DIAGNOSTICS

 

The country-specific situation on policies and programs that exist to evaluate the pre-acquired key competences has been analyzed in each partner country:

 

AUSTRIAN Diagnostic

FRENCH Diagnostic

GREEK Diagnostic

ITALIAN Diagnostic

POLISH Diagnostic

SPANISH Diagnostic

 

 

 

This project has been funded with support from the European Commission.

 

This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

SPANISH Diagnostic

 

1. A mapping for all laws, policies, and programmes that exist on a national, regional and/or local level concerning the evaluation of competences

1.a. Basic knowledge, key competence, illiteracy, analphabetism, what do we mean by that?

Competence is the ability to resolve a situation in a given context.

Basic competencies are the set of cognitive skills, procedures and attitudes that can and should be achieved throughout life and that are essential to ensure the personal and social development and adaptation to the needs of life and to exercise the rights and duties of citizens.

Key competences can be defined as permanent skills that are necessary to carry out a satisfactory learning throughout life. In other words, it would be basic competencies for a comprehensive development in today's informative societies. The European Union defines competence as a combination of knowledge, skills and attitudes appropriate to the context and key competences as those that all individuals need for personal fulfillment and development, as well as active citizenship, social inclusion and employment.

DeSeCo (Definition and Selection of Competences) identifies three categories of key competencies:

  1. Competences that allow you to act autonomously, such as understanding the context in which we act and decide, create and manage life plans and personal projects, and to defend and assert one's rights, interests, needs and limits.
  2. Competences that allow you to master the tools needed to interact with cultural knowledge, such as language, symbols and numbers, information and previous knowledge, as well as physical instruments such as computers.
  3. Competences that permit you to interact in heterogeneous groups, such as getting along with others, cooperation and teamwork, and manage and resolve conflicts.

 

Key competences for success in life and proper functioning of society

Act in an autonomous manner

-          Ability to defend and assert their rights and interests, as well as their responsibilities, limits and necessities.

-          Ability to develop and conduct projects, both professionally and personally. 

-          Ability to operate on the overall situation/ the greater context

 

Use tools interactively

-          Ability to use language, symbols and text interactively

-          Ability to use knowledge and information in an interactive manner

-          Ability to use (new) technology interactively

 

Function (intervene) in socially heterogeneous groups

-          Ability to maintain good relations with others

-          Ability to cooperate

-          Ability to manage and resolve conflicts

 

Illiteracy would consist of people who lack these key competences, or at least the vast majority of them, as it is quite unlikely to find someone who lacks all.

 

1.b. The texts of law:

The legal framework is established for the development of measures related to unemployment and is based on guidelines established in Europe. In the following diagram we see how it will specify to different geographical areas to get to Benalmadena on a local level.

 

REGULATED   FRAMEWORK FOR EMPLOYMENT

EUROPEAN   LEVEL

EUROPEAN STRATEGY 2020

NATIONAL LEVEL

NATIONAL   PLAN FOR REFORMS 2011-2014

PROGRAM FOR STABILITY 2012-2015 NATIONAL REFORM   PROGRAM FOR 2012

IN THE PROCESS OF FINISHING THE CONTENT IN ORDER TO PRESENT   IT TO THE EUROPEAN COMMISION

DECREE OF 1542/2011, OCTOBER 31, 2011, APPROVING THE   SPANISH STRATEGY FOR EMPLOYMENT 2012-2014. (NR.   279, NOVEMBER 19, 2011)

ANDALUSÍAN   LEVEL

III ANDALUCÍAN PACT FOR THE   SOCIAL ECONOMY

AGREEMENT   OF NOVEMBER 20, 2007, THE BOARD OF GOVERNMENT, APPROVING THE PLAN FOR   EMPLOYMENT FOR PEOPLE WITH DISABILITIES INANDALUSÍA, 2007-2013. (NR. 7,   JANUARY 10, 2008)

ORDER OF   APRIL 28, 2011, APPROVING THE COMPREHENSIVEPROGRAM FOR EMPLOYMENT FOR YOUNG   PEOPLE IN ANDALUSIA AND AMENDINGTHE ALREADY CITED COMMANDS (NR. 93, MAY 13,   2011)

PROVINCIAL   LEVEL

PROVINCIAL AGREEMENT ON SOCIAL   RESPONSIBILITY OF THE PROVINCE OF MÁLAGA

LOCAL LEVEL

LOCAL PACT FOR EMPLOYMENT IN   BENALMÁDENA

 

1.c. Financial means:

PROGRAMS OF EMPLOYMENT WITH REGULATION OF ANDALUCIA   THAT ARE DEVELOPED IN BENALMÁDENA

WHO DEVELOPS/PROVIDES ADVISE TO USERS

  •   Order of December 26, 2007, which   develop programs of career guidance, pathways to   integration, experimental actions, research and dissemination of the labor   market, work experience for employment and job placements,   established by the decree 85/2003, dated April 1, and determine the rules for   granting aid for implementation. ( nr. 7, January 10, 2008)

 

  •   Order of December 3, 2010, by amending   the order of December 26, 2007, which develop programs of career guidance,   pathways to integration, experimental actions, research and dissemination of   the labor market, work experience for employment and job placements,   established by decree 85/2003, dated April 1, and determine the rules for   granting aid for implementation. (nr. 24517 December 2010)
  •   The council of Benalmádena. Area of Business   Development, Employment and Equality.

