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GSCG Toolkit Annex Spain

Overview in Spain

Spain has a solid framework for gender equality, with dedicated state structures (Ministry of Equality, Government Delegation against Gender Violence, network of Equality Units) that implement cross-cutting equality policies in the fields of education, employment, and science. Organic Law 3/2007 on effective equality between women and men and the LOMLOE (2020) – which incorporates principles of coeducation, equity, and inclusion – recognize the importance of ensuring equal opportunities in the education system. In addition, in March 2022, the government approved the Third Strategic Plan for Effective Equality between Women and Men 2022-2025 (PEIEMH), the main roadmap for public equality policies during that period.

Key facts about the labor market and gender

  • Employment rate (full-time equivalent, FTE, 2022): 43% for women compared to 57% for men.
  • Overall labor force participation rate (2024): women 52.6% vs. men 62.4%.
  • Women’s employment is more temporary (≈ 25.6%) and part-time (22.3%) than men’s (22.9% and 6.8% respectively), and they also have lower average annual incomes (≈€21,011 vs. €26,738).
  • Youth unemployment (February 2025) affects young women more: 27.6% for women and 23.8% for men.

Relevant policies and strategies

  • The LOMLOE promotes cross-cutting and inclusive approaches, fostering equality and personalization of learning.
  • The PEIEMH 2022–2025 promotes interventions in professional development, work-life balance, shared responsibility, and training.
  • In the university and research sphere, there are specific efforts to promote equality: the Equality Unit of the Ministry of Science and Innovation, the CSIC equality seal, and the integration of the gender approach in evaluation, accreditation, teacher accreditation, and training.

Career guidance in Spain is provided in schools, universities, and public employment services (SEPE). Although there is a co-education framework that recognizes the importance of gender equality, this perspective is not yet fully integrated into the system: there is no mandatory training for guidance staff, and many of the actions depend on local projects or specific initiatives promoted by certain institutions. There are courses on equality in the workplace and some specific modules in vocational training and at university, but their presence is scattered and lacks a systematic approach.

This situation highlights several challenges. First, the lack of mandatory gender training for guidance counsellors limits their ability to identify and counteract stereotypes in professional decision-making. Added to this is persistent occupational segregation, which keeps women concentrated in areas such as the humanities, care, and health, while men predominate in technical, STEM, and construction sectors. There are also regional inequalities, as the implementation of coeducation policies varies considerably between autonomous communities. Finally, the system suffers from weak monitoring: there are no clear indicators or evaluation mechanisms in place to systematically measure the degree of integration of the gender perspective in career guidance.

  • Recent initiatives
  • Camino al empleo (Paracuellos de Jarama, 2025): career paths and job training for women.
  • Efigy Girls (Naturgy Foundation): promoting STEAM careers among girls aged 10–16.
  • Activa Nord (Alicante): guidance and training with priority given to women and vulnerable groups.
  • Adalab: technology school that trains women in programming and data, with high job placement rates.
  • Calί Program (Secretariado Gitano Foundation): empowerment and job placement for gypsy women.
  • Mentoring and visibility networks: Women and Engineering, STEM Talent Girl, AEMENER (energy), and the DIE Network of companies committed to equality.

The interviews conducted as part of the project (WP2) reveal a shared perception: career guidance in Spain still does not systematically incorporate a gender perspective. School counsellors point out that they have general coeducation materials, but no practical guides adapted to vocational guidance. Vocational training instructors emphasize that gender segregation in enrolment remains highly visible (boys in mechanics and technology, girls in health and social services). Human resources professionals agree that stereotypes influence the selection of candidates and the self-perception of skills: “Many young women do not apply for technical positions even though they meet the requirements because they do not see themselves in that role.”

  • Examples of good practices
  • Women and Engineering (Royal Academy of Engineering): a well-established mentoring program that raises the profile of female role models in STEM careers. High school and university students receive support from professional female engineers, which improves their motivation and expectations. Internal evaluations indicate an increase in the number of participants choosing technical studies.
  • Adalab: a social programming school that trains women in web development and data analysis. It offers intensive training, career guidance, and support in finding employment. With placement rates close to 90%, it has become a benchmark for gender-sensitive guidance in the digital field.

Spain has a solid legal framework for equality and coeducation, as well as multiple programs and initiatives to reduce occupational segregation and promote STEM careers among women and care professions among men. However, the gender perspective in career guidance is not systematized: there is a lack of mandatory training for guidance counsellors, stereotypes persist in decision-making, and the monitoring of results is limited and uneven across autonomous communities.

Recommendations for integrating the Toolkit

  • Mandatory basic training in guidance with a gender perspective for professionals in education, vocational training, and employment services.
  • Simple audits of guidance materials in educational centres and employment offices to detect and correct biases.
  • National database of role models (women in STEM, men in care) accessible to counsellors and students.
  • Role-swapping activities (girls in technical workshops, boys in care) as a practical awareness-raising strategy.
  • Common indicators at the state level (e.g., % of students considering non-traditional options, enrolment rates in gender-segregated studies) to monitor progress.
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