Spain 2022

3.1. NQF structure and level descriptors

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 qualifications included and the corresponding level descriptors, which are based on EQF 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, 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 ([5]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 ([6]Source: Internal communication with the General Secretariat for VET.).

3.2. NQF scope and coverage

MECU covers the eight EQF levels; levels 5 to 8 are equivalent to the four levels of MECES. It includes formal qualifications from general education, initial VET and higher education, along with professional certificates (European Commission and Cedefop, 2022). The latter can be obtained through adult learning / continuing training and through the validation of non-formal and informal learning. Advanced VET at MECU level 5 is considered non-university higher education, and is included in the framework to promote lifelong learning. It operates outside the university system; however, where subjects/learning outcomes are properly aligned, such studies may be recognised not only for admission to university but also as ECTS credits.

Qualifications were assigned to MECU levels based on three criteria:

1. the comparability of qualifications’ learning outcomes with the MECU level descriptors;

2. the implementation of common quality assurance criteria for qualifications in line with Annex IV to the 2017 EQF recommendation;

3. public consultation with bodies involved in the design, award and use of qualifications in a relevant field.

The 2022 organic law on VET classifies formal vocational training from grade A (micro-training) to grades D and E (degrees and specialisation courses). Micro-training represents the partial accreditation of competences that can be accumulated leading to modules (both can be considered microcredentials) and eventually to VET qualifications levelled to MECU (Cedefop, 2023).

3.3. Use of learning outcomes

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 ([7]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 and the basic skills for each level of compulsory education.

The most developed and detailed implementation of learning outcomes is in VET. The organic law on the organisation and integration of vocational training reinforces the learning-outcome-based modular structure of all VET cycles. The learning outcomes of VET qualifications are in line with the relevant occupational standard, while VET programmes include learning units on career guidance, entrepreneurship and transversal competences for socio-professional maturity (Cedefop and ReferNet, 2023).

The National catalogue of occupational standards (Catálogo Nacional de Cualificaciones Profesionales, CNCP) lists 756 occupational standards ([8]Occupational standards inform the development of both initial VET programmes that lead to vocational diplomas and continuing VET programmes that lead to professional certificates. Vocational diplomas and professional certificates include a compulsory on-the-job training module (their learning outcomes must be assessed in the workplace) (Cedefop and Fundae, 2019).) defined in 2 512 units of competences. Professional modules for each standard describe the learning outcomes and the corresponding assessment criteria ([9]Learning outcomes are closely related to work activities and required professional competences.). The National Institute of Qualifications (INCUAL), which is responsible for defining, updating and adapting the national catalogue, focused in 2019 on designing the new occupational standards and redefining learning outcomes. The 2020 organic law on education has also promoted a more competence-based approach to curriculum design. In addition, learners who complete a basic VET programme receive a compulsory secondary education graduate degree (ESO), which grants access to upper secondary education. Thus, basic VET programmes integrate general and vocational subjects. For those over the age of 17 who left the education system without a qualification, vocational programmes are organised to allow them to obtain a general education certificate or technician’s qualification.

MECES 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 professional training technician’s degree allows access to higher VET programmes and higher arts and design programmes. Learners who complete the necessary studies are able to obtain a bachelor’s degree in advanced artistic education.

3.4. Quality assurance arrangements

The National Institute for Educational Evaluation is the body of the education ministry responsible for the evaluation of education and training, in collaboration with education authorities.

External quality assurance in higher education is undertaken by the National Agency for Quality Assessment and Accreditation 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, for example, the ex post external evaluation of study programmes required for the formal accreditation of all official 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.