Abstract
This chapter deals with professional qualification accreditation processes. We focus on the recognition of work experience and non-formal training paths recently developed in Spain. The chapter aims to provide a comprehensive view of the accreditation procedures and to what extent their promotion has changed the panorama and the set of rules that regulate the VET system. The author looks at the ways formal elements of the procedure are structured, their explicit functions, the rules and relations upheld by legislation, as well as the recognition of learning through the analysis of governance management. The findings are framed within European, Spanish and local legislation with regard to the accreditation of professional qualifications. The discussion focuses on the roles of the agents who take part in this procedure and on the conditions for its implementation.
This chapter is written in relation to the research project funded by the Spanish Government “Educational processes, accompaniment, qualification and personal development in work integration companies: innovation in social inclusion through employment” (ref. EDU2013-45919-R).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Available at INCUAL: incual.mecd.es
- 2.
CNCP available at http://incual.mecd.es/web/extranet/cualificaciones
- 3.
The procedure introduces in its rules that the competence folder must include self-assessment of competences; personal, professional and training history; as well as the evidence corroborating this.
- 4.
I came to know this experience, thanks to my participation in a work group coordinated by the Spanish Federations of third sector companies Faedei and Aeress. This group had the purpose to make accreditation procedures accessible to staff in Work Integration Companies. It was within this framework that, with the support of the research project funded by the Spanish Government “Educational processes, accompaniment, qualification and personal development in work integration companies: innovation in social inclusion through employment” (ref. EDU2013-45919-R), a handbook was written towards this aim (Guillera-Marco and Chisvert-Tarazona 2018).
- 5.
Mercadona is a supermarket company with Spanish capital and is based in Valencia. It works in the food, personal hygiene, home care and pet care sectors. Currently, the company can be found in 50 provinces of the 17 autonomous communities with more than 1600 supermarkets.
References
Abrantes, P., & Aníbal, A. (2014). O sistema nacional de RVCC e os percursos de vida de populações pouco escolarizadas: um balanço propositivo, Sensos, 7, IV, 1, 29–44.
Bernad, J. C., & Marhuenda, F. (2008). El sistema de cualificación profesional en España y los/as trabajadores/as escasamente cualificados/as. Revista Europea de Formación Profesional, 42–43, 91–102.
Bauman, Z. (1999). Modernidad líquida. Buenos Aires: Fondo de Cultura Económica.
Beck, U. (2006). Cosmopolitan vision. Cambridge: Polity Press.
BOE. (2002). Ley Orgánica 5/2002, de 19 de junio, de las Cualificaciones y de la Formación Profesional. BOE n° 147, de 20 de junio de 2002.
BOE. (2006). Ley Orgánica 2/2006, de 3 de mayo. BOE n° 106, de 4 de mayo de 2006.
BOE. (2009). Real Decreto 1224/2009, de 17 de julio, de reconocimiento de las competencias profesionales adquiridas por experiencia laboral. BOE n° 205, de 25 de agosto de 2009.
BOE. (2015). Ley 30/2015, de 9 de septiembre, por la que se regula el Sistema de Formación Profesional para el empleo en el ámbito laboral. BOE n° 217, de 10 de septiembre de 2015.
Cabrera, L., & Córdoba, M. (2011). Evaluación de un procedimiento de validación y acreditación de competencias profesionales. Revista de Investigación Educativa, 9(2), 51–75.
Carballo, J. M. (2018). Acto de apertura del Seminario Estatal de Personal de Acompañamiento a la Inserción. San Sebastian, 19 de Octubre de 2018.
Carro, L. (2015). The panorama of the validation and accreditation of competencies in Spain. Certiuni Journal 1, 10–24. Available in: http://www.certiunijournal.com
Capucha, L. (2014). Iniciativa Novas Oportunidades, o tempo da Igualdade. In M. L. Rodrigues (Org). 40 anos de políticas de educação em Portugal – Vol. I – A construção do sistema democrático de ensino (pp. 393–410). Coimbra: Almedina.
Cedefop. (2008). Terminology of European education and training policy – A selection of 100 key terms. Luxembourg: Publications Office of the EU.
Cedefop. (2012). Development of national qualifications frameworks in Europe. October 2011. Luxembourg: Publications Office of the EU.
Cedefop. (2016). European inventory on validation of non formal and informal learning. Luxembourg: Publications Office of the EU.
