EDUCATION AND TRAINING

National Reference Metadata in ESS Standard for Quality Reports Structure (ESQRS)

Compiling agency: Ministry of Education and Vocational Training

Time Dimension: 2019-A0

Data Provider: ES9

Data Flow: EDUCAT_ESQRS_A


Eurostat metadata
Reference metadata
1. Contact
2. Statistical presentation
3. Statistical processing
4. Quality management
5. Relevance
6. Accuracy and reliability
7. Timeliness and punctuality
8. Coherence and comparability
9. Accessibility and clarity
10. Cost and Burden
11. Confidentiality
12. Comment
Related Metadata
Annexes (including footnotes)
 



For any question on data and metadata, please contact: EUROPEAN STATISTICAL DATA SUPPORT

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1. Contact Top
1.1. Contact organisation

Ministry of Education and Vocational Training

1.2. Contact organisation unit

Unit of Statistics and Studies

1.5. Contact mail address

Plaza del Rey,6, 28004 Madrid, Spain


2. Statistical presentation Top
2.1. Data description

A general description of the statistical process and its outputs, and their evolution over time.

 

NATIONAL EDUCATION SYSTEM
The following documents provide general information on the educational system; please add the relevant links for your country.

General link to Eurydice:
https://eacea.ec.europa.eu/national-policies/eurydice/
National system broad overview:
https://eacea.ec.europa.eu/national-policies/eurydice/content/spain_en
National Education System Description:
http://www.educacionyfp.gob.es/contenidos/estudiantes/portada.html
National Education System - Provisions regarding language learning:
ANNEX I (see Annexes section)
Structure of Education and Training Systems:
ANNEX II (see Annexes section)

 

Please, use the box below if you wish to complement or amend the information provided by Eurydice:
 

 

Link to the ISCMAP programme and qualification:
ISCED mapping 2018 - Spain (see Annexes section)
National link to programmes and qualifications:
 

 

Further information on data flagged ‘d’ in the database is available to download from the Annex of the Metadata page for Education administrative data from 2013 onwards (ISCED 2011):
https://ec.europa.eu/eurostat/cache/metadata/en/educ_uoe_enr_esms.htm


Annexes:
National Education System - Provisions regarding language learning
Structure of Education and Training Systems
2.2. Classification system

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available for the next collection.

2.3. Coverage - sector

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available for the next collection.

2.4. Statistical concepts and definitions

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available for the next collection.

2.5. Statistical unit

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available for the next collection.

2.6. Statistical population

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available for the next collection.

2.7. Reference area

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available for the next collection.

2.8. Coverage - Time

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available for the next collection.

2.9. Base period

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available for the next collection.


3. Statistical processing Top

 

3.1. Source data

For each UOE table, please list the source(s) used to compile information: UOE table, name, type, date of availability and responsibility.

 

Sources used for data on enrolments
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
Non-university programmes Non-university Education Statistics  Administrative data (register and aggregated data by school / territory) UOE data provider
University programmes University Students Statistics Administrative data (register) Other: Ministry of Universities

 

Sources used for data on entrants
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
Non-university programmes Non-university Education Statistics  Administrative data (register and aggregated data by school / territory) UOE data provider
University programmes University Students Statistics Administrative data (register) Other: Ministry of Universities

 

Sources used for data on personnel
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
Non-university programmes Non-university Education Statistics  Administrative data (aggregated data by school / territory) UOE data provider
University Programmes University Staff Statistics Administrative data (register) Other: Ministry of Universities

 

Sources used for data on enrolments at regional level
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
Non-university programmes Non-university Education Statistics  Administrative data (register and aggregated data by school / territory) UOE data provider
University programmes University Students Statistics Administrative data (register) Other: Ministry of Universities

 

 

Sources used for data on foreign languages learning
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
Non-university programmes Non-university Education Statistics  Administrative data (aggregated data by school / territory) UOE data provider

 

 

Sources used for data on graduates
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
Non-university programmes Non-university Education Statistics  Administrative data (register and aggregated data by school / territory) UOE data provider
University programmes University Students Statistics Administrative data (register) Other: Ministry of Universities

 

Sources used for data on education expenditure
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
Public expenditure on education Public expenditure on education Statistics  Administrative data (aggregated data territory) UOE data provider
Private expenditure on education. Expenditure of households Household Expenditure on Education Survey. Irregular survey Sample Survey. Estimations methods are applied to obtain the data those years between surveys.  Other: National Statistical Institute 
Private expenditure on education. Expenditure of households Household Budget Survey (HBS). Yearly Sample Survey. Used to improve estimates from Household Expenditure on Education Survey Other: National Statistical Institute
Expenditure in all private institutions Private education financing and expenditure survey. Carried out every 5 years Exhaustive survey.  Estimations methods are applied to obtain the data those years between surveys Other: National Statistical Institute 
3.2. Frequency of data collection

Annual.

