Spanish Education System 2009

Transcription

1 GOBIERNO DE ESPAÑA MINISTERIO DE EDUCACIÓN Spanish Education System 2009 IFIIE Estudios e Informes educacion.es

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5 1 4:Maquetación 1 28/10/10 11:01 Página 4 DIRECTION: Eduardo Coba Arango Montserrat Grañeras Pastrana Elena Vázquez Aguilar TECHNICAL COORDINATION: María Brioso Valcárcel Natalia Gil Novoa Juana Savall Ceres The report has been carried out by the IFIIE s staff: Pau Alarcón Pérez, Natalia Benedí Pérez, Montserrat Boix Teruel, María José Brioso Valcárcel, Patricia Díaz-Caneja, Natalia Gil Novoa, Flora Gil Traver, José Manuel González Perrino, Laura Martínez Alamillo, Enrique Navarro Asencio, Antonia Parras Laguna, Yaiza Pérez Alonso, Mª Esther Pérez Miguelañez, Miriam Prieto Egido, María Isabel Ramírez Pérez, Fátima Rodríguez Gómez, Elisa Ruiz Veerman, Juana Savall Ceres, María Vaíllo Rodríguez and Patricia Vale Vasconcelos. Translation: Tracey Maree Chapelton, Jéssica Gallego Entonado, María Isabel Ramírez Pérez and Ana María Sánchez Carreño. Style revision: Clara de Andrés Sanz, María Reneses Botija and Laura Tejado Montero. MINISTERIO DE EDUCACIÓN SECRETARÍA DE ESTADO DE EDUCACIÓN Y FORMACIÓN PROFESIONAL Instituto de Formación del Profesorado, Investigación e Innovación Educativa Edita: SECRETARÍA GENERAL TÉCNICA Subdirección General de Documentación y Publicaciones Catálogo de publicaciones del Ministerio: educacion.es Catálogo general de publicaciones oficiales: 060.es Fecha de edición: 2010 NIPO: ISBN: Depósito Legal: BI Impresión: GRAFO, S.A.

6 5 8:Maquetación 1 15/09/10 9:51 Página 5 Contents Introduction Chapter 1. LEGISLATIVE FRAMEWORK, STRUCTURE, ADMINISTRATION AND FUNDING OF THE EDUCATION SYSTEM Legislative Framework Principles and Aims of the Education System General Structure of the Education System Education System Administration Education Financing Study Grants and Financial Support Chapter 2. ORGANISATION AND TYPES OF EDUCATIONAL INSTITUTIONS Structures Organization and Management of Non-university Educational Institutions School Autonomy Governing, Coordination and Consultative Bodies Operational Requerements and School Facilites Organization and Management of Universities Chapter 3. TEACHERS AND EDUCATION STAFF Initial Teacher Training Pre-primary and Primary Education Teachers Teaching Staff in Compulsory Secondary Education, General Upper Secondary Education, Vocational Training and Special Regulation Education Areas University Teaching Staff Continuing Professional Development for Teachers Non-university Teaching Staff University Teaching Staff Entry to the Teaching Profession Non-university Teaching Staff University Teaching Staff Teachers Working Conditions Non-university Teaching Staff University Teaching Staff Recognition and Supporting Measures for Teachers Non-university Teaching Staff University Teaching Staff Non-teaching Staff Non-teaching Staff in the Education Sector: Education-related, Administrative and Service Staff Volunteers

7 5 8:Maquetación 1 15/09/10 9:51 Página 6 CONTENTS Chapter 4. PRE-PRIMARY EDUCATION Structure and General Principles Purpose and General Objectives Organisation of Teaching and Learning Learning Areas Methodological Principles Evaluation and Progression Attention to Diversity Chapter 5. PRIMARY EDUCATION Structure and General Principles Purpose and General Objectives Organisation of Teaching and Learning Learning Areas Methodological Principles Assessment and Progression Attention to Diversity Chapter 6. COMPULSORY SECONDARY EDUCATION Structure and General Principles Purpose and General Objectives Organisation of Teaching and Learning Subjects Methodological Principles Assessment, Progression and Certification Attention to Diversity Chapter 7. GENERAL UPPER SECONDARY EDUCATION Structure and General Principles Purpose and General Objectives Organisation of Teaching and Learning Programmes and Subjects Methodological Principles Entry, Assessment, Progression and Certification Study Grants, Financial Support and Awards Chapter 8. VOCATIONAL TRAINING Structure and General Principles Purpose and General Objectives Organisation of Provision Occupational Families, Training Cycles and Professional Modules Types of Provision and Part-Time or Full-Time Provision of the Cycles. 79 Admission, Evaluation and Certification Grants, Financial Assistance and Awards Chapter 9. SPECIALISED EDUCATION Artistic Education Elementary Artistic Education Professional Artistic Education

8 5 8:Maquetación 1 15/09/10 9:51 Página 7 SPANISH EDUCATION SYSTEM SHORT REPORT Advanced Artistic Education Language Education Sports Education Chapter 10. ADULT EDUCATION Adult Education within the Framework of Lifelong Learning General Aims and Objetives Methodology and Types of Provision Structure of Provision Basic Education Post-compulsory Education Examinations Leading to the Obtention of Official Certificates Entrance Examinations to Higher Education Chapter 11. UNIVERSITY EDUCATION The European Higher Education Area (EHEA) and the Structure of University Education in Spain Structure of University Provision Admission Requirements Entrance Examination to Bachelor s Programmes Admission Procedures to University Admission Procedures to Master s and Doctorate Programmes Syllabus Evaluation and Promotion Certificates and Degrees Chapter 12. EDUCATIONAL GUIDANCE AND ATTENTION TO DIVERSITY Educational Guidance General Characteristics Functions Organization of Guidance Structures Attention to Diversity Chapter 13. EVALUATION, INSPECTION, RESEARCH AND INNOVATION IN EDUCATION Evaluation of the Education System Evaluation of Non-university Education Evaluation of University Education Inspection High Inspectorate Educational Inspection at Non-University Levels Educational Inspection at University Research and Innovation in Education Chapter 14. THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION Spanish Educational Action Abroad Departments, Attaché Offices and/or Advisory Offices of Education. 145 Educational Establishments

9 5 8:Maquetación 1 15/09/10 9:51 Página 8 CONTENTS Educational Programmes for the Promotion and Support of the Spanish Language and Culture The Cervantes Institute International Interinstitutional Cooperation European Area Latin American Area Other International Areas: UNESCO and OECD European Programmes and Actions to Promote Mobility and Exchange Recognition and Validation of Foreign Studies Non-university Degrees University Degrees Chapter 15. GENERAL DATA ON THE EDUCATION SYSTEM (ANNEXES) Public Expenditure on Education Students Educational institutions Teachers Educational outcomes

10 9 10:Maquetación 1 15/09/10 9:51 Página 9 Introduction One of the main tasks of the Institute for Teacher Training and Educational Research and Innovation (IFIIE), inherited from the former Centre for Educational Research and Documentation (CIDE), is, since decades, the periodic preparation of reports describing the Spanish education system in a detailed and up-to-date way. This type of work becomes especially important at present due to the new organisation of the education system resulting from the distribution of powers between the State and the Autonomous Communities, which ended in January 1st Since then, the description of the Spanish education system has gradually become a complex task due to the fact that state regulations must be taken as a reference, while it is also essential to analyse the way these regulations materialise in each Autonomous Community. For this reason, the main aim of this report is to provide a compared overview, for reference and consultation, of education in Spain, addressed to the Spanish educational community. This report constitutes a brief version of the one recently carried out by the IFIIE: The Spanish Education System Its methodology of work has been structured into three stages: 1) search, analysis, choice and classification of both state and regional regulations as well as official statistics, 2) juxtaposition of the information obtained, presented in tables and figures, and 3) comparison in order to understand and identify trends and convergences and divergences in state and regional education. As a result, two volumes with complex, thorough and detailed information on the education system and its different aspects are provided. This brief version consists of the following 14 chapters: Legislative framework, structure, management and financing of the education system; Typology, organisation and running of educational institutions; Teachers and non-teaching staff; Pre-primary education; Primary education; Compulsory secondary education; General post-compulsory secondary education; Vocational training; Specialised education; Adult education; University education; Educational guidance and special educational support; Evaluation, inspection and educational research and innovation and European and international dimension of education. Finally, General data on the education system referring to students, educational institutions, teachers and public expenditure on education are presented as annexes. Almost the whole information presented comes from the regulations of the different education administrations and official statistics, so its reliability is assured. In the case of legislative references, three databases gathering and providing up-to-date regulations on education in Spain in a useful, clear and fast way have been used: the legal database of the Ministry of Education (LEDA), Magislex and Iberlex. Statistical data, in turn, come from different sources showing the most significant aspects of education in Spain through statistical information presented as a whole and synthetically. They have been mainly extracted from the Office of Statistics of the Ministry of Education, although other sources as the statistics of the Ministry of Science and 9

11 9-10:Maquetación 1 27/10/10 17:31 Página 10 INTRODUCTION Innovation (MICINN) or the National Institute of Statistics (INE) have occasionally been used. Generally, the latest consolidated official data available referring to the 2007/08 school year have been used while evolution data focus on the last ten years, that is, from 1997/98 to 2007/08. Apart from legislation on education and official statistics, it is necessary to emphasise the information gathered from the official web pages of the education administrations and a wide range of state educational bodies and institutions. The report has been entirely carried out by the staff of the Area of Studies and Research of the IFIIE, whose effort and thoroughness I would like to sincerely thank. I hope that the educational community find it both opportune and useful. Eduardo Coba Arango Director of IFIIE 10

12 11-18:Maquetación 1 13/10/10 9:32 Página 11 1 Legislative Framework, Structure, Administration and Funding of the Education System 1.1. LEGISLATIVE FRAMEWORK The legislative framework that governs and guides the Spanish education system comprises the Spanish Constitution of 1978 and a series of Acts which develop the principles established therein. As such, the right to education of every person residing in Spain, as guaranteed by the Constitution, is manifested (for non-university education) in the following Acts: The 1985 Organic Act on the Right to Education (Ley Orgánica Reguladora del Derecho a la Educación, LODE). The LODE aims to guarantee the right to education and academic freedom, to encourage society s involvement in education and rationalise the provision of publicly funded school places. The 2002 Organic Act on Qualifications and Vocational Training (Ley Orgánica de las Cualificaciones y de la Formación Profesional, LOCFP). The LOCFP aims to organise vocational training, qualifications and accreditation into a comprehensive system to respond to social and economic demands through the various training specialisations. To this end, the National System of Qualifications and Professional Training has been established. This system consists of a set of schemes designed to promote the integration of the provision for vocational training as well as the evaluation and accreditation of occupational skills, via the National Office of Professional Qualifications. The 2006 Organic Act on Education (Ley Orgánica de Educación, LOE). The LOE is the basic regulation for the general organisation of the Spanish non-university education system. In terms of University education, the constitutional provisions are manifested in the 2001 Organic Act on Universities (Ley Orgánica de Universidades, LOU), in the 2007 Act modifying the Act on Universities (Ley Orgánica por la que se modifica la LOU, LOMLOU) and in the 2007 Royal Decree which together establish the new organisation of official University studies. These legislative innovations are the result of the process of adaptation by Spanish universities to the European Higher Education Area (EHEA) (Espacio Europeo de Educación Superior EEES), which was launched with the Bologna Declaration in Among the changes brought about by these new regulations, the following stand out: the restructuring of studies into three cycles: Bachelor s, Master s and Doctoral degrees; the modification of the current system for recruiting teachers employed in the public sector and the setting up of a Statute of University Teaching and Research Staff PRINCIPLES AND AIMS OF THE EDUCATION SYSTEM The principles which govern the education system are laid down in the Spanish Constitution which, in addition to recognising the right of every citizen to education, establishes that basic education should be compulsory and free of charge. It also establishes that the State is responsible for guaranteeing education, facilitating the effective participation of all sectors involved, setting up schools and overseeing and standardising the education system. It also recognises the freedom of natural or legal persons to set up schools. The Acts which regulate non-university education establish the following principles and aims (Table 1.1). Regarding university education, the current legislation establishes the principles and aims set out in Table

13 11-18:Maquetación 1 13/10/10 9:32 Página 12 1 LEGISLATIVE FRAMEWORK, STRUCTURE, ADMINISTRATION AND FUNDING OF THE EDUCATION SYSTEM Table 1.1. FUNDAMENTAL PRINCIPLES AND AIMS OF NON-UNIVERSITY EDUCATION The right to education. Equity. Inclusion. PRINCIPLES Equality of opportunities. Participation of the educational community. Values education. Collaboration between the State and Autonomous Communities. Evaluation of the education system. Support for teacher training and development. Guidance and attention to diversity. Lifelong learning. Adaptation to the needs of the labour market. AIMS Personal development. Education in values. Acquisition of habits and knowledge. Professional and vocational training. Promotion of linguistic plurality. Preparation for active participation in society. Improvement of Vocational Training. Source: Drawn up by the Institute for Teacher Training, Educational Research and Innovation (IFIIE) on the basis of current legislation. Table 1.2. PRINCIPLES AND AIMS OF UNIVERSITY EDUCATION PRINCIPLES Promote university autonomy. Increase the demand for university accountability in terms of carrying out its functions. Adapt Spanish universities to the EHEA. Improve the quality of Spanish universities. Increase the effectiveness, efficiency and responsibility of Spanish universities. Carry out research, as a distinguishing factor and as a sign of quality in terms of the university s competitive development, as well as for the positive impact that scientific activity has on society. AIMS Establish a common area which promotes mobility and the recognition of qualifications, training and lifelong learning. Quality education and training which deal with the challenges of knowledge and responds to the needs of society. Integrate Higher Education systems into the EHEA framework. Improve the quality of teaching, research and management of Spanish universities. Encourage student and teacher mobility. Further the creation and transmission of knowledge. Compete with the best Higher Education centres in the new European university area. Source: Drawn up by IFIIE on the basis of current legislation. 12

14 11-18:Maquetación 1 13/10/10 9:32 Página 13 SPANISH EDUCATION SYSTEM SHORT REPORT 1.3. GENERAL STRUCTURE OF THE EDUCATION SYSTEM In accordance with the LOE, the education system provides the following levels of education: Preprimary Education, Primary Education, Compulsory Secondary Education (Educacion Secundaria Obli - gatoria, ESO), General Upper Secondary Education (Bachillerato), Vocational Training, Adult Education and University Education, which have been called General Regulation Education areas Enseñanzas de Regimen General to date as well as Language Education, Arts Education and Sports Education (which have been called Special Regulation Education areas Enseñanzas de Régimen Especial to date). Basic Education is made up of Primary Education and ESO. Secondary Education is divided into ESO and post-compulsory secondary education, the latter comprising General Upper Secondary Education, intermediate Vocational Training, intermediate level Professional Plastic Arts and Design Education, intermediate level Professional Music and Dance Education and intermediate level Sports Education. In addition, the Spanish education system covers Higher Education, which is made up of University Education, Advanced Arts Education, advanced Vocational Training, advanced level Professional Music and Dance Education and advanced level Sports Education. It is also important to highlight the linguistic plurality which characterises the Spanish education system. The Spanish Constitution establishes that the wealth of linguistic variety in Spain is part of a cultural heritage which shall be the object of special respect and attention. Based on this constitutional provision, the Statutes of Autonomy of the Balearic Islands, Catalonia, the Valencian Community, Galicia, Navarre and the Basque Country encompass the coexistence, within their respective administrations, of the Spanish language (also known as Castilian) and the language of their community, which allows for different linguistic teaching models. As such, there are four different models: Spanish as the only language of instruction, Spanish as the language of instruction with the community language being taught as a single subject, the community language as the language of instruction with the Spanish language being taught as a single subject, and finally, bilingual education. 13

15 11-18:Maquetación 1 13/10/10 9:32 Página 14 1 LEGISLATIVE FRAMEWORK, STRUCTURE, ADMINISTRATION AND FUNDING OF THE EDUCATION SYSTEM Chart 1.1. STRUCTURE OF THE SPANISH EDUCATION SYSTEM IN ACCORDANCE WITH THE 2006 LOE Higher Education Qualification Doctorate Higher Education Secondary Education Primary Education Pre-primary Education Advanced Arts Education Professional Certificate Professional Music and Dance Education Basic Music and Dance Education 6 years/levels Music and Dance Dramatic Arts Preservation and Restauration of Cultural Assets Plastic Arts Design University Education General Upper Secondary Education Master s Degree Postgraduate Education Bachelor s Degree 2 nd Undergraduate Education 1 st Bachiller Certificate Arts Basic Education Sciences and Technology Humanities and Social Sciences Compulsory Secondary Education Primary Education Pre-primary Education Doctoral Studies Advanced Technician Certificate Modular Studies in advanced Vocational Training Technician Certificate Modular Studies in intermediate Vocational Training Certificate of Compulsory Secondary Education 4. th year 3. rd year 2. nd year 1. st year 6. th year 5. th year 4. th year 3. rd year 2. nd year 1. st year Second Cicle (3-6 yrs) First Cicle (0-3 yrs) Advanced Technician Certificate Advanced Plastic Arts and Design Studies Technician Certificate Intermediate Plastic Arts and Design Studies Initial Vocational Training Qualification Programme Advanced Technician Certificate Advanced Sports Studies Technician Certificate Intermediate Sports Studies Optional modules Advanced Level Intermediate Level Beginner Level Vocational Training Qualification Specialised Training Modules Language Education Adult Education Cost-free Education Vocational Training Arts Education Sport Education Access through special requirements Diagnostic Test Entrance Exam Source: Ministry of Education. 14

16 11-18:Maquetación 1 13/10/10 9:32 Página 15 SPANISH EDUCATION SYSTEM SHORT REPORT 1.4. EDUCATION SYSTEM ADMINISTRATION The Spanish education system is based on a decentralised model and the Central Government, Autonomous Communities, Local Administrations and schools all have areas of responsibility. The Autonomous Communities are responsible for nonuniversity education and the means of implementing it. Currently, the Ministry of Education is fully responsible for education in the Autonomous Cities of Ceuta and Melilla. The Ministry of Education is the Central Government authority responsible for the proposal and implementation of general guidelines on education policy, Vocational Training and universities. It has exclusive control over that which safeguards the homogeneity and fundamental unity of the education system and which guarantees basic equality for all Spaniards. They are mainly competences of a legal nature to ensure the regulation of the basic features of the system, although there are some competences of an executive nature. In order to carry out these functions, the Ministry of Education is organised into central services which make up its basic structure, and peripheral services, through which the roles of the regional and provincial spheres are managed. The central services, through with the Ministry of Education carries out its functions, are the State Secretariat for Education and Professional Development (Secretaría de Estado de Educación y Formación Profesional), the General Secretariat of Universities (Secretaría General de Universidades) and the Subsecretariat for Education (Subsecretaría de Educación). Among the principle functions of the State Secretariat for Education and Professional Development are the programming and management of education within the Ministry of Education s area of regional competence, promoting international relations in matters of education and Professional Development and monitoring European Union activity in this area, promoting policies for equality, non-discrimination and universal accessibility, and creating the foundations of the legal framework for the teaching sector of public service. The General Secretariat of Universities has diverse competences in the area of Higher Education, such as the supervision of organisation, programming and management which, in these matters, is incumbent on the General State Administration; the development of university policy in coordination with the Council of Universities (Consejo de Universidades); the creation of the EHEA and the coordination of programmes and activities developed by the various entities which form part of this organisation. Lastly, the Subsecretariat for Education is the ordinary representative of the Ministry of Education and carries out the competences conferred, in educational matters, to the General State Administration (Administración General del Estado), through the impetus, coordination and evaluation of its activities and programmes. In the regional sphere, each Autonomous Community has a High Inspectorate (Alta Inspección), a Central Government body with executive capacity to carry out educational responsibilities exclusive to the central government. In the provincial sphere, there are the provincial directorates of the Autonomous Cities of Ceuta and Melilla, through which the ministry acts as the Educational Administration. The Autonomous Communities, through their Regional Education Boards or Education Departments, take on the legislative responsibilities of developing national regulations and regulating the non-basic aspects of the education system, as well as executiveadministrative responsibilities of managing the system, with the exception of those which are reserved for the State. The Local Administration is the third level within the general administration of the education system. Even though it does not have the status of Educational Administration, its capacity to work with the Central Government and the Autonomous Communities in educational development is recognised. Both can delegate duties to the municipalities in areas that directly affect the latter s interests. The Local Administration does not have an organisational structure responsible for performing educational duties, although most have Education Boards or Municipal Education Offices. In addition, there are certain functions that the Ministry of Education performs jointly with the various Educational Administrations: íthe development and carrying out of educational research, distance education, training and professional development for teaching staff, compensatory education, etc. íimplementation of the education system s general evaluation schemes. íregistration of academic and professional qualifications and educational institutions. ímaintenance of computerised data bases of staff, educational institutions and documentation. 15

17 11-18:Maquetación 1 13/10/10 9:32 Página 16 1 LEGISLATIVE FRAMEWORK, STRUCTURE, ADMINISTRATION AND FUNDING OF THE EDUCATION SYSTEM íinformation pertaining to education budgets, their implementation and cost assessment. The passing of the LOE meant a boost in cooperation between Educational Administrations, with the aim of achieving maximum effectiveness from the resources allocated to education and seeking greater cohesion within the education system. The administrative body responsible for promoting this collaboration and coordination is the Education Sector Conference (Conferencia Sectorial de Educación) made up of the Ministry of Education and the regional Education Ministers. Institutional involvement and educational community involvement in the general administration of education is another feature of the education system. As such, the LOE promotes the combined effort of the entire educational community as well as society in general to achieve an education system that is equitable and of quality. For this reason, there are different member bodies within the various levels of the Educational Administration and in the educational institutions themselves which ensure this wider involvement in education. The central government has the State Education Board (Consejo Escolar de Estado) which includes, among others, representatives from teaching staff, students, parents of students, school administration and services personnel, owners of non grantaided private schools, trade union organisations, businesses, representatives from the State Education Administration and local entities, women s organisations, as well as people of recognised prestige in the area of education and pedagogy. In addition to its consultative function, it is the national body for the participation of the sectors affected by general educational planning, as well as by the basic regulations for the development of article 27 of the Spanish Constitution and for the organisation of the different aspects of the education system. The Autonomous Communities have various participatory bodies with different areas of responsibility, according to what is required. Although all of the Autonomous Communities administer their own Autonomous Community Education Boards, there are differences in both the way they are organised as well as their makeup, as can be seen below: íarea Education Boards: Andalusia, Cantabria, Catalonia, Valencia, Galicia and the Basque Country. ídistrict Education Boards: Extremadura. íprovincial Education Boards: Andalusia, Aragon, Murcia and La Rioja. íregional Education Boards: Andalusia, Aragon and the Canary Islands. ílocal or Municipal Education Boards: in all of the Autonomous Communities except Asturias, Castile and Leon and Madrid. íisland Education Board: Balearic Islands. ídistrict Education Boards: the Basque Country. Their makeup is determined by the regulations laid down by each Autonomous Community, the number of members varying between 30 and 72. In all Communities the Board has a president, but not all of them have a vice-president or secretary. Teachers, parents and students, in that order, are the sectors of the community who are the most widely represented, except in the case of Catalonia, where the members of the regional and local Educational Administrations are the most widely represented. The sectors with the least representation are the Women s Institutes (Institutos de la Mujer), which only have representation in Andalusia, Castile-La Mancha and Madrid; the Research Institutes (Institutos o Seminarios de Estudios), which have representation in Catalonia and Galicia; and the Professional Councils (Consejos Profesionales), which only have representation in the Balearic Islands, Catalonia, Madrid and the Basque Country. Schools have a School Board (Consejo Escolar de Centro) and universities have a University Social Council (Consejo Social de la Universidad). There are also other nation-wide participatory bodies which have an advisory role: the General Council for Vocational Training (Consejo General de la Formación Profesional), attached to the Ministry of Labour and Immigration which advises the Government on Vocational Training matters (see Chapter 8, Section 8.1); and the High Council for Arts Education (Consejo Superior de Enseñanzas Artísticas), a national advisory and participatory body related to Arts Education (see Chapter 9, Section 9.1). In terms of University Education, at the national level there is the General Conference for University Policy and the Council of Universities (see Chapter 11, Section 11.1), both aimed at coordination and cooperation at the university level. At the Autonomous Community level there are also the following bodies: ívocational Training Councils (Consejos de Formación Profesional), which perform functions 16

