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

2. Alejandro Tiana - VET reform in Spain2 Starting point (end of ’80s) Attractiveness for a sector of population (36% of post-compulsory secondary students in 1990) Attractiveness for a sector of population (36% of post-compulsory secondary students in 1990) Low prestige of VET- Initial & Intermediate levels, because of its association to school failure Low prestige of VET- Initial & Intermediate levels, because of its association to school failure Very limited pathways between VET and general/academic studies Very limited pathways between VET and general/academic studies No real offer of post-secondary VET, even though it was regulated in the 1970 Act No real offer of post-secondary VET, even though it was regulated in the 1970 Act Very limited development of continuous training for employees and training for the unemployed Very limited development of continuous training for employees and training for the unemployed

3. Alejandro Tiana - VET reform in Spain3 Educational needs at the beginning of the ’90s Increasing the overall educational level of the population Increasing the overall educational level of the population Offering more educational opportunities to lower social sectors Offering more educational opportunities to lower social sectors Offering an extended general curriculum to VET students Offering an extended general curriculum to VET students Improving formal and non-formal VET and adapting it to the new economic and labour demands Improving formal and non-formal VET and adapting it to the new economic and labour demands

4. Alejandro Tiana - VET reform in Spain4 A first wave of reform (’90s) 1 A new regulation for the education system (1990 Education Act) A new regulation for the education system (1990 Education Act) –Extension of compulsory education up to 16 –A new universal, comprehensive and compulsory level (ESO, 12-16) –Starting of VET-I after having successfully completed ESO and VET-U after Bachillerato –Remedial programs for failing students older than 16

5. Alejandro Tiana - VET reform in Spain5 A first wave of reform (’90s) 2 A new structure and organisation for VET (in the education system) A new structure and organisation for VET (in the education system) –Basic VET components included in ESO –Two levels of specific VET: Intermediate (post-ESO) & Upper (post-Bac) –More strict requisites for access –Modular and cyclic organisation –About 25% of time devoted to practical training at workplace, with the participation of business organisations and companies –New pathways between academic studies and VET –Limited pathways between VET-I and VET-U

6. Alejandro Tiana - VET reform in Spain6 A first wave of reform (’90s) 3 A new structure and organisation for non-formal training (outside the education system) A new structure and organisation for non-formal training (outside the education system) –Reinforcement of the two non-formal training sectors:  Continuous training for employees  Training for unemployed –Signature of agreements for training between business, trade unions and government –Significant amount of new private and public resources for training in companies and public administrations (multiplied by 10 from 1993 to 2003)

7. Alejandro Tiana - VET reform in Spain7 Outstanding results Increased proportion of young people continuing education Increased proportion of young people continuing 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) –A similar proportion of students in VET-I than ten years before (38% in 2000), but a smaller number A new offer of VET diplomas in 26 professional families with a revised structure and organisation A new offer of VET diplomas in 26 professional families with a revised structure and organisation A new offer of VET-U studies, so increasing its prestige A new offer of VET-U studies, so increasing its prestige Limited VET pathways for failing students (remedial programs, adult education and training for unemployed) Limited VET pathways for failing students (remedial programs, adult education and training for unemployed) Increased number of workers in training (increase by 432% from 1993 to 2000) Increased number of workers in training (increase by 432% from 1993 to 2000)

8. Alejandro Tiana - VET reform in Spain8 A second wave of reform (’00s) An integral framework for VET and training (2002 Act), including: An integral framework for VET and training (2002 Act), including: –A national qualifications framework, covering both formal VET and non-formal training –A system for recognition and accreditation of competences and qualifications –A model of vocational guidance –A system for quality control and improvement A lifelong learning approach: A lifelong learning approach: –New pathways for ESO failing students to VET – Lower levels (initial training) –New pathways inside VET, between formal VET and non-formal training and between VET and academic studies

9. Alejandro Tiana - VET reform in Spain9 Outstanding outcomes 1 Approaching formal VET and non-formal training through a common framework of qualifications Approaching formal VET and non-formal training through a common framework of qualifications –Development of new connected education diplomas and labour certificates Developing new instruments for VET policy- making and agreement (General VET Council with representatives from regions, business and trade unions, Ministries of Education and of Labor & Social Affairs Developing new instruments for VET policy- making and agreement (General VET Council with representatives from regions, business and trade unions, Ministries of Education and of Labor & Social Affairs –A new model of social and regional dialogue for designing and agreeing on VET policies

10. Alejandro Tiana - VET reform in Spain10 Outstanding outcomes 2 Increased attractiveness of VET Increased attractiveness of VET –Significant labor market insertion rates for VET graduates:  VET-I: 67.4% in six months, 9.1% looking for a job  VET-U: 58,7% in six months, 8.7% looking for a job –Significant variation of increases/decreases of students in post-compulsory levels (2000-2007) BachilleratoVET-IUniversityVET-U - 19.1% 23.6%-9%16.3%

11. Alejandro Tiana - VET reform in Spain11 Outstanding outomes 3 Increased participation in continuous training Increased participation in continuous training –Significant increase in the proportion of workers from 25 to 64 having continuous training: from 4.4% in 1997 to 10.4% in 2007 Limited possibilities for failing ESO students: Limited possibilities for failing ESO students: –Only 45,960 in remedial programs in 2007

12. Alejandro Tiana - VET reform in Spain12 Remaining challenges 1 Increasing the participation in VET Increasing the participation in VET –Figures are still lower than expected, even if they have improved:  44.4% of young population graduated in Bachillerato in 2005 (45% in OECD)  16.4% graduated in VET in 2005 (48% in OECD) Expanding the alternatives for failing students to continue studies Expanding the alternatives for failing students to continue studies –An unacceptable early school leaving rate (29.9% in 2006, 31.4% in 1996) –Limited pathways for failing students, now being open

13. Alejandro Tiana - VET reform in Spain13 Remaining challenges 2 Counterbalancing the effects of the new working environment on opportunities for young people Counterbalancing the effects of the new working environment on opportunities for young people –Significant effect of youth employment increase –Significant effect of immigration –Smaller salary differential according to educational level Increasing the prestige of VET Increasing the prestige of VET –Significant effect of rates of employment and the relevance of training received

14. Alejandro Tiana - VET reform in Spain14 Remaining challenges 3 Matching and Linking Formal and Non-formal VET offers Matching and Linking Formal and Non-formal VET offers –Development of integrated training centres –Development of new labour training certificates –Development of new instruments for recognition and accreditation of competences and qualifications Matching the current VET offer to the needs and demands of business and industry Matching the current VET offer to the needs and demands of business and industry –Closer work with stakeholders (instruments already in place)