3.3. Data collection

Not available.

3.4. Data validation

Not available.

3.5. Data compilation

Operations performed on data to derive new information according to a given set of rules.

 

Weighting methods
Weighted figures for differing reference periods Weighted figures for differing theoretical ages Conversion factors from part-time to full-time equivalent (FTE) data
   

1) Non-university education - Students: Different conversion factors are used according to the way the programme works or the students loads. The more frequent FTE conversion factor is 4 (4 PT students are equivalent to 1 FT student).

2) Non-university education - Teachers: FTE conversion factor used is 2 (2 PT teachers are equivalent to 1 FT teacher)

3) University education - Students: FTE is calculated according to the global amount of ECT of PT students

 

 

Estimations methods used in the UOE questionnaires
Type of data Detailed variables concerned ISCED level Reference year(s) Data source (internal to UOE or not) Data type (sample-based or not) Data source name in English Reason Description of the estimation method
Enrolment mobile students ISCED 5B 2009-2012 internal to UOE population-based value Foreign students lack of information on mobile students Foreign students at tertiary-type B level have been considered as international students.
Enrolment mobile students ISCED 5 2013-2015 external to UOE population-based value Foreign students lack of information on mobile students Foreign students at tertiary-ISCED 5 level have been considered as international students.
Enrolment mobile students ISCED 5 2016 - mixed population-based value Diferent administrative registers:National Register of Diplomas and Degrees and other sources lack of information on mobile students Information from the different sources is merged in order to get these data
New entrants New entrants by age ISCED 5B  1998-2012 external to UOE population-based value Students by age and grade lack of information on age breakdown For new entrants at ISCED 5 B level, only the total was available, not the age breakdown. The distribution by age was estimated by using the breakdown by age in the first grade of each programme.
New entrants New entrants by age ISCED 3 2013- external to UOE population-based value Students by age and grade lack of information on age breakdown For some programmes at ISCED 3 level, only the total was available, not the age breakdown. The distribution by age was estimated using the age breakdown in the first grade of each programme.
Personnel Students adjusted to personnel data ISCED 3  1997- mixed population-based value   Adjust the number of students to education personnel To adjust the number of students to personnel data, the National Statistic on Education and an official report on the number of students enrolled, repeaters, graduates and teachers are used. Part time students for some programmes (ISCED 35) are estimated combining information from both sources (repeaters have the possibility of being enrolled part time if they have partially accomplished the syllabus). 
Personnel Teachers by ISCED level ISCED 0-5 (5B in ISCED 97)  2008- mixed mixed Study of personnel by ISCED level Education staff can teach in more than one ISCED level Source for estimation breakdown: distribution of education personnel by school and a  estimation based on a sample survey about the number of teaching hours by sex and ISCED-level.
Personnel Teachers by age (level and sex) ISCED 0-5 (5B in ISCED 97) 2003- external to UOE population-based value Teachers by age and professional category Adjusting teacher age breakdown to teacher  age - ISCED level breakdown The estimate by age for ISCED 0-5 teachers is made by using the breakdown by age according to the professional categories in each ISCED level; the National Statistics on Education provide information on teachers’ breakdown by age and professional category, but not by ISCED level.
Graduates Unduplicated graduates ISCED 6 and 7 (5A in ISCED 97) 2009- external to UOE population-based value Integrated Information System University Estimation of unduplicated count Unduplicated graduates are calculated considering previous university graduates and students with a sufficient number of ECTS recognized from a different university programme .
Graduates Unduplicated graduates ISCED 3 and 5 2013- external to UOE population-based value National Register of Diplomas and Degrees Estimation of unduplicated count The percentage of graduates with a previous diploma/degree at the same category/level in the National Register of Diplomas and Degrees is used to estimate the number the unduplicated graduates.
Graduates Graduates by age ISCED 5B  1998-2012 external to UOE population-based value Students by age and grade age breakdown For graduates at ISCED 5 B level, only the total was avilable, not the age breakdown. The distribution by age was estimated by using the breakdown by age in the last grade of each programme.
Graduates Graduates by age ISCED 3 and 5 2013- mixed population-based value Students by age and grade age breakdown When graduates by age are not available for a programme, this breakdown is estimated  using the age breakdown in its last grade of the programme.
Finance Students adjusted to finance data All levels  1997- mixed population-based value   Adjusting the number of students to finance To adjust the number of students to finance data, the National Statistic on Education and an official report on the number of students enrolled, repeaters, graduates and teachers are used. Part time students for some programmes (ISCED 35) are estimated combining information from both sources (repeaters have the possibility of being enrolled part time if they have partially accomplished the syllabus).
Finance Public expenditure All levels 2000- mixed population-based value Public budgets in accrual accounting basis ISCED breakdown Data on public expenditure and expenditure on public institutions: the ISCED breakdown is estimated using the number of pupils, classes, teachers and their salaries.
Finance Expenditure on education of households All levels 2011- mixed sample-based value Survey on Household Expenditure on Education The survey is irregular. Estimations methods are applied to obtain the data those years between surveys  External Source: Variations on students by ISCED level and programme are taken into account to update data from Survey on Household Expenditure on Education. Also annual data from HBS (Household Budget Survey) and CPI (Consumer Price Index) evolution are considered
Finance Expenditure in private institutions All levels 2009- mixed population-based value Finance and expenses survey for private education expenditure The survey is carried out every 5 years.  Estimations methods are applied to obtain the data those years between surveys External Source: Variations on students, teachers, classes and other variables related to education activity are taken into account to update data from Private Education Financing and Expenditure Survey. Also CPI (Consumer Price Index) evolution and partial information provided by other annual sources.
3.6. Adjustment

