OECD Skills Strategy Diagnostic Report: Spain 2015

Abstract

Spain 2015Social cohesion By contributing to social outcomes such as health, civil and social engagement. By strengthening skills systemsDesigning and implementing an evidence-based national skills strategy.Funding skills through public and private sources and designing e ective incentives for employers and individuals.Providing good information for the public, businesses and policy makers.By supporting improvement in productivity and growth.By supporting high levels of employment in good quality jobs. Economic prosperityIn what way?How is this achieved?Building the right skills can help countries improve economic prosperity and social cohesion OECD SKILLS STRATEGY DIAGNOSTIC REPORT: SPAIN ABOUT THE OECDThe OECD is a unique forum where governments work together to address the economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population. The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies.The OECD member countries are:

Micro-credential policy implementation in Finland, the Slovak Republic, Slovenia and Spain

“…Adult education in Slovenia covers a wide range of programmes aimed at a variety of target groups. Many programmes are wholly or partially publicly funded, but many private or otherwise non-governmental providers also exist (OECD, 2018 [59]). The full landscape of providers is quite complex but from the perspective of micro-credentials, three merit particular attention:…”

“…The second are the network of folk high schools (ljudske univerze) and adult education units in public (state) schools (OECD, 2018 [59]). These offer a range of publicly subsidised programmes, but for the most part these are aimed at people with low levels of education who would like to complete formal levels of education, such as obtaining qualifications for specific vocations or completing the matura examination (European Commission, 2023 [61]).…”

“…Instead, each provider and programme type have their own information channels. For example, the ACS, the Institute of the Republic of Slovenia for Vocational Education and Training (Center Republike Slovenije za poklicno izobraževanje, CPI) and the ZRSZ all maintain separate websites (OECD, 2018 [59]). Secondly, despite the plethora of existing platforms, there is no national-level synthesis of the short programmes offered by higher education institutions.…”

“…This could be the same website that aggregates the micro-credential offers of higher education institutions, as is in the case of the German hoch & weit website which offers structured information on the different forms of further education programmes offered by public and government-recognised higher education institutions (hoch & weit, n.d. [75]). Alternatively, given that platforms for different types of adult learning, chiefly the programmes offered through the ACS, the CPI and the ZRSZ have been already been established, the MVZI could consider establishing a separate web page aimed at explaining the different forms of adult learning, which would then link prospective learners to the respective national synthesis website for each programme type (OECD, 2018 [59]).…”