This page was last modified on 11 September 2015, at 15:03.

Spain:Developments and Current Policy Priorities

From Eurydice

Jump to: navigation, search

Overview Spain

Contents

Spain:Political, Social and Economic Background and Trends

Spain:Historical Development

Spain:Main Executive and Legislative Bodies

Spain:Population: Demographic Situation, Languages and Religions

Spain:Political and Economic Situation

Spain:Organisation and Governance

Spain:Fundamental Principles and National Policies

Spain:Lifelong Learning Strategy

Spain:Organisation of the Education System and of its Structure

Spain:Organisation of Private Education

Spain:National Qualifications Framework

Spain:Administration and Governance at Central and/or Regional Level

Spain:Administration and Governance at Local and/or Institutional Level

Spain:Statistics on Organisation and Governance

Spain:Funding in Education

Spain:Early Childhood and School Education Funding

Spain:Higher Education Funding

Spain:Adult Education and Training Funding

Spain:Early Childhood Education and Care

Spain:Organisation of Early Childhood Education and Care

Spain:Teaching and Learning in Early Childhood Education and Care

Spain:Assessment in Early Childhood Education and Care

Spain:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Spain:Primary Education

Spain:Organisation of Primary Education

Spain:Teaching and Learning in Primary Education

Spain:Assessment in Primary Education

Spain:Organisational Variations and Alternative Structures in Primary Education

Spain:Secondary and Post-Secondary Non-Tertiary Education

Spain:Organisation of General Lower Secondary Education

Spain:Teaching and Learning in General Lower Secondary Education

Spain:Assessment in General Lower Secondary Education

Spain:Vocational Lower Secondary Education: Basic Vocational Training cycles

Spain:Organisation of General Upper Secondary Education

Spain:Teaching and Learning in General Upper Secondary Education

Spain:Assessment in General Upper Secondary Education

Spain:Organisation of Vocational Upper Secondary Education

Spain:Teaching and Learning in Vocational Upper Secondary Education

Spain:Assessment in Vocational Upper Secondary Education

Spain:Post-Secondary Non-Tertiary Education

Spain:Higher Education

Spain:Types of Higher Education Institutions

Spain:First Cycle Programmes

Spain:Bachelor

Spain:Short-Cycle Higher Education

Spain:Second Cycle Programmes

Spain:Programmes outside the Bachelor and Master Structure

Spain:Third Cycle (PhD) Programmes

Spain:Adult Education and Training

Spain:Distribution of Responsibilities

Spain:Developments and Current Policy Priorities

Spain:Main Providers

Spain:Main Types of Provision

Spain:Validation of Non-formal and Informal Learning

Spain:Teachers and Education Staff

Spain:Initial Education for Teachers Working in Early Childhood and School Education

Spain:Conditions of Service for Teachers Working in Early Childhood and School Education

Spain:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Spain:Initial Education for Academic Staff in Higher Education

Spain:Conditions of Service for Academic Staff Working in Higher Education

Spain:Continuing Professional Development for Academic Staff Working in Higher Education

Spain:Initial Education for Teachers and Trainers Working in Adult Education and Training

Spain:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Spain:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Spain:Management and Other Education Staff

Spain:Management Staff for Early Childhood and School Education

Spain:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Spain:Education Staff Responsible for Guidance in Early Childhood and School Education

Spain:Other Education Staff or Staff Working with Schools

Spain:Management Staff for Higher Education

Spain:Other Education Staff or Staff Working in Higher Education

Spain:Management Staff Working in Adult Education and Training

Spain:Other Education Staff or Staff Working in Adult Education and Training

Spain:Quality Assurance

Spain:Quality Assurance in Early Childhood and School Education

Spain:Quality Assurance in Higher Education

Spain:Quality Assurance in Adult Education and Training

Spain:Educational Support and Guidance

Spain:Special Education Needs Provision within Mainstream Education

Spain:Separate Special Education Needs Provision in Early Childhood and School Education

Spain:Support Measures for Learners in Early Childhood and School Education

Spain:Guidance and Counselling in Early Childhood and School Education

Spain:Support Measures for Learners in Higher Education

Spain:Guidance and Counselling in Higher Education

Spain:Support Measures for Learners in Adult Education and Training

Spain:Guidance and Counselling in a Lifelong Learning Approach

Spain:Mobility and Internationalisation

Spain:Mobility in Early Childhood and School Education

Spain:Mobility in Higher Education

Spain:Mobility in Adult Education and Training

Spain:Other Dimensions of Internationalisation in Early Childhood and School Education

