European, global and intercultural dimension in curriculum development

Vocational training

One of the general principles of the Vocational Training System according to Organic Law 3/2022, is convergence with the vocational training systems of the European Union and third countries, favouring internationalisation and transnational mobility.

Some of the objectives of vocational training include:

• the generation of inter-autonomic and transnational circuits of knowledge transfer between centres, companies or similar organisations, entities, teachers and trainees, promoting mobility projects;
• the extension of foreign language skills in the professional sphere;

For the purpose of internationalisation of Vocational Training, the General State Administration promotes:

• the signing of partnership agreements and the implementation of projects;
• participation in international exchange programmes;
• programmes based on dual vocational training degrees with mixed curricula from the two countries involved;
• dissemination activities to attract students to the Spanish vocational training system;
• cooperation with other countries in the design and implementation of their vocational training systems.

In addition, vocational training institutions can carry out training projects with companies abroad.

Within the curriculum of the different branches of vocational training, the Higher Vocational Training qualification has the most related content to the European and international dimension in their modules.  In this category, the specialisations of International Commerce and Marketing and Advertising stand out in their modules oriented towards financing and international trade.

In the International Commerce specialisation, students learn how to:In the Marketing and Advertisement specialisation, students learn how to:

• draw international market studies;
• choose adequate trading communication actions to approach a foreign market;
• elaborate a digital international marketing plan;
• getting a deep understanding of the bodies and institutions related to the international trade;
• understand the international contracting regulations that regulate sales and purchase;
• analyse distribution channels in export markets;
• organise the international activity of companies.

In the Marketing and Advertisement specialisation, students learn how to:

• understand the international institutions that regulate or influence the trading activity;
• value sociocultural and formal protocols in international relationships.

In addition, these modules allow learners to learn about:

• international economic structure;
• Spanish international trade;
• features of the EU and other countries;
• international and regional bodies;
• multinational firms;
• international funding;
• foreign exchange markets;
• trade system and international markets;
• international credit management.

University education

Spanish universities enjoy autonomy to design and propose their own curricula.  However, the Organic Law 2/2023 of the University System (LOSU) emphasizes the importance of integrating the Spanish university system into the European Higher Education Area. Additionally, it promotes the inclusion of perspectives, initiatives, and regulations stemming from the European Union. The Europeanization of the Spanish university system involves structural and institutional adjustments in academic offering, organization of education, recognition of degrees, quality assurance according to shared criteria, and the strengthening of international inter-university cooperation.

Partnerships and networks

Partnerships

Acciones Jean Monnet are framed within the actions of the Erasmus+ Programme for higher education students and staff. 

The aim of these actions is to support teaching, learning, research and discussion on various aspects of the European Union.

Jean Monnet teaching and research activities in higher education institutions take the form of the following Actions:

• Jean Monnet Modules: short teaching programmes or courses in the field of EU studies.  Each Module has a minimum duration of 40 teaching hours and may concentrate on one particular discipline in European studies or be multidisciplinary in approach: they may include general or introductory courses on EU topics, specialised education on the evolution of the EU, and fully recognized summer or intensive courses. Modules can be developed in a higher education institution in any country in the world, and in case the institution is located in an Erasmus+ Programme Country, it must hold an Erasmus Charter for Higher Education.
• Jean Monnet Chairs: teaching posts with a specialisation in EU studies for university professors or senior lecturers.  Teachers must provide a minimum of 90 teaching hours per academic year and a Chair can deepen teaching in EU studies, promote research on EU subjects, or provide in-depth teaching on EU matters for future professionals.  Applications must be submitted by higher education institutions (which must also possess an Erasmus Charter for Higher Education); professors/lecturers cannot apply directly.
• Jean Monnet Centres of Excellence: focal points of competence and knowledge on EU subjects. They aim at developing synergies between the various disciplines and resources in European studies, as well as at creating joint transnational activities and structural links with academic institutions in other countries.  They have a major role in reaching out to students from faculties not normally dealing with EU issues, as well as to policy makers, civil servants, organised civil society and the general public at large.
• Jean Monnet Networks: foster the creation and development of consortia of international players (higher education institutions, centres of excellence, departments, teams, individual experts, etc.) in the area of EU studies. These networks develop a broad range of activities, such as, for example, gathering and promoting information, enhancing cooperation between higher education institutions and other relevant bodies, or exchanging knowledge, expertise and good practices. These projects have a duration of three years.

Cooperation Partnerships

Within the economic support for organizations, Erasmus+ offers Key Action 2-KA2: Cooperation Opportunities, which involve transnational projects to develop and transfer innovative practices, as well as promote collaboration, peer learning, and the exchange of experiences in the fields of education, training, and youth.

Two types of partnerships are offered:

• Cooperation partnerships (KA220): aimed at supporting the development, transfer or implementation of innovative practices, as well as the implementation of joint initiatives that promote cooperation, peer learning, and the exchange of experiences on a European scale. 
• Small-scale partnerships (KA210): designed to expand access to the programme to individuals and small-sized agents that have difficulties reaching educational sectors of school education, adult education, and vocational training.

In higher education, priority is given to actions that are fundamental to achieving the objectives of the European Education Area:

• promoting interconnected higher education systems;
• fostering innovative learning and teaching practices;
• developing STEM (science, technology, engineering and mathematics) / STEAM (science, technology, engineering, arts and mathematics) disciplines in higher education, in particular by increasing the participation of women in these disciplines;
• Two types of partnerships are offered;
• creating inclusive higher education systems;
• supporting digital and green skills in the higher education sector.

Applications must be submitted by an organization established in a country the programme, and must include at least three organizations.

Alliances for Innovation

Similar to Cooperation Partnerships, Alliances for Innovation aim to strengthen Europe’s capacity for innovation by reinforcing cooperation and the flow of knowledge in higher education, vocational education and training.

Some of the promoted activities are:

• Alliances for Education and Enterprises which aim at enhancing innovation in higher education, vocational education and training and enterprises. Projects must include at least 4 participant countries, 3 enterprises, and 3 education and training providers (vocational and higher).
• Alliances for sectoral cooperation on skills which aim to design strategic approaches for sector-wide cooperation, as well as the design of sectoral-level vocational core curricula and training programmes. Projects must involve at least 8 countries, 5 entities from the labour market (companies, societies, etc.), and 5 providers of education and training (vocational or higher education).