The experience of VET reform in Spain Alejandro Tiana Former Secretary General for Education.

The experience of The experience of VET reform in SpainVET reform in Spain

Alejandro TianaAlejandro TianaFormer Secretary General for EducationFormer Secretary General for Education

Alejandro Tiana - VET reform in SpaAlejandro Tiana - VET reform in Spainin

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Starting point (end of ’80s)Starting point (end of ’80s) Attractiveness for a sector of population (36% Attractiveness for a sector of population (36%

of post-compulsory secondary students in of post-compulsory secondary students in 1990)1990)

Low prestige of VET- Initial & Intermediate Low prestige of VET- Initial & Intermediate levels, because of its association to school levels, because of its association to school failurefailure

Very limited pathways between VET and Very limited pathways between VET and general/academic studiesgeneral/academic studies

No real offer of post-secondary VET, even No real offer of post-secondary VET, even though it was regulated in the 1970 Actthough it was regulated in the 1970 Act

Very limited development of continuous Very limited development of continuous training for employees and training for the training for employees and training for the unemployedunemployed


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Educational needs at the Educational needs at the beginning of the ’90sbeginning of the ’90s

Increasing the overall educational Increasing the overall educational level of the populationlevel of the population

Offering more educational Offering more educational opportunities to lower social sectorsopportunities to lower social sectors

Offering an extended general Offering an extended general curriculum to VET studentscurriculum to VET students

Improving formal and non-formal VET Improving formal and non-formal VET and adapting it to the new economic and adapting it to the new economic and labour demandsand labour demands


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A first wave of reform (’90s) A first wave of reform (’90s) 11

A new regulation for the education A new regulation for the education system (1990 Education Act)system (1990 Education Act)– Extension of compulsory education up to 16Extension of compulsory education up to 16– A new universal, comprehensive and A new universal, comprehensive and

compulsory level (ESO, 12-16)compulsory level (ESO, 12-16)– Starting of VET-I after having successfully Starting of VET-I after having successfully

completed ESO and VET-U after Bachilleratocompleted ESO and VET-U after Bachillerato– Remedial programs for failing students older Remedial programs for failing students older

than 16than 16


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A new structure and organisation for VET A new structure and organisation for VET (in the education system)(in the education system)– Basic VET components included in ESOBasic VET components included in ESO– Two levels of specific VET: Intermediate (post-Two levels of specific VET: Intermediate (post-

ESO) & Upper (post-Bac)ESO) & Upper (post-Bac)– More strict requisites for accessMore strict requisites for access– Modular and cyclic organisationModular and cyclic organisation– About 25% of time devoted to practical training About 25% of time devoted to practical training

at workplace, with the participation of business at workplace, with the participation of business organisations and companiesorganisations and companies

– New pathways between academic studies and New pathways between academic studies and VETVET

– Limited pathways between VET-I and VET-ULimited pathways between VET-I and VET-U


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A A new structure and organisation for non-new structure and organisation for non-formal training (outside the education system)formal training (outside the education system)– Reinforcement of the two non-formal training Reinforcement of the two non-formal training

sectors:sectors: Continuous training for employeesContinuous training for employees Training for unemployedTraining for unemployed

– Signature of agreements for training between Signature of agreements for training between business, trade unions and governmentbusiness, trade unions and government

– Significant amount of new private and public Significant amount of new private and public resources for training in companies and public resources for training in companies and public administrations (multiplied by 10 from 1993 to administrations (multiplied by 10 from 1993 to 2003)2003)


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Outstanding resultsOutstanding results Increased proportion of young people continuing Increased proportion of young people continuing

educationeducation– A higher proportion of 16 and 17 year olds in education A higher proportion of 16 and 17 year olds in education

(75.2 and 66.6% in 1991; 88.2 and 75.7% in 2001)(75.2 and 66.6% in 1991; 88.2 and 75.7% in 2001)– A similar proportion of students in VET-I than ten years A similar proportion of students in VET-I than ten years

before (38% in 2000), but a smaller numberbefore (38% in 2000), but a smaller number A new offer of VET diplomas in 26 professional A new offer of VET diplomas in 26 professional

families with a revised structure and organisationfamilies with a revised structure and organisation A new offer of VET-U studies, so increasing its A new offer of VET-U studies, so increasing its

prestigeprestige Limited VET pathways for failing students Limited VET pathways for failing students

(remedial programs, adult education and training (remedial programs, adult education and training for unemployed)for unemployed)

Increased number of workers in training (increase Increased number of workers in training (increase by 432% from 1993 to 2000)by 432% from 1993 to 2000)


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A second wave of reform A second wave of reform (’00s)(’00s)