18 11-18:Maquetación 1 13/10/10 9:32 Página 17 SPANISH EDUCATION SYSTEM SHORT REPORT related to planning, coordination and evaluation of the education system in matters of Vocational Training. Their structure in the different regions is fundamentally similar, although the total number of members varies between 15 (in Navarre) and 38 (in Catalonia). They all have a president, one or more vice-presidents and a secretary. The sectors of the community most widely represented are, in this order, the regional administration, trade union organisations and business organisations. íadvanced Arts Education Councils (Consejos de Enseñanzas Artísticas Superiores), which perform functions related to consulting and advising in this area of education. At the end of the 2008/09 school year they had only been set up in Andalusia, Aragon and Galicia. The number of members varies between 34 (in Andalusia) and 15 (in Aragon). In terms of their areas of responsibility, the three Communities only coincide in the drafting of reports, proposals, recommendations or studies related to Advanced Arts Education. ícouncils of Universities (Consejo de Universidades), which are consulting and collaborative bodies for university matters. They generally have a president, one or more vice-presidents, a secretary and several councillors. There are Councils of Universities in Andalusia, the Canary Islands, Castile and Leon, Catalonia, the Valencian Community, Galicia, Madrid, Murcia and the Basque Country. In Aragon a Joint Committee has been set up between the Government of Aragon and the University of Zaragoza EDUCATION FINANCING Education in Spain is both publicly and privately funded. Public funds are mostly provided by the Ministry of Education and the Educational Administrations of the Autonomous Communities, although other ministries, Autonomous Community administrations and local administrations also provide funds. These funds are not allocated solely to publicsector education, but are also earmarked for subsidising non grant-aided and grant-aided private schools, as well as for study grants and financial support for students attending both these types of educational institutions. In addition, public expenditure on education goes towards, among other things, educational programmes, general and complementary services, school and university sports, professional development and training for teaching and non-teaching staff, and educational research. Public-sector schools are funded through annual budgets approved by the Educational Administrations and schools have the autonomy to manage these funds via budget approval from their School Boards. Except for the first cycle of Pre-primary Education, education is cost-free within the General Regulation Education Areas. However, at the non-university level families usually cover the costs of educational materials, text books and the complementary services of school meals and transportation. In addition to this, they can contribute to improvements in school resources and materials and the running of extracurricular activities through voluntary payments to the parents associations. In the compulsory levels of schooling, financial support may be granted to cover the costs of complementary services such as school meals, transportation and board. The Educational Administrations also fund, through the designated educational agreements, private nonuniversity schools that meet certain requirements, mostly in the compulsory education levels. The aim of this is to ensure that education remains cost-free in the compulsory levels in areas where there are not enough places in public-sector schools, and to allow parents the freedom of choosing a school which is different from those created by the State. Private funding is the part of educational spending provided exclusively by private funds, whether they be from families or private institutions. In publicsector schools and grant-aided private schools, private funding complements public expenditure and is allocated to certain areas of education which are not funded by public money and to extra-curricular activities. In non grant-aided private schools which do not have any type of agreement with the Educational Administration, the students or their families are responsible for the entire cost of registration and tuition, and the school has complete autonomy in terms of setting the cost of both. Public-sector university income is provided by public funds as they are the subsidies granted by the Autonomous Communities and the State current and capital transfers, but the student pays the registration fees which go towards funding part of the cost of tuition. Academic fees for studies which lead to official university qualifications are set by the relevant Autonomous Community and must be adjusted to the limits set by the General Association for University Policy. Registration fees for other studies are set by the University s Social Council (see Table 2.7.). 17

19 11-18:Maquetación 1 13/10/10 9:32 Página 18 1 LEGISLATIVE FRAMEWORK, STRUCTURE, ADMINISTRATION AND FUNDING OF THE EDUCATION SYSTEM Universities also have other sources of revenue: subsidies or donations from public or private institutions; treasury surplus and any other income; credit operations; returns on any of its assets or other financial activities; specialist courses and scientific, technical or artistic work commissioned from them by private or public entities. Universities may also receive revenues from returns on stocks and bonds, and from rentals and concessions STUDY GRANTS AND FINANCIAL SUPPORT Study grants and financial support are fundamental to the education system in terms of addressing financial inequality among students. They are mostly designed to make access to the education system and attendance possible for economically disadvantaged students, and as such guaranteeing the right to education. Both the LOE and the LOMLOU (Act modifying the Act on Universities) entrust the State with establishing a general system of study grants and financial support. Financial support refers the amount or economic subsidy granted to a student so that he or she may begin or continue studying, and which addresses his or her socioeconomic circumstances only. This support is granted in the following levels of education: Pre-primary, Primary, Compulsory Secondary Education, initial Vocational Training Qualification Programmes or courses aimed at preparation for entrance exams to Vocational Training and to university. Despite the cost-free nature of education in the compulsory levels of public-sector schools and grant-aided private schools, every year the State grants financial support for the acquisition of school books and resources, provided that these costs are not being covered by other funds or public assistance. Financial support is also earmarked for students in Pre-primary Education and students with special education needs or gifted and talented students. A study grant or scholarship refers to the amount or economic subsidy granted in order for one to begin or continue studying and which takes into account both the socioeconomic circumstances and the academic performance of the applicant. These study grants are aimed at the following levels of education: General Upper Secondary Education, Vocational Training, Professional Arts Education, Language Education, Sports Education, studies leading to an official university qualification (Bachelor s Degree or Master s Degree), Advanced Arts Education and other higher education studies. Study grants can be of the following nature: ístudy grants of a general nature. These grants are designed to provide assistance for the costs of commuting, urban transport, board, educational material and fees; they can also be grants which compensate for the lack of work-related income as a result of dedicating time to studying. In order to receive these grants, one must fulfil the academic and economic requirements which are set on an annual basis. íother types of grants: grants designed to provide assistance towards transport costs for university students studying outside of their Autonomous Community; grants for final year projects for students studying technical degrees; registration grants for all students irrespective of the region where they are studying; financial support for Special Education students; collaboration grants for university students; and grants for language courses abroad. 18

20 19-36:Maquetación 1 13/10/10 10:11 Página 19 2 Organisation and Types of Educational Institutions 2.1. STRUCTURES Current legislation recognises the right of individuals or private bodies to create and manage educational institutions and to decide on the ideological principles underlying their educational practice. Therefore, in Spain we can find both public sector and private establishments. Public sector schools are managed by Public Administrations and supported with public funding. Private schools, on the other hand, are owned by individuals or private bodies. These establishments can be further subdivided into grant-aided private schools, if they receive financial support from the state, and non-grant-aided private schools, entirely financed by private capital. Public educational services are provided by both public sector schools and grant-aided private schools. Families in Spain have the right to choose between these two types of institutions, depending on which model they consider more appropriate to their interests and values. The relevant Educational Administrations are responsible for drawing up the legislation which regulates educational agreements with private schools. These regulations establish the rights and obligations of Administrations and schools as regards financing, length or extension of agreements, conditions for their termination, number of units supported by the state, as well as any other requirements that schools must fulfil in order to receive public funding. Non-grant-aided private schools are entitled to decide on their internal regulations, to select teachers according to the relevant criteria for qualifications established by the law and to choose their own ideological orientation, always respecting the rights of students, families and teachers guaranteed by the Constitution and by education legislation. Regarding the specific categories in which educational establishments are divided, the 2006 Organic Act on Education (Ley Orgánica de Edu - cación, LOE) offers the following taxonomy for nonuniversity educational institutions providing general regulation education: Pre-primary education-oriented institutions. These schools may offer provision for the whole of the stage (0-6) or only for the first cycle (0-3) of pre-primary education. Primary schools (Colegios de Educación Primaria, CEP), in charge of the stage of Primary Education. Unitary settings for Pre-Primary and Primary Education (Colegios de Educación Infantil y Primaria, CEIP), which offer provision for preprimary and primary levels. Secondary Education schools (Instituto de Enseñanza Secundaria, IES). Their provision may only include compulsory secondary education (Educación Secundaria Obligatoria, ESO), and also General Upper Secondary Education (Bachi - llerato) and Vocational Training programmes. As a general rule, students with special educational needs are enrolled in mainstream schools, which must guarantee the necessary resources and the implementation of attention to diversity measures so as to cater for the needs of these pupils. However, in those cases in which it is impossible to provide adequate attention to these students, due to their specific circumstances, pupils are sent to Special Education schools. However, the system offers a third option, the so-called combined schooling, which alternates participation in Special Education schools with attendance to establishments offering mainstream provision. In some rural areas, owing to their socio-demographic singularity, several schools may be grouped under a unitary setting. In most Autonomous Communities, these institutions are called rural unitary schools. However, in Andalusia they are called rural public sector schools; in the Canary Islands, rural school association and, in Catalonia, rural school areas. We can also find rural centres for educational 19

21 19-36:Maquetación 1 13/10/10 10:11 Página 20 2 ORGANISATION AND TYPES OF EDUCATIONAL INSTITUTIONS innovation (Centros Rurales de Innovación Educativa, CRIE) which organise periodical gettogether sessions where students may have the opportunity to participate in common activities, so as to contribute to the improvement of the process of personal development and to the socialisation of pupils in rural areas, as well as to support curricular development. Students who cannot follow education within mainstream in-class provision are offered the possibility to participate in distance education, which is organised by the Centre for Innovation and Development of Distance Education (Centro para la Innovación y Desarrollo de la Educación a Distancia, CIDEAD). This institution develops distance programmes in Primary Education, Compulsory Secondary Education, General Upper Secondary Education and secondary education for adults, Vocational Training and official second language learning. Furthermore, some Autonomous Communities, such as the Canary Islands, Catalonia, the Communities of Valencia, Galicia, Navarre and the Basque Country, have their own institutions for distance education. As far as adult education is concerned, adult education centres, or adult education classrooms intergraded into mainstream schools, are in charge of this type of provision. The first ones are devoted full time to adult education, but, even if this is their main goal, they are frequently assigned the task of promoting cultural and leisure activities within their area of influence. The second type of institution only offers part-time evening classes for adults. Adult classrooms are normally located in primary or secondary education establishments, although they may also be placed in other public premises, such as town halls or local corporations. Vocational Training provision is available at public sector secondary schools (IES), grant-aided private schools authorised by the relevant educational authority, integrated vocational training centres or national reference centres regulated under specific legislation. Integrated Vocational Training centres are in charge of provision of initial Vocational Training programmes, as well as of educational actions for the insertion or reintegration of workers into the job market, as well as of continuing training initiatives for employed workers. These establishments organise their provision into modular and flexible programmes, so as to meet the demands of the two subsystems of Vocational Training which currently coexist in Spain, namely: Vocational Training or initial Vocational Training belonging to the education system, and Vocational Training for employment, which depends on the Ministry of Employment and Immigration (see Chapter 8, section 8.1). Together with all the authorised programmes offered in different knowledge areas or vocational fields, these centres also provide vocational guidance and counselling to students. In addition, they are in charge of evaluating the competences that students have acquired by means of non-formal education or through working experience, using the National System of Qualifications and Vocational Training (Sistema Nacional de Cualificaciones y Formación Profesional) as a reference. In view of the fast changing nature of technological advances, as well as of material and organisational changes in society, integrated Vocational Training centres are given freedom to organise their provision, and to provide flexibility to their programmes, in order to offer an adequate response to meet the specific training needs of the job market. Therefore, in order to meet the demands of production, as well as to cater for individual needs and expectations of professional promotion, these institutions encourage the participation of the different social agents involved. In fact, Education and Labour Administrations, within the scope of their competences and in collaboration with employers associations and trade unions, establish a common framework for action and develop annual or longterm plans designed for the network of centres operating in their territory. Castile-Leon, the Community of Valencia, Galicia, Murcia and Navarre have already regulated the creation of integrated Vocational Training centres within the scope of their competences, in some cases increasing the requirements to be met by these centres. For example Aragon organised a pilot plan for a reduced number of centres, so as to asses whether Vocational Training programmes meet the needs of the region, before the national regulations on schools basic requirements were passed. National reference centres are public institutions which carry out specialised innovation and research projects in the area of Vocational Training, aimed at different sectors of the economy and structured according to professional branches. There is a network of national reference centres in all Autonomous Communities. Each one of them is in 20

22 19-36:Maquetación 1 13/10/10 10:11 Página 21 SPANISH EDUCATION SYSTEM SHORT REPORT charge of planning and implementing innovation, experimental and formative actions in specific professional fields, in order to act as a referent for the National System for Qualifications and Vocational Training. They may plan training initiatives aimed at students and employed or unemployed workers, as well as courses for employers, teachers or specialised trainers. In order for national reference centres to be able to carry out some of the tasks assigned to them, the administration in charge of their management may authorise the use of special or singular facilities, located outside the school premises, provided they are suitable for educational purposes and have received the necessary approval. In addition, national reference centres may sign cooperation agreements with other entities, organisations or companies working in the same production area of the Vocational Training programme concerned, so as to allow workers engaged in continuing training to make use of the necessary equipment and facilities outside schools. As regards institutions providing artistic education, the LOE also establishes the following division: íconservatories of Music and Dance (Conservatorios de Música y Danza): institutions offering primary and secondary education in music and dance. íhigher conservatories or higher schools of Music and Dance (Conservatorios o escuelas superiores de Música y Danza), which offer tertiary education in music and dance. íschools of Fine Arts (Escuelas de Arte), with vocational programmes in fine arts and design. íhigher schools of Drama (Escuelas superiores de Arte Dramático). These are tertiary education institutions offering advanced level courses in dramatic art. íhigher schools for the Preservation and Restoration of Cultural Heritage (Escuelas superiores de Conservación y Restauración de Bienes Culturales), which offer higher education programmes in preservation and restoration of cultural heritage. íhigher schools of Design (Escuelas superiores de Diseño), which organise higher education programmes in design. íhigher schools of Fine Arts (Escuelas superiores de Artes Plásticas), which offer tertiary education programmes in plastic arts. Moreover, Autonomous Communities may sign agreements with the universities located in their regions to organise higher education provision in different artistic fields. Official Language schools (Escuelas Oficiales de Idiomas) are public institutions in charge of elementary, lower and advanced language learning provision mainly foreign languages. Educational administrations may also assign these institutions the task to manage distance language learning programmes, as well as courses to brush up on foreign language knowledge, specific teacher training courses or programmes designed for other professional groups. Sports education is provided at public sector schools or at private institutions approved by the relevant educational administration. Programmes may be offered at Vocational Training schools or at authorised centres belonging to different sports federations. Finally, Universities, either public or private, are in charge of university education. The procedures to set up one of these higher education institutions, as well as their legal status, depend on the characteristics of each establishment, even though they are quite similar. In all cases, universities are made up of colleges, faculties, research institutes and other types of centres and structures required to perform their educational tasks, such as higher education centres associated to them by means of agreements ORGANIZATION AND MANAGEMENT OF NON-UNIVERSITY EDUCATIONAL INSTITUTIONS School Autonomy Schools are free to draw up, endorse and implement their own educational and management projects, as well as their organizational and operational rules. Therefore, they enjoy a high level of autonomy as regards curriculum development, pedagogical decisions, and distribution and administration of resources. With regard to pedagogical and curricular organisation, one of the characteristics of the Spanish education system is its flexible and open curriculum, which is structured into a series of levels, each of them more detailed than the previous one, so as to adequate the curriculum progressively to 21

23 19-36:Maquetación 1 13/10/10 10:11 Página 22 2 ORGANISATION AND TYPES OF EDUCATIONAL INSTITUTIONS the specific characteristics of the schools, their socio-cultural context and their students. Thus, the central administration establishes the first general level of the curriculum, which outlines the basic elements of the official curriculum for the whole of the state. Each Autonomous Community develops this official curriculum, making a general adaptation to the schools in their territory, either by adding new objectives or by widening the ones proposed in the general curriculum, as well as by specifying the common core curriculum for each educational stage. The second stage of curriculum design is carried out at school level. Each institution is in charge of modifying the official curriculum of the Community, so as to meet the specific needs of the school context and the educational goals of the institution. The school curriculum design, together with other important aspects of school management, is included in the school development plan. Finally, there is a third level for curriculum development, the most detailed one, which consists in materializing the school curriculum into the syllabus for each area and for each group of students. The later task is assigned to teachers or area departments. It is in this final document were most curricular adaptations are made in depth. Schools are in charge of preparing the documents which articulate their pedagogical and curricular activity, namely: the school development plan and the annual school programme. These documents are given different names in each Autonomous Community. However, they include similar contents and they are written with the contribution of all members of the educational community, by means of participation in the relevant governing or pedagogical coordination bodies. The school development plan states the values, objectives and priority guidelines for educational action established by the School Board (Consejo Escolar), or those proposed by school owners and submitted to the Board for approval, always bearing in mind integration and non-discrimination principles. In addition, the school development plan specifies the curriculum for each educational stage. First of all, it sets the objectives, contents and assessment criteria for the different knowledge areas. Secondly, it includes the sequencing of contents. And, finally, it establishes the general methodological principles, as well as the assessment criteria and the guidelines for education in values in each curricular area. This project must also state how attention to diversity will be tackled, as well as draft the plans for tutorial action and guidance and the plan for coexistence at school. In the Balearic Islands, Catalonia, the Community of Valencia, Galicia, Navarre and the Basque Country, the school development plan must also include measures regarding linguistic attention. Furthermore, at the beginning of each academic year schools must also prepare their annual school programme, which includes all the aspects related to the organisation and day-to-day operation of the school, including educational projects, the syllabus and the action plans agreed upon and approved by the relevant school bodies. At the end of each course, schools must also prepare an annual report in which all the activities carried out at school during the year are evaluated, together with any other important aspects of school management. As far as issues related to school management are concerned, these are included in the school rules (Reglamento de Régimen Interior, RRI). This document is an integral part of the school development plan, and states the basic regulations for coexistence at school. In Andalusia, the Balearic Islands, the Basque Country and Rioja, these regulations are called rules for school organization and operation. Normally, this document is written by the school management team, however, in the Basque Country there is a specific commission at school in charge of preparing it, integrated by representatives of all the different sectors of the school community. According to the LOE, educational administrations must contribute to the development of school autonomy, so as to adapt management of financial, material and human resources to the working plans and structural needs of each institution. Public sector schools must specify how they are going to make use of material and human resources in a management plan. They must also prepare an annual budget in order to optimize resources. In most Autonomous Communities which have regulated these documents, management plans and annual budgets are drawn up by the school administrator or by the secretary, aided by a school commission in charge of economic affairs, and must take into consideration the proposals of the different sectors of the educational community. In the Community of Valencia, these documents are a joint responsibility of the school headmaster and the secretary; in the Basque Country this task is assigned to the administrator, who designs the plans following the guidelines provided by the management team. Since schools are given freedom to manage their resources, both the acquisition of goods and the 22

24 19-36:Maquetación 1 13/10/10 10:11 Página 23 SPANISH EDUCATION SYSTEM SHORT REPORT decisions regarding improvement of facilities and contracting of services and supplies fall under the responsibility of the school governing bodies. As far as staff management is concerned, public sector schools may decide on the qualifications and professional skills required for certain positions at school, according to the guidelines proposed by the educational administrations. In this sense, the Basque Country has granted greater autonomy to the schools in its territory, since the school governing bodies may devise the structure of their staff, while the educational administration later on provides for the necessary resources taking into consideration schools proposals. Governing, Coordination and Consultative Bodies Participation is regarded by the LOE as an essential value in order to educate and contribute to the development of autonomous, free, responsible and socially committed citizens. Consequently, educational administrations must guarantee the participation of all the members of the educational community in the management and governance of schools. Thus, governance of public non-university institutions is entrusted to their collegiate bodies (the school board and the teachers board) and unipersonal bodies (headteacher, head of studies, and secretary). Apart form these, schools may establish any other governing bodies they consider necessary, within the legal framework of their Autonomous Community. In the Canary Islands we find the figure of the assistant headteacher; in Catalonia, there is a pedagogical coordinator in the management team of secondary schools; in Navarre, management of linguistic programmes is assigned to an assistant head of studies; and, finally, in the Basque Country, the parents assembly and the students assembly are also considered school collegiate bodies. In the case of grant-aided private schools, there are only three mandatory governing bodies, namely: the headteacher, the school board and the teachers board. Private schools, on the other hand, can freely decide on the type of governing and consultative bodies they wish to set up in their institutions. The School Board is the body for the participation of all the members of the educational community. In public sector schools the board is chaired by the headteacher, and the rest of its members are: the head of studies, a town councillor or another representative or the local government, a number of teacher representatives elected by the teachers board, a representative of the non-teaching staff (service and administration personnel, PAS), the school secretary who is also the school board secretary, having the right to participate in discussions but not to vote, and a number of parents and students elected from among their respective collectives. The LOE also introduces a modification in the structure of School Boards, since now they have to appoint a specific member in charge of promoting educational measures to foster effective gender equity at school. In some Autonomous Communities, the school boards of Vocational Training schools and of schools of Fine Arts and Design may include representatives from employers associations or from other labour organisations. In the case of Special Education institutions, and in mainstream schools where special education students are enrolled, a representative of the staff in charge of providing attention to these pupils must also be a member of the school board. The structure of School Boards in public sector Pre- Primary, Primary and Secondary schools varies depending on the Autonomous Community and on the number of units in each school (Figures 2.1 and 2.2). 23

25 19-36:Maquetación 1 13/10/10 10:11 Página 24 2 ORGANISATION AND TYPES OF EDUCATIONAL INSTITUTIONS Figure 2.1. STRUCTURE OF SCHOOL BOARDS IN PRE-PRIMARY AND PRIMARY INSTITUTIONS IN EACH AUTONOMOUS COMMUNITY (1), 2008/09 Secretary Andalusia Asturias Balearic Islands Canary Islands More than or more or more More than Castile-Leon Catalonia 1 1 1/3 or more 1/3 or more Community of Valencia Galicia Number of units Headteacher Head of studies Murcia Teachers Parents Students Non-teaching staff Local representatives Navarre More than or more All of them or more or more Basque Country 1 11/3 or more 50% or more Rioja 1 1 1/3 or more 1/3 or more Other Communities 9 or more (1) In Castile-Leon, there are explicit regulations for the organisation and management of schools providing compulsory education. Source: Drawn up by the Institute for Teacher Training and Educational Research and Innovation (IFIIE) on the basis of current legislation. 24

26 19-36:Maquetación 1 13/10/10 10:11 Página 25 SPANISH EDUCATION SYSTEM SHORT REPORT Figure 2.2. STRUCTURE OF SCHOOL BOARDS IN SECONDARY EDUCATION INSTITUTIONS IN EACH AUTONOMOUS COMMUNITY (1), 2008/09 Number of units Headteacher Head of studies Teachers Parents Students Non-teaching staff Local representatives Secretary Employers representatives Andalusia 12 or more Less than Asturias More than 8 units Up to 8 units Balearic Islands 12 or more Less than Canary Islands 16 or more Less than Castile-Leon Catalonia 1 1 1/3 or /3 or more more Community 12 or more of Valencia Less than Galicia 8 or more Murcia 12 or more Less than Navarre More than 300 atudents Up to 300 students Basque Country 1 1 1/3 or % or more more Rioja 8 or more 1 1 1/3 or /3 or more more Other 12 or more Communities Less than (1) In Castile-Leon, there are explicit regulations for the organisation and management of schools providing compulsory education. Source: Drawn up by the IFIIE on the basis of current legislation. The Teachers Board is the body for participation of teaching staff in school governance. The Board is in charge of planning, coordinating, informing and making decisions regarding all educational issues at school. The Teachers Board is headed by the headteacher and integrated by all members of the teaching staff at school. head of studies, the secretary and any other representatives of the school community appointed by the educational administrations. Each Autonomous Community decides on the responsibilities assigned to the management team (Figure 2.3.), and on the distribution of these tasks among its members. The executive body at school is the management team. It is integrated by the headteacher, the 25

27 19-36:Maquetación 1 13/10/10 10:11 Página 26 2 ORGANISATION AND TYPES OF EDUCATIONAL INSTITUTIONS Figure 2.3. RESPONSIBILITIES ASSIGNED TO THE SCHOOL MANAGMENT TEAM IN EACH AUTONOMOUS COMMUNITY, 2008/09 RESPONSIBILITIES Andalusia Asturias Balearic Islands Canary Islands Catalonia Community of Valencia Galicia Navarre Basque Country Rioja Other Communities Support Evaluation and control Coordination Planning Internal and external relationships Support the headteacher in decision making processes and in the establishment of criteria regarding coordination and direction tasks and in general school management Advise the headteacher on issues within the scope of their competences Watch over general operation of the school Collaborate in external evaluations Establish criteria for internal evaluation of the school Propose procedures for the evaluation of school activities and school projects Evaluate the degree of accomplishment of the annual school programme Facilitate and contribute to the participation of all the members of the educational community in school life Take any necessary measures for the correct and coordinated implementation of the decisions made by the School Board and by the Teachers Board Organize the activities of the different school coordination bodies Coordinate and oversee the completion of syllabuses, and report to the school board in this regard Coordinate the preparation of the school development plan, of the annual school programme, and assume responsibility over the elaboration of the documents Establish criteria for the school budget Elaborate the school rules Prepare the school development plan, the annual school programme and the annual report at the end of each school year Control and foster security and emergency plans at school, as well as carry out periodical evacuation drills, and evaluate all these processes Produce the management project, the plan for training activities as well as the plan for out-of-school and complementary provision Organise class councils and establish criteria for the distribution of activities among teaching staff Make proposals regarding prevention activities aimed at fostering positive relationships among the different groups that integrate the educational community and at improving the school climate. Collaborate with the educational administrations in the relevant participatory bodies designated by the administration Channel collaboration between the school and other institutions in the area, and submit proposals in order to sign cooperation agreements Source: Drawn up by the IFIIE on the basis of current legislation. 26

