1.1. Schematic Description of the Higher Education System

1.2. Description of Higher Education System

Higher VET grades, Specialisation courses and Grade C professional certificates are part of post-secondary non-university education.

The qualification awarded is Higher Technician Diploma and its duration is 2 academic years. With a Higher Technician diploma, students are able to access university studies with credit recognition. However, it depends on whether or not the specific university where the corresponding degree is to be taken has regulated and recognised this, as it is the responsibility of each university, in accordance with the Law of University Autonomy, and not all universities do so, nor do they all recognise the same number of credits that give rise to the validation of certain subjects. The Higher VET grades have been assigned 120 ECTS credits.

Specialisation courses must be between 300 and 720 hours, depending on the nature of the training they are designed to provide.

When, in order to study an official university degree, in addition to the Higher VET grade, a Specialisation course with a direct relation to it is claimed, an additional 15 ECTS credits will be recognised.

Higher VET grades and Specialisation courses are offered by public and private centres registered and authorised by regional education authorities.

Grade C professional certificates are partial and cumulative training programmes, with a duration varying between 220 and 1190 hours The training is associated with a professional profile and closely linked to the labour market.

1.3. List of Higher Education Institutions

https://registrosfp.educacion.gob.es/registroestatalentidadesformacion/buscarPublico

1.4. Number of Students in Higher Education

Statistics on students of professional education:

• General number of students in Higher VET grades: 597.508 students and in Specialisation courses: 5.218 students.
• On-site Higher VET is taught in 2.853 centres; 60 of those are public VET schools and 39 private.
• On-line Higher VET is carried out in 556 centres; 24 are public VET schools and 34 are private.
• On-site Specialisation courses are offered in 313 centres; 288 are public VET schools, whereas 25 are private.
• On-line Specialisation courses are provided in 6 centres.

1.5. Structure of Academic Year

Broadly speaking, the academic year runs from September to June. Nevertheless, the design of the school calendar depends on each autonomous community, following the guidelines of the Ministry of Education, Vocational Training and Sports.

A defining feature of the Spanish system is its mandatory dual character. All grades C, D, and E programmes blend theoretical and practical learning by combining training at the VET centre with a mandatory training period in a company or equivalent organisation.

All grades C and D programmes have a dual character, with a percentage of between 25% and 50% of training in the company in two modalities:

1. general, if the in-company training is between 25%-35% of the total duration of the programme and between 10 – 20% of the learning outcomes of the curriculum. It is not contractually binding;
2. intensive, if the in-company training is between 35% – 50% of the total duration of the programme. It is contractually binding.

The curriculum is also balanced by including both professional modules directly linked to professional skills and transversal modules covering employability, digitalisation, sustainability, and professional English.

1.6. National Qualifications Framework (or Similar)

The Spanish Qualifications Framework for Lifelong Learning (MECU) is structured in eight levels, defined in terms of knowledge, skills and competences, and inspired by the descriptors of the European Qualifications Framework for lifelong learning, but adapted to the national context.

The qualification levels included and described in the MECU are as follows:

• Level 1 includes the certification corresponding to primary education.
• Level 2 includes the certification of completion of compulsory secondary education (ESO) when the school leaving certificate has not been obtained; or the certification of vocational training programmes for pupils with special educational needs or from specific groups.
• Level 3 includes:
  • Level 3A corresponds to the title of Graduate in Compulsory Secondary Education or that of Basic Technician.
  • Level 3B corresponds to the level 1 professional certificate.
• Level 4 has three sublevels:
  • Level 4A includes the following qualifications:
    • Baccalaureate.
    • Vocational training technician.
    • Music vocational training technician.
    • Dance vocational training technician.
    • Plastic arts and design technician.
    • Sports technician.
  • Level 4B corresponds to the level 2 professional certificate.
  • Level 4C corresponds to specialisation courses in vocational training in the education system, the access requirement for which is possession of a vocational training qualification.
• Level 5 also has three sub-levels:
  • Level 5A: Higher vocational training technician.
  • Level 5B: Professional certificate level 3 (Grade C).
  • Level 5C: Specialisation courses for higher vocational training (Grade E).
• Level 6 corresponds to University degree or higher technical Degree in artistic education
• Level 7 corresponds to University Master’s Degree
• Level 8 corresponds to PhD

1.7. Learning Outcomes in Higher Education

The assessment of the Higher VET grades and Specialisation courses and Grade C professional certificates is carried out by means of the objectives expressed as learning outcomes, the assessment criteria of each of the modules and the general objectives of the training grade.

All VET qualifications are described in terms of learning outcomes, and have a clear division between knowledge, skills and broader competences. Statements of learning outcomes usually contain the following components: a verb indicating what the learner is expected to know or be able to do at the end of the learning period; an object indicating what the learner performs at or with; and, in some cases, indications of the nature of the performance providing links to assessment criteria.

