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Spain:Validation of Non-formal and Informal Learning

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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

 

The evaluation and accreditation of the professional competences acquired through work experience and non-formal and informal training is one of the necessary instruments to make lifelong learning a reality, encouraging the adult population, especially those who dropped out with no qualification, to reintegrate into the education system through the recognition of their training.

Since 2009, this evaluation and accreditation is conducted according to criteria guaranteeing its reliability, objectivity and technical rigour. The National Catalogue of Vocational Qualifications serves as an objective reference for this procedure, since it lists the vocational qualifications to be recognised and accredited, identified in the productive system on the basis of the skills required to practice the profession. In order to facilitate knowledge of this procedure and its requirements, the Ministry of Education, Culture and Sport provides all stakeholders with the IT tool ACREDITA through the TodoFP web portal.

Since its implementation, all the education authorities have published different calls for the recognition of certain competences. The procedure comprises the following stages:

  • Guidance, on the basis the documents provided: An advisor draws up a non-binding report. If it is positive, the candidate may have access to the evaluation stage. If negative, the report indicates the additional training to be undertaken by the candidate as well as the institutions where he/she can receive it.
  • Evaluation of the professional competence: It is checked whether the candidate has the professional competence required.
  • Accreditation and record of the professional competence: The accreditation is issued to candidates who have completed the evaluation stage for each competence unit for which the professional competence has been demonstrated.

On completion of the evaluation and accreditation process, the relevant authorities provide all participants with the necessary guidelines to complete training leading to the award of a vocational training qualification or a certificate of professional experience.

If the workers’ professional competences that have been evaluated are not enough to achieve the level of qualification required by a vocational training certificate or a certificate of professional experience, they are partially accredited. Thus, they can complete their training in order to obtain the relevant qualification or certificate.

Procedure for the recognition of professional competences acquired through work experience or non-formal training

Procedure_recognition_professional_competences.jpg

Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education (National Centre for Educational Innovation and Research, Ministry of Education, Culture and Sport).

In order to participate in the procedure for the recognition of competences, it is necessary to meet some general requirements, which are valid throughout the country. The Autonomous Communities may also establish additional requirements.

General requirements to participate in the procedure for the recognition of professional competences

NATIONALITY
Have Spanish nationality, have obtained an EU citizen registration certificate or a residence card of a family member of an EU citizen, or a valid residence permit or a work and residence permit in Spain, under the provisions of Spanish aliens and immigration law.
AGE
Be 18 at the time of registration in the case of competence units corresponding to Level 1 qualifications, and 20 for Levels 2 or 3.
WORK EXPERIENCE
  • Have at least 3 years of working experience, with a minimum of 2 000 hours worked in total, in the last 10 years before the call.
  • In the case of Level 1 competence units, 2 years of working experience, with a minimum of 1 200 hours worked in total, are required.
TRAINING1
  • Have at least 300 hours in the last 10 years before the call.
  • In the case of Level 1 competence units, at least 200 hours are required. If the training modules linked to the competence unit to be accredited have a shorter duration, the number of hours set for those modules will have to be accredited.

1People aged over 25 who meet the above work experience and training requirements but cannot prove them through the documents mentioned may apply for provisional registration, proving their work experience or non-formal training through a test recognised as legally valid.

Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education (National Centre for Educational Innovation and Research, Ministry of Education, Culture and Sport).