Not available.


4. Quality management Top
4.1. Quality assurance

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available for the next collection.

4.2. Quality management - assessment

Not available.


5. Relevance Top
5.1. Relevance - User Needs

Not available.

5.2. Relevance - User Satisfaction

Not available.

5.3. Completeness

The extent to which all statistics that are needed are available.

 

ISCED levels not covered
  Enrolments Entrants Personnel Foreign languages learning Regional enrolments Graduates Education expenditure
Data not covered    

1) ISCED 4

2) School level management personnel and teacher aides in ISCED levels 0, 1, 2 and 3.

3) Teachers from "Adult formal programmes".

Adult Education programmes at ISCED 1; Second chance programmes at ISCED 2; ISCED 3 General distance learning programme;
ISCED 3 some vocational programmes
 

1) ISCED 1 and 2

2) Mobile graduates for ISCED 8.

    
Reasons for unavailable data and, planned actions to improve coverage     1) The Spanish programmes classified at ISCED 4 are not relevant in comparison with the amount of the other ISCED levels and sublevels.

2) These statistical data are available at national level by type of school,  with different levels combined, so it is impossible to translate to a complete breakdown by level.

3) These teachers are involved in formal and non-formal programmes and are not relevant in comparison with the amount of the ISCED levels and sublevels where their programmes are clasified.

Information about these programmes is not complete and enrolment in most of them is organized in a flexible way, so it is difficult to collect this information. Coverage will be increased when it is possible.   1) Students don't get any qualification when they finish ISCED 1 and access to ISCED 2. At the end of this one, there are different pathways, what makes difficult to get the number of their graduates.

2) We hope to get this information in a short time.

 
5.3.1. Data completeness - rate

Not available.


6. Accuracy and reliability Top
6.1. Accuracy - overall

Not available.

6.2. Sampling error

Not applicable.

6.2.1. Sampling error - indicators

Not applicable.

6.3. Non-sampling error

See below.

6.3.1. Coverage error

Divergence between the frame population and the target population.