Chisvert-Tarazona, M. J., Ros-Garrido, A., Córdoba-Iñesta, A., & Marhuenda-Fluixá, F. (2015). Mapa de cualificaciones profesionales acreditables en las empresas de inserción. CertiUni Journal, 1, 36–50.
Diedrich, A. (2013). Translating validation of prior learning in practice. International Journal of Lifelong Education, 32(4), 548–570. https://doi.org/10.1080/02601370.2013.778078.
Duvekot, R. C. (2014). Lifelong learning policy and RPL in the learning society: The promise of Faure? In J. Harris, C. Wihak, & J. V. Kleef (Eds.), Handbook of the recognition of prior learning (pp. 65–85). Wales: National Institute of Adult Continuing Education (NIACE).
Eraut, M., Steadman, S., Trill, J., & Parkes, J. (1996). The assessment of NVQs. Research reports, 4. Brighton: University of Sussex.
European Commission. (2004). Draft conclusions of the council and of the representatives of the governments of the member states meeting within the council on common European principles for the identification and validation of non-formal and informal learning. Brussels: Publications Office of the European Union.
European Commission. (2010). Communication from the Commission Europe 2020. A strategy for smart, sustainable and inclusive growth. Brussels: Publications Office of the European Union.
European Council. (2012). Council recommendations of 20 December 2012 on the validation of non-formal and informal learning (2012/C398/01). Brussels: Publications Office of the European Union. Available in: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF
Guillera-Marco, S., & Chisvert-Tarazona, M. J. (Coord.). (2018). Acreditación de competencias profesionales. Guía para empresas de inserción. Madrid: Aeress and Faedei.
Guo, S., & Shan, H. (2013). The politics of recognition: Critical discourse analysis of recent PLAR policies for immigrant professionals in Canada. International Journal of Lifelong Education, 32(4), 464–480. https://doi.org/10.1080/02601370.2013.778073.
INE. (2017). Encuesta de población activa (EPA). http://www.ine.es/prensa/epa_tabla.htm
INCUAL. (2010). Manual de Procedimiento para el Reconocimiento de las Competencias Adquiridas por Experiencia Laboural. Ministerio de Educación. Available in: http://todofp.es
Leney, T., Gordon, J., & Adam, S. (2008). The shift to learning outcomes: Policies and practices cross Europe. Thessaloniki: European Centre for the Development of Vocational Training.
Morin, E., Ciurana, E. R., & Mota, R. D. (2002). Educar en la era planetaria. El pensamiento complejo como método de aprendizaje en el error y la incertidumbre humana. Valladolid: Universidad de Valladolid, Unesco, IIPC, USAL.
Observal. (2016). Balance de competencias. http://balance.observal.es
OEDC. (2001). Education policy analysis. Paris: Author.
Official Journal of the EU. (2015). Opinion of the Committee of the Regions. Recognition of skills and competences acquired through non-formal and informal learning, 2015/C 019/16.
Ottersten, E. K. (2004). Lifelong learning and challenges posed to European labour markets. European Journal of Education, 39(2), 151–159.
Rego-Agraso, L., Barreira, E. A., & Rial, A. F. (2017). La planificación territorial de la formación profesional del sistema educativo: la percepción de los agentes sociales. Educare, 53(2), 241–260.
Souto-Otero, M. (2012). Learning outcomes. Good, irrelevant, bad or none of the above? Journal of Education and Work, 25(3), 249–258.
Tejada, J. (2007). Aprendizajes no formales e informales: reconocimiento y certificación en Europa. Ponencia presentada en el IX Congreso Internacional de Galicia y Norte de Portugal de formación para el trabajo. Santiago de Compostela.
UGT-PV. (2015). Reconocimiento de las competencias profesionales. Informe técnico. Available in: www.ugt-pv.es
UNESCO. (2016). 3rd Global Report on Adult Learning and Education III. Hamburg: Author. Available in: http://uil.unesco.org/system/files/grale-3.pdf
Werquin, P. (2007). Moving mountains: Will qualifications systems promote lifelong learning? European Journal of Education, 42(4), 459–484.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Chisvert-Tarazona, M.J. (2019). Accreditation of Learning and Vocational Qualifications. 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_4
Download citation
DOI: https://doi.org/10.1007/978-981-13-8475-2_4
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-8474-5
Online ISBN: 978-981-13-8475-2
eBook Packages: EducationEducation (R0)