28 19-36:Maquetación 1 13/10/10 10:11 Página 27 SPANISH EDUCATION SYSTEM SHORT REPORT Figure 2.4. RESPONSIBILITIES OF THE HEADTEACHER IN EACH AUTONOMOUS COMMUNITY, 2008/09 RESPONSIBILITIES Andalusia Asturias Balearic Islands Canary Islands Catalonia Community of Valencia Galicia Navarre Basque Country Rioja Other Communities Direction Control and evaluation Coordination Planning Information Representation Assume the competences of the head of studies and the secretary in those schools where these management figures do not exist (1) (1) (1) (1) (1) (1) Act as an official representative of the school before the relevant educational administrations Inform the school community about school activities Provide educational authorities with any information they may require about the school Write quarterly reports of the school situation and activities Submit the list of textbooks and other curricular material selected by the class councils to the School Board Promote the use of the vernacular language as a means for instruction and social interaction at school Submit the annual school report to the regional directorate Put forward the necessary initiatives in order to develop the basic guidelines of the school programme each year, and submit an annual report evaluating the degree of accomplishments of the objectives proposed in the programme Write, in collaboration with the management team, the school Rules (1) Elaborate, in collaboration with the management team, the annual school programme, the school development plan, and the annual school report (1) Coordinate the preparation of the school development plan and of the annual school programme Coordinate and foster participation of all the members of the school community Contribute to the development of a positive school climate Comply with and enforce current laws and regulations Impose correctional measures and apply disciplinary rules Control staff absenteeism Collaborate with administrations in external evaluation processes (1) Foster assessment of the school development plan and of all the school activities Watch over compliance with the School Rules (1) Direct and coordinate school activities Head and manage both teaching and non-teaching staff Appoint the rest of the members of the management team and make proposals for their designation and dismissal Appoint and suspend in their functions cycle coordinators, class teachers, etc. Call and chair the meetings of collegiate bodies, and execute their agreements Assign teachers to the different areas, courses and cycles Assign teachers their working schedule, previously drawn up by the head of studies 27

29 19-36:Maquetación 1 13/10/10 10:11 Página 28 2 ORGANISATION AND TYPES OF EDUCATIONAL INSTITUTIONS Figure 2.4. RESPONSIBILITIES OF THE HEADTEACHER IN EACH AUTONOMOUS COMMUNITY, 2008/09 (Continuation) RESPONSIBILITIES Andalusia Asturias Balearic Islands Canary Islands Catalonia Community of Valencia Galicia Navarre Basque Country Rioja Other Communities Administration and management Internal and external relationships Supervise and manage issues related to meal services, transport and use of school facilities Manage material and human resources at school Endorse official certificates and school documents Authorise general expenditure and payments Sign contracts related to building or repair of facilities, provision of services and supply of goods Promote and encourage relationships with other institutions in the area Guarantee assembly rights to all the different collectives at school Energize the educational community, coordinating their interests and contributions, and opening communication and collaboration channels between them Facilitate coordination with other educational services in the area Encourage collaboration with companies and sign cooperation agreements Join forces with higher administration bodies in all issues related to the achievement of the educational objectives of the school Maintain relationships with the Administration (1) These competences are not explicitly included in the functions of headteachers, but found in the specific legislation of these Communities. Source: Drawn up by the IFIIE on the basis of current legislation. The headteacher in public sector schools is the official representative of both the school and of the educational administration at school. He/she is in charge of submitting to the education authorities all the proposals, aspirations and needs of the school community. The Administration also assigns headteachers a series of responsibilities (Figure 2.4). Headteachers are selected, on the basis of merit, from among the members of the teaching staff with career civil servant status. Selection processes are carried out according to the principles of equity, publicity, merit and capability. In the case of grantaided private schools, the headteacher acts as a representative of the owners of the school, and he/she is appointed by them with the approval of the School Board. The head of studies is in charge of managing academic and teaching issues at school. In secondary education institutions with a considerable number of students, or those which have a complex structure, they may receive support from assistant heads of studies for ESO, General Upper Secondary Education or Vocational Training levels. In general, heads of studies coordinate the tasks carried out by the teachers team in each cycle in Primary schools, and by the heads of departments in secondary schools, except in some Autonomous Communities such as Catalonia, where there is a specific coordinator for each cycle in Primary Education and other coordinators for ESO, Bachillerato and Vocational Training. The school secretary is in charge of the administration and management of the school financial resources. Secretaries have, among others, the following responsibilities: to manage school finances, to coordinate and supervise non-teaching staff, to draft proposals for the annual school budget, to issue certificates and transcripts and to watch over correct use and maintenance of material resources and facilities. 28

30 19-36:Maquetación 1 13/10/10 10:11 Página 29 SPANISH EDUCATION SYSTEM SHORT REPORT Finally, secondary schools with a considerable degree of structural complexity may also have an administrator to provide support to the school secretary or to act on his/her behalf in areas related to management of human and material resources. Student participation is channelled through their representatives, namely: class delegates, the board of delegates and the students association. í Class delegates are elected, by means of direct and secret ballot, from among the students in each group. Delegates are in charge of contributing to build a positive climate in their groups. They must represent the class before their teachers or the rest of the educational authorities. They must also watch over correct usage of school material and facilities, and assume any other responsibilities assigned to them in the School Rules. íthe board of delegates, which is only found in secondary schools, is made up of the different delegates of each group of students and by their representatives in the School Board. íthe students association is in charge, among other things, of voicing students opinions, of informing them about school issues and of channelling their participation in the different collegiate bodies of the institution. They are also responsible for organising cultural and sports activities, of fostering cooperation at school and of aiding students in the exercise of their rights. In the Canary Islands, schools may also create other bodies for student participation and collaboration, such as students class assemblies. The parents association is de body that allows participation of families at school. Its responsibilities are, among others, the following: to provide assistance to parents and guardians on any issues related to the education of their children or wards; to collaborate in educational activities at school and facilitate representation and participation in the School Board, as well as in any other collegiate bodies. In the Basque Country, apart form parents associations we also find the so-called parents assembly, which is a body for the participation of families in the management of public sector schools. The assembly is integrated by all the parents or legal guardians of students and it is in charge, among other tasks, of submitting the proposals they consider appropriate within the scope of their competence to the rest of the governing bodies of the school. In the Canary Islands schools may also create other bodies for participation and collaboration of parents, such as a class assembly for parents, a general parents assembly and a parents coordinating committee. As far as coordination of teaching staff is concerned, schools establish a number of bodies with the aim of fostering teamwork and of guaranteeing a coherent and planned action of those responsible of teaching and learning processes. The name given to these bodies, as well as their structure, is usually different depending on whether they belong to Pre-primary, Primary or Secondary schools, and also on the Autonomous Community (Figure 2.5). 29

31 19-36:Maquetación 1 13/10/10 10:11 Página 30 2 ORGANISATION AND TYPES OF EDUCATIONAL INSTITUTIONS Figure 2.5. PEDAGOGICAL COORDINATION BODIES IN PRIMARY AND SECONDARY SCHOOLS IN EACH AUTONOMOUS COMMUNITY, 2008/09 PEDAGOGICAL COORDINATION BODIES Andalusia Aragon Asturias Balearic Islands Canary Islands Castile-La Mancha Castile- Leon Catalonia Community of Valencia Galicia Navarre Rioja Other Communities Cycle teachers team Pedagogical Coordination Commission Class teachers Primary Education Class Teachers Team (1) Teaching coordinator Support and/or Guidance teams Coordinator of Linguistic Normalisation or Linguistic Normalisation team ICT coordinator or coordinating team Coordinator- or coordinating team- of Complementary or Out-of-school Provision Area Departments Pedagogical Coordination Commission Form teachers (2) Secondary Education Educational Team (3) Guidance Department Coordinator of On-the-job Training Activities (4) ICT coordinator or coordinating team Linguistic Normalization team Coordinator of ESO/Bachillerato Coordinator of Vocational Training Coordinator- or coordinating team- of Complementary or Out-of-school Provision (1) In Asturias, this team is called Teachers Council and in Castile-La Mancha Class Council. (2) In Catalonia and the Community of Valencia (only in secondary education) the legislation defines the functions assigned to form teachers, but these positions are not considered bodies for pedagogical coordination. (3) In Navarre and the Community of Valencia, educational teams are called Class Councils. In other Autonomous Communities, such as Asturias, it is called Teachers Council; in the Balearic Islands, Teachers Team; en Castile-La Mancha, Class Teachers Committee, and, in Rioja, Class Teachers Team. (4) In Navarre, this body is called Department of Out-of-school Vocational Activities and in the Community of Valencia, Department for On-the-job Training Activities. Source: Drawn up by the IFIIE on the basis of current legislation. In Pre-primary and Primary schools, the basic bodies for pedagogical coordination are the cycle teachers team, the Pedagogical Coordination Commission and the class teachers. ícycle teachers teams are integrated by all the Primary school teachers who carry out educational activities in the same cycle. They work under the supervision of a head of studies 30

32 19-36:Maquetación 1 13/10/10 10:11 Página 31 SPANISH EDUCATION SYSTEM SHORT REPORT and are headed by a team coordinator, who is also a member of the Pedagogical Coordination Commission. íthe Pedagogical Coordination Commission is normally integrated by the headteacher, the head of studies, the coordinators of each cycle, the head of the guidance department, and, in some Communities a support teacher is also included. Among the functions performed by the Commission we must highlight those related to establishing the general guidelines for syllabus design at school. The Commission must also coordinate and put forward proposals related to educational guidance and continuos teacher training activities. ífinally, tutorial action and counselling and guidance activities for students fall under the competence of class teachers. In Secondary schools, the pedagogical coordination bodies are normally the Guidance Department, the coordinator or the Department for Complementary and Out-of-school Provision, the area departments, the Pedagogical Coordination Commission, the form teachers and the class council. The Guidance Department is in charge of managing educational, psycho-pedagogical and vocational guidance, as well as of the design of the tutorial action plan for students. The Department of Complementary and Out-of-school Provision is responsible for promoting, organising and managing this type of activities. The different area departments are in charge of all the activities related to teaching each of the corresponding areas, subjects or modules. The Pedagogical Coordination Commission and the form teachers carry out similar functions to the ones assigned to this Commission and to class teachers in Primary Education. Finally, the class council is basically in charge of coordinating teaching and learning activities, of dealing with conflicts and of carrying out evaluation tasks and monitoring of students in each group. Operational Requirements and School Facilities Each Autonomous Community establishes a series of minimum requirements which need to be fulfilled by all schools, regardless of the type of institution or provider. These requirements refer to health, acoustic, security and general living conditions of schools, as well as to the necessary adaptations of educational institutions to students with disabilities. The legislation also determines the number of units that schools must have in each educational stage, as well as the teacher/student ratios. In Pre-primary Education, the organisation of activities requires flexibility and adaptation to the different learning paces of children. Flexibility is also required in the management of working spaces, resources, materials and class time, so as to adequate educational activities to the children s need for affection, activity, leisure, nurture, direct experience with objects, interpersonal relationships, movement and communication. In first cycle of Pre-primary Education, each Autonomous Community determines teacher/pupil ratios, the conditions to be met by school facilities and the total number places available at each institution. As regards second cycle, schools apply the general principles of national regulations, which can be further specified and adapted to the needs of each institution. In Pre-primary schools children are grouped by age. A class teacher is assigned to each group, and, considering the nature of this educational stage, class teachers remain with the same group of students whenever possible for the whole cycle. As regards teacher/pupil ratio, in first cycle the maximum number of students per class is 20. In the case children between 0 and 1 years of age, most Communities only allow a maximum of 8 children in each unit, and for 1-2 year olds, the numbers range from 12 to 14 students per class. The most significant variation in class ratios can be found in groups of 2-3 year-old children, where authorities allow between 16 and 20 children per class. In second cycle, the maximum teacher/pupil ratio is one teacher per 25 children. In order to contribute to flexibility in organization, so as to adapt educational activity to the specific needs of Pre-primary Education, schools must fulfil a series of minimum requirements regarding facilities and material conditions. A classroom with a minimum size of 30m 2 is required for each unit, and the school must have a multipurpose room, a playground, toilets and all the sanitary and medical facilities established by the law. Andalusia, Aragon, the Balearic Islands, the Canary Islands, Cantabria, Castile-Leon, Catalonia, the Community of Valencia, Extremadura, Madrid and Navarre have added further minimum requirements for schools. In general, these prerequisites are quite similar, and they normally refer to the minimum size 31

33 19-36:Maquetación 1 13/10/10 10:11 Página 32 2 ORGANISATION AND TYPES OF EDUCATIONAL INSTITUTIONS of classrooms and of other facilities, such as multipurpose rooms, school yards and playgrounds, as well as the need for schools to provide specific areas for hygiene or food manipulation. Primary schools have to organise provision for the three cycles in which this educational stage is divided. They must also have at least one unit in each level, with a maximum of 25 students per class. Educational Administrations are responsible for decisions regarding the maximum number of units in which students with special educational needs will be integrated. School facilities must include a covered area for Physical Education and psychomotricity activities, a library, and two extra classrooms every six units, which will be used when groups are divided for educational purposes or when reinforcement activities are carried out. Institutions offering Compulsory Secondary Education ESO must organise provision for the four years of the stage and have at least one unit in each level. Furthermore, the following facilities are mandatory in these establishments: a workshop, a laboratory for experimental sciences, a library, a gym, a school yard, a music room, a computer room and an art room, as well as the rest of required facilities to carry out teaching and managerial tasks. Furthermore, the maximum teacher/student ratio is 1:30. Secondary schools which include in their provision General Upper Secondary Education programmes, must offer, at least, two of the optional paths in this stage, and have, at least, four units, with a maximum class ratio of 35 students. School premises must include a computer room, a gym, a school yard and a library, as well all the facilities required for learning activities in the educational pathways being offered. Vocational Training schools are allowed, in the case of in-class provision, a maximum of 30 students per class, and must comply with the requirements established by the law regarding facilities and equipment for their specific activities. They also need to have spaces available for administration and management tasks, coordination and guidance activities, a library and a staff room, proportional to the number of students enrolled in the institution. In order to provide for the necessary practical training required in Vocational Training Programmes, schools are entitled to use other specific facilities, provided they are adequate to teaching/learning processes. In the case of Artistic Education institutions, both private and public sector schools have different teacher/student ratios depending on the educational stage (elementary, intermediate or higher). However, the number of students per class is usually lower in practical than in theoretical lessons. We must point out that schools offering intermediate provision in Music Education must necessarily include a Piano programme and, at least, programmes for String and Wind instruments required for chamber orchestras. Music schools must be able to enrol, at least, 180 students, and whenever they teach elementary programmes, an additional 80. Conservatories of Dance have to offer provision in at least one of the branches established by law for these studies, and must have a minimum of 90 places available. If these institutions also teach elementary courses, they will need 80 additional places. Higher conservatories of Dance and Music must offer at least 240 places in Music studies and 100 in Dance programmes. As regards schools of Fine Arts, their provision must include no less than two different vocational training cycles, with a minimum of 60 places. Higher schools for the Preservation and Restoration of Cultural Heritage must offer at least three of the branches authorised by the law, whereas higher schools of Design have to offer one modality, and higher schools of Crafts two. Finally, higher schools of Drama must offer at least two specialised programmes of studies, one of which necessarily has to be Drama, and no less than 90 places. Educational Administrations are responsible for regulating admission of students to public sector and grant-aided schools, and of guaranteeing the right to education, equity in access and freedom in school choice for parents and guardians. Provided that there were no places available at the school that parents or guardians have applied for, the State has established the following priority admission criteria: whether children have siblings already enrolled in the same school or parents working in the institution, proximity to home or to parents workplace, family income also linked to specific criteria regarding families with more than three children, and disabilities of either the pupils or their siblings and/or parents. However, each Autonomous Community establishes a scale to assign different values to these common criteria, or may include additional criteria, allowing the schools to set up further specific conditions on their own (Figure 2.6). 32

34 19-36:Maquetación 1 13/10/10 10:11 Página 33 SPANISH EDUCATION SYSTEM SHORT REPORT Figure 2.6. ADMISSION CRITERIA AND SCALES APPLIED IN PUBLIC SECTOR AND GRANT-AIDED PUBLIC PRIMARY AND SECONDARY SCHOOLS IN EACH AUTONOMOUS COMMUNITY, 2008/09 Andalusia Aragon Asturias Balearic Islands Canary Islands Cantabria Castile-La Mancha Castile- Leon Catalonia Community of Valencia Extremadura Galicia Madrid Murcia Navarre Basque Country Rioja Ceuta and Melilla (1) Monthly income Max 2 1 Max 2 Max 1,5 Max 3 1 Max 1 0,5 10 Max 0,5 Max 2 Max 3 Max 2 0,5 Max 1,5 Max 3 Max 0,5 Max 2 Home or work proximity Max 10 Max 6 Max 8 Max 2 Max 4 Max 4 Max 4 Max 5 Max 30 Max 5 Max 8 Max 5 Max 4 Max 4 Max 5 Max 5 Max 5 Max 4 Other siblings enrolled at 6 psi 8+1 psi 8+1 psi 4+3 psi 5+3 psi 4+3 psi 4+3 psi 5+3 psi psi 5+2psi 4+3psi 4+2psi 4+1psi psi school 2 ps, 1 ps, 1 ps, Max 2: 3 ps, Max 2: 10 ps, 3-5 pa, 3 ps, 3 ps, 1,5 ps, Max 2: 2 pa, Max 2: 2 ps, Disability 1 pp, 0,75 pp 0,5 pp 1 ps, 2 pp, 1 ps, pp or 1,5-3 pp 2 pp, 2 pp, pp and 1 ps, 0,5 pp 2 ps, 1 pp 1 1 0,5 psi or psi or psi 1 pp 1 psi 0,5 pp psi and psi 1 psi 1 psi psi 0,5 pp or psi 1 pp and psi or psi or psi and psi or psi 1,5 Parents or guardians working at the school Families with three or more 2 (2) , ,5-2, , ,5 children Other - 0, , Additional criteria Basic criteria ps: per student pp: per parent/guardian psi: per sibling (1) For the next academic year, the Ministry of Education will award 6 points instead of 4 to home or work proximity. (2) Also for one-parent families. Source: Drawn up by the IFIIE on the basis of current legislation. 33

35 19-36:Maquetación 1 13/10/10 10:11 Página 34 2 ORGANISATION AND TYPES OF EDUCATIONAL INSTITUTIONS Finally, each Autonomous Community determines the school calendar, according to the guidelines proposed by the State Administration. The school year comprises a minimum of 175 school days in compulsory education, distributed in 35 weeks five school days each. However, timetables differ depending on the stage. Thus, in Pre-primary Education, taught time is distributed in 35 teaching periods per week in public sector schools, whereas in private institutions weekly schedules are sometimes adapted to the demands of the families. In Primary Education, the school day is normally divided in morning and afternoon sessions with a lunch break, although most public sector Preprimary and Primary schools in the Communities of Andalusia, Asturias (specially in rural areas), the Balearic Islands, the Canary Islands, Extremadura, Murcia, Ceuta and Melilla organise provision in intensive morning sessions without afternoon lessons. The school week has 25 teaching periods 55 minutes each, including two and a half hours devoted to recreational breaks per week. In Compulsory Secondary Education the school day is usually organised in intensive morning sessions with two short breaks. Weekly taught time includes 30 periods-60 minutes each ORGANIZATION AND MANAGEMENT OF UNIVERSITIES According to the principle of autonomy guaranteed by the law, each public university is entitled to establish their statutes and regulations for government. Private universities may also decide upon their management and organisational rules. As far as academic autonomy is concerned, we must point out that the Royal Decree which regulates official university studies establishes a series of measures to enhance flexibility of university organisation, by providing greater flexibility to the curriculum and by allowing universities to put forward their own proposals for innovation. Therefore, universities are allowed to design the study plans they deem more appropriate to their resources and interests. These programmes are supervised by the Council of Universities and authorised for implementation by the corresponding Autonomous Community, once they have been evaluated and informed by the National Agency for Quality Assessment and Accreditation (Agencia Nacional de Evaluación de la Calidad y Acreditación, ANECA). Furthermore, study programmes are evaluated every six years in order to renew their quality accreditation. Moreover, in order to guarantee quality of university provision, there is a series of minimum requirements to be fulfilled before new public or private universities are authorised, and which must also be met by universities already in operation. As regards financial autonomy, universities are entitled to manage the resources they have been assigned freely. Nevertheless, they must include in their development plans an annual budget, which has to be approved by the University Social Council (Consejo Social de la universidad). Finally, universities are also responsible for the management of their teaching staff. Each university includes in its statutes a long-term financial plan, submitted to the Governing Board to the Social Council for its approval. This plan details the working status of both teaching and nonteaching staff, as well as information concerning management of resources for a three or four-year period, depending on the universities. The statutes also include information related to research activity, both in the abovementioned plan and in the budget. The different responsibilities over administration, management and organisation of teaching tasks which are assigned to the governing bodies at universities, as well as their composition, are detailed in Figure 2.7 below. Private universities are free to establish their own bodies for governance and representation in their statutes. In their case, unipersonal bodies receive the same name as the one given to them in public universities. Students have the right to be represented at university governing bodies, as well as to receive mentoring from their teachers or advisors and to be given equal treatment regardless of sex. University statutes also grant them freedom of speech, assembly and association at university. In order to make sure that university bodies and services observe the rights and liberties of students, teachers and non-teaching staff, universities have created the figure of the university commissioner. Furthermore, the recent Act modifying the Act on Universities (Ley Orgánica por la que se modifica la Ley Orgánica de Universidades, LOMLOU) mentions 1 For more detailed information regarding school timetables, see the corresponding chapters for each educational stage. 34

36 19-36:Maquetación 1 13/10/10 10:11 Página 35 SPANISH EDUCATION SYSTEM SHORT REPORT Figure 2.7. STRUCTURE AND RESPONSIBILITIES OF THE GOVERNING AND PARTICIPATORY BODIES AT PUBLIC UNIVERSITIES University Social Council Governing Council The Social Council is conceived as a body for the participation of society in university issues. Its function is to act as a link between society and higher education institutions, with the following specific responsibilities: to authorise university long-term planning and budget; to supervise financial activity and quality in services and to encourage collaboration of social agents in the financing of university activities. In order to do so, the Social Council must approve an annual action plan aimed at promoting relationships between the university and other institutions in the area, so as to improve quality in university activity. Social councils may also be informed and supported by evaluation bodies in each Autonomous Community and by the National Agency for Quality Assessment and Accreditation (ANECA). Each Autonomous Community regulates the composition and responsibilities of the Social Council, as well as the procedure for appointing members, who must be selected from among prominent members of society, either from cultural, professional economic or labour sectors, but not be employed by the university. The president of the Social Council is appointed by each Autonomous Community. However, the Social Council is also integrated by: the vice-chancellor, the general secretary and the administrator, a teacher, a student and a representative of the non-teaching staff, selected by the Governing Council of the university from among its members. The Governing Council is the highest decision-making body at university. It is in charge of establishing and implementing strategic action plans and general academic guidelines in the areas of organization of provision, research, human and financial resources and budget planning. The Governing Council is chaired by the vice-chancellor and integrated by the general secretary, the administrator and a maximum of 50 additional representatives. COLLEGIATE BODIES Academic Council The Academic Council is the highest representative body for the different sectors of the university community. It is chaired by the vice-chancellor and integrated by the general secretary, the administrator and a maximum number of 300 representatives. Most of them are teachers who have a full position at university and a Doctor s degree. The Academic Council is in charge of elaborating university statutes, and, on some extraordinary occasions, they may call the elections for vice-chancellor, after one third of its members make a proposal and the other two thirds approve the motion. Faculty or College Board The Faculty or College Board, chaired by the faculty dean or the college divice-chancellor, is the governing body at colleges or university faculties. University statutes determine the number of its members and the appointment procedures. Most of them must be teachers holding permanent positions in one of these higher education institutions. Department Council The Department Council, chaired by the head of the department, is the collegiate body in charge of managing university departments. It is integrated by the members of the department who hold a Doctor s degree, and by the representatives of the rest of the teachers and researchers, in a proportion established by university statutes. Students and non-teaching staff must also have representatives at the Council. The vice-chancellor is the highest academic authority at university and acts as its representative. He/she is in charge of the direction, government and management of the institution, of implementing the action plans approved by the corresponding collegiate bodies and of executing their agreements. The vice-chancellor is elected by the Academic Council, or by the Vice-chancellor university community as a whole, by means of direct and universal ballot, from among the university professors currently in service at university. The vice-chancellor is appointed by the competent body in each Autonomous Community, and he/she must appoint his/her own management team according to the regulations stated by university statutes. Deputy vice-chancellors, general secretary and administrator The deputy vice-chancellors, the general secretary and the administrators are also members of the university management team, which is headed by the vice-chancellor. Deputy vice-chancellors assume competences delegated by the vice-chancellor; the secretary is in charge of certifying and endorsing the proceedings and agreements reached by the Governing Council, while the administrator is specifically responsible for management of financial and administration issues at university. UNIPERSONALES Faculty deans, college directors, heads of departments and directors of university research institutes Source: Drawn up by the IFIIE on the basis of current legislation. Faculty deans and divice-chancellors of university colleges are selected from among teachers holding permanent positions at university, according to university statutes, and they are responsible for the management and direction of these institutions. Heads of departments are the representatives of the department and are appointed by the Department Council incompliance with university statutes from among teachers holding a Doctor s degree and a permanent position at university. Finally, divice-chancellors of university research institutes are in charge of managing these institutions and are designated from among staff members with a Doctor s degree, according to the procedures established by their statutes. 35