 

Vocational training Programmes shorter than one semester
(or Implementation of the semester rule)
Are vocational and technical training programmes in enterprises included in the UOE data collection (YES/NO)? If Yes, how is the 10% school based component over the whole length of the programme assessed? Do (formal) programmes of shorter duration than one semester, full time equivalent duration as defined nationally, exist (YES/NO)? If Yes, how their duration (shorter than one semester) is assessed? Are all programmes of shorter duration than one semester, full time equivalent duration as defined nationally excluded from the UOE data collection (YES/NO)? If NO, how does the coverage deviate from the UOE Manual recommendation?
YES Every programme included meets the requirements YES  Programmes shorter than 350 hours  YES  

 

 

Early childhood education programmes
ISCED 01 programmes Reporting of Age in ISCED 0 Personnel in ISCED 0 What is the starting age of compulsory Primary education (ISCED 1)? This is needed for the calculation of ECE indicators such as 'Pupils aged between 4 years old and the starting age of compulsory education, by sex - as % of the population of the corresponding age group'
Do Early Childhood Educational Development programmes (ISCED 01) exist in the country
(YES/NO)?
If Yes, are these programmes included in the UOE data collection
(YES/NO)?
Are children under the age of 3 reported as participating in ISCED 02 Pre-primary education programmes? (YES/NO) If YES, please explain why. Are Classroom Teachers and Teacher Aides reported separately in the UOE data collection? (YES/NO) If NO, why? How are they reported? What is the minimum level of qualification required to become a Classroom Teacher at ISCED 01 and 02? Please give ISCED level. What is the minimum level of qualification required to become a Teachers’ Aide at ISCED 01 and 02? Please give ISCED level.
 YES  YES  NO    YES  Data on teacher aides are not available; only data on classroom teachers are provided  ISCED 5 is the minimum level of qualification required at ISCED 01 and ISCED 6 is the minimum level at ISCED 02   No regulations on this topic  6 years old

 

Special education needs (SNE) programmes

Are students in special education included in the data provided on enrolments, entrants, graduates and regional data
(YES/NO)?
If NO, could you please specify for which questionnaires and explain why?
 YES  

 

Adult education programmes and "continuing education"

Are adult education programmes included in the data? (YES/NO)  If NO, why?  If YES, does the national definition of “adult” or “continuing” education fully comply with the category as defined by the UOE manual? If the national definition of “adult” or “continuing” education programmes does not fully comply with the category as defined by the UOE manual, how it is assessed that the national “adult” or “continuing” programmes are similar or equivalent to corresponding initial education? 
 YES    YES (Adult education programmes are excluded when they don't fulfil with the UOE methodology)  Adult education programmes are excluded when they don't fulfil with the UOE methodology

 

Students enrolled in educational institutions organised by ministries other than ministry of education

Do educational programmes organised by Ministries other than Ministry of education exist in the country (YES/NO)?  If Yes, what is the coverage of these programmes in the UOE data collection?  If Yes, and if relevant, which of those programmes are excluded from the UOE data collection?
 YES  These programmes are included in the coverage where the duration is longer than one semester.  

 

Domestic educational activities Distance learning / e-learning programmes
Are all country’s domestic educational activities reported in the UOE data collection (YES/NO)? If NO, which domestic educational activity (e.g. for example Distance learning/e-learning involving two countries, commuting students, foreign campus, European administration schools, etc.) are not reported and why? Are distance learning programmes data reported in the UOE questionnaires? (YES / NO / Partially / Not relevant) If NO, please explain why. If Partially, which ones are excluded and for what reasons? If distance students are included in the data, are national distance learners in programmes organised by institutions outside your country excluded?
 YES    YES      YES

 

Students participating in exchange programmes (credit mobile students) Foreign languages learning
Are students in short term postings (i.e. exchange programmes (credit mobility)) excluded from the population of students in the data collection (YES/NO)? If Yes, how the length of their stay abroad is assessed? If NO, why they are not excluded? Are students with SNE (Special Needs Education) enrolled in special schools excluded from the data on foreign languages? (YES/NO) Apart from SNE pupils, is the scope of the population the same as the total of students enrolled? (YES/NO) If NO, which pupils are not included?
 NO   Because they are enrolled in their national institutions too  YES  NO Adult education, second chance programmes and some of the ISCED 3-vocational programmes

 

National programmes not covered by the UOE data collection, by ISCED level - Reasons why they are not covered
Programmes not covered at ISCED 0-Early childhood education Programmes not covered at ISCED 1-primary level of education Programmes not covered at ISCED 2-lower secondary level of education Programmes not covered at ISCED 3-upper secondary level of education Programmes not covered at ISCED 4-post-secondary non-tertiary education Programmes not covered at ISCED 5-short-cycle tertiary education Programmes not covered at ISCED 6– Bachelor's or equivalent level Programmes not covered at at ISCED 7 – Master's or equivalent level Programmes not covered at ISCED 8 – Doctoral or equivalent level
  Initiation Artistic Education Programs with theoretical ages coincident with compulsory schooling; in another case most of the students would be duplicated Basic Artistic Education Programs with theoretical ages coincident with compulsory schooling; in another case most of the students would be duplicated. Formal Basic foreign languages programmes are excluded because some students would be duplicated.          

