Higher education is integrated by:

• university education;
• some non-university education:
  • advanced vocational training;
  • advanced artistic education, advanced plastic arts and design professional studies and advanced sports education. These are all part of the specialised education programmes.

University education is regulated by Organic Law 6/2001 on Universities (LOU). The rest of the studies are regulated by Organic Law 2/2006 on Education (LOE), as amended by Organic Law 3/2020 (LOMLOE).

Higher education qualifications correspond to the levels and qualifications established in the Spanish Qualifications Framework for Higher Education (MECES) and to the levels established in the European Qualifications Framework:

Source: Drawn up by Eurydice Spain-REDIE (National Institute for Educational Evaluation [INEE], Ministry of Education and Vocational Training [MEFP]) based on Royal Decree 1027/2011 and its subsequent modifications.

University education

Structure

University education is organised into Bachelor, Master's and PhD programmes.

General objectives and functions

The university system is granted with the development of a public service of higher education through research, teaching and study. Universities are granted legal status and they develop their functions in a system of autonomy and coordination among themselves.

Their functions, at the service of society, are the following:

• the creation, development, transmission and criticism of science, technology and culture;
• the training of students for professional activities in areas which require applying knowledge, scientific methods and artistic creativity;
• the dissemination, appreciation and transfer of knowledge at the service of culture, life quality and economic development;
• the dissemination of knowledge and culture by means of the extension of university education;
• lifelong learning.

Law 2/2011 on Sustainable Economy (article 60) establishes that the university system will aim to achieve the following general objectives:

• to facilitate, through education, the acquisition of the qualifications demanded by both the productive and the public sectors, and to improve adaptability to social and economic changes and, in general, the capacity to face long-term challenges;
• to promote the quality, competitiveness and internationalisation of universities through research training specialisation, the modernisation of their infrastructures and the improvement of the efficiency in their management, with a reinforced commitment to the European Higher Education Area (EHEA) and the European Research Area (ERA);
• to foster scientific productivity, the transfer of knowledge, technological development and innovation in all branches of knowledge;
• to facilitate university governance, by means of promoting measures which guarantee the exercise of government and managerial functions, the review of internal management and governance procedures and the implementation of good practices in accordance with internationally recognised criteria of quality and efficiency in management;
• to increase transparency, internal control of finances and budgetary balance, as well as an external evaluation of their activity;
• to encourage talent recruitment, international mobility and collaboration with international reference universities and research institutions;
• to promote measures to attract private national and international investment, so as to contribute to the financing of the objectives of the university, especially in the area of research, transfer of knowledge and creation of innovation and technology-based business projects.

Structure of the academic year

Each university designs every year the organisation of the academic year.

As a general rule, the university school year establishes between 130 and 150 school days, excluding exam periods, organised in two semesters.

Universities, at their discretion, hold extraordinary examinations in June or July. Some universities hold their extraordinary exam sittings after the end of the corresponding ordinary sittings in each semester.

Schools providing university education

University education is provided by universities, which may be public or private.

Politics in university education

The priority objectives of Spanish policy for university education are the following:

• guaranteeing the fundamental right to education, as well as equity and equal opportunities in access to and permanence in the Spanish education system;
• the re-qualification of teaching and research staff;
• promoting scientific and technical research and innovation in all sectors;
• promoting the internationalisation of the Spanish university system;
• the digitalisation of the Spanish university system.

Non-university education

Advanced vocational training

Vocational training consists of a set of training actions that enable the qualified performance of various professions, access to employment and active participation in social, cultural and economic life.

Vocational training is a priority area within the education and economic policy of Spain, and has become one of its main action lines. An ambitious package of reforms in legislation introduced a series of important changes in this type of provision, so as to contribute to adapt the training offer to the demands of the different productive sectors, to increase the educational offer, to advance towards the integration of vocational training in the education system, and to strengthen the cooperation between the different education authorities, as well as with other social agents and with the entrepreneurial sector.