37 19-36:Maquetación 1 13/10/10 10:11 Página 36 2 ORGANISATION AND TYPES OF EDUCATIONAL INSTITUTIONS two important measures to channel student participation at university: the elaboration of a students Statute and the creation of a University Student Council. As far as the organization of the academic year is concerned, university statutes establish their calendar within the framework of official academic holidays, although each institution may decide on the specific dates for ceremonial and honorific events. The official academic year has 200 school days and is divided into two four-month terms. The first term usually starts in October and ends in January, when the final exams for each of the term subjects are held, as well as the partial exams for two-term subjects. The second term begins in February and ends in May. Final exams for the second term are held in June. Furthermore, universities organize extraordinary exam sessions in September, although in some exceptional cases they may be held in July. The current structure of the academic year is bound to be altered, as the new configuration for university studies is currently being implemented. Some Spanish universities have already made progress in this sense, making university terms start earlier and holding term and final exam sessions earlier too. 36

38 37-48:Maquetación 1 13/10/10 10:16 Página 37 3 Teachers and Education Staff In recent years various measures have been taken with a view to improving the professional standing of the teaching profession. In particular, the 2006 Organic Act on Education (Ley Orgánica de Educación, LOE), establishes the requirements for entering the public service as a teacher, initial teacher training and continuing professional development, and the conditions for recognition, support and appraisal of teaching staff in non-university educational institutions. The 2001 Organic Act on Universities (Ley Orgánica de Universidades, LOU), and the 2007 Act modifying the Act on Universities (Ley Orgánica por la que se modifica la LOU, LOMLOU) are the education laws related to the changes in the professional standing of university teaching staff INITIAL TEACHER TRAINING Initial teacher training is undergoing profound changes due to the progressive adaptation of the university system to the European Higher Education Area (EHEA, Espacio Europeo de Educación Superior EEES). Given that the application of the reforms is to be finalised in the year 2010/11, the curricula which existed prior to the EHEA and the new qualifications are currently both in place. The initial training required in order to practise as a teacher is the same throughout the whole State, but it differs in terms of the education level at which it is aimed, and which are divided up as follows: Pre-primary and Primary Education, (Educación Infantil y Primaria), Compulsory Secondary Education (Educacion Secundaria Obligatoria, ESO), General Upper Secondary Education (Bachillerato), Vocational Training and Special Regulation Education Areas (Enseñanzas de Régimen Especial) which covers Language, Arts and Sports Education and University Education. Pre-primary and Primary Education Teachers The first cycle of Pre-primary Education is taught by professionals who have the Primary Teaching Qualification (Magisterio) specialising in Pre-primary Education or an equivalent Bachelor s degree, or by any other person with the appropriate qualifications for working with children aged from birth to three years. In order to teach in the second cycle, teaching staff must have the Primary Teaching Qualification specialising in Pre-primary education or an equivalent Bachelor s degree. The Primary Teaching Qualification or an equivalent Bachelor s degree is required in order to teach in Primary Education. The courses which the universities currently offer are: A Bachelor s degree in Pre-primary Education (Grado de Magisterio en Educación Infantil). A Bachelor s degree in Primary Education (Grado de Magisterio en Educación Primaria) which includes four pathways (Physical Education, Musical Education, Foreign Languages and Attention to Diversity/Special Needs Education). These courses are of four academic year s duration, and their academic load is equivalent to 240 ECTS (European Credit Transfer and Accumulation System, see Chapter 11, section 11.5) credits, within which the university can offer qualifying programmes (menciones cualificadoras) 1, worth between 30 and 60 ECTS credits, in line with the objectives, cycles and subjects of the relevant educational stage. The courses consist of three different modules: 1 The qualifying programmes (menciones cualificadoras) are educational pathways that students in any of the Pre- Primary or Primary Teaching degrees can take in order to specialise in a particular area, thereby facilitating entry into the labour market. 37

39 37-48:Maquetación 1 13/10/10 10:16 Página 38 3 TEACHERS AND EDUCATION STAFF íbasic training, worth 100 ECTS credits in the Pre-primary Education specialisation and 60 ECTS credits in the Primary Education specialisation. ídidactic and disciplinary, worth 60 ECTS credits in the Pre-Primary Education specialisation and 100 ECTS credits in the Primary Education specialisation. ípracticum, worth 50 ECTS credits in both specialisations. Having completed the Bachelor s degree, future Pre-primary and Primary teachers will have acquired a range of linguistic competences in the Spanish language and, where appropriate, in the co-official language of their Community, as well as in a foreign language. Teaching Staff in Compulsory Secondary Education, General Upper Secondary Education, Vocational Training and Special Regulation Education Areas The qualifications required in order to teach at these levels of education are as follows: í University Diploma, Technical Architecture qualification, Technical Engineering qualification, or an equivalent qualification as well as the necessary pedagogical and didactic training required to practise as a technical teacher in Vocational Training and as a workshop teacher in Plastic Arts and Design education. ídoctorate, Bachelor s degree, Architecture qualification, Engineering qualification or an equivalent qualification as well as the necessary pedagogical and didactic training required to practise as a teacher in secondary education, Music and Performing Arts education, Plastic Arts and Design education, and in the Official Schools of Languages. The academic load of the new degrees is worth 240 ECTS credits, of which at least 60 credits correspond to basic training. Teaching practice, when programmed during the second half of the course, is worth a maximum of 60 ECTS credits. In addition to this, at the end of the course there is a final project through which the competences associated with the qualification are assessed. In terms of the pedagogical and didactic training required to practise as a teacher, traditionally universities have organised the training leading to obtaining the Pedagogical Adaptation Certificate (Certificado de Aptitud Pedagógica), and the Professional Teaching Specialisation Certificate (Título Profesional de Especialización Didáctica). Nevertheless, under the new education legislation, such training acquires the status of an official university Master s degree and teachers who have taught for two full academic years or 12 months, either continuously or not, in public-sector or approved private schools, are recognised as having this qualification. Admission to these new Master s degrees requires accreditation of the mastery of the competences pertaining to the area in which one wishes to specialise, by passing an exam designed by the universities. Students who have a university qualification which corresponds to their chosen area of specialisation are exempt from this entrance exam. In addition, one must have the equivalent of a B1 level (Common European Framework of Reference for Languages) in a foreign language. The structure of the Master s degree, worth 60 ECTS credits, is developed around three modules: ígeneric. Contents related to learning and personality development, educational processes and contexts, and society, family and education. íspecific. Contents related to additional training in a particular discipline, learning and teaching the corresponding subjects, innovations in teaching and an introduction to educational research. ípracticum in the area of specialisation, which includes an end-of-course Master s project. University Teaching Staff In the case of University Education in public universities, teachers are either employed as civil servants or on a varying contractual basis. In terms of the civil servants, the LOU establishes the initial training required for the following teaching bodies: íchair Professors (Catedráticos de Universidad), who need to be in the category of Associate Professor (Profesor Titular de Universidad or Catedrático de Escuela Universitaria), with three years seniority and a Doctoral degree. í Associate Professors (Profesores Titulares de Universidad or Catedráticos de Escuela Universitaria) who must have a Doctoral degree. ítechnical School Instructors (Profesores Titulares de Escuelas Universitarias), who must have a Bachelor s degree, an Architecture qualification or an Engineering qualification. Nevertheless, in the 38

40 37-48:Maquetación 1 13/10/10 10:16 Página 39 SPANISH EDUCATION SYSTEM SHORT REPORT colleges (escuelas universitarias), in certain areas where specific knowledge is required, a Diploma, a Technical Architecture qualification or a Technical Engineering qualification may be sufficient. The LOMLOU has meant significant change in that the categories of Catedrático de Escuela Universitaria and Profesor Titular de Escuela Universitaria have been abolished. Due to these changes, the staff belonging to the former category may be incorporated into the body of Associate Professors and remain in their current position retaining their teaching and investigation capacity, or apply for accreditation for incorporation into the body of Chair Professors. Staff belonging to the Profesores Titulares de Escuela Universitaria category can be incorporated into the body of Associate Professors if they hold a Doctoral degree, or alternatively they may maintain their present position. In terms of staff employed on a contractual basis, the LOU establishes the following requirements: íassistant Lecturers (Profesores Ayudantes) are required to have passed all subjects in a doctoral programme. íassistant Lecturers PhD (Profesores Ayudantes Doctores) who, having completed their Doctoral degree, have at least two years proven teaching and/or research experience in institutions not linked to the university in question. Employment in this post requires approval from the National Agency for Quality Evaluation and Accreditation (Agencia Nacional de Evaluación de la Calidad y Acreditación, ANECA) or from the relevant external assessment body. ípart-time Associate Lecturers (Profesores Colaboradores) hold a Bachelor s degree, Architecture qualification or Engineering qualification or a university Diploma, Technical Architecture qualification or Technical Engineering qualification. ícontract Lecturers PhD (Profesores Contratados Doctores) hold a Doctoral degree and have been approved by the ANECA or by the relevant external assessment body. They also have at least three years proven post-doctoral teaching and research experience. íassociate Lecturers (Profesores Asociados) are specialists with recognised expertise who work in their field outside of the university. íemeritus Professors are employed on a temporary basis and are chosen from among the retired civil servant university teaching staff who have made an outstanding contribution to the university. ívisiting Professors are distinguished professors or researchers from other universities or research institutions and are employed on a temporary basis. The LOMLOU has abolished the category of Part-time Associate Lecturers which means that those with permanent contracts who hold a Doctoral degree may directly enter the body of Contract Lecturers PhD. The Act also modifies certain initial training conditions for Assistant Lecturers and Assistant Lecturers PhD. Assistant Lecturers may be hired from among those who have been admitted or who fulfil the requirements for admission to Doctoral studies, and Assistant Lecturers PhD with experience in universities or institutions of recognised prestige (other than the hiring university), either in Spain or abroad, will be given preference. Lastly, universities may appoint, as well as hire, Emeritus Professors from among the teaching staff who have made outstanding contributions to the university CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHERS Continuing professional development for teaching staff is as much a right as it is an obligation. Teachers may sign up for professional development on a voluntary basis, which involves undertaking regular activities to update their knowledge and educational and professional expertise. Both the Educational Administrations and the educational institutions themselves are responsible for continuing professional development. The Educational Administrations are responsible for planning professional development activities within their respective areas, providing teachers with a wide range of professional development options. Non-university Teaching Staff The Ministry of Education, through the Institute for Teacher Training, Educational Research and Innovation (IFIIE), annually determines the areas of priority for professional development programmes. It also offers professional development programmes at a national level and to this end sets up the appropriate agreements with other institutions. Furthermore, it establishes a series of guidelines which the professional development programmes offered by the Educational Administrations must adhere to. Given that professional development is a decentralised competence, the Autonomous Communities are responsible for planning professional development within their respective areas, providing 39

41 37-48:Maquetación 1 13/10/10 10:16 Página 40 3 TEACHERS AND EDUCATION STAFF teachers with a variety of professional development options. These guidelines are as follows: to consider the adaptation of knowledge and methodology to the evolution of the various disciplines and specific teaching areas; to offer professional development related to coordination, guidance, tutorial and counselling activities, attention to diversity and educational institution systems; to set up professional development programmes for Information and Communication Technologies (ICT) and foreign languages; to foster educational research and innovation programmes; and to offer specific training in matters of equal opportunities for women and men and coeducation. The Autonomous Communities have the freedom to establish their own areas of priority, which address the professional development needs of the teachers within their respective areas. A comparative analysis of the priority areas established for the academic year confirms the existence of common objectives, such as the updating of school curricula in line with acquisition of the basic competences and the boosting of literacy (reading and writing). In all Autonomous Communities there is a network of institutions which run professional development activities. Although they vary in name, they are most commonly known as Centres for Teachers and Resources (Centros de Profesores y Recursos). These institutions have a varying number of Primary and Secondary schools assigned to them for which they provide support both in terms of professional development and the lending of resources, or guidance on developing innovations or initiatives for improvement. The roles and competences of these professional development centres are generally linked to the professional development plan devised by the appropriate Autonomous Community, the facilitation of working groups between schools which support the dissemination of knowledge, the facilitation of resources for teachers which contribute towards improving teaching practice, and educational innovation. In all of the Autonomous Communities there are also other institutions linked to the continuing professional development of teachers, such as university departments, Institutes of Educational Sciences (Institutos de Ciencias de la Educación, ICE), professional associations, trade unions or pedagogical reform groups. Professional development for teachers can be carried out through face-to-face or online courses, seminars, working groups, or professional development projects within schools. Although they are optional, they have a direct impact on a teacher s professional career, such as merits towards competitive selection processes or salary increments. Teachers can carry out professional development activities in a variety of ways outside of working hours; during working hours but not during class time; or during class time if the course is taking place outside of the school. In addition, the Autonomous Administrations must facilitate paid study leave, with a view to stimulating professional development and research and educational innovation. Professional development and training in public institutions is free of charge. When activities are run by other institutions, financial support is available to the participants in order to help cover the costs involved. University Teaching Staff Continuing professional development for teachers in University Education is not subject to a general plan or programme, as in the case of non-university education. Both public and private universities organise their own professional development. More specifically, the departments within each university and, where applicable, the teaching support services, are responsible for offering professional development activities to the teachers and researchers assigned to them. Furthermore, various public and private institutions, such as foundations, associations or professional associations may complement that which is on offer. Undertaking professional development activities is beneficial to a teacher s career in terms of merits towards competitive selection processes or as a necessary requirement for salary increments. In addition to this, universities grant study leave to their teachers and the Autonomous Communities offer financial assistance to attend scientific conferences or for research projects ENTRY TO THE TEACHING PROFESSION Non-university Teaching Staff Entry to the teaching profession in public-sector schools is contingent upon passing the competitive examinations which are publicly announced by the Autonomous Communities, and by the Ministry of 40

42 37-48:Maquetación 1 13/10/10 10:16 Página 41 SPANISH EDUCATION SYSTEM SHORT REPORT Education in the Autonomous Cities of Ceuta and Melilla, for each of the various teaching bodies within the civil service: ípre-primary and Primary School Teachers ísecondary School Teachers ímusic and Performing Arts Teachers íplastic Arts and Design Teachers íofficial School of Languages Teachers ítechnical Teachers of Vocational Training íplastic Arts and Design Workshop Teachers Secondary Education Teachers teach in Compulsory Secondary Education and General Upper Secondary Education, even though the authorisation of other qualifications may be established for certain areas or subjects, subject to prior consultation from the central Educational Administration with the Autonomous Communities. Teachers who teach intermediate and advanced Vocational Training can be secondary education Teachers or Vocational Training Technical Teachers who, in certain cases, may also teach some subjects in Compulsory Secondary Education and Bachillerato. In exceptional circumstances for certain modules, professionals, who are not necessarily qualified but who work in the field, may be employed as specialised teachers depending on their aptitude and the needs of the education system. This type of employment is carried out according to labour or administrative regulations. In the designated integrated institutions for Vocational Training (see Chapter 2, section 2.1), civil servants belonging to the Labour Administration s Middle Scale of Occupational Training may carry out teaching duties, when they meet the specific requirements stipulated in the certificates of professionalism. Under exceptional circumstances, specialised professionals who are not necessarily qualified may teach, depending on their aptitude and the needs of the education system, in Arts and Languages education. Moreover, in order to teach in professional arts education (see Chapter 9, sections 9.1 and 9.2) one must have, in addition to the stipulated training, pedagogic and didactic training. The same applies to Languages education, and it is articulated in the relevant agreements between the education administrations and the universities. The requirements that teachers of Sports education (see section Chapter 9, section 9.3) must meet are as follows: ífor the modules of Sports education, both the core block as well as the specific block: hold a Bachelor s degree an Engineering qualification or an Architecture qualification, corresponding Degree or equivalent, together with pedagogical and didactic training as specified in the regulations pertaining to each qualification. íonly for the modules in the specific block: hold the Advanced Sports Technician qualification in the corresponding discipline and, where applicable, a sports specialisation; or hold the Sports Technician qualification in the case of sports disciplines having only passed the qualifications and core learning at an intermediate level; or be authorised by the Educational Administrations without necessarily being qualified, but working in the field and being active in the sporting domain. Finally, teachers who teach in Adult education centres must have the qualifications generally required for teaching in their respective areas (see Chapter 10). The Education Administrations must also provide them with the appropriate training in order to respond to the characteristics of their students. In the selection process both the result obtained in the competitive examination as well as the experience and training of the candidate are considered. The selection process is held on an alternating basis between entry to the Pre-primary and Primary School teaching body and entry to the remaining teaching bodies within the civil service. Candidates for all teaching bodies must meet a series of general requirements relating to nationality, age, health, personal and professional circumstances, as well as others pertaining to the specific qualifications needed for the education level at which they wish to teach. Candidates selected through the competitive examination process must undergo an induction phase under the guidance of experienced teachers and which may include training and professional development courses. In grant-aided private schools, the criteria for the selection process for teaching staff are publicly announced and are established by the Education Board, the head teacher and the owner of the school. In non grant-aided private schools the selection process is carried out by the owner of the school and contracts are drawn up in accordance with the Statute of Workers Rights. 41

43 37-48:Maquetación 1 13/10/10 10:16 Página 42 3 TEACHERS AND EDUCATION STAFF University Teaching Staff Vacant teaching posts in a public university can be covered by civil servants or by contract teachers. In both cases, access is through competitive entry procedures. In accordance with the new system of national accreditation, candidates must have national accreditation before participating in the selection process for universities. A permanent accreditation committee ensures the competence of the candidates by considering their academic, professional, teaching and research merits as well as their academic and knowledge management. When the universities publicly announce the relevant competitive selection processes, the accreditation committees put forward a series of candidates to the university rector, in order of preference for appointment. The hiring of teaching and research staff in public universities includes a maximum four-month probation period. Furthermore, at least 50% of all teaching staff must have a Doctoral degree and, at least 60% of all teaching staff with the aforementioned degree need to have obtained approval from the ANECA or from the external assessment body determined by the relevant Autonomous Community. Private universities only employ contract teachers, with a maximum four-month probation period. At least 25% of all teaching staff must have a Doctoral degree, and by 2013, 60% of all staff who hold a Doctoral degree in these universities need to have obtained approval from the ANECA TEACHERS WORKING CONDITIONS Non-university Teaching Staff Teachers working conditions in non-university institutions vary according to the education level and the type of institution in which they teach, as well as the professional status of the teacher (Table 3.1). Teachers salaries are established according to the teaching body to which they belong, length of service and the post. Career civil servants can belong to two sub-groups, A1 or A2, which correspond to the allowances paid according to the level of the post held. In general terms, sub-group A1 refers to teachers in Secondary Education, Vocational Training and Special Regulation Education Areas, while subgroup A2 refers to teachers in Pre-primary and Primary Education. The salary scale also depends on the type of institution, as outlined in Table 3.2. Solely in the case of career civil servants, the Education Administrations publicly announce competitive selection processes for transfers to cover vacant positions. As such, civil servants from one Autonomous Community are guaranteed the opportunity to compete for posts in other Communities, and, where applicable, the possibility of covering the resulting vacancies. The competitive selection process consists of a single scale of merits, for which professional development and training courses, seniority, having Maximum Professional Qualification Status (catedrático) and voluntary appraisal are all taken into account. The nationwide competitive selection processes for transfers are announced every two years. In the school years when no selection process takes place, the Autonomous Communities may implement procedures for covering vacancies within their respective Communities. 42

44 37-48:Maquetación 1 13/10/10 10:16 Página 43 SPANISH EDUCATION SYSTEM SHORT REPORT Table 3.1. PROFESSIONAL STATUS OF NON-UNIVERSITY TEACHING-STAFF Public-sector schools Grant-aided private schools Non grant-aided private schools Career civil servants. Substitute teachers (to cover Staff employed by the school. vacancies or replacements). Retirement and pensions Dismissal Holidays Working time Professional Status Legislation Classification Own regulations as well as those The same conditions as civil servants. Statute of Workers Rights. applicable to civil servants in all Contract for one academic year. Collective agreements within the sector. Public Administrations, which include Specific conditions stipulated within each contract. the Basic Statute of Civil Servants and Employees of Public Administrations. In general, the working week is 35 hours which includes the following: Maximum number of contact time per Subject to the collective agreement. A minimum number of hours must be spent on the premises (between 25 and week: 25 hours. Pre-primary schools: 32 hours 30 hours depending on the Autonomous Community). Most of this time is Annual number of hours: 1,180 Remaining schools: 27 hours per week devoted to teaching and the remaining time to additional activities. (maximum 850 hours contact time as well as 237 hours per year of The remaining time until completion of the 35 hours is spent on preparation of and the remaining time devoted to additional activities, not in excess of classes, professional development or other pedagogical activities off site. additional activities). 8 hours per day. 50 hours per year of professional development, retraining and refresher activities. 22 working days during the summer, as well as Easter holidays (approx. 8 days) and Christmas (approx. 15 days). - One month, preferably in summer. Teachers in the public sector adjust their working calendar to the academic calendar and are thus free from teaching Pre-primary schools: 10 additional duties from the 1 st July to 31 st July August. working days per year. Remaining schools: 5 additional working days per year as well as Easter and Christmas holidays. Through disciplinary action on the The substitute teacher s contract Upon expiry of the employment contract. grounds of gross misconduct, loss of finishes if the civil servant being For breach of the employment contract. Spanish nationality or of any other EU substituted resumes service. During the established probation period at the beginning of the contract. Member State, or disqualification from Substitute teachers are subject to the civil service employment. same disciplinary procedures as career civil servants. Compulsory retirement at age 65. May retire at age 70 upon request. Compulsory retirement at age 65. Compulsory retirement at age 65. Voluntary retirement from age 60 provided the staff member has been in Early retirement from age 60 with a continuous active service for 15 years prior to the request. reduction in the retirement pension. Retirement due to permanent disability. Possibility of working until age 70 in Retirement pension varies according to age, years of service and the additional the case of not having contributed to payments established for the teaching body he/she belongs to. the national pension scheme for the minimum number of years required for a pension entitlement. Source: Drawn up by the IFIIE on the basis of current legislation. 43

45 37-48:Maquetación 1 13/10/10 10:16 Página 44 3 TEACHERS AND EDUCATION STAFF Table 3.2. NON-UNIVERSITY TEACHING STAFF SALARIES, 2009 Public-sector schools Grant-aided Non Grant-aided private schools private schools Base salary In general: Pre-primary, Primary and Vocational Training teachers: Secondary teachers and teachers of Special Regulation Education Areas: 1, Base salary Base salary In Navarre: Pre-primary and Primary teachers: 1, Secondary teachers: 1, Seniority Three year period of service increment: Pre-primary, Primary and Vocational Training teachers: Three year period Three year period Secondary teachers and teachers of Special Regulation Education Areas: (Castile-La Mancha awards this of service increment of service increment amount to all teachers). Navarre applies a scale (every 6 years and 7 months) instead of three year period of service increments. Extra payments Two per year, each one comprising of (at minimum) the base salary, the accumulated three year period of service 2 extra payments increments and the allowance linked to the level of the post held. Post-related This allowance corresponds to the level of the post held. Allowances Pre-Primary and Primary teachers: Teachers of Vocational Training, Secondary teachers and teachers of Special Regulation Education Areas: (Castile-La Mancha awards this amount to Pre-primary and Primary teachers). Maximum Professional Qualification Status teachers (catedráticos): In the Basque Country: Pre-primary and Primary teachers: Additional Productivity bonus Teachers of Vocational Training, Secondary teachers and teachers of Special Regulation Education Areas: allowances and Transport This allowance does not apply in Navarre. allowance Specific This allowance remunerates the particular conditions of certain posts and varies according to the Autonomous Allowances Community: Standard amount (applicable to all teachers according to the teaching body to which they belong). Individual amount (linked to a particular post, e.g. management). Professional development increment (linked to professional development undertaken over the course of 6 years). These allowances do not apply in Navarre and are substituted by five year salary increments (quinquenios). The Canary Islands do not have an allowance for professional development. Additional payments Basic payments Residence An allowance for residence in the Balearic Islands, the Canary Islands, Ceuta and Melilla and the Aran Valley. allowance Other allowances Asturias: a provisional individual allowance for substitute teachers and civil servants who have not completed their first 6 year professional development period (sexenio). Castile and Leon and Murcia: productivity bonuses. Basque Country: improvement incentives. Source: Drawn up by the IFIIE on the basis of current legislation. 44

