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The School-Based Vocational Education and Training System in Spain pp 41–67Cite as

Continuing Vocational Education and Training in Spain: Current Organization and Challenges

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Abstract

Traditionally, in Spain, continuing vocational education and training (hereinafter CVET) is conceived as an educational process aimed at the workforce as a whole, including initiatives aimed at both active workers and those seeking employment. Therefore, it refers to what is known in Spain as Vocational Training for Employment (in Spanish, Formación para el Empleo, FPE), which differs from initial vocational training (Formación Profesional Inicial), which is taught in ordinary professional and secondary schools in cooperation with companies. In this chapter we will analyse partway the FPE system in Spain, focusing especially on CVET aimed to employees. Previously, in order to contextualize this reality, a synthetic socio-economic approach of the Spanish labour market is introduced. In this way, it will be clearer and easier to understand the main characteristics of the CVET in the territory we are highlighting. It’s intended to introduce CVET in Spain from a double perspective, legal organization and management on the one hand and results of different investigations and statistical approaches on another, to obtain a more realistic picture of the situation.

Finally, the new challenges for CVET in Spain are explained, paying special attention, among other issues, to social responsibility, to development and to the population at risk.

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Notes

  1. 1.

    Although Andalusia, Extremadura and the autonomous city of Melilla have unemployment rates of more than 24%, in the autonomous community of Navarre and the Basque Country, they do not reach 12% in this same period (Statistics National Institute 2017a).

  2. 2.

    According to the OECD, proportion of the Spanish adult population (25–64 years old) with an upper secondary degree (academic or vocational) stands at 23%. This situation differs from the EU-28 average in which 42% of the adult population has finished an upper secondary programme. These figures place Spain behind countries such as Greece and Ireland, among others, and show an even greater distance with countries such as Italy, Austria, Germany and Denmark, where more than 40% of the adult population has achieved an upper secondary vocational programme.

  3. 3.

    According to the Public Employment Service (SEPE 2017), only 8.52% of all new contracts made in 2016 in Spain had an indefinite duration. That implies that the rest (91.48%) were temporary contracts. These figures on new hiring remain relatively stable since 2007, when temporary hiring reached 88.8% of new contracts (Idem). In 2013 it reached 92.33% and currently (2016) stands at 91.42% (Idem). In relation to the total employed population, more than a quarter (26.1%) are related to their employer under a temporary contract (Statistics National Institute 2016b).

  4. 4.

    We can highlight the Royal Decree 1046/2003 that regulates the CVET system; Employment Law 56/2003; the IV National Continuing Education and Training Agreement (Resolution of March 3rd, 2006); the Royal Decree 395/2007 that regulates the FPE system; the Royal Decree-Law 4/2015 for the urgent reform of the FPE system; Law 30/2015 that regulates the FPE System; or the Royal Decree 694/2017 by which Law 30/2015 is developed.

  5. 5.

    In chronological order, we are referring to Royal Decree-Law 4/2015, of March 22nd, for the urgent reform of Training System for Employment (BOE, No. 70, 03/23/2015); Law 30/2015, of September 9th, which regulates Training System for Employment (BOE, No. 217, 09/10/2015); and Royal Decree 694/2017, of July 3rd, that develops Law 30/2015, of September 9th, which regulates Training System for Employment (BOE, No. 159, 07/05/2017).

  6. 6.

    As stated in Art. 21 of the TAS Order 2307/2007, of July 27th, Individual Training Leaves (ITLs) are authorizations given by the company to an employee to carry out a paid training action aimed at achieving an officially recognized degree.

  7. 7.

    In a previous Spanish legislation, on-demand training used to be explained as training actions linked to the specific needs of companies and employees (it included training actions developed within companies and the Individual Training Leaves). Therefore, companies themselves were responsible for its planning and management. This on-demand training was financed through tax exemptions in the companies’ contributions to social security. On the other hand, the so-called offered training referred to those training actions that were planned and developed by the Public Administration, diverse social agents or private training companies. They were aimed at both employed and unemployed workers and they were financed through public grants. Currently, this difference between on-demand training and offered training is no longer reflected in the new regulations. However, the specific training actions included in each of these categories are still being developed under other names.

  8. 8.

    According to data from the National Foundation for Training and Employment (Fundae 2016), the total number of companies registered in the Social Security Treasury and from which the percentage of involvement of continuous training is calculated as 1,620,132. Taking this fact into account, we can assume that each company authorizes one of the registered ITLs to obtain a possible estimation of the impact of these ITLs throughout the Spanish labour market.

  9. 9.

    As settled by the National Foundation for Training and Employment (Fundae) (2016, p. 7), the other services category includes professional activities such as health and social services, education, financial consultancy, real estate activities, transport and communications and sociocultural activities.

  10. 10.

    At this point, it should be taken into account that the salaries of workers, who are involved in training during the working day, are recorded as part of the private financing of the CVET. We are referring to the proportion of the workers’ salary equivalent to the hours of the day in which they are involved in training.

  11. 11.

    The Sustainable Development Goals Fund (SDGF) (2016) analyses cases of companies oriented towards the SDGs that launch training actions that precisely have to do with the examples previously shown.

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Acknowledgements

We would like to thank the anonymous reviewers for their suggestions and comments.

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Authors and Affiliations

  1. Department of Pedagogy and Didactics, University of A Coruña (UDC), A Coruña, Spain

    Laura Rego-Agraso

  2. Department of Pedagogy and Didactics, University of Santiago de Compostela (USC), Santiago, Spain

    Eva M. Barreira Cerqueiras & Antonio F. Rial Sánchez

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  1. Laura Rego-Agraso
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  2. Eva M. Barreira Cerqueiras
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  3. Antonio F. Rial Sánchez
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Correspondence to Laura Rego-Agraso .

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Editors and Affiliations

  1. Department of Didactics and School Organization, Faculty of Philosophy and Education Sciences, University of Valencia, Valencia, Spain

    Fernando Marhuenda-Fluixá

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Rego-Agraso, L., Barreira Cerqueiras, E.M., Rial Sánchez, A.F. (2019). Continuing Vocational Education and Training in Spain: Current Organization and Challenges. In: Marhuenda-Fluixá, F. (eds) The School-Based Vocational Education and Training System in Spain. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 32. Springer, Singapore. https://doi.org/10.1007/978-981-13-8475-2_3

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  • DOI: https://doi.org/10.1007/978-981-13-8475-2_3

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