 

  •   Hospitality School Consortium, “La Fonda”
    •   Resolution of March 18, 2011, by   announcing the call for 2011 to apply for grants to the consortium of   school’s job training, participated in by the regulatory board of Andalusia   the order of May 10, 2005. (nr. 70 of 08/04/2011)
    •   Hospitality School Consortium, “La Fonda”
      •   Order of December 5, 2006, which   regulates the school’s workshops, trade, employment workshops and promotion   and development units on the board of Andalusia, and sets the rules for the   public granting of aid to such programs. (nr. 241 of 15/12/2006)
      •   The council of Benalmádena. Area of Business   Development, Employment and Equality. 
   
 

 

  •   Decree 335/2009 of September 22, which regulates the   Management of Professional Training for Employment in Andalusia (nr. 195 of   05/10/2009).
  •   Order of February 24, 2010, laying down the rules for   state aid to promote equal opportunities between women and men in the   workplace.
  •   UTEDLT “Costa del Sol”- The council of Benalmádena.   Area of Business Development, Employment and Equality. 
 

 

  •   Order   of April 26, 2010, laying down the   rules for aid to establish and maintainself-employment in Andalusia.

PROGRAMS   OF EMPLOYMENT WITH REGULATION OF ANDALUCIA THAT ARE DEVELOPED IN BENALMÁDENA

WHO DEVELOPS/PROVIDES ADVISE TO USERS

  •   Order   of January 21, 2004, laying down the   foundations of public aid to local corporations, consortiums   of Territorial Units for Employment, Local Development and Technology,   as well as Businesses Qualified as R &E for promoting local   development (nr. 22of03/02/2004)
  •   The council of Benalmádena. Area of Business   Development, Employment and Equality. 

 

  •   Order   of October 11, 2011, announcing the   grant for the Andalusian Institute of Women to the city   council, associations of municipalities and partnerships for development programs   in the Women's Employment Unit for the year 2011, under   the protection of the order of October 10, 2011, laying   the regulatory basis for the award of grants by the AIW on a competitive   basis. (nr. 210 of October 26, 2011)

 

  • Resolution   of the Secretary of State for Regional Cooperation, by adopting the 2011 call for aid from the European Social Fund during   the intervention period2007-2013.(nr. 46, day 23)
  •   The council of Benalmádena. Area of Business   Development, Employment and Equality. 

 

 
2. Definition of basic competences recognized in each country and the concerned actors in private and public sectors

Basic competences of compulsory secondary education are set forth in Annex I of Royal Decree 1631/2006 dated December 26, establishing the minimum knowledge according to the Obligatory Secondary Education, and on the article 6.2 of the decree 231/2007, dates July 31.

1. Linguistic competences.

2. Mathematical competences

3. Knowledge of and interaction with the physical world.

4. Processing of information and digital competence.

5. Social and civic competences.

6. Cultural and artistic competences.

7. Competence in learning to learn.

8. Independence and personal initiative.

The actors involved in evaluating them are always public, as they are in charge of issuing or validating any transcript.

As the responsibility for education in Spain belongs to the autonomous regions, they are in charge of evaluating either through formal education, or by means of free trials in all secondary education, like high school or vocational training.

According to the article number 38 of the E.L.A. (Education Law in Andalucia) include at least these basic competences:

  1. Competence in linguistic communication, about using the language as a tool of written and spoken communication, both in Spanish and foreign languages.
  2. Competence of mathematical reasoning, understood as the skill to use numbers and basic operations, symbols and the ways of expression of mathematical reasoning in order to produce and interpret information and solve problems related to daily life.
  3. Competence in the knowledge and interaction with the physical and natural world, which will contain the ability to understand events, prediction of consequences and the activity about the healthy status of people and environmental sustainability.
  4. Digital competence and processing information, understood as the ability to look for, get, process and communicate the information and transmit it as knowledge, including the use of Information and Communication Technology, as a basic element to inform and communicate.
  5. Social and citizen competence, understood as that one which allows living in society, understand the reality of the world we live in and to exercise the democratic citizenship.
  6. Cultural and artistic competence, which means appreciate, understand and critize different cultural and artistic values, use them as source of enjoyment and personal enrichment, and consider them as a part of the cultural heritage of the different places.
  7. Competence and attitudes to keep learning in an independent way along the life.
  8. Competence for the autonomy and personal initiative, which includes the possibility to choose under judgment and follow the necessary initiatives to develop the chosen option y to become responsible of it. This also includes the entrepreneurship to devise, plan, develop and evaluate a project.

In Andalusia, the Ministry of Education established the presence of competences in the different educational levels. In the curriculums that are developed in each cycle is taken into account the evaluation of different competences, as they rely on them to develop the contents taught and have to acquire the alumnies. 