46 37-48:Maquetación 1 13/10/10 10:16 Página 45 SPANISH EDUCATION SYSTEM SHORT REPORT University Teaching Staff The professional status of university teaching staff is outlined in table 3.3. In public universities, the pay scale for teaching and research staff in the civil service is established at a national level as laid down by general statutory regulations which govern the pay structure of the civil service, as well as taking into account the characteristics of the aforementioned staff. Within each teaching body, and for each of its different levels or categories, the requirements for progression along the scale are set, as well as the sum to be paid in each case. In 2009, the base salary of all full-time university teachers was 1, Euros per month, to which Euros is added for each three year period of service in the post. In addition to the base salary and the three year period of service increments, the post-related allowances that university teaching staff receive vary according to category. As such, the chair professor s (catedrático) post-related allowance in 2009 was Euros, while the associate professor s (profesores de Universidad and catedráticos de escuela universitaria) post-related allowance was Euros and the technical school instructor s (profesores titulares de escuela universitaria) postrelated allowance was Euros. The State and the Autonomous Communities may establish other additional pay scales based on individual merit related to teaching practice, teacher training, research, technological development, the transfer of knowledge and management. Teacher mobility, both within the university and between other universities is subject to the fulfilment of professional requirements and competitive entry procedures. Public authorities, through their funding programmes (such as the National Programme for the Mobility of Human Resources linked to R&D&I activities), may also promote the mechanisms for mobility between universities and other research institutions. There are also measures in place for collaboration between universities, non-university educational institutions, Public Administrations, businesses and other public or private organisations, to facilitate temporary mobility between university staff and staff working in these organisations. 45

47 37-48:Maquetación 1 13/10/10 10:17 Página 46 3 TEACHERS AND EDUCATION STAFF Table 3.3. PROFESSIONAL STATUS OF UNIVERSITY TEACHING STAFF Public universities Private universities Professional Civil servants Contract teachers Contract teachers Status Working time Full-time teaching staff: generally 35 hours per week: Full-time teaching staff (sole occupation): Teaching duties: 8 hours per week hours per week spent at the university: Mentoring: 6 hours per week. Maximum of 15 hours accredited teaching and seminars. Remaining time: research, management and administration. Remaining time: preparation of classes, mentoring, research, Part-time teaching staff: a maximum of 6 hours and a minimum of management and other university activities. 3 hours teaching and the same number of weekly hours devoted to Full-time teaching staff: mentoring. 30 hours per week spent at the university: 13 hours of teaching. Part-time teaching staff: timetable agreed upon between the teacher and the university. Holidays The official holiday period for university teaching staff is 22 working days during the summer, as well as Easter and Christmas holidays. Dismissal University teaching staff with civil Upon expiry of the contract. Upon expiry of the contract. servant status are subject to the During the probation period During the probation period which all contract teaching staff are same disciplinary procedures as which all contract teaching staff required to undergo. civil servant teachers in the are required to undergo. For breach of contract. non-university education sector. For breach of contract. Retirement Compulsory retirement at age 70. Compulsory retirement at age 65. Compulsory retirement at age 65. and pensions Early retirement at age 65 at the Other retirement options may be agreed upon. staff member s request. Retired lecturers whose expertise is widely acknowledged may Retirement due to permanent continue contributing to academic activities. disability. Emeritus professors may continue to contribute to academic activities. Source: Drawn up by the IFIIE on the basis of current legislation. 46

48 37-48:Maquetación 1 13/10/10 10:17 Página 47 SPANISH EDUCATION SYSTEM SHORT REPORT 3.5. RECOGNITION AND SUPPORTING MEASURES FOR TEACHERS Non-university Teaching Staff In recent years, the Education Administrations have placed special emphasis on the promotion of new measures for the recognition of and support for teaching staff. Among these measures is the acknowledgement of a teacher s role in society as a whole, along with the improvement of working conditions. Promotion within one s professional career plays a decisive role in the improvement of working conditions, and as such, ability, merit, seniority and the candidate s choice, are all taken into account, as well as having the necessary qualifications, meeting the specified requirements and succeeding in the selection processes established by the relevant Education Administration. In addition to this, the Autonomous Communities must establish their own processes for the appraisal of civil servant teachers, being responsible for taking into account the results of these processes in the improvement of teachers working conditions. These processes, which must be publicly announced, include the objectives and criteria for appraisal, as well as how teaching staff, the educational community and the administration itself will participate in the evaluation process. Teacher appraisal on a voluntary basis must be equally encouraged. University Teaching Staff As explained in point 3.4, in terms of the pay scale for teaching and research staff, the State and the Autonomous Communities recognise individual merits through additional allowances attached to the salary. In addition, universities must establish support measures to guarantee full enforcement of staff rights in terms of professional career, initial training and continuing professional development and gender equality. Civil servants have the opportunity of being promoted from one teaching body to another immediately above it by taking part in the competitive selection processes that the various universities publicly announce. In addition, they may carry out management positions within the university NON-TEACHING STAFF Non-teaching Staff in the Education Sector: Education-related, Administrative and Service Staff In non-university educational institutions various types of professionals are responsible for support in the fields of education and/or health. These people are specialists with specific training, such as registered nurses, speech therapists, physiotherapists, occupational therapists, auxiliary nurses, play workers, special education monitors and infant assistants and they are hired according to the needs of the institutions. The administrative and service staff refers to all professionals who provide general services within educational institutions, such as administrative staff, site staff (caretakers, security staff, catering staff, drivers, gardeners, cleaning staff, etc), IT staff and library staff. In University and Research Institutions, research staff are considered non-teaching university staff. Volunteers Parents Associations, together with other volunteer organisations such as former students associations, are the principle means of fostering relationships between educational institutions and the wider community. The main purpose of volunteer work is to broaden and enhance opportunities for pupils to participate in extra-curricular and complementary activities, as well as to contribute towards offsetting any inequality that may exist due to social, personal or financial differences. In addition to this, Autonomous Communities offer financial support for projects carried out by volunteers, such as complementary educational activities within the educational institutions. 47

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50 49-54:Maquetación 1 13/10/10 10:18 Página 49 4 Pre-primary Education 4.1. STRUCTURE AND GENERAL PRINCIPLES The 2006 Organic Act on Education (Ley Orgánica de Educación, LOE), establishes Pre-primary Education as the first stage in the Spanish education system. There are two cycles in this stage, the first cycle is for children up to 3 years of age and the second cycle is from ages 3 to 6. The Autonomous Communities establish the minimum age for entry to the first cycle in their annual regulations, which is generally between the age of 3 and 4 months. This educational stage does not form part of one s basic compulsory education, which a child begins at 6 years of age. The LOE grants autonomy to the various Education Administrations in terms of regulating content, organisation and the requirements that first cycle Pre-primary schools must meet. However, in the second cycle a core curriculum has been established nationally which the Autonomous Communities then develop and refine within their respective areas. The following general principles underpin Preprimary Education: it is an educational stage within its own right; it is of a non-compulsory nature; and it respects the fundamental responsibility of the parents or guardians, with whom the schools or centres closely cooperate. Each child grows, develops and learns at a different pace and in a different way, and as such, their emotions, personal traits, needs, interests and cognitive styles are determining factors in the type of education they receive. The importance of early intervention in all of these aspects avoids future developmental problems and compensates for possible deficiencies within the family and sociocultural environment. The conditions for schooling emphasise the costfree nature of the second cycle and the gradual increase in the availability of publicly funded places in the first cycle in collaboration with the Autonomous Administrations PURPOSE AND GENERAL OBJECTIVES The purpose of Pre-primary Education is to foster children s physical, emotional, social and intellectual development. To this end, in both cycles gradual emphasis is placed on emotional development, body movement and control, signs of communication and language, the basics of harmonious coexistence and social relationships based on respect for diversity, and on discovering the physical and social characteristics of their environment. The development of a positive self-image and personal autonomy is also encouraged. As established in the LOE and in the core curriculum of the second cycle Pre-primary Education curriculum, the general objectives of this educational stage are as follows: Become familiar with one s own and others bodies and their capabilities and learn to respect differences. Observe and explore the natural, social and family environment. Gradually develop autonomy in regular activities. Develop emotional capacities. Socialise with others and gradually learn the basics of harmonious coexistence and social relationships; practise peaceful conflict resolution. Develop communicative skills in different languages and forms of expression. Begin developing logical-mathematical abilities, literacy skills, and movement, gesture and rhythm. The Autonomous Communities expand on the above by offering a diverse array of possibilities, whereby the most common objectives are the learning of a foreign language, the use of information technology, the development of healthy hygiene and eating habits and knowledge of various expressions of culture. In particular, Andalusia, Castile-La Mancha and Galicia specify an additional objective concerning the representation of different 49

51 49-54:Maquetación 1 13/10/10 10:18 Página 50 4 PRE-PRIMARY EDUCATION aspects of reality. Cantabria highlights the fact that Pre-primary Education must contribute towards facilitating the development of the basic competences established within basic education. Both Castile-La Mancha and Catalonia highlight the importance of play as a way of observing and discovering the world. One of the objectives in Extremadura is the educational and recreational use of the school library. Catalonia and Murcia specify an objective referring to the acquisition of work habits and taking pride in work that is well done. Madrid covers an introduction to knowledge of science, and together with Asturias, they establish an objective related to the development of creativity. Lastly, Castile-La Mancha and Murcia specify an objective related to the discovery of the pleasure of reading through stories. The Autonomous Communities of Cantabria, Catalonia, the Valencian Community, Extremadura and Navarre make adjustments according to the developmental level of the child from birth to 3 years of age, formulating objectives which are particular to the first cycle. Most of these objectives coincide, but Catalonia singles out the child s development within a multicultural framework, the Valencian Community incorporates the discovery of information and communication technologies, Extremadura makes specific reference to the discovery of cultural expression within the child s environment and Navarre incorporates the necessity for an introduction to work techniques and intellectual habits, humanistic scientific knowledge, and historical and artistic knowledge through play ORGANISATION OF TEACHING AND LEARNING Learning Areas The curriculum for this educational stage is structured around the following learning areas, which have a global and integrated approach, and establishes Preprimary Education as an area of privilege in terms of attending to a child s individual needs: íself-knowledge and personal autonomy: concerns the gradual building of one s own identity, emotional maturity, the building of relationships with others and the development of personal autonomy. íknowledge of the environment: concerns the discovery of the contexts which make up a child s environment, and facilitates reflexive and participative integration into this environment. ílanguages: communication and representation: refers to knowledge of the different ways of communicating and representing reality, such as the expression of feelings, thoughts, experiences and interactions with others. Generally, the number of hours spent in class in Preprimary Education is 25 hours per week, to which mealtimes, rest times or break times are then added. There is no fixed timetable for covering each of the learning areas, as the corresponding activities and experiences are organised in a way which facilitates the child s learning and as such, his or her global development. Schools which only offer the second cycle of Pre-primary Education have the same timetable as Primary school. The timetable for publicsector schools or centres which offer classes for the entire pre-primary educational stage is usually 35 hours per week, which includes mealtimes, rest times and break times. Private schools or centres which offer only the first cycle, or both cycles, usually adapt their timetables to the needs of the families. The objectives, content blocks and evaluation criteria for the different learning areas, established in the core curriculum for the second cycle are presented in Table 4.1. Furthermore, it is the responsibility of the Educational Administrations to encourage an awareness of reading and writing, basic numerical skills, information and communication technologies and visual and musical expression. In the second cycle they must also foster awareness of foreign languages. In terms of religious education, for Catholic and other religions, the Educational Administrations may include this area in the second cycle of Pre-primary Education, guaranteeing parents or guardians freedom of choice in this matter. The syllabus for this area of education is the competence of the corresponding religious authorities, with whom the State has signed Cooperation Agreements for educational matters. In turn, the schools are responsible for providing an educational alternative for those pupils who do not study religious education. 50

52 49-54:Maquetación 1 13/10/10 10:18 Página 51 SPANISH EDUCATION SYSTEM SHORT REPORT Table 4.1. OBJECTIVES, CONTENTS AND EVALUATION CRITERIA ESTABLISHED IN THE CORE CURRICULUM FOR SECOND CYCLE PRE-PRIMARY EDUCATION, ACCORDING TO THE LEARNING AREA Self-knowledge and Personal Autonomy Objectives Content blocks 1. Develop a balanced and positive self-image through interaction with others and gradual identification of one s own characteristics, potential and limitations, developing self-esteem and personal autonomy. 2. Become familiar with one s body, its features, some of its functions, discovering its potential for action and expression, and coordinating and controlling gestures and movements with increasing accuracy. 3. Identify one s own feelings, emotions, needs or preferences, and be capable of naming them, expressing them and communicating them to others, identifying and respecting those of others as well. 4. Carry out routine activities and simple tasks with increasing autonomy in order to solve everyday problems, increasing the feeling of self-confidence and the capacity for initiative, and developing strategies for satisfying basic needs. 5. Adapt one s behaviour to the needs and requirements of others, developing attitudes and habits of respect, helping and cooperation, avoiding submissive or dominant behaviours. 6.Progressively acquire habits and attitudes related to safety, hygiene and good health, appreciating and enjoying the daily experiences of emotional balance and wellbeing. 1. The body and self-image. 2. Play and movement. 3. Activity and daily life. 4. Personal care and health. Evaluation criteria 1. Shows signs of progressive body knowledge and increasing body control, in a global and separate sense, showing confidence in the body s potential and respect for others. 2. Participates in games, displaying motor skills, manipulation skills, and regulating the expression of feelings and emotions. 3. Carries out routine activities autonomously and using initiative in order to satisfy basic needs, progressively consolidating habits related to personal care, hygiene, health and wellbeing. Knowledge of the environment Objectives Content blocks Evaluation criteria 1. Actively observe and explore the child s environment, generating interpretations of certain situations and significant facts, and showing interest in learning about it. 2. Become familiar with different social groups connected to the child s experience, certain features of these groups, cultural expressions, values and ways of life, generating attitudes of trust, respect and appreciation. 3. Begin developing mathematical abilities, functionally manipulating items and collections, identifying their attributes and qualities, and establishing links between groupings, classifications, order and quantification. 4. Know and appreciate the basic components of the natural environment and certain connections, changes and transformations, developing attitudes of care, respect and responsibility towards its preservation. 1. Increasing awareness of nature. 2. Culture and life in the community. 1. Discerns objects and items in the immediate environment and acts on these discoveries. Groups, classifies and orders items and collections according to conspicuous similarities and differences, 2. Shows signs of interest in the natural environment, identifies and names several of its components, establishes simple relationships of interdependence, expresses attitudes of care and respect towards nature, and participates in activities to preserve it. 3. Identifies and is familiar with the most significant social groups in his or her immediate environment, is familiar with certain features in terms of how these groups are organised and the main community services they provide. Gives examples of their features and cultural expressions, and appreciates their importance. 51

53 49-54:Maquetación 1 13/10/10 10:18 Página 52 4 PRE-PRIMARY EDUCATION Languages: communication and representation Objetives Content blocks Evaluation criteria 1. Use language as a means of communication, representation, learning and enjoyment, expressing ideas and feelings, and value spoken language as a way of relating to others and achieving harmonious coexistence. 2. Express emotions, feelings, wishes and ideas through spoken language and other forms of communication, choosing the most suitable according to the intention and the situation. 3. Understand the intentions and messages conveyed by other children and adults, adopting a positive attitude towards the language, be it the child s own language or a foreign language. 4. Understand, reproduce and recreate certain literary texts showing attitudes of appreciation, enjoyment and interest towards them. 5. Begin to understand the social purposes of reading and writing by exploring their function and appreciating them as means of communication, information and enjoyment. 6. Become familiar with artistic works expressed in different languages and participate in activities related to performing through the use of various techniques. 7 Begin to use a foreign language to communicate during classroom activities, and show interest and enjoyment when participating in these communicative exchanges. 1. Verbal language. 2. Audiovisual language and information and communication technologies. 3. Artistic language. 4. Body language. 1. Uses spoken language in a way that is conducive to positive communication with peers and adults, according to the communicative intentions, and understands different spoken messages, displaying attentive and respectful attitudes towards listening. 2. Shows interest in written texts within the classroom and the immediate environment, begins to use them, understand their purpose and understand certain features of the written code. Demonstrates interest and participates in reading and writing activities within the classroom. Source: Drawn up by the Institute for Teacher Training, Educational Research and Innovation (IFIIE) on the basis of current legislation. When developing and refining the core curriculum for the second cycle and shaping the contents for the first cycle of this educational stage, differences between the Autonomous Communities can be observed. There are Communities which establish the same content blocks for both cycles, as is the case with Andalusia, Aragon, the Balearic Islands, Cantabria, Castile and Leon, thevalencian Community, Extremadura and Galicia. Nevertheless, the content blocks are developed in different ways within each Community and they are adapted to the development particular to each age level. Other Communities such as Navarre, the Basque Country and the Autonomous Cities of Ceuta and Melilla, adapt the contents to the needs and characteristics of each cycle. In the first cycle these Communities prioritise the contents related to establishing emotional ties, as well as emotional and communicative development. In terms of the learning area Languages, Communication and Representation, the Autonomous Communities which have co-official languages establish their own particularities for the curriculum. As such, in Galicia the regulations indicate that children must be guaranteed an education in their native tongue. In Catalonia, it is established that Catalan, as a native language of this Community, is also the language of education, so it is usually the language of instruction and learning. In the Basque Country one of the key features of the education system is the creation of a scholarly space for bilingual education. In the Valencian Community the curriculum is designed so that the pupils acquire communicative competence in Spanish and Valencian. Methodological Principles The methodological principles of this educational stage highlight the need to adopt a methodology based on significant experiences and play activities, in a trusting and caring environment which fosters both the child s self-esteem and social integration. 52

54 49-54:Maquetación 1 13/10/10 10:18 Página 53 SPANISH EDUCATION SYSTEM SHORT REPORT When defining the curriculum, the various Autonomous Communities establish the methodological principles which provide a framework for teaching and learning during this educational stage. Among other things, emphasis is placed on the following aspects: íglobal perspective on learning: learning is the result of establishing multiple connections between that which is new and that which has already been learnt, through a global process of the individual s understanding of reality. íthe physical and mental activity of the child: is one of the main sources of learning and development. The importance of play as an appropriate activity at this stage is emphasised, due to the fact that it is motivating and the potential it offers for forming significant relationships. It also allows teachers to programme a diverse range of contents, procedures and experiences. íthe emphasis on emotions and relationships: although these are important at all stages, they are particularly relevant in Pre-primary Education. A warm, safe and welcoming atmosphere is essential. ípeer interaction: interaction between pupils is both an educational objective as well as an excellent methodological resource, given that it facilitates the pupils intellectual, emotional and social development. ícoordination with the families: the relationship between the family and the school and the exchange of information between them facilitates the child s integration and adaptation to the school environment. ípreventive and compensatory nature: the Pre-primary Education stage contributes towards the detection and, therefore, early intervention regarding any situation which puts the normal development of the child at risk. Evaluation and Progression Evaluation in Pre-primary Education is essentially continuous and is not geared towards awarding marks or pupil progression from one level to the next. The regulations which establish the core curriculum for the second cycle of Pre-primary Education provide the following guidelines for the evaluation process: íit must be global, continuous and formative. Direct and systematic observation is the main technique used in the evaluation process. íit must serve to identify and value the learning acquired as well as the developmental process of each child, paying attention to their differing rates of maturity and individual characteristics. To this end, the evaluation criteria for each of the learning areas are taken as a reference. íall Communities recognise that the evaluation process also serves as a way of reviewing and improving educational practice. In the second cycle of Pre-primary Education aspects related to classroom management and the school atmosphere must be evaluated. Given the general nature of evaluation during this educational stage, teachers are responsible for setting the evaluation criteria based on the objectives and contents proposed, most of which are set out in the corresponding regulations developed by the Autonomous Communities. In terms of the evaluation process, all Communities have particular times for carrying them out, as well as general criteria. The evaluation process consists of an initial evaluation which is carried out during each child s adaptation period at the school, and which each school defines in its Development Plan. Continuous evaluation involves monitoring the pupils in terms of the objectives and evaluation criteria pertaining to each of the learning areas. Apart from daily evaluation, various legal texts specify that at least three formal evaluation sessions per academic year must be carried out. Lastly, the final evaluation determines the level of acquisition of the basic capacities and skills, as well as the achievement of the objectives proposed in the curriculum in terms of capacities. In addition to the initial, continuous and final evaluations, Autonomous Community regulations recommend coordination, by means of the evaluation documents, between the cycles and between the second cycle of Pre-primary Education and the Primary Education stage. Although the most appropriate methodology for assessing the objectives and the acquisition of capacities in the Pre-primary Education stage is direct and systematic observation, it is complemented by an analysis of the work produced by the children and interviews with the families. The results are expressed in qualitative terms and are reflected in the various newsletters, the aim of which is to communicate these results to the families and improve coordination between cycles and educational stages. The class teacher is responsible for carrying out evaluations, and is supported by professionals who provide guidance in cases where pupils have a specific need for educational support. 53

55 49-54:Maquetación 1 13/10/10 10:18 Página 54 4 PRE-PRIMARY EDUCATION Progression to Primary Education is automatic, although in exceptional circumstances permission to remain a further year in the Pre-primary Education stage may be granted. In turn, the duration of the second cycle may be modified in the case of gifted and talented pupils, allowing them to begin compulsory education earlier. Attention to Diversity Attention to diversity has become one of the guiding principles for educational practice during this educational stage. In order to attend to the children s needs, characteristics, interests and cognitive styles as well as to their different maturity processes, the Administrations establish procedures for identifying those aspects which determine a child s normal development. In this sense, the educational response most suited to the needs of the pupils is sought. Likewise, the educational environment must facilitate the coordination of the services involved regarding any attention that pupils with specific educational support needs may require. 54

56 55-60:Maquetación 1 13/10/10 10:21 Página 55 5 Primary Education 5.1. STRUCTURE AND GENERAL PRINCIPLES Primary Education is the first level of basic, compulsory and free education established by the 2006 Organic Act on Education (Ley Orgánica de Educación, LOE). It comprises six academic years, from 6 to 12 years of age, and is divided into three cycles of two years duration each: the first cycle is from ages 6 to 8, the second cycle from ages 8 to 10 and the third cycle from ages 10 to 12. Pupils generally begin this educational stage during the calendar year when they turn 6 years old. Primary Education is geared towards the pupils personal development and the acquisition of basic knowledge, which in turn, allows the acquisition of other more complex knowledge. The structuring of this educational stage into cycles and its organisation into learning areas addresses the global nature of this stage, as well as the necessity for integrating the pupils various experiences and knowledge. Furthermore, the progressive adaptation of learning experiences to different working paces is sought. Lastly, particular emphasis is placed on the prevention of learning difficulties and on setting the mechanisms of support into motion to avoid more serious difficulties PURPOSE AND GENERAL OBJECTIVES According to the LOE, the purpose of Primary Education is to provide all children with an education which enables them to consolidate their personal development and their own wellbeing, to acquire basic skills related to oral expression and comprehension, reading, writing and mathematical operations, as well as to develop social skills, work and study habits, artistic sensibility, creativity and affectivity. Furthermore, Primary Education contributes to the development of the general objectives for the educational stage established in the LOE and in the Royal Decree for the core curriculum in Primary Education, which is compulsory throughout the entire Spanish State. These objectives are formulated in terms of the capacities that the pupils must develop and they make reference to the human being s individual and collective spheres, emphasising autonomy, critical thinking skills, respect for diversity, as well as the processes strictly related to learning (Table 5.1). In addition to the general objectives for this educational stage, Primary Education must contribute to the achievement of the key competences set out in the LOE. These competences refer to the skills that young people need to have developed upon finishing their compulsory education in order to achieve personal fulfilment, exercise active citizenship, be equipped for adult life and participate in lifelong learning. The inclusion of the key competences in the curriculum allows emphasis to be placed on those skills which are considered essential, with an integrating and guiding approach towards the application of the acquired knowledge. In the regulations which establish the core curriculum for the Primary Education stage the aforementioned key competences are defined: Linguistic communication competence. Mathematical competence. Knowledge and interaction with the physical world. Dealing with information and digital competence. Social and civic competence. Cultural and artistic competence. Learning to learn. Personal autonomy and entrepreneurship. The majority of the Autonomous Communities complement the regulations for the Primary Education curriculum by expanding on the educational objectives established by the national Educational Administration. They include objectives related to knowledge of one s own environment and fostering the feeling of belonging to each Community. Furthermore, Asturias, the Balearic Islands, Catalonia, the Valencian Community, Galicia and the Basque Country specify an objective related to the acquisition 55

