Spain:Other Dimensions of Internationalisation in Higher Education

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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

Global and intercultural dimension in curriculum development

Vocational training

One of the basic principles regulating advanced vocational training is the adjustment of training and qualifications to the criteria proposed by the European Union (EU). As a result, learning of the languages of the Member States is one of the priority training areas.

Within the curriculum of the different branches of vocational training, the vocational modules which structure the programme for Marketing and Commerce, and especially those oriented towards international commerce and finances, are the ones which focus more specifically on the international and European dimension of education. In these modules, students learn how to carry out international market studies, analyse the distribution channels in export markets, organise the international activity of firms and interpret the international contractual legislation which regulates buying and selling operations. In addition, these modules allow learners to learn about international economic structure, Spanish international commerce, economic features of the EU and other countries, international and regional bodies, multinational firms, international funding, foreign exchange markets and international credit management. 

University education

Spanish universities enjoy autonomy to design and propose their own curricula. However, the 2007 Act Modifying the Act on Universities states that the Government, the Autonomous Communities and universities, within the scope of their respective competences, are responsible for contributing to the European dimension of education, implementing the necessary measures to achieve the integration of the Spanish university system into the European Higher Education Area.

Partnerships and networks

Partnerships

Jean Monnet activities are framed within the actions of the Erasmus+ Programme for higher education students and staff. They aim at promoting excellence in teaching and research in the field of EU studies worldwide, as well as enhancing governance of EU policies. Jean Monnet activities comprise the following actions:

  • Jean Monnet Modules: They are short teaching programmes or courses in the field of EU studies. Each Module has a minimum duration of 40 teaching hours and may concentrate on one particular discipline in European studies or be multidisciplinary in approach. Modules can be developed in a higher education institution in any country in the world. In the case of higher education institutions established in Programme countries, they must hold an Erasmus Charter for Higher Education.
  • Jean Monnet Chairs: They are teaching posts with a specialisation in EU studies for university professors or senior lecturers. Teachers must provide a minimum of 90 teaching hours per academic year and a Chair can deepen teaching in EU studies, promote research on EU subjects, or provide in-depth teaching on EU matters for future professionals. Applications must be submitted by higher education institutions; professors/lecturers cannot apply directly.
  • Jean Monnet Centres of Excellence: They constitute focal points of competence and knowledge on EU subjects. They aim at developing synergies between the various disciplines and resources in European studies, as well as at creating joint transnational activities and structural links with academic institutions in other countries. They have a major role in reaching out to students from faculties not normally dealing with EU issues, as well as to policy makers, civil servants, organised civil society and the general public at large.
  • Jean Monnet Support to Institutions and Associations: Jean Monnet financially supports institutions and associations that develop interdisciplinary teaching or research activities related to EU studies.
  • Jean Monnet Networks: They foster the creation and development of consortia of international players (higher education institutions, centres of excellence, departments, teams, individual experts, etc.) in the area of EU studies. They realise a broad range of activities, such as, for example, gathering and promoting information, enhancing cooperation between higher education institutions and other relevant bodies, or exchanging knowledge, expertise and good practices. The duration of these projects is 3 years.
  • Jean Monnet Projects: They support innovation, cross-fertilisation and the spread of EU content. Innovation Projects explore new methodologies in view of making EU subjects more attractive and adapted to various kinds of populations. Cross-Fertilisation Projects promote discussion and reflection on EU issues. Finally, Spread Content Projects mainly concern information and dissemination activities.

Networks

Knowledge Alliances, which constitute specific networks for higher education institutions, are developed within the framework of the Erasmus+ Programme. They are transnational and structured projects that aim at strengthening Europe’s innovation capacity and fostering innovation in higher education, business and the broader socio-economic environment.

They are built between public or private organisations established in a Programme or Partner country. Such organisations can be higher education institutions, enterprises, research institutes, public bodies, etc.

These projects, between higher education and business, implement different kinds of activities, such as the following: develop new curricula, organise continuing educational programmes for the staff of the companies, or jointly develop solutions. When it comes to mobility actions, Knowledge Alliances may organise activities along these lines for students, researchers and staff in so far as they support or complement the other activities of the Alliance and bring added value in the realisation of the project’s objectives.

Higher education institutions may also participate in other networks, such as Strategic Partnerships, Capacity Building Projects, and Sector Skills Alliances (only in the case of VET).

For detailed information on Strategic Partnerships and Capacity Building Projects, see article Other dimensions of internationalisation in adult education and training, and for detailed information on Sector Skills Alliances, see article Other dimensions of internationalisation in early childhood and school education.