When it comes to the education system, during the last few years, vocational training provision has been reformed and changes in the conditions for admission to advanced vocational training have been introduced.

Structure

Advanced vocational training is organised in training cycles, which have a modular structure. It includes a project vocational module during the last stage of the training cycle.

There are currently 88 advanced level qualifications (Source: todo FP). In addition, it is still possible to study three qualifications belonging to the now abrogated Organic Law 1/1990 on the General Organisation of the Education System [LOGSE] (Source: todo FP).

These training cycles belong to 25 of the 26 professional families established by the National Catalogue of Professional Qualifications (CNCP).

Aim and objectives

The aim of vocational training in the education system is to qualify students for the activity in a professional field and to facilitate their adaptation to the changes in the labour market that may occur throughout their lives, as well as to contribute to their personal development and the exercise of democratic and peaceful citizenship, and to enable their progression in the education system, within the framework of lifelong learning.

The objective of advanced vocational training is to provide students with the professional, personal and social competences they will need in order to:

• engage in a professional activity related to the general competence area of the relevant vocational training programme;
• understand the organisation and characteristics of the relevant productive sector, the mechanisms for professional insertion, the pertinent labour legislation and the rights and obligations arising from labour relationships;
• consolidate the habits of discipline, individual and teamwork, as well as the ability for self-learning and for critical analysis;
• establish interpersonal and social relationships, both at professional and personal levels, based on the peaceful resolution of conflicts, the respect to others and the rejection of violence or any kind of prejudice and sexist behaviour;
• prevent labour and environmental risks, and implement measures to work under conditions of  good health and safety;
• develop a motivating professional identity for future learning, and be able to adapt to the evolution of production processes and to social changes;
• promote creativity, innovation and entrepreneurship;
• use information and communication technologies, as well as the foreign languages required in their professional activity;
• communicate effectively both at professional and personal levels;
• manage their professional careers, analysing the most suitable training itineraries in order to improve employability.

Structure of the academic year

Activity in schools starts on September 1st and ends at least on June 30th. For students the teaching activity begins during the month of September and ends depending on the duration in hours of each training cycle. In any case, the total number of hours required in each case must be guaranteed.

The exact dates are set by the education authorities in each autonomous community, with different timings. The teaching activity is organised taking into account the Christmas, Easter and summer holidays, giving rise to terms of varying length. However, some autonomous communities have also tried to divide the year in two-month periods.

During the summer holidays, educational institutions may remain open until the end of July for administrative purposes. Depending on the organisation of each educational centre, the same may occur on non-holiday days during the Christmas and Easter breaks.

Institutions providing advanced vocational training

VT studies can be pursued in vocational training institutions, integrated institutions or national reference institutions, which are specialised in the different productive sectors.

Education policy for advanced vocational training

The priority objectives of the Spanish educational policy regarding advanced vocational training focus on several aspects:

• the incorporation of the following approaches that are key to adapting the education system to present needs:
  • gender equality through co-education and the promotion of effective equality between women and men, the prevention of gender violence and respect for affective-sexual diversity;
  • a cross-cutting approach aimed at ensuring that all students have guarantees of success in education through a dynamic of continuous improvement of educational institutions and a greater individualisation of learning;
  • the focus on sustainable development in line with the 2030 Agenda;
  • the digital transformation taking place in all societies and which inevitably affects educational;
• several strategic objectives:
  • promoting lifelong learning and teacher mobility;
  • improving the quality of the educational provision;
  • guaranteeing educational inclusion and quality education for all students;
  • guaranteeing equal opportunities in the fulfilment of the right to education;
  • encouraging participation in education;
  • promoting professional development;
  • promoting the learning of foreign languages.

Specialised education

Specialised education that composes higher education includes advanced artistic education, advanced plastic arts and design professional studies, and advanced sports education.