57 55-60:Maquetación 1 13/10/10 10:21 Página 56 5 PRIMARY EDUCATION of linguistic competence in the co-official language. For their part, Castile-La Mancha, Castile and Leon, the Valencian Community, Madrid, Murcia, Navarre and La Rioja emphasise knowledge of the Spanish context and its history. The Basque Country develops the curriculum for compulsory education as a whole, which is why the general objectives for this educational stage as established in the core curriculum do not appear explicitly. The objectives are included in six broad central themes: learning to live responsibly, learning to learn and think, learning to communicate, learning to live together, learning to develop as a person and learning to do and engage. Table 5.1. OBJECTIVES FOR PRIMARY EDUCATION ESTABLISHED IN THE CORE CURRICULUM General Objectives for the Primary Education Stage A-Know and appreciate the values and rules for harmonious coexistence, learn and act according to them, prepare to actively exercise citizenship and respect human rights and the pluralism typical of a democratic society. B-Develop work habits individually and as a team, work on effort and responsibility towards studying as well as attitudes of self-confidence, critical awareness, personal initiative, curiosity, interest and creativity towards learning. C-Acquire skills for the prevention and peaceful resolution of conflicts, which allows one to cope autonomously in the family and domestic environment, as well as within one s social groups. D- Know, understand and respect different cultures and individual differences, the equality of rights and opportunities for men and women and non-discrimination against people with disabilities. E-Know and use the Spanish (Castilian) language appropriately and, in the case where it exists, the native language of the Autonomous Community, as well as fostering the habit of reading. F-Acquire, in at least one foreign language, basic communicative competence which enables one to express and understand simple messages and cope in everyday situations. G- Develop basic mathematical competences and begin solving problems that require basic mathematical operations, knowledge of geometrics and estimations, as well as be able to apply them to everyday life situations. H-Know and value the natural, social and cultural environment, as well as how to interact with it and care for it. I- Begin using, for learning purposes, information and communication technologies, developing a critical approach towards the messages received and created. J-Use different artistic representations and expressions and begin creating visual works of art. K- Value hygiene and health, accept one s own body and those of others, respect differences and use physical education and sport as a way of fostering personal and social development. L- Know and appreciate the animals most closely connected with human beings and adopt caring behaviours towards them. M- Develop emotional capacities in all aspects of one s personality and in terms of relationships with others, as well as an attitude of intolerance towards violence, prejudices of any kind and sexist stereotypes. N-Encourage road safety education and attitudes of respect which help prevent traffic accidents. Source: Drawn up by the Institute for Teacher Training, Educational Research and Innovation (IFIIE) on the basis of current legislation ORGANISATION OF TEACHING AND LEARNING Learning Areas According to that which is established in the LOE, the Primary Education stage is organised into learning areas which are of a global and integrated nature: Knowledge of the Natural, Social and Cultural Environment; Artistic Education; Physical Education; Spanish Language and Literature and, if applicable, Co-official Language and Literature; Foreign Language and Mathematics. In addition, during one of the years in the third cycle of this stage Citizenship 56

58 55-60:Maquetación 1 13/10/10 10:21 Página 57 SPANISH EDUCATION SYSTEM SHORT REPORT and Human Rights Education are included. The Educational Administrations may also include a second Foreign Language during this cycle. Religious Education is added to the above areas, which all schools are obliged to offer and pupils are free to choose whether to study it or not. Catholic Religious Education, and Religious Education for other denominations, is adapted to the agreements established between the Spanish State and the various religious institutions. Assessment in this subject is not included in the calculations for academic records. As in the case of the 2 nd cycle of Pre-primary Education, schools are responsible for providing an educational alternative for pupils who do not study Religious Education. Furthermore, throughout this educational stage tutorial and counselling activities guide the pupils individual and collective educational process. National regulations establish the objectives of the learning area, the content blocks, the assessment criteria and the contribution of each of the learning areas for this stage to the key competences. The objectives for each learning area refer to the capacities that the pupils must develop and each objective is directly related to a capacity. The content blocks are made up of open-ended thematic units into which are grouped the contents considered most appropriate for developing the capacities indicated in the objectives. Teachers must refer to the assessment criteria in order to assess each of the learning areas in this educational stage and the assessment criteria are directly related to the objectives for the learning area. The key competences, as explained in section 5.2, are the basic skills that pupils will have acquired at the end of this educational stage, taking into account that each of the learning areas contribute to the development of these competences. Furthermore, there are other key factors which foster the development of the competences, such as how the schools are organised and run, educational activities, the relationships between the members of the educational community, complementary and extracurricular activities and encouraging the habit of reading among the pupils. The number of hours allocated to the learning areas in Primary Education is established nationwide, so that there are a compulsory minimum number of hours for each area (Table 5.2). These minimums imply 55% of the timetable for those Autonomous Communities with co-official languages and 65% for the remainder of the country, with the 10% difference dedicated to the co-official language. Table 5.2. SCHOOL TIMETABLE, EXPRESSED IN ANNUAL HOURS, CORRESPONDING TO THE BASIC CONTENTS OF THE CORE CURRICULUM FOR PRIMARY EDUCATION Learning Areas 1 st Cycle 2 nd Cycle 3 rd Cycle Knowledge of the Natural, Social and Cultural Environment 175 hrs 175 hrs 140 hrs Artistic Education 105 hrs 105 hrs 105 hrs Physical Education 105 hrs 105 hrs 105 hrs Spanish (Castilian) Language and Literature 315 hrs 280 hrs 280 hrs Foreign Language 105 hrs 140 hrs 140 hrs Mathematics 175 hrs 210 hrs 175 hrs Religious Education 105 hrs 105 hrs 105 hrs Citizenship Education 0 hrs 0 hrs 50 hrs Source: Drawn up by the IFIIE on the basis of current legislation. In addition to the minimum number of hours set by the State, the various Autonomous Communities have the competence to fill the remaining hours in the timetable by cycle or learning area. As such, in Andalusia, Aragon, Cantabria, Castile-La Mancha, Castile and Leon, Catalonia and the Basque Country there is the possibility of the schools being responsible for filling the remaining hours of their timetables until reaching the 25 weekly hours programmed for each year level. In the remaining 57

59 55-60:Maquetación 1 13/10/10 10:21 Página 58 5 PRIMARY EDUCATION communities the number of hours is established at the Educational Administration level only. The number of hours allocated to Spanish Language and Literature varies between the communities which have a co-official language and the remaining communities. The number of hours set aside for the Co-official Language is generally similar to that of Spanish Language and Literature. In terms of fostering the habit of reading, the LOE establishes that a certain amount of time be dedicated to this on a daily basis. To this end, the Canary Islands, Castile-La Mancha and Navarre have set aside a certain number of weekly hours in some or all year levels of this educational stage, whilst in the remaining communities the schools must guarantee this throughout all year levels, although a timetable is not specified. Methodological Principles The LOE defines the methodological principles that guide educational practice. On the one hand, these principles are oriented towards the pupils through the integration of their experiences and knowledge and on the other hand towards the promotion of a personalised education which is adjusted to the various learning paces. The following methodological and/or pedagogical features are highlighted: íattention to pupil diversity, prevention of learning difficulties and creation of the appropriate support mechanisms for dealing with such difficulties. ídevelopment of reading comprehension, oral and written expression, audiovisual communication, information and communication technologies and values education. ísetting aside time for reading in the classroom on a daily basis, as a way of fostering appropriate reading habits among the pupils. The teaching methodology is the responsibility of the educational institutions and the teachers, respecting the general methodological principles proposed by the various Educational Administrations. When approving the curriculum for the educational stage, all communities define certain general methodological principles which are valid for all learning areas. These principles are generally based on the following: ía global approach to the teaching-learning process in order to integrate various experiences and knowledge. ípupils playing an active role in their own learning, so that it is the pupils themselves who construct their own thinking and learning. íteachers as facilitators in the teaching-learning process, with the aim of contributing to the acquisition of the key competences. íestablishing links between contents from the same learning area and between contents from different learning areas. ícontribution to developing the processes of selfadjustment of thoughts, with the aim of fostering learning to learn processes. íusing information technologies as an everyday tool within classroom activities. íusing group activities as a way of fostering learning and thinking. íuse of diverse learning strategies which are adapted to different interests and motivations. Assessment and Progression The general features which regulate assessment of the learning processes during this educational stage are established in the LOE. Assessment is of a global and integrated nature and pupils progress across all of the learning areas is taken into account. Likewise, the regulations governing the core curriculum for Primary Education establish that assessment of learning is carried out by taking into account the different features of the curriculum, using the assessment criteria for the learning areas as a fundamental reference point for evaluating the level of acquisition of the key competences. Within the context of continuous assessment, educational support measures are put into place when a pupil s progress is unsatisfactory, and they are applied as soon as the difficulties are detected. In addition to assessing the pupils learning, teachers must also evaluate their own educational practice. All of the Autonomous Communities have regulated aspects referring to the assessment of learning. They coincide in terms of the global, integrating and formative nature of assessment, as well as it being an integral part of the teaching and learning process and educational practice. There are also three stages of assessment: initial, continuous and final. 58

60 55-60:Maquetación 1 13/10/10 10:21 Página 59 SPANISH EDUCATION SYSTEM SHORT REPORT In addition to defining the general features of assessment, the autonomous regulations set the criteria for pupil progression established in the LOE and in the core curriculum (Table 5.3). These criteria are common to all of the communities, although there may be some differences in the way they are formulated. Table 5.3. PROGRESSION CRITERIA FOR THE PRIMARY EDUCATION STAGE AS ESTABLISHED IN ALL AUTONOMOUS COMMUNITIES General Features of Progression The criteria for progression are reflected in the curriculum development plan (proyecto curricular) and/or the classroom programme. At the end of each cycle (1), and as a result of the assessment process, the teachers of a particular class make the relevant decisions regarding the pupils progression to the next year level, with particular consideration for the information and criteria provided by the class teacher (2). The family is informed of the decision regarding progression to the next year level and is involved in the support measures established. Progression to the Next Cycle A pupil progresses to the next educational cycle when it is considered that he or she has developed the relevant key competences (3) and the appropriate level of maturity. A pupil may also progress on the condition that the learning which has not been attained does not prevent them from benefitting from the next cycle. In such cases, the pupil will receive the necessary support to recover attainment in the appropriate areas. When it is considered that a pupil has not developed the relevant key competences and the appropriate level of maturity, it may be agreed upon that the pupil remains for a further year in the same cycle. This measure may only be adopted once throughout the whole Primary Education stage and must be accompanied by a specific plan for support or attainment. Progression to Compulsory Secondary Education Pupils progress to Compulsory Secondary Education if they have developed the key competences and level of maturity, on the condition that the learning which has not been attained does not prevent the pupil from benefitting from the next educational stage. In such cases, the pupil will receive the necessary support to recover attainment in the appropriate areas. Before a decision is made as to whether a pupil will remain in the same level a further year, all pertinent measures of support must have been provided. Progression of Pupils with Specific Special Educational Needs Pupils with special educational needs may remain a second further year in the educational stage as long as it facilitates their socio-educational integration. Arrangements for gifted and talented pupils can be flexible in that they may skip a year level during their schooling. (1) Castile-La Mancha and Madrid highlight that decisions regarding pupil progress should preferably be made at the end of a cycle. Nevertheless, teachers may make this decision in the first year of a cycle on the condition that it fosters the pupils personal and social development. (2) - In Aragon, in addition to the class teacher s recommendation, that which is established in the curriculum development plan (proyecto curricular de centro) is also taken into consideration. - In Catalonia decisions regarding pupil progression are made by an evaluation commission, which consists of the teaching team, the head of studies and the class teacher. The team of teachers assigned to a particular cycle may invite other professionals who have been involved in the child s education to participate in the evaluation sessions. - In the Basque Country, in the event that there is no consensus between the evaluation team, the decision to remain a further year in the cycle is adopted through agreement between at least two thirds of the teaching team involved in the educational process. - In the Valencian Community and in Castile-La Mancha, in addition to considering the class teacher s recommendation, the person responsible for guidance is also consulted. (3) In Murcia the class teacher must give special weight to the acquisition of key competences in the fundamental learning areas of Spanish Language and Literature and Mathematics. Source: Drawn up by the IFIIE on the basis of current legislation. 59

61 55-60:Maquetación 1 13/10/10 10:21 Página 60 5 PRIMARY EDUCATION In addition to assessment of learning, in Primary Education a diagnostic assessment of the key competences attained by the pupils is carried out at the end of the second cycle of this educational stage. This evaluation is formative and guiding in nature for the schools and informative in nature for the families and the wider educational community. Schools use the results of these tests to organise, among other things, measures of support that the pupils may require in the third cycle of this educational stage. Together with assessment of the teaching and learning processes, these tests should also enable an analysis and reorientation, where necessary, of the first two cycles of this educational stage. Within the framework of their respective competences, the Educational Administrations are responsible for developing and controlling diagnostic assessment, as well as providing the relevant models and support to enable the schools to carry out the process appropriately. Attention to Diversity Pupil diversity must underpin the education process, and in this way personalised attention according to the needs of each child is guaranteed. The measures for support, whichmay be organisational or curricular, must be set into motion as soon as the difficulties are detected. Among these measures are classroom based support, flexible groupings or adjustments to the curriculum. In order to attend to pupils with special educational needs and facilitate access to the curriculum, the Educational Administrations establish the appropriate procedures for carrying out adaptations which differ significantly from the objectives, contents and assessment criteria set out in the curriculum. Schooling for these pupils in Primary Education in standard schools may be extended a further year than envisaged, on the condition that this measure fosters the pupil s socio-educational integration. Particular attention is paid to the circumstances, level of knowledge, age and academic record in the schooling of pupils who enter the education system late. When pupils have significant deficiencies in the language of instruction used at the school, they may receive specific support which is, at all times, simultaneous to the schooling they receive within the regular classroom, where they must spend as much of their weekly timetable as possible. If there is a gap in the pupil s level of curricular competence of more than one cycle, the pupil may be placed in the lower year level of the corresponding cycle according to his or her age. Arrangements for gifted and talented pupils can be flexible in that they may skip a year level at the beginning of their schooling in the Primary Education stage or the duration of the educational stage may be reduced. These measures are taken on the condition that they are the most appropriate for the development of the pupil s personal equilibrium and socialisation. According to these general guidelines the Educational Administrations, through the development of Attention to Diversity Programmes, regulate the measures for attending to the varying needs of pupils in Primary Education. 60

62 61-68:Maquetación 1 13/10/10 10:23 Página 61 6 Compulsory Secondary Education 6.1 STRUCTURE AND GENERAL PRINCIPLES Compulsory Secondary Education (ESO) is the second educational level of basic and compulsory education established in the 2006 Organic Act on Eduction (Ley Orgánica de Educación, LOE). It covers the age range between 12 and 16 years although, as a general rule, students have the right to remain in this educational level until they turn 18 years of age, the same year in which the course finishes. This educational stage is of four years duration and leads to the Compulsory Secondary Education Graduation Certificate (Graduado en ESO), if it is considered that the student has attained the key competences and objectives for this stage. This certificate enables entry to General Upper Secondary Education (Bachillerato) studies and to the modular studies in intermediate Vocational Training. As established in the LOE, Compulsory Secondary Education is organised according to the principles of a general education and attention to diversity. It is the responsibility of the Educational Administrations to regulate the measures for attention to diversity, while giving schools the autonomy to adopt those measures which best suit the profile of their students, as well as to organise classes and resources in a flexible manner. Furthermore, in Compulsory Secondary Education special attention is given to educational and professional guidance for students. The final year of this educational stage has a distinct guiding nature in terms of the different academic and professional options available to the students. 6.2 PURPOSE AND GENERAL OBJECTIVES knowledge, particularly in terms of its humanistic, artistic, scientific and technological aspects; to develop and consolidate study and work habits; to prepare students for further study and entry to the labour market and to educate them so that they may exercise their rights and responsibilities as citizens. In addition to that mentioned above, Compulsory Secondary Education contributes to the development of a series of general objectives specified in the LOE and in the Royal Decree for the core curriculum for this educational stage, which are therefore compulsory nationwide. These objectives are formulated in terms of the capacities which it is hoped the students will develop throughout this educational stage (Table 6.1). As with Primary Education, in addition to the general objectives for the educational stage, Compulsory Secondary Education must contribute towards the attainment of the key competences established in LOE (see Chapter 5). The Autonomous Communities develop their own legislation which complements the set curriculum for Compulsory Secondary School. In addition to covering the general objectives for this educational stage which are expressed in the core curriculum, they include further objectives such as knowledge of one s traditions and the generation of a sense of belonging, which have been formulated in Aragon, Asturias, the Balearic Islands, the Canary Islands, Castile and Leon, Catalonia, Extremadura, Galicia, Navarre and the Basque Country. Again, the Basque Country should be highlighted as an exception since the curriculum is developed for basic education in its entirety (see Chapter 5). The purpose of Compulsory Secondary Education is to ensure that students acquire a basic general 61

63 61-68:Maquetación 1 13/10/10 10:23 Página 62 6 COMPULSORY SECONDARY EDUCATION Table 6.1. OBJECTIVES OF COMPULSORY SECONDARY EDUCATION AS ESTABLISHED IN THE CORE CURRICULUM General Objectives of the Compulsory Secondary Education A-Responsibly assume one s duties, know and exercise one s rights in terms of respecting others, practise tolerance, cooperation and solidarity among people and groups, engage in dialogue to strengthen human rights as shared values within a multicultural society and be prepared to exercise democratic citizenship. B-Develop and consolidate habits in the areas of discipline, study and individual and group work as a necessary requirement for successfully performing learning tasks and as a means of personal development. C- Value and respect gender difference and the equality of rights and opportunities. Reject stereotypes which may lead to discrimination between men and women. D-Strengthen one s emotional capacities in all areas of one s personality and relationships with others; reject violence, prejudice of any kind and sexist behaviour; and solve conflicts peacefully. E-Develop basic skills regarding the use of information sources in order to acquire new knowledge through a critical approach; achieve basic competence in the area of technology, particularly in terms of information and communication. F- Understand scientific knowledge as knowledge which is integrated and organised into various disciplines; know and apply methods for identifying problems within the diverse areas of knowledge and experience. G- Develop an entrepreneurial spirit and self-confidence, a participative spirit, critical awareness, personal initiative and the ability to learn how to learn, plan, make decisions and assume responsibilities. H- Understand and accurately express complex texts and messages, orally and in writing, in the Spanish (Castilian) language and, where applicable, in the co-official language of the Autonomous Community; take first steps towards awareness of, studying and reading literature. I- Understand and express oneself appropriately in one or more foreign languages. J- Know, value and respect the basic aspects of one s own culture and history and artistic and cultural heritage and those of others. K- Know and accept how one s own and others bodies work, respect differences, strengthen health and hygiene habits and use physical education and sport as a way of enhancing personal and social development. Know and appreciate the human dimension of sexuality in all its diversity. Critically appraise social habits related to health, consumption, care for living beings and the environment, contributing to its preservation and betterment. L- Value artistic creation and understand the language of the various artistic manifestations, using diverse means of expression and representation. Source: Drawn up by the Institute for Teacher Training, Educational Research and Innovation (IFIIE) on the basis of current legislation ORGANISATION OF TEACHING AND LEARNING Subjects The curriculum for the four academic years of Compulsory Education is organised into subjects. During the first three years the subjects are organised in a similar way, while in the fourth year they are designed in a different way, due to their guiding nature (Table 6.2). contribution of each subject to the development of the general objectives for this educational stage and of the key competences. In this way, each subject contributes to the achievement of various objectives, while at the same time a particular objective may be addressed within various subjects. This principle is applied in a generic way, although there may be subjects which, due to their content, allow a greater number of objectives to be addressed than other subjects, in the same way that certain objectives may be addressed only within specific subjects. The legislation for the core curriculum for Compulsory Secondary Education establishes the 62

64 61-68:Maquetación 1 13/10/10 10:23 Página 63 SPANISH EDUCATION SYSTEM SHORT REPORT Table 6.2. ORGANISATION OF SUBJECTS FOR COMPULSORY SECONDARY EDUCATION Organisation of Subjects for the First Three Academic years Subjects that all students must study during each of the first three academic years Natural Sciences (1) Social Science, Geography and History Physical Education Spanish (Castilian) Language and Literature and, where applicable, Co-official Language and Literature Foreign Language Mathematics Subject that all students must study during one of the first three academic years Citizenship and Human Rights Education Subjects that all students must study in the course of the first three academic years Plastic and Visual Art Music Technology Optional Subjects (2) Organisation of the Subjects for 4 th year Subjects that all students must study during 4 th year Social Science, Geography and History Ethic and Civic Education Physical Education Spanish (Castilian) Language and Literature and, where applicable, Co-official Language and Literature Mathematics (3) First Foreign Language Subjects from which students must choose three during 4 th year (4) Biology and Geology Plastic and Visual Art Physics and Chemistry Computer Science Latin Music Second Foreign Language Technology (1) The Educational Administrations may stipulate that in 3 rd year the subject Natural Sciences may be split into Biology and Geology on the one hand, and Physics and Chemistry on the other. (2) The Educational Administrations may include a second foreign language among the subjects in the first three academic years of this educational stage. The range of optional subjects, which the educational administrations establish, must include a second foreign language and Classical Culture. (3) The subject Mathematics may be structured into two options: Option A for students who do not intend to continue studying Mathematics beyond this level; Option B for students who intend to continue studies related to this subject. (4) Schools must offer all of these subjects. With the aim of guiding student choice, these subjects may be grouped into different options. Source: Drawn up by the IFIIE on the basis of current legislation. The educational competences are geared towards the fostering of knowledge which is considered essential. As such, they are designed to facilitate the integration of knowledge on the part of the student, so that it may be used effectively when needed in different situations and contexts (see Chapter 5). The model described for the way the subjects are designed in relation to the objectives is also applied in terms of the relationship between subjects and the key competences. The number of hours allocated to each subject is established nationwide, with a set number of minimum hours per subject. As with Primary Education, these minimums imply 55% of the timetable for the Autonomous Communities with a co-official language and 65% for the remainder of the country, the difference being dedicated to the teaching and learning of the aforementioned language. The Autonomous Communities have the competence to expand on this timetable per cycle and subject within their respective areas of responsibility. In the majority of the Communities, the total academic load for the first three academic years is 90 hours per week, thus 30 hours per week corresponding to each academic year. There are 63

65 61-68:Maquetación 1 13/10/10 10:23 Página 64 6 COMPULSORY SECONDARY EDUCATION exceptions which include the Valencian Community, where in 3 rd year the total weekly hours amounts to 32, and the Balearic Islands and Galicia, where the load for each academic year is 32 hours per week. In all Autonomous Communities the subject to which most hours are dedicated in each of the first three academic years is Spanish (Castilian) Language and Literature, although in the Canary Islands and Catalonia the same number of hours are allocated to Mathematics and the foreign language, and in Navarre the same number of hours are allocated to Mathematics. The majority of Autonomous Communities dedicate 12 or 13 hours to Spanish Language and Literature, and even 14 hours as is the case in Madrid. In the Communities where the Coofficial Language and Literature are taught, the hours dedicated to the Spanish (Castilian) language are reduced to 11 hours (the Balearic Islands and the Basque Country), 10 (Galicia) or nine (Catalonia, the Valencian Community and Navarre: Model D 1 ), although exactly the same the number of hours is dedicated to both languages. Together with Spanish (Castilian) Language and Literature, the subjects to which a greater number of hours are dedicated are Mathematics (to which all Communities allocate 11 or 12 hours per week, except the Balearic Islands and the Valencian Community which allocate 10 hours, Catalonia which allocates 9, and Extremadura, 13) and Natural Sciences (if the hours dedicated to Biology and Geology and Physics and Chemistry are counted in the cases where the subject is split in 3 rd year, all Autonomous Communities allocate 10 or 11 hours per week to this subject, except the Basque Country which allocates nine). The number of hours dedicated to the learning of a foreign language also stands out. Most Autonomous Communities allocate nine hours per week to this subject, with the exception of Aragon, Castile and Leon, the Basque Country and La Rioja, which allocate 10 hours; Andalusia and Castile-La Mancha, which allocate 11 hours; and Asturias and the Canary Islands which reach 12 hours per week. All Autonomous Administrations coincide in dedicating three hours per week to tutorial and counselling activities and six hours per week to Physical Education, except in the Basque Country which allocates five hours to this subject. The weekly timetable for each subject described above comprises the first three courses of compulsory secondary education (ESO). Regarding the subject Citizenship and Human Rights Education, the Ministry of Education offers it during the 2 nd year of Compulsory Secondary Education within its area of responsibility 2, while the Autonomous Communities offer it during the 3 rd year. The number of hours allocated to this subject also varies, given that the Ministry of Education, Castile-La Mancha and Galicia establish two hours per week while the remaining Autonomous Communities allocate one hour. In terms of the number of hours allocated to the subjects in the 4 th year of Compulsory Secondary Education, in almost all Autonomous Communities it is 30 hours per week, except in the Balearic Islands, the Valencian Community and Galicia, where 32 hours are taught. The subjects with the greater number of hours dedicated to them during this academic year are Spanish Language and Literature and Mathematics, to which the majority of Autonomous Communities allocate four hours per week. In the Communities where the Co-official Language and Literature is taught, three hours per week are allocated to the Spanish (Castilian) language, except in the case of Model D in Navarre where four hours per week are taught. As in the previous academic years, in all cases the same number of hours is dedicated to the Spanish (Castilian) language and the co-official language. Regarding the number of hours assigned to the optional subjects, a certain level of variability of between one and three hours can be observed. In terms of Religious Education for the students who choose this subject (see Chapter 5), all Autonomous Communities allocate one hour per week to this subject except Madrid which allocates two hours. As with the previous educational stages, schools are responsible for providing an educational alternative to this subject. In the same way, the subject Ethic and Civic Education is also allocated either one or two hours per week. Methodological Principles The LOE grants schools the freedom to create their own pedagogical approaches in line with the 1 Model D: The language of instruction is entirely Basque in all academic years and cycles, except in the subject of Spanish (Castilian) Language and Literature. 2 The Ministry of Education s direct area of responsibility is the Autonomous Cities of Ceuta and Melilla. 64

