On April 23rd 2008, the European Parliament and the Council enacted the Recommendation on the establishment of the European Qualification Framework for Lifelong Learning (European Qualification Framework, EQF), a common European reference framework which enables linking the qualifications of the Member States and calls upon the Member States to set their own national qualification frameworks.

In 2011, article 73 on Sustainable Economy contains paragraph 6 stating that the Government would establish the new National Qualifications Framework, linked to the European Framework, in order to favour and increase the mobility of students and workers.

Subsequently, on 17 May 2017, the European Parliament Resolution on the European Qualifications Framework for lifelong learning was adopted. This resolution recalled the commitment of Member States to review both national legislation that complied with the Lisbon Convention on the recognition of qualifications and national qualifications frameworks that facilitate the understanding of training systems and the recognition of prior learning. In turn, the Council Recommendation on the European Qualifications Framework for lifelong learning was adopted on 22 May 2017, revoking the Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning.

Royal Decree 1027/2011, established the Spanish Qualifications Framework for Higher Education, and Royal Decree 272/2022, defines the Spanish Qualifications Framework for Lifelong Learning (MECU). Both share the objective of informing society, as well as promoting international mobility and recognition throughout the European Higher Education Area.

The Spanish Qualifications Framework is a national qualifications framework (degrees, diplomas and certificates) that includes lifelong learning. It is a structure that organises qualifications according to levels and comprises from the most basic to the most complex learning. It therefore covers general and adult education, vocational education and training, and higher education.

The Spanish Qualifications Framework (MECU) covers qualifications from compulsory education, up to the higher level of vocational training, artistic education, sports education and university education. Thus, it completes the general framework of Spanish qualifications, incorporating training programmes that had not yet been developed at the time of publication of Royal Decree 1027/2011.

It includes:

• qualifications obtained outside the education system through in-service training, work activity, collaboration with non-governmental organisations, etc.;
• qualifications obtained in the education system.

The proposed framework has eight levels and the level descriptors, defined in terms of knowledge, skills and competences, and are inspired by the level descriptors of the European Qualifications Framework for Lifelong Learning, but adapted to the national context.

The Spanish Qualifications Framework aims to correlate and coordinate the different subsystems of education and training and include the qualifications obtained in compulsory, post-secondary and higher education, as well as integrate the validation of non-formal and informal learning.

Main objectives of the Spanish Qualifications Framework

Among the main goals of the MECU the following may be highlighted:

• make qualifications more understandable by describing them in terms of learning outcomes;
• improve citizens’ information on national qualifications, as well as facilitate and promote mobility;
• support lifelong learning and correlate initial vocational training and vocational training for employment, as well as improve access and participation in this type of training, especially of people with some kind of disability;
• facilitate the identification, validation and recognition of all types of learning outcomes, including those related to non-formal and informal learning;
• facilitate transition and progression between the different training subsystems;
• develop procedures for the recognition of non-formal learning;
• reduce early school leaving.

Key actors

The Ministry of Education, Vocational Training and Sports (MEFD), through the General Secretariat for Vocational Training, coordinates the development and implementation of the MECU in cooperation with the Ministries ofEmployment and Social Economy, Industry and Tourism, Economy, Trade and Enterprise and Digital Transformation and Public Administration.

Other social actors are also involved in the development of the Spanish Qualifications Framework:

• companies, through the Spanish Confederation of Business Organisations (CEOE) or the Spanish Confederation of Small and Medium-Sized Enterprises (CEPYME);
• institutional bodies, such as the Sectoral Committee for Education or the General Committee for University Policy;
• consultative bodies, such as the State Council for Education, the Council for Vocational Training, the Council for Artistic Education  and the University Council;
• educational evaluation agencies and other professional associations and corporations;
• the departments and regional departments for Education of the different autonomous communities.

Although the MEFD s in charge of the drafting and coordination of the actions and the necessary regulations for its implementation, as well as the body responsible for guiding its successful implementation through the National Coordination Point, its actual implementation is the responsibility of public authorities and the different social actors.

Structure of the Spanish Qualifications Framework: levels and learning outcomes

The eight levels of the framework cover all types of qualifications in Spain. Level descriptors are defined in terms of knowledge, skills and competences.

The four upper levels are compatible with the levels of the Spanish Qualifications Framework for Higher Education (MECES), based on the Dublin descriptors.

The establishment of learning outcomes constitutes an essential part of the development and implementation of the MECU and the MECES. The term ‘learning outcome’ represents a considerable change in the education and training system in Spain. The level of implementation of learning outcomes varies depending on the training subsystem, vocational training being the one where they are currently most developed.

Development and implementation of the Spanish Qualifications Framework

Royal Decree 272/2022, which establishes the Spanish Framework of Qualifications for Lifelong Learning, constitutes a first phase of the definition of the Spanish Framework of Qualifications for Lifelong Learning, given that it includes the formal training of the education system, without including the non-formal training that will have to be incorporated in a second phase. The correspondence of the regulated training courses with each of the eight MECU levels can be found in the Annex to Royal Decree 272/2022.

The approval of the Spanish Qualifications Framework for Lifelong Learning provides a clear and measurable link between the qualifications it includes and the corresponding descriptors as well as extending the existence of a Spanish Qualifications Framework together with the Spanish Qualifications Framework for Higher Education.

For this purpose, this standard will have to undergo the process of “certification of equivalence” with the European Qualifications Framework for Lifelong Learning, which entails the assessment of this regulation by international experts.

Subsequently, once the Spanish Qualifications Framework has been certified in relation to the European Framework, the self-certification procedure will be regulated. Said procedure consisting on issuing the document that accompanies each qualification or certification included in this Framework, with information on the level and sublevel to which it corresponds to. The self-certification process shall include, for each of the qualifications, certifications or accreditations referred to in the framework, the criteria that have led to their inclusion. Among them, those corresponding to the knowledge, skills, autonomy and responsibility necessary to implement learning in the corresponding academic or professional field will be taken into account. For these purposes, the participation of technological or training experts, or both, where appropriate, will be taken into account, as well as the external audit of those who may contribute, through legitimate interest, with positive elements to such self-certification.