The Secretary General for Vocational Training is responsible for defining the specificities related to all VET qualifications, including tertiary non-university education.

Students learn competences in an environment linked to the professional world. This qualifies them for an activity in a professional field and provides them with tools that enable them to adapt to possible changes in their working lives.

In order to know the specific learning outcomes of a particular Higher VET grade, Specialisation course and Grade C professional certificates, the Royal Decrees that regulate that specific qualification should be consulted. These regulations Version as 5 of 14 September 2023 are the ones that give a detailed breakdown of the professional competences, objectives and learning outcomes associated with each training module of the grade.

1.8. Admission Requirements to Higher Education

Access to higher-level vocational training (VET) is possible with any of the following qualifications:

• baccalaureate or equivalent qualifications;
• intermediate level vocational training qualification;
• higher VET qualification or equivalent,
• a specific preparation training programme in public or private centres authorised by the educational administration;
• or being in possession of a University Degree or equivalent.

Access to higher-level specialisation programmes – Grade E is possible with a: higher VET qualification or equivalent.

The application for admission is submitted to the centre that offers the chosen programme by means of an application form. When there are not enough places in the centre applied for, the educational administrations establish reserves of places according to the established criteria.

In Spain, there are some regional languages recognised as official in the Basque Country, Catalonia, the Balearic Islands, Galicia, Valencia and Navarre.

The education administrations must guarantee the right of students to receive education in Spanish and in the respective co-official language and apply the instruments of control, assessment and quality assurance of the education system. They must also promote the analysis by the centres and ensure that all students achieve competence in linguistic communication in Spanish and the co-official language.

Recognition and validation of foreign non-university qualifications and studies, as well as exemptions of studies between the different VET grades are possible.The Ministry of Education, Vocational Training and Sports is responsible for processing the procedure, except if the applicants reside in the regions of Galicia, Catalonia or the Basque Country.

1.9. Grading System

The results obtained by the student in each of the learning modules are usually graded according to the following numerical scale from 0 to 10, without decimals:

• 0-4: Fail (SS)
• 5-6: Pass (AP)
• 7-8: Good (NT)
• 9-10: Outstanding (SB).

Assessment is carried out by means of the objectives expressed as learning outcomes in the VET programmes, the assessment criteria of each of the modules and the general objectives of the grade.

1.10. Tuition Fee System for International Students

Vocational training studies in public centers are free of charge in Spain, generally speaking, even for foreign students. The only amounts that can be paid are minor administrative fees (insurance, title, issuance), fixed by the corresponding regional administrations.

1.11. Graduation Requirements and/or Qualification Awarding Requirements

The grade earned in the higher-level vocational training is a Higher Technician qualification. It allows access to the university studies officially determined . They have been assigned 120 ECTS.
Grade E, higher level specialisation courses, complement the competences of people who already have a higher level VET qualification or who meet the established conditions. The qualification earned is a Master’s diploma in VET.
When, in order to study an official university degree, in addition to the Higher VET grade, a Specialisation course with a direct relation to it is claimed, an additional 15 ECTS credits will be recognised. Furthermore, in the event that the person with a University Degree holds a University Master’s Degree directly related to his/her speciality, he/she may obtain the recognition of 8 additional ECTS credits. For these purposes, the relationship between Specialisation courses belonging to the sector branches of vocational training and those belonging to the university fields of knowledge will be taken into account according to the relationship established in Annex XI.

1.12. Relevant Current and Prospective Reforms in Higher Education

The transformation of the VET system started in 2020 with the VET Modernization Plan, which was extraordinarily financed with European funds from the Recovery, Transformation and Resilience Plan, and was articulated through the passing of the Vocational Training Organic Law 3/2022, of 31 March. The Plan and the Law created a single Vocational Training System that integrated the Vocational Training of the Educational System and the Vocational Training for Employment. This was further developed by Royal Decree 659/2023, of 18 July, for the Regulation of the Vocational Training System, which further articulates the new system by making it respond flexibly to professional qualification and labour market needs.

2.1. Quality Assurance Body in Higher Education

There are several bodies. The High Inspectorate of Education and the Education Inspectorate are involved in the inspection, supervision and evaluation of the Vocational Training System.
The evaluation of the quality of the Vocational Training System is carried out in accordance with the indicators established in the European Quality Assurance Framework for Vocational Training (EQAVET). For this purpose, the High Inspectorate of Education and the Education Inspectorate are involved in the inspection, supervision and evaluation of the Vocational Training System, under the terms established in Organic Law 2/2006, of 3 May, on Education.
The Ministry of Education and Vocational Training, in a coordinated and joint manner with the regional administrations, within the framework of a Technical Committee for Quality and Evaluation of Vocational Training, draws up a common framework for evaluation and quality assurance and the state system of indicators for the evaluation of Vocational Training, determines common instruments for quality verification and evidence gathering for evaluation at state level and agrees on proposals for their implementation
VET centres are granted pedagogical and organisational autonomy to adapt their programming and methodologies to the specific characteristics of their students and the needs of their local economic environment. This allows them to be more inclusive by catering to diverse learners and more excellent by responding agilely to industry demands.