66 61-68:Maquetación 1 13/10/10 10:23 Página 65 SPANISH EDUCATION SYSTEM SHORT REPORT following general principles: attention to diversity and access for all students to a general education; fostering of the measures necessary for taking into account students varied learning paces; and development of the ability to learn individually and work in groups. They will also work towards the acquisition and development of the key competences and encourage accurate oral and written expression and numeracy. Lastly, it should be pointed out that a certain amount of time will be dedicated to reading across all subjects. The Educational Administrations exercise their competences in terms of promoting tutorial and counselling activities and educational, psychopedagogical and professional guidance, the regulation of specific solutions for students who manifest particular learning difficulties or who have problems adapting to mainstream school life, for gifted and talented students and students with disabilities. Furthermore, they formulate other methodological principles with the aim of guiding educational practice, which are valid for all subjects within this educational stage: a)the active role of the students is a decisive factor within academic learning. A methodology which enables the students to establish significant links between the content, prior experiences and new knowledge must be adopted. b) The teaching and learning process must guarantee the functionality of the learning, to enable a practical application of the knowledge acquired and to ensure that the content covered is conducive to acquiring other knowledge. c)team work among teachers is guaranteed in order to provide a multidisciplinary approach to the educational process. d)the designing of a flexible curriculum allows diverse approaches to be incorporated which, in addition to the various learning paces, take into account the different interests of the students. Assessment, Progression and Certification Student assessment is of a continuous and integrating nature, although differentiated according to the different subjects. Assessment is continuous because it is a part of the teaching-learning process which aims to detect difficulties and act on this information, and it is integrating because it takes into account the key competences established for this educational stage through the objectives for each subject. Therefore, the references for assessment must be the general educational objectives for this educational stage and for each of the subjects, as well as the assessment criteria established by the various Educational Administrations. Teachers of a particular group of students are responsible for carrying out this assessment, coordinated by the form teacher and advised by the guidance department. The observations resulting from this evaluation process are recorded in three documents: the student s personal report, the official record of the evaluation session and the student s academic record. In addition to this, the school record is the official document where assessment results and decisions relating to the academic progress of each student are kept. At the beginning of this educational stage teachers carry out an initial assessment of the students with the aim of determining the level reached in basic aspects of learning and in the contents of the various subject areas, using the information available to them related to the students Primary Education as a starting point (school record and psychopedagogical reports, where they exist). In this very process, the team of teachers, in collaboration with the guidance department, puts together a proposal for the most appropriate educational measures for those students who may need them. During each academic year at least three evaluation sessions are carriedout for each class, notwithstanding that which is established in the respective curriculum development plans (proyectos curriculares). The team of teachers for each class, coordinated by the form teacher, participates in these sessions, and they serve to evaluate both student learning in terms of achieving the educational objectives, as well as educational practice. When a student s progress does not meet the programmed objectives, the appropriate educational support measures are adopted in these sessions. The information to be passed on to each student and his or her parents or guardians regarding the result of the learning process followed and the activities carried out is also determined. At the end of each academic year and, as a result of the joint evaluation process, the relevant decisions are made regarding student progression. Students progress to the following year level when they achieve the objectives of the subjects studied or if they fail a maximum of two subjects, and they repeat the year if they fail three or more subjects. In exceptional circumstances, a student s progress to 65

67 61-68:Maquetación 1 13/10/10 10:23 Página 66 6 COMPULSORY SECONDARY EDUCATION the following year level is authorised with a fail in three subjects if it is considered that the student would make successful progress in the following year level and that progression to the following year level would benefit his or her academic development. With a view to helping students pass subjects which they have failed in previous academic years, the Educational Administrations determine the conditions and regulate the procedures so that schools may organise the relevant supplementary examinations within each year level. In these cases, students must follow a support programme and pass the relevant assessment, and/or the aforementioned supplementary examinations. Students who do not progress to the following year level must remain a further year in the same level, accompanied by a specific plan aimed at overcoming the difficulties which caused them to repeat the year. Schools draw up this plan according to that which is established by the Educational Administrations. The decision to hold a student back may only be adopted once for the same academic year and twice throughout the educational stage. In exceptional circumstances a student may repeat 4 th year a second time provided he or she has not repeated any other year level during this educational stage. Students who upon completion of this educational stage have attained the key competences and the general educational objectives for the stage are awarded the Compulsory Secondary Education Graduation Certificate. They may have passed all subjects or failed one or two subjects, and in exceptional circumstances three, on the condition that the team of teachers considers that the nature and the weight of the subjects within the context of the entire educational stage has not prevented the student from attaining the key competences and the objectives of this stage. Students who undertake Curricular Diversification Programmes are awarded the Compulsory Secondary Education Graduation Certificate if they pass all areas and subjects included in the programme. In the same way, students who, having passed both areas, have failed one or two subjects, and in exceptional circumstances, three, may be awarded the aforementioned certificate. Students who undertake an Initial Vocational Training Qualification Programme are awarded the certificate having passed the three modules which make up the programme 3. If they only pass the specific and training modules of this programme they obtain academic certification for the purposes of accrediting the professional competences acquired with regard to the National System of Professional Qualifications and Training. For those students who complete this educational stage without a certificate and having reached the maximum age of 18 years, the Educational Administrations allow for the provision of annual examinations, in the two following years, in order to give the students the opportunity to pass the subjects they have failed, on the condition that the number of subjects failed is not higher than five. In any case, students who are not awarded the Compulsory Secondary Education Graduation Certificate receive a Schooling Certificate (Certificado de escolaridad) stating the academic years of attendance and the marks obtained for each of the subjects studied. Given the guiding nature of the 4 th year of Compulsory Secondary Education, the school provides each student who completes this educational stage with guidance concerning his or her academic and/or professional future, which includes information on the following areas: íthe level of achievement of the objectives of this educational stage. íthe level of acquisition and development of the key competences. íthe academic and professional fields in which the student has shown the most interest. íthe student s expectations concerning his or her academic and professional future. ía guiding proposal from the student s teachers. Teachers also evaluate the teaching and learning processes and their own practice. This evaluation includes the following aspects: íthe adaptation of the objectives, contents and assessment criteria to the profile and needs of the students. íthe learning attained by the students. íthe effectiveness of the support measures employed. íthe subject programme and its development; teaching and learning strategies, student assessment procedures, classroom management and the use of school resources. 3 The Curricular Diversification Programmes and the Initial Vocational Training Qualification Programmes are described in the following section, within the measures for Attention to Diversity for students in Compulsory Secondary Education. 66

68 61-68:Maquetación 1 13/10/10 10:23 Página 67 SPANISH EDUCATION SYSTEM SHORT REPORT íthe relationship with students and the atmosphere of student interactions. ícoordination with the other teachers of each class, within the department itself and, where appropriate, with the teachers in Primary Education. íthe relationship with families and their level of involvement. In addition to the assessment of knowledge and learning, the legislation makes provision for a diagnostic assessment to be carried out. This type of assessment, regulated by the LOE, is carried out by all students at the end of 2 nd year. It is not for academic purposes but it is informative and guiding in nature, given that schools take the results into account in order to, among other things, put measures and programmes into place aimed at improving the attention students receive and guaranteeing the attainment of the relevant key competences. These results, together with the evaluation of the teaching and learning processes and educational practice, enable an analysis, appraisal and reorientation of the practices carried out in the first two academic years of this educational stage. Attention to Diversity The measures for attention to diversity during this educational stage are designed to respond to the specific educational needs of the students and to the attainment of the key competences and objectives of this stage. They form part of each school s development plan and they are established according to the criteria for adaptation to the time required for remedial learning and the achievement of maximum integration and normalisation within the mainstream class. Included in these measures are curricular adaptations, the integration of subjects into areas, flexible groupings, class splits and optional subjects. Likewise, as with Primary Education, support programmes and individualised programmes are put into place for students with a specific educational support need, for students with special educational needs, for students who enter the education system late and for gifted and talented students. Although previously mentioned in Chapter 5, it should be pointed out that in Compulsory Secondary School special educational needs students schooling in mainstream institutions may be extended a year on the condition that it is conducive to obtaining the Compulsory Secondary Education Graduation Certificate. In terms of schooling for students who enter the education system late, it is possible for them to be placed in one or two academic years below the level that corresponds to their age, on the condition that they are able to complete this educational stage within the officially established age limits. During Compulsory Secondary School, Curricular Diversification Programmes and Initial Vocational Training Qualification Programmes (Programas de Cualificación Profesional Inicial, PCPI) (Table 6.3) are of particular note. Pupils with high intellectual capacities, who are identified as such by staff holding the relevant qualifications and in the terms established by the Educational Administrations, are schooled in a flexible manner, as stipulated by current regulations, so that their access to the stage may take place early, or the length of the stage may be reduced, when it is deemed to be more appropriate for the development of pupils' personal balance and socialisation. Lastly, regarding tutorial and counselling activities and guidance, the Educational Administrations are responsible for promoting the necessary measures to ensure that individual student counselling and educational, psycho-pedagogical and professional guidance are an underlying feature of the structure of this educational stage. 67

69 61-68:Maquetación 1 13/10/10 10:23 Página 68 6 COMPULSORY SECONDARY EDUCATION Table 6.3. BASIC FEATURES OF THE CURRICULAR DIVERSIFICATION PROGRAMMES AND INITIAL VOCATIONAL TRAINING QUALIFICATION PROGRAMMES Curricular Diversification Programmes Initial Vocational Training Qualification Programmes Designed for students who require contents and subjects to be structured differently from the standard structure. May be studied from 3 rd year. Students in 2 nd year who are not ready to progress to 3 rd year and who have already repeated once may also be admitted. In order to be admitted students require an academic and psycho-pedagogical evaluation as well as authorisation from the Educational Administrations, in consultation with the student and the family. The curriculum for these stages includes two specific areas, one containing educational elements of a linguistic and social nature and another of a scientific and technological nature, and at least three of the subjects established for this educational stage which are not included in the previous two areas, and which the student preferably must study in the mainstream classroom. Each programme must specify its methodology, contents and assessment criteria which guarantee attainment of the key competences and objectives of this educational stage. Source: Drawn up by the IFIIE on the basis of current legislation. The purpose of these programmes is to ensure social and educational integration as well as access to the labour market for students who are over 16 years of age and who have not obtained the Compulsory Secondary Education Graduation Certificate. In exceptional circumstances and with student and parent or guardian consent, the age may be lowered to 15 years for students who are in 2 nd year and are not ready to progress to 3 rd year and who have already repeated once during this educational stage. Admission to these programmes requires both an academic and psycho-pedagogical evaluation of the student as well as authorisation from the Educational Administrations. There are three types of modules: Specific modules: these develop the competences of a professional nature, and where appropriate, include a work experience placement. Training modules: generally, these enable the development of key competences and facilitate the transition from the education system to the workforce. Modules which lead to obtaining the Compulsory Secondary Education Graduation Certificate. 68

70 69-74:Maquetación 1 13/10/10 10:27 Página 69 7 General Upper Secondary Education 7.1 STRUCTURE AND GENERAL PRINCIPLES General Upper Secondary Education is part of secondary education, but does not come under compulsory education, and is thus of a voluntary nature. It covers two academic years, which normally coincide with the age range of 16 to 18 years. The curriculum is organised in a flexible way into different programmes and routes in order to achieve the aims of this educational stage, while at the same time offering the students specialised preparation according to their further education and training prospects and interests PURPOSE AND GENERAL OBJECTIVES This educational stage has two purposes: on the one hand, to provide students with an education, intellectual and personal maturity, and the knowledge and abilities which enable them to develop social competences and participate in an active life in a responsible and competent manner; and on the other hand, to prepare students for Higher Education. Throughout this educational stage students must develop the skills reflected in the general objectives formulated in the 2006 Act on Education (Ley Orgánica de Educación, LOE) and in the Royal Decree for the core curriculum for this educational stage, which are therefore compulsory nationwide (Table 7.1). As with the previous educational stages, the Autonomous Communities complement the set curriculum by adapting it to the profile of their particular Community. In many communities knowledge and respect for the natural and cultural heritage of the region is a priority objective, although this takes different forms. In the Balearic Islands no reference is made to natural heritage; in Aragon, Asturias, the Balearic Islands and the Canary Islands the importance of valuing linguistic heritage is included; and in Andalusia, Cantabria and the Valencian Community respect for linguistic diversity is included as a separate objective. Furthermore, Andalusia, Castile and Leon, the Valencian Community, Madrid, Murcia and La Rioja include appreciation of the heritage of the rest of Spain; and Extremadura includes the heritage of humanity. Furthermore, in Aragon, the Balearic Islands and Galicia the first objective in Table 7.1 is expanded, highlighting the need to take into consideration the values reflected in the respective Statutes of Autonomy. Likewise, Castile and Leon, the Valencian Community, Madrid and Murcia underline the importance of knowing the most representative literary works written in Spanish and, where applicable, in the co-official language. Lastly, it should be pointed out that Madrid, Murcia and La Rioja include among their objectives the promotion of voluntary work among young people and their active and united participation in caring for the social and natural environment; Cantabria highlights the importance of ensuring continuity in the development of the key competences acquired during basic education; and Aragon and Asturias underline the necessity for students to acquire healthy living habits. 69

71 69-74:Maquetación 1 13/10/10 10:27 Página 70 7 GENERAL UPPER SECONDARY EDUCATION Table 7.1. OBJECTIVES FOR GENERAL UPPER SECONDARY EDUCATION AS ESTABLISHED IN THE CORE CURRICULUM 7.3. ORGANISATION OF TEACHING AND LEARNING Programmes and Subjects The curriculum for General Upper Secondary Education is divided into different programmes so that each student may choose his or her own educational pathway, according to abilities and academic and professional interest. The three programmes established in LOE are: íarts, which is subdivided into two areas, Plastic Arts, Image and Design; and Performing Arts, Music and Dance. íscience and Technology. General Objectives of the General Upper Secondary Education Stage A-Exercise democratic citizenship from a global perspective and acquire a responsible civic awareness, inspired by the values of the Spanish Constitution and human rights, which fosters joint responsibility for the building of a just and equal society and favours sustainability. B-Strengthen personal and social maturity which enables one to act responsibly and autonomously; develop a critical spirit; foresee and peacefully solve personal, family and social conflicts. C-Foster effective equality of rights and opportunities among men and women; analyse and critically appraise existing inequalities and promote true equality and non-discrimination against people with disabilities. D-Reinforce habits in the areas of reading, study and discipline as necessary requirements for efficient learning and a means of personal development. E- Master the Spanish (Castilian) language, both in oral and written expression and, where applicable, the co-official language of one s Autonomous Community. F- Express oneself fluently and accurately in one or more foreign languages. G- Use information and communication technologies competently and responsibly. H- Know and critically evaluate the realities of the contemporary world, its historical precedents and the principle factors of its evolution; participate with solidarity in the development and improvement of one s social environment. I-Access basic scientific and technological knowledge and master the basic skills inherent to the programme of study chosen. J-Understand the basic features of and procedures for research and scientific methods. Know and critically evaluate the scientific and technological contribution to changes in standards of living; strengthen sensitivity towards and respect for the environment. K- Consolidate an entrepreneurial spirit through creativity, flexibility, initiative, team work, self-confidence and critical awareness. L- Develop artistic and literary awareness, as well as aesthetic criteria, as a means of education and cultural enrichment. M- Use physical education and sport to enhance personal and social development. N- Strengthen attitudes of respect and prevention in the area of road safety. Source: Drawn up by the Institute for Teacher Training, Educational Research and Innovation (IFIIE) on the basis of current legislation. íhumanities and Social Sciences. General Upper Secondary Education is organised into core subjects, programme specific subjects and optional subjects: íthe core subjects, as specified in the national core curriculum, aim to increase the students intellectual and personal maturity, as well as provide depth to their general education and to the competences of a more cross-curricular nature which enable a student to continue learning. Students must study all of these subjects. íthe programme-specific subjects, also specified in the national core curriculum, aim to provide education and training of a specific nature within a broad area of knowledge, which develop the competences more closely linked to the programme of study, prepare the students for future studies and facilitate entry to a particular area in the workforce. Throughout the two years of General Upper Secondary Education, students must study a minimum of six programme-specific subjects, of which at least five must belong to their chosen programme of study. 70

72 69-74:Maquetación 1 13/10/10 10:27 Página 71 SPANISH EDUCATION SYSTEM SHORT REPORT íthe optional subjects, regulated by the Educational Administrations, are designed to round off the students education and training by providing depth to aspects of the programme of study chosen or by expanding on the perspectives of a general education. Table 7.2. STRUCTURE OF CORE AND PROGRAMME-SPECIFIC SUBJECTS IN GENERAL UPPER SECONDARY EDUCATION Science for the Contemporary World (70 hours) Physical Education (35 hours) Philosophy and Citizenship (70 hours) History of Philosophy (70 hours) Spanish History (70 hours) Core Subjects Spanish (Castilian) Language and Literature (210 hours) and, where applicable, Co-official Language and Literature (1) Foreign Language (210 hours) Programme Subjects (90 hours per subject) Arts Science and Technology Humanities and Social Sciences Plastic Arts, Image and Design pathway Performing Arts, Music and Dance pathway Biology Biology and Geology Economics Business Economics Audiovisual Culture Artistic Drawing I & II Technical Drawing I & II Design Art History Graphic and Plastic Expression Techniques Volume Musical Analysis I & II Applied Anatomy Performing Arts Audiovisual Culture History of Music and Dance Universal Literature Musical Language and Practice Earth and Environmental Sciences Technical Drawing I & II Electrotechnology Physics Physics and Chemistry Mathematics I & II Chemistry Industrial Technology I & II Geography Greek I & II Art History History of the Contemporary World Latin I & II Universal Literature Mathematics Applied to Social Sciences I & II (1) Teaching of the co-official language amounts to 10% of the total academic timetable, with the possibility of subtracting from each of the subjects a maximum of one third of their allocated time. Source: Drawn up by the IFIIE on the basis of current legislation. In terms of the optional subjects, a second foreign language must be offered as well as a subject related to Information and Communication Technologies. Based on these directives, optional subjects are regulated by the Educational Administrations and may be of three types, optional subjects common to all programmes: íoptional subjects linked to each programme, and programme-specific subjects. íor where applicable, route-specific subjects, be they from the programme chosen. íor from a different programme being offered at the school. In terms of the optional subjects common to all programmes, in most Communities the second foreign language is taught in both years of General Upper Secondary Education, however in Catalonia and the Basque Country they do not specify which academic years. The subject related to Information and Communication Technologies is taught in first year, second year or in both, although a student may only study it once. As an exception, La Rioja establishes two levels within this subject, to be studied in 1 st year and 2 nd year. As innovations, Andalusia, Aragon and Asturias include the creation of an integrated research project; Catalonia also includes a research project of a cross-curricular nature or within the framework of a particular subject, which is compulsory for all students. In Catalonia and the Balearic Islands there is provision for a work experience placement, and in 71

73 69-74:Maquetación 1 13/10/10 10:27 Página 72 7 GENERAL UPPER SECONDARY EDUCATION other Communities optional subjects with specific Community-related content are offered: Asturian Language and Literature, Geography and History of Galicia, History and Culture of the Balearic Islands, Geography and History of Navarre and History of Basque Country. Regarding the optional subjects linked to each programme, there is a diverse range throughout the various Communities. For Humanities and Social Sciences the most common subjects are Psychology, Fundamentals of Administration and Management and Music or Music History. For Arts, the main optional subjects are Artistic Workshops and Volume. For Science and Technology the subjects Geology, Mechanics and Electronics are usually offered. Schools must offer all subjects, which are limited only when there are an insufficient number of students, according to the criteria established by the Educational Administrations. When this occurs, the Educational Administrations facilitate the possibility of studying certain subjects at another school or through a distance education programme. Lastly, it is compulsory for all schools to offer the subject Religious Education, either Catholic or other denominations, but students are free to decide whether to study it or not (see Chapter 5). The number of hours allocated to all subjects is established by the Ministry of Education and the Autonomous Communities, in their respective areas of authority, based on the core curriculum. The minimum number of compulsory hours covers 65% of the academic timetable and 55% in the Autonomous Communities which have a co-official language. The latter, therefore, have 10% of the timetable to dedicate to the teaching of the native Community language. There are certain variations in the number of weekly hours of class time dedicated to the core subjects. It should be highlighted that in Spanish (Castilian) Language and Literature, the number of weekly hours per academic year varies between the two hours allocated in Catalonia and the four hours allocated in the Canary Islands, Madrid and La Rioja. On the contrary, the number of hours allocated to the programme-specific subjects and the optional subjects is quite homogenous throughout the different regions. In general, three programmespecific subjects are established for each academic year, with each being allocated four hours per week. In Aragon, Asturias, Castile and Leon, Extremadura and Murcia 12 weekly hours per academic year are established, which schools may distribute among the subjects as they consider appropriate, and the Basque Country has an academic load of only three hours per week for each programme-specific subject. In terms of the optional subjects, both in 1 st year and 2 nd year students study one subject of four hours per week per academic year. The following are exceptions: the Canary Islands only establish one optional subject in 2 nd year; in the Autonomous Cities of Ceuta and Melilla two hours per week during 1 st Year are allocated to the optional subjects; Castile and Leon allocates three hours per week to them in 1 st year; in the Basque Country the academic load for both optional subjects is of three hours; and in Catalonia the number of hours allocated to the optional subject in 1 st year is either two or four hours, depending on whether the student studies the two weekly hours of Religious Education or not. The subject Religious Education (see Chapter 5), has an academic load of two hours per week during 1 st year, or one hour in 1 st year and another in 2 nd year. In total, the minimum number of ours allocated to this subject is 70 throughout the entire educational stage. In terms of tutoring and counselling activities, only Asturias, the Canary Islands, Catalonia and the Valencian Community establish a specific slot in the timetable for this purpose. Lastly, two Communities establish a certain number of hours to be determined by the school. Specifically, Navarre allocates two hours per week for first year and one hour for second year in schools where the linguistic models G and A are taught, while schools with linguistic models D and A have three weekly hours during First Year and one hour during Second Year 1. For its part, the Basque Country establishes five hours per week per academic year to be determined by the school. Methodological Principles The LOE specifies that educational activity in General Upper Secondary Education should foster the students ability to learn for themselves, to work in 1 In Navarre, there are two different timetables according to the linguistic model being followed. The first is applied to schools which follow models G (the language of instruction is exclusively Spanish (Castilian)) and A (the language of instruction is Spanish (Castilian) with Basque as a separate subject in all stages and levels). The second is applied to schools which follow models D (the language of instruction in all subjects is Basque except for the Spanish (Castilian) Language subject) and A. 72