 

Graduates: unduplicated count
Is the method of unduplicated count used for calculation of Graduates in the UOE data collection
(YES/NO)?
If YES, please explain the method.
 YES 1) Unduplicated for ISCED 3 and 5 are estimated using the National Register of Diplomas and Degrees and registers on graduates from previous years, calculating the percentage of graduates with a previous diploma/degree at the same category/level and at tertiary level for ISCED 5.

2) Unduplicated for ISCED 6 and 7 are estimated using registers on previous university graduates and students with a sufficient number of ECTS recognized from a different university degree.

 

Tertiary education programmes (ISCED Levels (5-8)
Orientation of programme in tertiary education Personnel in tertiary education, Academic staff
Does the orientation (general/academic, vocational/professional) in tertiary education (ISCED levels 5 to 7) exist in the country
(YES/NO)?
If YES, what is the national definition of the programme orientation? Are PhD candidates who are employed and hold titles such as teaching assistant, teaching associate, teaching fellow, research assistant reported as academic staff in the UOE data collection (YES/NO)?
 NO    YES
6.3.1.1. Over-coverage - rate

Not applicable.

6.3.1.2. Common units - proportion

Not applicable.

6.3.2. Measurement error

Not applicable.

6.3.3. Non response error

Not applicable.

6.3.3.1. Unit non-response - rate

Not applicable.

6.3.3.2. Item non-response - rate

Not applicable.

6.3.4. Processing error

Not applicable.

6.3.4.1. Imputation - rate

Information (content) will be available for the next collection.

6.3.5. Model assumption error

Not applicable.

6.4. Seasonal adjustment

Not applicable.

6.5. Data revision - policy

Not available.

6.6. Data revision - practice

Any change in a value of a statistic released to the public.

 

Type of data reviewed Detailed variables concerned Reference time period Year when the revision was made Reason having led to the revision Consequences on accuracy
Graduates Unduplicated graduates at ISCED 5A 2008 2011 Updating previous year data according the new methodology applied in UOE 2010 (2009 data) in order to do coherent the evolution

Break in 2008 data

New entrants New entrants at ISCED 5 (ISCED 2011) have been calculated taking into account a better information about who of them were not previously enrolled in other different programme of this level.That revision suppose a decrease in the number of their new entrants. 2013 2014 The new methodology applied in UOE 2014 and the availability of more information at national level.

Break in 2013 data

New entrants
Mobile new entrants at ISCED 5 (ISCED 2011) are provided 2017 2018 Availability of better information about new entrants and mobility at ISCED 5

New data

Graduates Graduates at ISCED 3 and ISCED 5 levels (ISCED 2011) have been calculated taking into account a better information about who of them were not previously graduated in other different programme of this level or category. That revision suppose a decrease in the number of their graduates. 2013 2014 The new methodology applied in UOE 2014 and the availability of more information at national level.

Break in 2013 data

6.6.1. Data revision - average size

Not available.


7. Timeliness and punctuality Top
7.1. Timeliness

Length of time between data availability and the event or phenomenon they describe. Typically includes:

 

Information related to the latest reference year (academic year t-t+1, or financial year t)
Data collection Post-collection phase Dissemination/publication in your country Additional comments on deadlines and timeliness
Type of data Start date End date Start date End date Start date End date
 ENRL/ENTR/PERS October year t May year t+1 April year t+1 May year t+2 June year t+1 June year t+2  
GRAD October year t+1 May year t+2 September year t+2 November year t+2 December year t+2 March year t+3  
FINANCE May year t+1 October year t+1 September year t+1 September year t+2 February year t+2 December year t+2  
7.1.1. Time lag - first result

Not available.

7.1.2. Time lag - final result

Not available.

7.2. Punctuality

See below.

7.2.1. Punctuality - delivery and publication

The number of days between the delivery/release date of data and the target date on which they were scheduled for delivery/ release.