In part of the Ministry of Economy, Innovation and Employment is taking into account the basic competencies in care programs for unemployed people (Andalucia Orienta, Accompaniment Programme insertion, Internship Programs in Business, Education for Employment ...). The domain itself serves the unemployed person to learn to face the labour market and promote their inclusion in it.

Complementary services are being developed, Entrepreneurs Care (consortia UTEDLT-Alpe, CADE) where they work with specific competences to provide people with a business idea the implementation thereof.

 

3. Tools used, methodology and how are they applied

The tools and methodologies of evaluation of basic competences are registered in the II Annex of the Royal Decree, dated December 29 and in the I Annex of the order from August 10, 2007, in order to develop the CV according to Secondary Education in Andalucia.

 

4. Accessibility to these evaluations to vulnerable groups (they need to pay, easy to know about, etc.)

The accessibility to these evaluations is completely free, and the only limit is on the age.

For the free tests of Secondary Education, they need to be over 18 years old, in the year the student is having that test. If the youngsters are under 18, they need to be evaluated in their own Schools, because they will be in the corresponding age of Secondary Education.

The basic competences in Spain are governed by the minimum instruction of the Obligatory Secondary Education and anyone who is not able to prove to be certified in Secondary Education (or any of its equivalents) is supposed to not have the basic competences for life, even when this is not real, but it is shown by the certificate.

 

5. Efficiency and limitations

Assessment report of 2008 in PACA region–Programme “Territorial Space to Access the First Knowledge (ETAPS):

Analysis (weaknesses, threats, strengths and opportunities) of the employment:

 

Weaknesses:

  1. Seasonality of tourism.
  2. Dependence on outside investors.
  3. Deficit on the structure of trade.
  4. Large increase of unstable population in holiday periods.
  5. Technological weakness of the companies.
  6. Unstructured and incomplete management model.
  7. Loss of agricultural production.
  8. Specialized training centers in other areas, causing the emigration of skilled labour.
  9. Lack of consolidated and developed industry, based on shortage of land and public advocacy for empowerment.
  10. Skilled labour moves to other areas due to lack of demand, also excess supply in various occupations.
  11. Lack of entrepreneurial culture and business modernization.
  12. Sustainable development at risk, due to the high pressure that favours urban residential tourism and hospitality.
  13. Weak awareness of environmental protection.
  14. Seasonality in employment.
  15. Aging population.

 

Threats:

  1. Poor planning of the commercial offer.
  2. Theinternational crisis.
  3. Lack of industrial land.
  4. Market saturation due to excessive competition.
  5. Heavy reliance on tourism and economic cycles.
  6. High turn overbusiness.
  7. Strong uncontrolled speculation.
  8. Poorly organized innovation.
  9. Shortage of parking and infrastructure for industrial promotion.
  10. Inadequate rail and road collapse.
  11. Service sector closely linked to the dominant sectors.
  12. Alternative leisure in other areas, causing loss of competitiveness.
  13. Primary sector and craft tend to disappear.
  14. Close to two high-quality tourist resorts (Marbella and Soto Grande)
  15. Promoting industrial land in adjoining territories, with priority on infrastructure, urban planning and residential facilities in the area.

 

Strenghts:

  1. Dynamic structure of production.
  2. Empowerment and enhancement of cultural heritage.
  3. Interculturality with full integration.
  4. Structured public resources for local development, with different actors from different institutions with competitive behaviour.
  5. Support and presence of public administration.
  6. Utilization of the local value system.
  7. Rapidly expanding service sector.
  8. Alternative leisure activities.
  9. Mature product marketing.
  10. Located in the Costa del Sol; tourist attraction, recognized internationally.
  11. Protected natural areas and diverse cultural heritage, ethnographic and archaeological monuments.
  12. Year-round mild climate that attracts investers and tourists all year round.
  13. Increase in migration.
  14. Increasing number of associations for welfare and business
  15. Professional training for employment related to those sectors that employ more staff.

 

Opportunities:

  1. Using the local value system.
  2. Diversification of tourism.
  3. Liberalization of the markets of New Information Technologies and Communication.
  4. Ability to penetrate international markets (globalization of the economy).
  5. Geographical location with strong appeal for investors: Costa del Sol
  6. Institutional support for endogenous business projects
  7. Increase in foreign population, with a demand for services for everyday life and a significant increase in domestic residents attracted by the mild climate and deep-rooted customs and traditions.
  8. Area with high income per capita.
  9. Sustainable development and implementation of an urban planning that considers the protection of the environment as a key factor in strengthening the quality of the country as a tourist resort.
  10. Diversification of business activities.
  11. Enhance business activities and occupying niches in the territory (care, education, local services, etc).
  12. Foreign investment in innovative and energizing effects in the area.
  13. Establishment and strengthening of structures for business revitalization
  14. Building new commercial structures.
  15. Proximity to 2 airports (Malaga and Gibraltar) and 2 ports (Malaga and Algeciras).