevels A, B and C. Sublevels 4A and 5A include qualifications combining general and vocational education; they lead to the next MECU level ([1]Sublevel 4A also includes the baccalaureate degree (Título de Bachiller).). Professional qualifications that do not lead to the next MECU level are included in sublevels 4B and 5B. Sublevels 4C and 5C include specialisation courses that do not lead to the next MECU levels, and learners should hold a qualification at sublevel 4A or 5A respectively to attend them. MECU level 3 includes only sublevels 3A and 3B ([2]Source: Internal communication with the General Secretariat for VET.).

The MECU includes formal qualifications from general education, VET ([3]VET currently includes microcrendentials, professional certificates, intermediate and higher tertiary programmes (Source: Internal communication with the General Secretariat for VET).), artistic education, sports education and university education (General Secretariat for Vocational Training, 2024). Higher level VET programmes at MECU level 5 are considered non-university higher education and are included in the framework to promote lifelong learning. Even though these programmes are delivered outside the university system, when their subjects/learning outcomes are properly aligned, they can be recognised for admission to university and as ECTS credits.

The 2022 organic law on VET classifies formal vocational training. Grade A represents the elementary VET offering, encompassing partial accreditation of competence or microcredentials. Learners in Grade B can attain a certificate of competence, which is a partial training offer in the form of a vocational module, contributing to qualifications at Grades C and D. Grade B certificates of competence can be stacked to lead to a professional certificate. Professional certificates at Grade C, are partial qualifications composed of several vocational modules. Grade D includes VET programmes leading to full qualifications: basic technician (grado básico), technician (grado medio), or higher technician (grado superior); their duration is between 2 and 3 years. Grade E consists of specialisation courses, which primarily serve to complement the competences of those who have already achieved a VET qualification. Partial accreditation, certificates of competence and professional certificates (respectively at grades A and B and C) are considered microcredentials. Certificates at grades A and B can be accumulated eventually leading to VET qualifications levelled to MECU, but they are not included individually in the framework (Cedefop, 2023; General Secretariat for Vocational Training, 2024; European Commission & Cedefop, 2024). Regarding VET qualifications, the MECU includes 1 018 professional certificates (Grade C); 177 VET diplomas (Grade D) and 26 specialisation courses (Grade E) (September 2024) ([4]Source: Internal communication with the General Secretariat for VET.).

The use of learning outcomes varies across education sectors. The education ministry has established through legislation, national core curricula for the various levels of education: pre-primary, primary, lower secondary, upper secondary and vocational training. These are determined by the central government, though regional administrations and schools take responsibility for developing part of the curriculum ([5]The central government is responsible for designing 65 % of the curriculum (55 % in those autonomous communities that have their own language). The remaining part of the curriculum at the regional level differs among autonomous communities.). The core curricula determine the general objectives for each education level, along with the specific objectives for each area or subject. They also establish the content and evaluation criteria for each area, the basic skills and pedagogical methods for each level of compulsory education.

The 2020 organic law on education has also promoted a more competence-based approach to curriculum design. In primary and secondary education (including basic VET programmes) and the Baccalaureate, the key and specific competences to be achieved by learners are described in legislation. The education exit profile includes the competences that learners should have acquired on completing each stage of their educational pathway (General Secretariat for Vocational Training, 2024). Basic VET programme graduates receive a compulsory secondary education graduate degree (ESO), granting them access to upper secondary education. These programmes, also available to early leavers over the age of 17, integrate general and vocational subjects.

The most developed and detailed implementation of learning outcomes is in VET. The organic law on vocational training reinforces the learning-outcome-based modular structure of all grades. The learning outcomes of VET qualifications are in line with the relevant standard of professional competences, while VET programmes include learning units on career guidance, entrepreneurship and transversal competences for socio-professional maturity (Cedefop & ReferNet, 2024).

The National catalogue of standards of professional competences (Catálogo Nacional de estándares de competencia profesionales,) lists 776 standards defined in 2 586 units of competences. The National Institute of Qualifications (INCUAL) acts as the technical support body to the General Council of Vocational Training responsible for developing and keeping up to date the National catalogue.

MECU refers directly to learning outcomes (resultados de aprendizaje and competencias). Higher education study programmes should include the expected learning outcomes and how they should be achieved.

The National Institute for Educational Evaluation is the responsible body of the education ministry for the evaluation of education, in collaboration with education and training authorities. The institute coordinates the general evaluation policies and develops methodological and scientific standards, which aim to ensure the quality of teaching. It is also responsible for the development of the State system of education indicators and coordinates the evaluation of education and training providers alongside corresponding bodies of the education administrations. The High State Inspectorate, operating also under the education ministry, is responsible for verifying providers' compliance with the State quality requirements and ensuring that the basic aspects of the national curriculum are included in the curricula established by the education administrations. The inspectorate also ensures that providers respect the conditions for awarding qualifications (General Secretariat for Vocational Training, 2024).

External quality assurance in university education is undertaken by the National Agency for Quality Assessment and Accreditation (ANECA) and a number of agencies within specific autonomous regions. The competences of the quality assurance agencies vary. All study programmes must be accredited in accordance with national guidelines. Linked to MECES levels, learning outcomes are a specific requirement in the ex post external evaluation of study programmes, which is part of the accreditation procedure of all formal degrees (or the renewal of this accreditation). Consideration of the use of learning outcomes is also a specific requirement in the external evaluation of a higher education institution or unit's internal quality assurance systems during audit procedures.