 

Submission dates for the latest reference year (academic year t-t+1, or financial year t)
Deadline for transmission of data: 30 September t+2 Deadline for transmission of data: 30 November of t+2
Enrolments Entrants Personnel Foreign languages learning Regional data Graduates Education expenditure
26 September t+2 26 September t+2 26 September t+2 18 September t+2 26 September t+2 25 November t+1 26 November t+2

 

If relevant,reasons for late delivery and action taken or planned for improving punctuality
Enrolments Entrants Personnel Foreign languages learning Regional data Graduates Education expenditure
             


8. Coherence and comparability Top
8.1. Comparability - geographical

The extent to which statistics are comparable between countries.

A. Deviations between the national methodology and the UOE Manual: non financial data

Reference period Data collection period Reference date for student and personnel ages
     

 

Enrolment: data collection period Enrolment in multiple fields of education Count of students: if relevant, detailed list of variables for which double counting are significant and why. Regional enrolment Foreign languages learning
         

 

Entrants New entrants by field of education Graduates from specific programmes Graduates by field of education
       

 

Educational personnel in work- and school-based combined programmes Educational personnel taxonomy: classroom teachers (ISCED 0-4) and academic staff (ISCED 5-8) Educational staff at ISCED level 0 Educational personnel at ISCED levels 5-8 Educational personnel and temporary replacements
         

 

B. Deviations between the national methodology and the UOE Manual: financial data

Expenditure at the pre-primary level - the childcare component
Reference period Expenditure at the pre-primary level: is the childcare component excluded (yes/no/partially)? If yes, which is exactly the share of "day care component" to be excluded from the data on the pre-primary level? If no, which estimation method is used to determine the share? Expenditure for teaching/academic hospitals Ancillary services expenditure Evening child care
           

 

Cost of a dual-system programme to the employer. Adjustment of enrolments in case there is no data on expenditure at the workplace Expenditure for contributions on pension schemes Households' payments for private tutering Student living costs Ancillary services coverage
    For the time being, expenditure for contributions on pension schemes related to a part of the non-teaching civil servants in public institutions is not included. For the time being, households' payments for private tutoring can not be distinguished from total payments outside educational institutions We can't identify living costs subsidised through financial aid from the total payments outside educational institutions. Meals, transport and residence services are included according to UOE Manuel
8.1.1. Asymmetry for mirror flow statistics - coefficient

Not applicable.

8.2. Comparability - over time

The extent to which statistics are comparable or reconcilable over time.

 



Main changes compared to data transmitted for the previous reference period
Enrolments Entrants Personnel Foreign languages learning Regional data Graduates Education expenditure
Changes in the educational system 1) Since UOE 2014 (2013 data), the last changes in Spanish educational-training system are applied, specially the delimitation between ISCED 2 and ISCED 3, what limits the comparability with previous years.

2) In the last years, the university degree structure according to the Bologna Process has been implemented gradually, replacing the previous model, changing the structure of programmes and durations. This situation affected the total enrolment at tertiary level and breakdown in the different categories of ISCED 6 and 7.

1) Since UOE 2014 (2013 data), the last changes in Spanish educational-training system are applied, specially the delimitation between ISCED 2 and ISCED 3, what limits the comparability with previous years.

2) In the last years, the university degree structure according to the Bologna Process has been implemented gradually, replacing the previous model, changing the structure of programmes and durations. This situation affected the number of new entrants in the different categories of ISCED 6 and 7 .

3) Doctoral studies has been modified in Spain within the Bologna Process. From 2010-2011 new entrants ISCED 6 (ISCED 97) data include students with direct access to the phase of the thesis development (in the past system they had to follow doctoral courses before working in the thesis). In 2014-15 the mode and the content of the information collected about new entrants at ISCED 8 (CINE 2011) is modified adapting it to the new legislation in doctoral studies.

Since UOE 2014 (2013 data), the last changes in Spanish educational-training system are applied, specially the delimitation between ISCED 2 and ISCED 3, what limits the comparability with previous years. In UOE 2014 (2013 data), the last changes in Spanish educational-training system are applied, specially the delimitation between ISCED 2 and ISCED 3, what limits the comparability with previous years. In UOE 2014 (2013 data), the last changes in Spanish educational-training system are applied, specially the delimitation between ISCED 2 and ISCED 3, what limits the comparability with previous years. In the last years, the university degree structure according to the Bologna Process has been implemented gradually, replacing the previous model, changing the structure of programmes and durations. This situation affected the number of graduates in ISCED 6 and 7 and their breakdown.  The number of the long first-degrees graduates decreased and the number of second- degrees increased. Since UOE 2014 (2012 data) the last changes in Spanish educational-training system are applied, specially the delimitation between ISCED 2 and ISCED 3, what limits the comparability with previous years.
Changes in the coverage 1) Data on ISCED 4 enrolment were not provided before UOE 2016. 1) Data on new entrants into ISCED 3 were not provided before UOE 2013.