Spain:Other Dimensions of Internationalisation in Higher Education

Spain:Other Dimensions of Internationalisation in Adult Education and Training

Spain:Bilateral Agreements and Worldwide Cooperation

Spain:Ongoing Reforms and Policy Developments

Spain:National Reforms in Early Childhood Education and Care

Spain:National Reforms in School Education

Spain:National Reforms in Vocational Education and Training and Adult Learning

Spain:National Reforms in Higher Education

Spain:National Reforms related to Transversal Skills and Employability

Spain:European Perspective

Spain:Legislation

Spain:Institutions

Spain:Bibliography

Spain:Glossary

 

History of adult education

The origins of adult education in Spain date back to the 19th century, when the term began to appear in educational legislation and adult education projects such as popular universities, cultural, political, working-class and religious associations, or municipal schools for adults were undertaken.

During most part of the 20th century, until the 1970s, the main actions carried out in the field of adult education were literacy and adult vocational training campaigns, although there were also other initiatives.

The 1970 General Education Act formally regulated this type of provision and, in 1990, the Act on the General Organisation of the Education System developed the concept of lifelong learning, recognising lifelong learning as a principle of the education system. For detailed information, see article Lifelong learning strategy.

The 2006 Education Act and the 2013 Act on the Improvement of the Quality of Education are the Acts currently regulating adult education provision. For detailed information on its aim and objectives, see article Adult education and training.

Current policy priorities

The improvement of the quality of adult education and training is a permanent objective of both the education and employment authorities. The latest political initiatives and reforms reflecting this interest of public authorities are the following:

  • 2014-2016 Strategic Lifelong Learning Plan: The design of this Plan, published at the end of 2014, results from cooperation between the Autonomous Communities and the Ministry of Education, Culture and Sport. Its main objective is to promote the lifelong learning of Spanish citizens, as well as to contribute to the achievement of the goals established by the Strategic Framework for Cooperation in Education and Training (ET 2020). For detailed information on this Plan, see article National reforms in vocational education and training and adult learning.
  • Urgent reform of the system of vocational training for employment in the work sphere: The goal of this reform is to promote a vocational training for employment that responds to the needs of the labour market and that is aimed at improving the employability of workers, their abilities and professional competences, as well as business competitiveness, in order to contribute to the recovery of the Spanish economy. Its main objectives are to secure the right to training for all workers, especially the most vulnerable; increase the competitiveness of companies through training; strengthen collective bargaining when adapting training provision to the needs of the productive system; and achieve efficiency and transparency in the management of public resources. For detailed information on this reform, see article National reforms related to transversal skills and employability.
  • Reform of the National Employment System and implementation of the reform of active employment policies: This reform includes the establishment of the Common Employment Services Portfolio of the National Employment System, comprising guidance, training, qualification and advice measures for the unemployed. For detailed information on this reform, see article National reforms related to transversal skills and employability.
  • Actions aimed at improving youth employability through subsidised training measures. For detailed information on this reform, see article National reforms related to transversal skills and employability.
  • Updating of the National Catalogue of Vocational Qualifications, which contributes to adapting the certificates of professional experience and vocational training qualifications to the needs of the labour market and the productive sectors more easily, and facilitates the implementation of the educational reform in vocational training and the dissemination of dual vocational training. For detailed information on these measures, see article National reforms related to transversal skills and employability.

Quantitative objectives

The European benchmark for 2020 related to adult education establishes that an average of at least 15 % of adults should participate in lifelong learning.

In 2013, Spain reached a 11.1% of adult participation in training activities, thus exceeding the European Union (EU) average (10.5%). In addition, both in Spain and in the EU, the degree of participation is higher among women than men.

 

2013 situation

2020 forecast

 

Spain

EU

Spain

EU

Total

11.1%

10.5%

15%

15%

Women

12%

11.4%

 -

 -

Men

10.3%

9.6%

 -

 -

Source: 2014 Report: European and Spanish Educational Objectives. Education and Training 2020 (Ministry of Education, Culture and Sport, 2014).

In order to achieve these objectives of participation in lifelong learning, special attention to disadvantaged groups is required, and particularly to:

  • Adult population who lacks the basic skills of compulsory education.
  • Active population whose professional qualifications have not been accredited. 
  • Young people who have not obtained the Lower Compulsory Secondary Education Certificate on completion of the 4th year of compulsory secondary education.  
  • Early school leavers.