Structure

Advanced artistic education

Advanced artistic education is organised into Bachelor's degrees in Advanced Artistic Education (equivalent in all matters to a university Bachelor's degree), official Master's degrees in Artistic Education and doctoral studies. These programmes include advanced studies in music and dance, drama, conservation and restoration of cultural heritage, and advanced studies in design and plastic arts. The latter include ceramics and glass.

Bachelor's degrees in Advanced Artistic Education are named as follows, with mention to the corresponding specialisation:

• Bachelor's degree in Advanced Artistic Education in Music;
• Bachelor's degree in Advanced Artistic Education in Dance;
• Bachelor's degree in Advanced Artistic Education in Performing Arts;
• Bachelor's degree in Advanced Artistic Education in Conservation and Restoration of Cultural Heritage;
• Bachelor's degree in Advanced Artistic Education in Design;
• Bachelor's degree in Advanced Artistic Education in Plastic Arts.

The designation of Master's degrees is Master in Artistic Education, followed by the specific name of the degree.

Advanced plastic arts and design professional studies

Advanced plastic arts and design professional studies comprise the set of training actions that enable the qualified performance of the various professions related to the field of design, applied arts and artistic crafts, access to employment and active participation in social, cultural and economic life, as well as the updating and development of professional and personal skills throughout life.

These programmes are structured in advanced training cycles, grouped into professional families, with a module-based organisation and practical training periods in companies, studios and workshops.

Additionally, they include a module which requires the preparation of a project during the last stage of the training cycle.

There are currently 50 training cycles on offer, belonging to one of the 13 existing artistic professional families.

Students passing the advanced level of plastic arts and design are awarded the Diploma of Plastic Arts and Design Advanced Technician in the corresponding speciality.

Advanced vocational education in sports

Sports education is organised on the basis of the sports modalities and, where appropriate, their specialisations, recognised by the Superior Sports Council (CSD), in accordance with article 8.b of Law 10/1990 on Sport.

The programmes are structured in advanced training cycles, grouped into professional families, with an organisation in blocks and modules of variable duration, made up of areas of theoretical and practical knowledge appropriate to each professional and sports field.

Additionally, they include a module which requires the preparation of a final project during the last stage of the training cycle.

There are currently 19 training cycles on offer, belonging to one of the 12 existing sports professional families.

Students successfully passing advanced sports education programmes will be awarded the Diploma of Sports Advanced Technician in the corresponding modality.

Aim and objectives

Advanced artistic education

The purpose of these degrees in advanced artistic education is to provide general training, in one or more disciplines, aimed at preparing students for the exercise of professional activities.

The aim of the official Master's artistic education is for each student to acquire advanced training, of a specialised or multidisciplinary nature, aimed at academic or professional specialisation, or at promoting initiation into research tasks.

Advanced plastic arts and design professional studies

The purpose of advanced plastic arts and design professional studies is to: 

• provide the appropriate artistic, technical and technological training for the qualified exercise of the professional competences for each degree;
• provide information on the organisational, economic, legal and safety aspects that affect professional practice, labour relations and the business environment of the corresponding professional sector;
• enable students to gain access to employment, either as self-employed or wage-earning professionals, and foster entrepreneurship and lifelong learning.

The aim of these courses is to enable students to:

• develop the skills associated with each degree and begin professional practice with guarantees of quality, efficiency and profitability;
• value the importance of the plastic arts as a universal creative language and as a means of cultural expression, as well as the enrichment that traditional and modern artistic crafts and procedures represent for them;
• encourage the renewal of the arts and cultural industries through aesthetic reflection and mastery of artistic production processes;
• develop the potential for entrepreneurship, self-learning and adaptation to the evolution of artistic conceptions and technical processes, and use the channels of information and continuous training related to the exercise of their profession and the pursuit of personal and professional initiatives;
• understand the organisation and characteristics of their professional environment, the legal aspects affecting labour relations in the relevant professional sector, as well as the basic and specific mechanisms for integration in the labour market;
• develop skills and abilities in the priority areas defined within the guidelines established by the European Union, especially those relating to information and communication technologies, languages, teamwork and the prevention of occupational risks.