An integral framework for VET and training (2002 An integral framework for VET and training (2002 Act), including:Act), including:– A national qualifications framework, covering both A national qualifications framework, covering both

formal VET and non-formal trainingformal VET and non-formal training– A system for recognition and accreditation of A system for recognition and accreditation of

competences and qualificationscompetences and qualifications– A model of vocational guidanceA model of vocational guidance– A system for quality control and improvementA system for quality control and improvement

A lifelong learning approach:A lifelong learning approach:– New pathways for ESO failing students to VET – Lower New pathways for ESO failing students to VET – Lower

levels (initial training)levels (initial training)– New pathways inside VET, between formal VET and non-New pathways inside VET, between formal VET and non-

formal training and between VET and academic studies formal training and between VET and academic studies


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Outstanding outcomes Outstanding outcomes 11

Approaching formal VET and non-formal Approaching formal VET and non-formal training through a common framework of training through a common framework of qualificationsqualifications– Development of new connected education Development of new connected education

diplomas and labour certificatesdiplomas and labour certificates Developing new instruments for VET policy-Developing new instruments for VET policy-

making and agreement (General VET Council making and agreement (General VET Council with representatives from regions, business with representatives from regions, business and trade unions, Ministries of Education and and trade unions, Ministries of Education and of Labor & Social Affairsof Labor & Social Affairs– A new model of social and regional dialogue for A new model of social and regional dialogue for

designing and agreeing on VET policiesdesigning and agreeing on VET policies


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Outstanding outcomes Outstanding outcomes 22

Increased attractiveness of VETIncreased attractiveness of VET– Significant labor market insertion rates for Significant labor market insertion rates for

VET graduates:VET graduates: VET-I: 67.4% in six months, 9.1% looking for a jobVET-I: 67.4% in six months, 9.1% looking for a job VET-U: 58,7% in six months, 8.7% looking for a jobVET-U: 58,7% in six months, 8.7% looking for a job

– Significant variation of increases/decreases of Significant variation of increases/decreases of students in post-compulsory levels (2000-students in post-compulsory levels (2000-2007)2007)

BachilleratoBachillerato VET-IVET-I UniversityUniversity VET-UVET-U

- 19.1%- 19.1% 23.6%23.6% -9%-9% 16.3%16.3%


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Outstanding outomes Outstanding outomes 33

Increased participation in continuous Increased participation in continuous trainingtraining– Significant increase in the proportion of Significant increase in the proportion of

workers from 25 to 64 having continuous workers from 25 to 64 having continuous training: from 4.4% in 1997 to 10.4% in 2007training: from 4.4% in 1997 to 10.4% in 2007

Limited possibilities for failing ESO Limited possibilities for failing ESO students:students:– Only 45,960 in remedial programs in 2007Only 45,960 in remedial programs in 2007


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Remaining challenges Remaining challenges 11

Increasing the participation in VETIncreasing the participation in VET– Figures are still lower than expected, even if Figures are still lower than expected, even if

they have improved:they have improved: 44.4% of young population graduated in Bachillerato 44.4% of young population graduated in Bachillerato

in 2005 (45% in OECD)in 2005 (45% in OECD) 16.4% graduated in VET in 2005 (48% in OECD)16.4% graduated in VET in 2005 (48% in OECD)

Expanding the alternatives for failing Expanding the alternatives for failing students to continue studiesstudents to continue studies– An unacceptable early school leaving rate An unacceptable early school leaving rate

(29.9% in 2006, 31.4% in 1996)(29.9% in 2006, 31.4% in 1996)– Limited pathways for failing students, now Limited pathways for failing students, now

being openbeing open


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Counterbalancing the effects of the new Counterbalancing the effects of the new working environment on opportunities for working environment on opportunities for young peopleyoung people– Significant effect of youth employment increaseSignificant effect of youth employment increase– Significant effect of immigrationSignificant effect of immigration– Smaller salary differential according to Smaller salary differential according to

educational level educational level Increasing the prestige of VETIncreasing the prestige of VET

– Significant effect of rates of employment and the Significant effect of rates of employment and the relevance of training receivedrelevance of training received


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Matching and Linking Formal and Non-formal Matching and Linking Formal and Non-formal VET offersVET offers– Development of integrated training centresDevelopment of integrated training centres– Development of new labour training certificatesDevelopment of new labour training certificates– Development of new instruments for recognition Development of new instruments for recognition

and accreditation of competences and and accreditation of competences and qualificationsqualifications

Matching the current VET offer to the needs Matching the current VET offer to the needs and demands of business and industryand demands of business and industry– Closer work with stakeholders (instruments Closer work with stakeholders (instruments

already in place)already in place)

The experience of VET reform in Spain Alejandro Tiana Former Secretary General for Education.

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