2) Data on ISCED 8 new entrants were not provided for 2012-2013

3) Data on ISCED 4 new entrants were not provided before UOE 2016.

University research staff, without teaching duties, are included in ISCED 6-8 from UOE 2017, excluded in the previous years. Data on ISCED 3 -Vocational are not available from UOE 2011 to UOE 2013 Data on ISCED 4 enrolment were not provided before UOE 2016. Data on ISCED 4 graduates were not provided before UOE 2016.  
Changes in the methodology 1) Since UOE 2014 (2013 data), the new ISCED 2011 and their associated concepts are applied, what limits the comparability with previous years;

2) Data on mobile students for ISCED 5 are based on "prior education country" since UOE 2017; previously they were based on foreign citizenship.

Since UOE 2014 (2013 data), the new ISCED 2011 and their associated concepts are applied, what limits the comparability with previous years 1) In 2010-2011 a new data source for university personnel was used. It is based on individual registers that permit a better data checking. This change affected especially private universities.

2) Since UOE 2014 (2013 data), the last changes in Spanish educational-training system are applied, specially the delimitation between ISCED 2 and ISCED 3, what limits the comparability with previous years.

Since UOE 2014 (2013 data) the last changes in Spanish educational-training system are applied, changing the delimitation between ISCED 2 and ISCED 3, what limits the comparability with previous years. 1) Since 2010-2011 students from National Distance Education University (UNED), semi-presential, have been broken down by NUTS according to the location of the university institution whereas it was not distributed by region on previous years. 

2) Since UOE 2014 (2013 data), the new ISCED 2011 and their associated concepts are applied, what limits the comparability with previous years

1) Since UOE 2014 (2013 data), the new ISCED 2011 and their associated concepts are applied, what limits the comparability with previous years.

2) Data on mobile students for ISCED 5 are based on "prior education country" since UOE 2017; previously they were based on foreign citizenship.

1) Since UOE 2015 (2013 data) the private sector calculations have been revised in order to improve the consistency between FIN1 and FIN2 tables.

Regarding expenditure on public institutions at tertiary level, it has been specified the expenditure on ancillary services.

2) In UOE 2017 (2015 data) new information is available from the national Survey on Financing and expenditure of private education institutions - 2014-2015; this new source produces a break in private expenditure compared with previous years.

Other changes              

 

Main changes over time
Type of data Detailed variables concerned Reference year(s) Changes in the educational system Changes in the coverage Changes in the methodology Other changes
Enrolment Enrolment data at ISCED 2 and 3-General programmes 2013 The transition between ISCED 2 and ISCED 3 is established after the 3rd grade of Educación Secundaria Obligatoria.      
Enrolment Enrolment data at ISCED 3-vocational training 2013-2014 The Occupational training structure changed, the new programmes were classified in 3 different ISCED levels: 2, 3 and 4. Due to the lack of information and the difficulty to distinguish between shorter and longer than one semestre programmes, no information of them was included. They are being available since 2015 year of reference.      
Enrolment / Graduates Enrolment data at ISCED 3C short programmes 2005-2012   Occupational training programmes of 1 semester and more were included applying the UOE methology    
Enrolment / Graduates Enrolment data at ISCED 3B / ISCED 3C long programmes  2009-2012 Vocational training – intermediate level programmes changed their classification from ISCED 3C to ISCED 3B according the law developments      
Enrolment/New entrants/Graduates Enrolment data at ISCED 4 2015   ISCED 4 data are included since UOE 2016 (2014-2015 school year) .    
New entrants New entrants at ISCED 5A 2009     Change in the calculation method. New entrants at ISCED 5A are considered independently of the grade of entrance, previously only new entrants in the first grade were considered.   
New entrants New entrants at ISCED 5 2013     They were calculated taking into account a better information about who of them were not previously enrolled in other programme of this level, what supposed a small decrease in that year.  
New entrants New entrants at ISCED 8 2015 The mode and the content of the information collected about new entrants at ISCED 8 were modified in 2014-15, adapting it to the new legislation in doctoral studies      
Personnel Teachers by ISCED level: breakdown ISCED 0 - 5B 2008-2012     Change in the estimation method. The method to estimate the breakdown of teachers by level changed, using information from a new survey to institutions with more than one level, collecting teacher class-hours by ISCED level.   
Personnel Teachers by ISCED level: breakdown ISCED 0 - 5 2013 The transition between ISCED 2 and ISCED 3 is established after the 3rd grade of Educación Secundaria Obligatoria, what modified the teacher by ISCED level data   Change in the estimate method. The method to estimate the breakdown of teachers by level was updated, using results from the new survey to institutions with more than one level, collecting teacher class-hours by ISCED level.  
Graduates Unduplicated gradutates at ISCED 5A 2008     Change in the sources and estimation method.  
Graduates Unduplicated graduates at ISCED 3 and 5 2013-     They are calculated taking into account a better information about who of them were not previously enrolled in other programme of this level/category, what supposed a small decrease.  
Graduates ISCED 3 number of graduates 2013-     According to the ISCED 2011, the old ISCED 3C short programmes are considered as 'no level completion'  
Graduates  Graduates by cumulative duration and national degree structure at ISCED 5A 2010 The new national degree structure of the Bologna Process was being implemented, replacing the previous university model. Gradually the number of the first long degrees graduates was decreasing and  the number of graduates from second degrees was increasing.      

