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Spain:Quality Assurance in Adult Education and Training

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Overview Spain

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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

One of the fundamental principles governing the Spanish education system is to provide quality education to all citizens throughout the education system, including adult education (2006 Education Act, modified by the 2013 Act on the Improvement of the Quality of Education).

Adult education and training provision is vast and depend on those responsible for training and providers. Even so, it is regulated by the quality assurance mechanisms as in the other types of provision of the education system. For more information, see Main providers, Main types of provision and Quality assurance in early childhood and school education.

  • Vocational training for employment, formal and non-formal (employment authorities)

The employment authorities promote the improvement of quality so that training responds to the needs of both employed and unemployed workers and companies. For that purpose, they have implemented evaluation mechanisms in order to assess the following aspects:

  • the impact of the training undertaken on job access and retention, the improvement of the employability of workers and the improvement of the competitiveness of companies
  • the effectiveness of the system in terms of the scope of the training and the adequacy of actions to meet the needs of the labour market and companies
  • the efficiency of the economic resources and the means used.
  • Lifelong learning (education authorities)

The objective of the Strategic Lifelong Learning Plan (2014-2020), resulting from cooperation between the State education authorities, is to promote the lifelong learning of citizens, improving training opportunities and quality, without any time limit and without being age-specific. In addition, it contributes to the achievement of the goals established by Education and Training 2020 (ET 2020), the Strategic Framework for Cooperation in Education and Training

The Plan has seven strategic lines, including:

  • improve the quality of lifelong learning
  • promote innovation in lifelong learning
  • adapt the training provision to citizens’ personal, social and labour needs.

The education authorities may implement specific plans, comprising measures, under the priority strategic lines and accompanied by their description and the actions they involve. Territorial plans can be annual or biennial and are drawn up in the month of October.

For more information, see Lifelong learning strategy.

Responsible bodies

  • Vocational training for employment, formal and non-formal (employment authorities)

The bodies responsible for quality assurance are the State Public Employment Service, with technical support from the Tripartite Foundation for Training in Employment, and the relevant bodies of the Autonomous Communities.

These bodies establish collaboration agreements with the Labour and Social Security Inspectorate. Both the scope and the content of the examination the Labour Inspectorate has to undertake are defined in the annual programming of objectives of the Inspectorate.

The State Public Employment Service, within the framework of the National Employment System, collaborates with the Inspectorate where irregularities in the reduction of employer Social Security contributions in demand training are found.

  • Lifelong learning (education authorities)

The bodies responsible for the evaluation of specific plans for lifelong learning are regional education authorities and the Subdirectorate General for Lifelong Learning of the Ministry of Education, Culture and Sport.

Approaches and methods for quality assurance

  • Vocational training for employment, formal and non-formal (employment authorities)
  1. evaluation of the quality, efficiency and impact of the whole subsystem of vocational training for employment: the State Public Employment Service, with the relevant bodies or entities of the Autonomous Communities, draws up and implements an annual evaluation plan within the framework of the annual work programme of the National Employment System. This monitoring is undertaken through the following actions:
  • actions carried out at the venue where the training activity takes place and in the course of the activity: they include interviews with those responsible for the training, students and trainers on the development of the training action, its contents, the actual number of participants, facilities and teaching materials
  • actions undertaken once the training activity is completed: their aim is to verify that the training action has been developed, the actual number of participants, the training diploma or certificate has been awarded to participants and supporting documentation on training costs and their accounting. In the case of distance training, deliveries of material, monitoring inspections and tests, the verification of learning supports and tutorial assistance are also checked.
  1. students participate in the evaluation of the quality of supply and demand training actions through a quality assessment questionnaire whose minimum content is established by the State Public Employment Service, taking into account the proposals of the Autonomous Communities:
  • supply training: apart from the external evaluations conducted after the training has been completed, the entities that are responsible for implementing vocational training for employment plans must carry out, during their implementation, a quality evaluation and control of the training developed. Entities must allocate up to 5% of the subsidy granted for this purpose and apply the criteria and indicators specified in the call
  • demand training: both the origin and the accuracy of the reduction of employer Social Security contributions are verified.
  • Adult education within the education system (education authorities)

Characteristics of the evaluation of adult education:

  • it is conducted in public or private educational institutions which are authorised to offer distance education for adults
  • final evaluations leading to the award of official certificates are also diagnostic and they are carried out as established by the education authorities
  • if students reside out of the locality where the authorised institution is located, external evaluations can be conducted outside such locality, in accordance with the requirements of the collaboration agreement between the distance learning educational institutions for adults, or through other forms that will ensure the proper conduct of the tests.
  • Lifelong learning (education authorities)

Evaluation is a key aspect of the Strategic Lifelong Learning Plan (2014-2020). It is conceived as a process which is organised in two stages:

  • evaluation of each specific plan by the institution or organisation that designed it: a document has been agreed with the education authorities, making it possible to include its design, monitoring and evaluation, as well as suggested improvements to guide future plans. When specific plans are annual, a single final evaluation is carried out; if they are biennial, an intermediate evaluation at the end of the first year and another one at the end of the second year are conducted. These evaluations contribute to the drawing up of the global report on the Strategic Plan
  • global analysis of the Strategic Plan: the Subdirectorate General for Lifelong Learning draws up the global report of the Strategic Plan by using the information contained in the specific reports and sends it to those involved.
  • Participation of Spain in the Programme for the International Assessment of Adult Competencies (PIAAC)

It has allowed the country to obtain information on some of the key skills in society and their use in the work sphere and everyday life. The skills evaluated in Spain were:

  • literacy: it is the ability to understand different types of written texts and use their information. It is a basic requirement in order to develop more advanced skills and facilitate economic and social development
  • numeracy: it is the ability to use, apply, interpret and communicate mathematical information and concepts. It is a key skill, as there is an increasing amount and variety of mathematical information in our daily life
  • reading components: they refer to basic skills such as word recognition, decoding skills, knowledge of vocabulary and fluency. Therefore, the idea is to examine people’s ability and efficiency in processing the elements of the written language: letters and characters, words, sentences and continuous text segments.