2.2. Quality Assurance System

Title X of Organic Act 3/2022, Articles 111 and 112, as well as Royal Decree 659/2023, Title IX, Articles 216 to 224, establish the elements for the evaluation and quality of the Vocational Education and Training System. This title includes guidelines at macro and micro level (quality of the centres, Chapter II) for the implementation of quality. Thus, it includes the elaboration of evaluation plans for the actions and services of the service, external verification mechanisms for programmes and centres and the elaboration of the Report on the State of the Vocational Education and Training System, as the main instruments for monitoring and quality assurance.
In addition, the Technical Committee for Quality and Evaluation of Vocational Education and Training (Article 127 of Royal Decree 659/2023), a body for territorial cooperation, has been set up to draw up a Common Framework for Evaluation and Quality Assurance and define the indicators for the evaluation of Vocational Education and Training, the common instruments for gathering evidence and the carrying out of studies and research into the evaluation of the Vocational Education and Training System.
The Framework for Evaluation and Quality Assurance of the Vocational Education and Training system will include the indicators included in the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET), as well as others that will allow the monitoring of the Vocational Education and Training system and are included in Article 218.3 of Royal Decree 659/2023.
Furthermore, a biennial “Report on the State of the System” is mandated to ensure continuous review, control, and data-driven improvement of all programmes and qualifications.

2.3. Programme Authorisation and Quality Assurance

The basic content of the curriculum is stablished and designed by the Government, through the Ministry of Education, Vocational Training and Sports (MEFPD), after consultation with the regional education administrations. The latest are responsible for adapting and establishing their curriculum environment, while respecting the regulations. They may incorporate additional training, considering the socio-economic reality of the region and the prospects for economic and social development. The training complements may not increase the initially planned duration of the grade by more than 10% in the case of the general system, or 40% in the case of the intensive system control, and data-driven improvement of all programmes and qualifications
Competent authorities are responsible for ensuring the quality of all VET system actions and services, promoting continuous improvement—particularly through national reference centres—and establishing evaluation plans to assess the system’s effectiveness.
There is a general register of VET centres that includes all authorised and accredited public and private VET providers: public or private institutions; specialised and integrated VET centres and national reference centres that carry out innovative and experimental activities.
https://registrosfp.educacion.gob.es/registroestatalentidadesformacion/buscarPublico

3.1. Description of Credit System

Higher VET grades have been assigned 120 ECTS credits and they are aligned with the European Credit Transfer and Accumulation System (ECTS). When, in order to study an official university degree, in addition to the Higher VET grade, a Specialisation course with a direct relation to it is claimed, an additional 15 ECTS credits will be recognised.

3.2. Credit Transfer System(s)

ECTS – European Credit Transfer and Accumulation System

Mutual recognition of ECTS credits between Higher VET and university Bachelor’s degrees is possible to facilitate progression, but it depends on the specific university. Not all institutions offer this validation. Some may not have any provisions for it. Even within universities that do offer it, not all degree programs will allow for it.

3.3. Additional Information

3.4. Is Application of Credit System in Higher Education Institutions Mandatory?

Yes, in the case of Vocational Training, in Higher VET grades .

3.5. Number of Credits per Academic Year/Semester

In Spain’s Vocational Education and Training system, teaching hours are not directly converted into ECTS credits; instead, credits are tied to the achievement of learning outcomes rather than just the number of instructional hours. They tend to be around 60 ECTS per year in Higher VET grades.

3.6. Number of Credits per Higher Education Cycle

Higher VET grades have been assigned 120 ECTS.
When, in order to study an official university degree, in addition to the Higher VET grade, a Specialisation course with a direct relation to it is claimed, an additional 15 ECTS credits will be recognised.

3.7. Description of Credit Unit

Credit is defined in the Spanish Qualifications Framework for Lifelong Learning (MECU) as the confirmation that a part of a qualification, consisting of a coherent set of learning outcomes, has been assessed and validated by a competent authority, according to an agreed standard.

3.8. Link between Learning Outcomes and Credits

Royal Decree 272/2022 of 12 April established the Spanish Qualifications Framework for Lifelong Learning, which states that credits are awarded by the competent authorities when the individual has achieved the defined learning outcomes, supported by appropriate assessments, and can be expressed by a quantitative value reflecting the estimated workload that an individual normally needs to achieve for obtaining the relevant learning outcomes.