Likewise, professional plastic arts and design studies must promote effective equality of opportunities among people, regardless of their origin, race, sex, disability and other personal or social circumstances, for access to education and professional practice.

Advanced vocational education in sports

The purpose of sports education is to prepare students for their professional activity in the sports system in relation to a sport modality or speciality, as well as to facilitate their adaptation to the evolution of the working and sports world and to active citizenship.

The aim of these courses is to enable students to:

• develop the general skills corresponding to the professional profile defined in the corresponding degree;
• guarantee the professional qualification in initiation, guidance, basic training, technical improvement, and single and team training for high-performance athletes in the corresponding modality or specialty within the sports system;
• understand the characteristics and organization of the respective modality or specialty and of the sports system and know the rights and obligations arising from their functions;
• acquire the knowledge and skills necessary to carry out their work under safe conditions, improving the quality and safety of the sports environment and taking care of the environment and people's health, and also facilitate the integration and normalisation of people with disabilities in the practice of sports;
• develop a motivating professional identity and maturity for future learning (life-long learning, permanent training) and adaptations to changes in the initiation and improvement of the sports modality and in high-performance sport;
• develop and convey the importance of individual responsibility and personal effort in sports practice and teaching;
• develop and convey the ethical values linked to fair play, respect for others, the healthy practice of sports and the respect and care of one's own body;
• enable the fulfilment of business activities and initiatives.

Likewise, sports education should promote equal opportunities for men and women, as well as for people with disabilities.

Structure of the academic year

Advanced artistic education

As it is equivalent to university education, the organisation of the academic year is similar to that of universities, although each degree may have its own specifications.

Advanced vocational education in plastic arts and design and advanced vocational education in sports

As these programmes are structured in advanced training cycles, similar to those of vocational training, the organisation of the academic year is similar to the one set out in these programmes, although each degree may have its own specifications.

Institutions providing specialised education

Advanced artistic education

Advanced studies in music and dance are taught in conservatories or higher schools of music and dance and performing arts programmes in higher drama schools, conservation and restoration of cultural assets is taught in higher schools of conservation and restoration of cultural assets, advanced studies in plastic arts are taught in higher schools for the corresponding speciality and advanced studies in design are taught in higher design schools.

Advanced plastic arts and design professional studies

Advanced professional plastic arts and design studies are provided at art schools (public centres) and at authorised art schools (private centres).

Advanced vocational education in sports

Advanced sports education is provided in public or private training centres authorised by the corresponding education authorities, integrated vocational training centres, national reference centres specialised in the sports sector or teaching centres within the military education system.

Exceptionally, the education authorities may authorise centres promoted by Spanish sports federations for the specific block of certain cycles of sports education.

Education policy in specialised education

The priority objectives of the Spanish educational policy regarding specialised education focus on several aspects:

• the incorporation of the following approaches that are key to adapting the education system to present needs:
  • gender equality through co-education and the promotion of effective equality between women and men, the prevention of gender violence and respect for affective-sexual diversity;
  • a cross-cutting approach aimed at ensuring that all students have guarantees of success in education through a dynamic of continuous improvement of educational institutions and a greater individualisation of learning;
  • the focus on sustainable development in line with the 2030 Agenda;
  • the digital transformation taking place in all societies and which inevitably affects educational;
• several strategic objectives:
  • promoting lifelong learning and teacher mobility;
  • improving the quality of the educational provision;
  • guaranteeing educational inclusion and quality education for all students;
  • guaranteeing equal opportunities in the fulfilment of the right to education;
  • encouraging participation in education;
  • promoting professional development;
  • promoting the learning of foreign languages.