Finance

Public expenditure 2012     The estimate method of contributions on pension schemes for teacher civil servants was modified according to the ESA 2010  
Finance Private expenditure 2004     A new method was used to estimate expenditure on private institutions ibetween non-yearly surveys.  
Finance Private expenditure 2007     Change of data source for household expenditure on education: the Household Budget Survey module was available.  
Finance private expenditure 2013     the private sector calculations were reviewed in order to improve the consistency between FIN1 and FIN2 tables.  
Finance private expenditure 2015     New information was available from the national Survey on Financing and expenditure of private education institutions - 2014-2015; their use produced a break in private expenditure compared with previous years.  
8.2.1. Length of comparable time series

Not available.

8.3. Coherence - cross domain

The extent to which statistics are reconcilable with those obtained through other data sources or statistical domains.

 

Name of the national publication Coherence issues
   
8.4. Coherence - sub annual and annual statistics

Not available.

8.5. Coherence - National Accounts

The extent to which statistics are reconcilable with National Accounts.

 

Calculation method Scope of education
The UOE educational expenditure data are compiled on an accrual accounting basis as it is recommended by the national accounts framework too. The UOE data collection and the national accounts are calculated according to the scopes defined in their international methodologies.  
8.6. Coherence - internal

Not available.


9. Accessibility and clarity Top
9.1. Dissemination format - News release

Not available.

9.2. Dissemination format - Publications

Not available.

9.3. Dissemination format - online database

Not available.

9.3.1. Data tables - consultations

Not available.

9.4. Dissemination format - microdata access

Not available.

9.5. Dissemination format - other

Not available.

9.6. Documentation on methodology

Not available.

9.7. Quality management - documentation

Not available.

9.7.1. Metadata completeness - rate

Not available.

9.7.2. Metadata - consultations

Not available.


10. Cost and Burden Top

Indication of the cost associated with the collection and production of a statistical product and burden on respondents.

 

Time spent (in working days) Comments
300 working days full time equivalents Resources associated to the national surveys used in UOE data collection are excluded. Time spent includes the burden to integrate all national statistical sources, producing data into the international classifications, included coordination with other units and ministries, plus the time dedicated to fullfil and validate the questionnaires and the subsequent revision processes.  


11. Confidentiality Top
11.1. Confidentiality - policy

Not available.

11.2. Confidentiality - data treatment

Not available.


12. Comment Top

Some aspects of the quality report are difficult to apply to the UOE questionnaire, due to its special nature of this questionnaire compared with the typical European surveys. As for example:  ‘7.1 Timeliness’ ‘8.3. Coherence - cross domain’ and ‘10. Cost and Burden’ (different  national sources intervene in the statistical process and also with the participation of autorities of different levels: national and regional authorities)


Related metadata Top


Annexes Top
ANNEX I
ANNEX II
ANNEX III