74 69-74:Maquetación 1 13/10/10 10:27 Página 73 SPANISH EDUCATION SYSTEM SHORT REPORT groups and to apply appropriate methods of research. Through the range of subjects, the Educational Administrations guarantee the stimulation of interest and reading habits among the students as well as the ability to express themselves appropriately in public. Entry, Assessment, Progression and Certification In terms of entry to General Upper Secondary Education, one needs to hold the Compulsory Secondary Education Graduation Certificate (Graduado en ESO). In addition, those who hold the Vocational Training Technician Certificate or Sports Technician Certificate may enter General Upper Secondary Education directly. The Plastic Arts and Design Technician Certificate enables direct entry to the Arts programme only. Regarding assessment, as with the previous educational stages, teachers must assess both the students knowledge and the teaching and learning processes as well as educational practice itself. Assessment of the students knowledge is continuous and is carried out within the subjects. At the end of the academic year, the teacher decides if the student has attained the objectives, using the assessment criteria for each subject as a fundamental reference. The team of teachers, which comprises the teachers of the class and is coordinated by the form teacher, evaluate the students development across all subjects as well as their academic maturity and, at the end of this educational stage, their potential for further studies. Students progress from 1 st year to 2 nd year of General Upper Secondary Education when they have passed all subjects studied or when they have failed a maximum of two subjects. In the latter case, in 2 nd year students must enrol in the subjects they did not pass in 1 st year and participate in remedial activities and the assessment processes of these subjects, which are organised by the school. Students are given the opportunity to do a supplementary examination for the subjects they failed, the dates of which are determined by the Educational Administrations. Conversely, in 2009 the Ministry of Education and the Autonomous Communities of Andalusia, Aragon, Asturias, the Balearic Islands, the Canary Islands, Cantabria, Castile-La Mancha, Castile and Leon, Catalonia, Extremadura, Galicia and the Basque Country signed an Education Sector Conference Agreement on the conditions for repeating the 1 st year of General Upper Secondary Education, in the case where students have failed three or four subjects 2. This agreement establishes that the students may, with their families prior knowledge, opt to: íre-enrol in the 1 st year of General Upper Secondary Education in its entirety, renouncing any marks awarded. íre-enrol in the 1 st year of General Upper Secondary Education in its entirety, so that they have the opportunity to consolidate their education en the subjects already passed and improve their marks. In the case where lower marks are obtained, the marks awarded the previous year will remain valid. íenrol in the subjects they have failed. Depending on the resources available at the school, students may voluntarily study other subjects that the school s administration considers to be more suitable for their education. Students who do not progress to 2 nd year must remain a further year in 1 st year, which must be studied again in its entirety if the number of subjects failed is more than four in the Autonomous Communities who have signed the agreement, or more than two in those communities where the agreement has not been signed. At the end of 2 nd year, those students who have failed some subjects may enrol in them again without having to repeat the subjects they have passed. In mainstream education, students may remain in General Upper Secondary Education for four years. Students who pass all subjects in both years of General Upper Secondary Education, in any of the programmes, are awarded the Bachiller Certificate, which is valid academically and in the workforce. Students who complete their professional Music and Dance education and who pass the core General 2 This agreement was signed as a result of the Spanish Supreme Court revoking the second section of Article 14 of Royal Decree 1467/2007 concerning the core curricula for General Upper Secondary Education, for contravening Article 36 of the LOU. The revoked section established that students who had failed three or four subjects could opt to repeat the entire academic year or enrol in the 1 st year subjects that they had failed and study an additional two or three 2 nd year subjects, according to the conditions established by the Educational Administrations. Furthermore, it also pointed out that these 2 nd year subjects could not require knowledge drawing on what was covered in the failed 1 st year subjects. Enrolling in these 2 nd year subjects would be of a conditional nature, and students had to be ready to progress to 2 nd year within the academic year so that these subjects could be graded. This agreement will be in force until the appropriate basic regulations are passed. 73

75 69-74:Maquetación 1 13/10/10 10:27 Página 74 7 GENERAL UPPER SECONDARY EDUCATION Upper Secondary Education subjects, are also awarded the Bachiller Certificate. This certificate enables entry to the various areas of Higher Education, those being advanced Vocational Training, advanced Arts and Sports education, Officer and Non-commissioned Officer Positions in Military Education and Training or University education. For entry to university, students are required to pass a single accredited examination which, along with the marks obtained in General Upper Secondary Education, objectively evaluates the academic maturity and knowledge acquired during this educational stage, as well as the students ability to successfully pursue university studies (see Chapter 11). Study Grants, Financial Support and Awards In order to guarantee every person s equal right to education, economically disadvantaged students may obtain study grants and financial support. The State establishes, within the national budget, a general system of study grants and financial support without detriment to the legislative and executive competences of the respective Autonomous Communities. According to the official announcement for the 2009/10 academic year, study grants and financial support for students in post-compulsory, nonuniversity education may contain some of the following elements: compensation for the lack of work-related income; transportation costs between the grant recipient s family home and the school, as well as the student s residence outside of the family home; costs relating to educational materials required for study; fees for non grant-aided and grant-aided private schools, or lastly, supplements designed to defray the costs related to education incurred in more highly populated cities or metropolitan areas. The amount of the study grant or financial support is equal to the sum of the components for which each applicant is eligible. Furthermore, the allocation of grants and financial support also takes into account requirements of an academic nature. In the case of the official announcement for the 2009/10 academic year, requirements relating to the volume of subjects in which the students must enrol are included, as well as the academic load to be passed. In addition to study grants and financial assistance, the Ministry of Education and the Autonomous Communities announce and grant annual awards, with the aim of officially recognising the merits of those students who have achieved a particular academic level in General Upper Secondary Education. These are known as Special Awards (Premios Extraordinarios) and National General Upper Secondary Education Awards. Although the general requirements for granting the Special Awards for General Upper Secondary Education are of a national description, Catalonia, the Valencian Community, Madrid, Murcia, the Basque Country and La Rioja establish their own rules. The awards are granted according to the results obtained by the candidate in specific tests established by the Educational Administrations. Students who have been granted the above award may then apply for the National General Upper Secondary Education Awards, which are officially announced on an annual basis by the Ministry of Education. These are also granted according to the results obtained by students in a specific test, which in 2009 consisted of a Spanish Language and Literature exercise, a History exercise, and another exercise from a programme-specific subject of the student s choice. The most recent National General Upper Secondary Education Awards were worth 1,200 Euros each. 74

76 75-84:Maquetación 1 13/10/10 10:36 Página 75 8 Vocational Training 8.1. STRUCTURE AND GENERAL PRINCIPLES The 2002 Act on Qualifications and Vocational Training (Ley Orgánica de las Cualificaciones y de la Formación Profesional, LOCFP) establishes a comprehensive system of Vocational Training with the aim of promoting lifelong learning, incorporating the different types of provision and organising the recognition and accreditation of vocational qualifications 1 at the national and European levels. The LOCFP has subsequently set up two subsystems of Vocational Training: Initial Vocational Training or Vocational Training of the education system, for which the Ministry of Education is responsible and whose aim is to prepare students to work in a professional field and to facilitate their adaptation to possible future changes in the labour market, as well as to contribute to their personal development, the exercise of democratic citizenship and lifelong learning. Vocational Training for employment, which is the responsibility of the Ministry of Labour and Immigration and includes the former occupational training and continuing training. It is aimed at favouring lifelong learning of both employed and unemployed workers by improving their training and personal development. These two subsystems and coordination between them are regulated by the following institutions: Education and Labour Sectoral Committees (Conferencias Sectoriales de Educación y de Trabajo): negotiation and coordination bodies with high-level representation of all Autonomous Communities. General Council for Vocational Training (Consejo General de la Formación Profesional): consultative body with representatives of the main national and regional institutional agents involved in Vocational Training (Administration, employers and unions). Among its most important powers the following should be mentioned: draw up and propose the National Plan for Vocational Training to the Government for approval, control the implementation of the plan and make suggestions for updating it, as well as communicate any issue with regard to Vocational Training which may be raised by public administrations. There are also Councils for Vocational Training at the regional level, which carry out functions in connection with the planning, coordination and evaluation of the education system as regards Vocational Training. Public Service for National Employment (Servicio Público de Empleo Estatal, SEPE): main national agent for training for employment. Tripartite Foundation for On-the-job Training (Fundación Tripartita para la Formación en el Empleo): body supporting the Public Service for National Employment in the management of training for employment for employed workers. National Institute for Vocational Qualifications (Fundación Instituto Nacional de las Cualificaciones Profesionales, INCUAL): technical institution whose main objectives are defining, drawing up and updating the National Catalogue of Vocational Qualifications 2 and the corresponding Modular Catalogue of Vocational Training 3, as well as supporting the General Council for Vocational Training. 1 Qualifications are defined as sets of professional skills (knowledge and abilities) significant for employment, which can be acquired through training or work experience. 2 The LOCFP establishes the National System of Qualifications and Vocational Training which, through the National Catalogue of Vocational Qualifications, promotes and develops the integration of Vocational Training provision, as well as the evaluation and accreditation of the corresponding professional skills. 3 The Modular Catalogue of Vocational Training is the set of Vocational Training modules associated with different units of competence of vocational qualifications. It constitutes a common reference for the integration of Vocational Training provision which allows the capitalisation and promotion of lifelong learning. 75

77 75-84:Maquetación 1 13/10/10 10:36 Página 76 8 VOCATIONAL TRAINING The National Catalogue of Vocational Qualifications identifies the most significant vocational qualifications of the Spanish productive system and describes them according to the relevant skills required to practice the profession in question, with the aim of organising them into occupational families and levels. It therefore constitutes the basis for the drawing up of provision leading to the awarding of the so-called certificates of Professionalism and Vocational Training certificates, which are the responsibility of the Labour and Education Administrations respectively: ícertificates of Professionalism accredit the professional skills of the Catalague acquired through work experience, non-formal training and Vocational Training for employment actions. They are official and valid nationally and are issued by the Public Service for National Employment and the relevant bodies of the Autonomous Communities. ívocational Training certificates in the education system are, in accordance with the 2006 Organic Act on Education (Ley Orgánica de Educación, LOE) the Técnico and Técnico superior certificates, which are awarded upon completion of intermediate and advanced Vocational Training cycles respectively. The subsystem of initial Vocational Training or Vocational Training of the education system covered by this chapter is structured into two levels or degrees: íintermediate Vocational Training cycles, which are post-compulsory secondary education. íadvanced Vocational Training cycles, which correspond to higher education. The LOE establishes the following general principles for initial Vocational Training: ívocational Training includes a range of training provision that furnishes students with the necessary skills to undertake any one of the various trades, have access to the labour market and actively participate in the social, cultural and economic life. íboth intermediate and advanced Vocational Training cycles refer to the National Catalogue of Vocational Qualifications and their curricula must comply with the requirements of the National System of Qualifications and Vocational Training. íinitial Vocational Training studies can be taken in the educational institutions regulated by the LOE, as well as in the integrated or national reference institutions established by the LOCFP. íthe State, after consultation with the Autonomous Communities, establishes the qualifications corresponding to Vocational Training studies, as well as basic aspects of the curriculum for each of them. íinitial Vocational Training consists of a set of cycles organised into modules of a varying length and with different theoretical and practical contents depending on the professional field in question PURPOSE AND GENERAL OBJECTIVES As already mentioned the aim of initial Vocational Training is to prepare students to work in a professional field and to facilitate their adaptation to possible future changes in the labour market, as well as to contribute to their personal development, the exercise of democratic citizenship and lifelong learning. The general objectives are therefore defined in terms of abilities students have to develop and which will allow them to: ídevelop the general competence relevant to the qualification(s) for the studies undertaken. íunderstand the organisation and the characteristics of the relevant productive sector, as well as the mechanisms to access the labour market; be familiar with employment legislation and the rights and duties deriving from labour relations. ílearn independently and through teamwork, as well as be trained in conflict prevention and the peaceful resolution of conflict in all areas of personal, family and social life. íwork in safe and healthy conditions, as well as predict possible work-related risks. ídevelop a professional identity that encourages future learning and adaptation to the evolution of productive processes and social change. íconsolidate an entrepreneurial spirit to carry out professional activities and initiatives. íacquire competence regarding the priority areas mentioned in the LOCFP. ímake lifelong learning a reality and use learning opportunities through the different training pathways to keep updated in the different fields 76

78 75-84:Maquetación 1 13/10/10 10:36 Página 77 SPANISH EDUCATION SYSTEM SHORT REPORT (social, personal, cultural and professional), according to expectations, needs and interests. Vocational Training must also foster real equality and opportunities among men and women so that they can access training which gives a range of professional options and the possibility to exercise them. The Autonomous Communities have developed regulations on different aspects of initial Vocational Training. In Andalusia, Aragon, Galicia and the Basque Country, general legislation has been passed, maintaining the general objectives established at the national level. In the case of Aragon and Navarre, other objectives complementing the latter have been added (table 8.1). Table 8.1. OBJECTIVES OF INITIAL VOCATIONAL TRAINING COMPLETING THOSE ESTABLISHED BY NATIONAL REGULATIONS ACCORDING TO AUTONOMOUS COMMUNITY Aragon Achieve the professional linguistic competence in the foreign language(s) for the relevant field of work. Actively participate, through the practice of the profession, in the care and respect for the environment as well as in the constant improvement of the quality of processes, products and/or services. Complete the necessary skills in information and communication technologies for the practice of the profession. Acquire the personal and social skills contributing to the development and exercise of democratic citizenship. Encourage innovation and research in Vocational Training, in collaboration with companies and institutions. Navarre Answer to the training and professional needs of both people and the different productive sectors. Facilitate adults access to training in order to improve their professional competence and employability. Favour the adaptation of the Vocational Training to the European framework. Provide information and vocational and professional guidance to both students of Vocational Training and people who, in the course of their lives, wish to access Vocational Training in the education system. Facilitate a motivating vocational qualification to people who are disabled, disadvantaged or in risk of social exclusion for them to be able to enter the labour market. Facilitate the choice of flexible training and professional careers, enabling the recognition of the professional skills acquired through work experience or informal or non-formal learning systems. Foster students participation in international mobility actions. Offer students work experiences, preferably in companies of the region, facilitating their access to the labour market. Implement and develop a model of Vocational Training institution with an organisation and running which is in line with the objectives of Vocational Training. Promote the modernisation of the system as regards material, human and didactic resources, in accordance with the situation of the labour market. Encourage technological and didactic innovation, as well as the participation of educational institutions in innovation and research projects. Enable environments which are favourable for continuing training through the development of didactic approaches facilitating learning assisted by the new technologies and self-learning. Foster the constant development and updating of the skills of the teaching staff and trainers, considering the changes taking place in their profession. Source: Drawn up by the Institute for Teacher Training and Educational Research and Innovation on the basis of regulations. Cantabria, Castile and Leon, the Valencian Community, Murcia and the Basque Country have also regulated part-time provision of the modules, through regulations for the beginning of the year in the case of Castile-La Mancha. In addition, several Autonomous Communities have regulated different specific aspects, such as student admission, entrance examinations, studies preparing such tests, the examinations in order to obtain the Técnico and Técnico superior 77

79 75-84:Maquetación 1 13/10/10 10:36 Página 78 8 VOCATIONAL TRAINING certificates or evaluation, as will be seen in the following section ORGANISATION OF PROVISION Occupational Families, Training Cycles and Professional Modules Initial Vocational Training is structured into different organisational units with different levels of definition (figure 8.1). The Técnico and Técnico superior certificates are grouped into the occupational families included in the National Catalogue of Vocational Qualifications, according to common criteria of the professional competence. The regulations previous to the new structure of Vocational Training certificates established 22 occupational families, which will still be valid until the new qualifications and the corresponding curricula are implemented. However, a more up-to-date classification already exists in the Catalogue, which establishes 26 occupational families. The studies leading to the awarding of Vocational Training certificates are organised into intermediate and advanced level Vocational Training cycles respectively. The State, after consultation with the Autonomous Communities, establishes the qualifications corresponding to each cycle and sets the general objectives and professional modules each cycles includes, also specifying the basic elements of the curriculum and other aspects: íname and code. íobjectives expressed in learning outcomes. íevaluation criteria. íbasic contents of the curriculum, described in terms of procedures, concepts and attitudes. ípedagogical orientations. íduration in hours of the professional module in classroom-based provision and its equivalence in credits in advanced Vocational Training cycles in order to facilitate its validation with regard to university studies. íminimum conditions regarding spaces, equipments and teachers. As it is the case with school provision in general, the relevant bodies in the Autonomous Communities complete such basic elements and pass the corresponding regulations on the curriculum of each cycle within their area of authority. In doing so, they adapt it to their socio-economic reality and perspectives of economic and social development. Vocational Training cycles are, in turn, organised into different types of professional modules depending on their curricular contents. Professional modules are composed of theoretical-practical knowledge areas, according to the professional, social and personal skills aimed to be achieved. Depending on their nature, they are associated or not with the units of competence 4 of the National Catalogue of Vocational Qualifications. Vocational Training currently comprises 64 intermediate and 78 advanced Vocational Training cycles. This difference is due to the fact that not all intermediate cycles continue at an advanced level, since Vocational Training is conceived as an specialisation for the labour market and not as a professional career alternative to mainstream education. Professional modules include areas which are considered priority areas, such as information and communication technologies, languages, teamwork, health and safety, as well as those included in the European Union guidelines and, in particular, those related to the development and strengthening of basic skills. Where the professional profile of the cycle so requires, training must be included in specific professional modules. In the rest of the cycles, it is included as a cross-curricular subject. The curriculum of Vocational Training cycles includes a Work Placement Module of a non-employment nature. Students evidencing work experience relating to the relevant professional studies may be exempt from this module. The module has the following objectives: íenable students to acquire the professional competences achieved at the educational institution. íacquire professional identity and maturity to encourage lifelong learning and to adapt to changes in qualification requirements. íaccomplish knowledge related to the production, marketing, management and the system of social-labour relations of companies, aiming at facilitating access to employment. íassess the most relevant aspects of professionalism achieved at the educational institution and accredit those aspects required by the job which cannot be evidenced since they demand real working conditions. 4 The unit of competence is the minimum set of profesional skills, which can be recognised and partially accredited. 78

80 75-84:Maquetación 1 13/10/10 10:36 Página 79 SPANISH EDUCATION SYSTEM SHORT REPORT Figure 8.1. VOCATIONAL TRAINING ORGANIZATIONAL UNITS OF THE EDUCATION SYSTEM OCCUPATIONAL FAMILIES Ex: Farming activities TRAINING CYCLES Intermediate level Ex. Intensive agriculture Advanced level Ex. Management and organisation of agricultural and livestock businesses PROFESSIONAL MODULES Professional modules Ex. Agricultural production Work placement module Project module (advanced Vocational Training cycles only) Professional modules on professional guidance, labour relations and development of an entrepreneurial spirit Source: Drawn up by the IFIIE on the basis of current legislation. Advanced Vocational Training cycles also include a project module, whose aim is to integrate the different abilities and knowledge of the curriculum, including technological and organisational variables regarding the qualification, as well as the skills acquired during the work placement module. This module is carried out during the final period of the cycle, is assessed once the work placement module has been completed and is necessary for the awarding of the relevant certificate. Vocational Training also includes one or several professional modules aimed at facilitating access to employment or reintegration into the labour market. There are modules on professional guidance, labour relations and the development of an entrepreneurial spirit, regardless of the fact that these issues are also treated as a cross-curricular subject. Such training is aimed at providing information on learning and employment opportunities, setting up and management of companies, self-employment, job organisation and relations at work, basic legislation on labour regarding equal opportunities and non-discrimination of disabled people, as well as rights and duties derived from labour relations. Types of Provision and Part-time or Full-time Provision of the Cycles Vocational Training provision can be classroombased or distance. In the case of classroom-based provision, classes can be held ordinarily or they can take place in the evening. Apart from these types of provision, Andalusia, Aragon and Galicia offer the possibility of a part-attendance model. In addition, the legislation currently in force establishes that provision of these studies can be flexible so that people, and mainly adults, have the possibility of combining study and training with work or other activities, in order to meet their needs and personal interests. For this reason, provision of these studies can be full-time or part-time and, in both cases and in those professional modules in which this might possible, provision can be classroom-based or distance. Cantabria, Castile-La Mancha, Castile and Leon, the Valencian Community, Murcia and the Basque Country have regulated part-time provision of professional modules by means of two models: 79

81 75-84:Maquetación 1 13/10/10 10:36 Página 80 8 VOCATIONAL TRAINING íplaces in groups which have already been formed by full-time students of the relevant cycle. ícreation of specific groups of students who wish to study one or several professional modules, which are offered separately from the rest of modules provided by the educational institution. Regional regulations establish, within their area of management, the necessary number of students in order to form a part-time group. For example, in Castile and Leon the number of students in each professional module is a minimum of 15 and a maximum of 30, although groups between ten and 14 students can be authorised for justified reasons. In the case of the Basque Country, there must be ten students in order to form a specific group in general. The Valencian Community establishes that part-time students are not taken into account to cover the minimum number of students for a Vocational Training unit to be approved. However, if the number is not enough, but there are ten or more students, every four part-time students count as a full-time student, so that the minimum number to authorise the school unit is reached. Admission, Evaluation and Certification In order to gain access to intermediate and advanced Vocational Training students must hold the Graduado en Educación Secundaria Obligatoria certificate or any other equivalent and the Bachiller certificate or any other equivalent respectively. If they do not meet the qualification requirements, students can also access these studies by passing the relevant examinations regulated by the education administrations. These entrance examinations are aimed at accrediting the knowledge and skills required to successfully pursue intermediate Vocational Training studies, and at proving the candidate s maturity is appropriate to the objectives of general post-compulsory secondary education and assessing his/her skills for the relevant professional field in the case of advanced Vocational Training studies. Students must be 17 in order to gain access to intermediate Vocational Training cycles through these examinations and 19 in the case of the tests for advanced Vocational Training. Candidates who are 18 can also take these examinations provided they hold a Técnico certificate which is related to the cycle they wish to study. The Education Administrations organise these examinations at least once a year. In addition, they include information on their structure and define the procedures for registration, enrollment and running of the tests within their area of management, as well as their evaluation and certification. Those Autonomous Communities which have regulated this aspect establish, for intermediate Vocational Training cycles, a test composed of two or three parts assessing linguistic, social, mathematical and scientific-technological contents. In the case of advanced level cycles, the examination consists of two parts: a common one including instrumental subjects, and a specific one with three options for access to different cycles and including linguistic and social, technological or scientific contents. They also regulate the exemptions from the relevant parts of the tests for candidates who have completed an Initial Vocational Qualification Programme or an intermediate Vocational Training cycle, who hold a certificate of professionalism relating to the cycle pursued or who are accredited with a specific qualification or one-year full-time professional experience in a professional field regarding the studies in question. Those aged over 25 who have passed the university entrance examination are exempt fromo taking this test. Besides, they establish, within their sphere of authority, the percentage of places reserved for those gaining access to Vocational Training studies through examinations. In most Autonomous Communities, a 20% of the places are reserved. However, the Canary Islands reserve a 10-20%, the Basque Country does not fix a specific percentage although it might do it subsequently, and the Balearic Islands set a percentage which varies depending on the type of studies and institution. On the contrary, the regulations for admission in both Galicia and Rioja do not include information on this issue. The Education Administrations can also plan and offer studies which prepare students to sit both entrance examinations. Candidates who have passed an Initial Vocational Qualification Programme or who hold the Técnico certificate are eligible to take these studies, whose results are taken into account in the final mark of the entrance examination. As specified in the regulations of both Andalusia and Madrid, these studies focus on the contents of the tests. In these two regions, candidates must be at least 16 in order to gain access to the studies preparing them to sit the entrance examination for intermediate Vocational Training cycles, whose duration is 300 hours. In the case of studies preparing candidates for the entrance examination 80

82 75-84:Maquetación 1 13/10/10 10:36 Página 81 SPANISH EDUCATION SYSTEM SHORT REPORT for advanced Vocational Training, students must be at least 18 and they have a duration of 400 hours in Madrid and 450 in Andalusia. Castile and Leon has only regulated the latter, which last 400 hours. The evaluation of students in Vocational Training cycles is carried out by professional modules. In the case of disabled students, assessment is adjusted to the adaptations which might have been made, guaranteeing their access to evaluation tests. It takes into account the objectives and evaluation criteria of each module and the general objectives of the cycle. Completion of a cycle requires a passed grade in all the modules comprised in the cycle in question. The person appointed by the company to supervise the work placement module participates, together with the form teacher of the educational institution, in assessing this module. It is expressed in terms of passed/failed, whereas the rest of the modules are expressed in numbers from one to ten (whole numbers only). In the case of distance Vocational Training, the final evaluation of each professional module requires the passing of the relevant examinations and is completed with continuous assessment processes. Both in classroom-based and distance provision, each module may be subject to assessement in four sessions, and only in two sessions for the work placement module. In exceptional circumstances, on grounds of illness, disability or other circumstances conditioning or preventing the normal course of studies, the Education Administrations may organise additional sessions for those students who have exhausted all opportunities for re-assessment. Such is the case of Castile and Leon, which, apart from the four sessions just mentioned, organises two additional sessions on grounds of illness, disability, accident, attention of relatives and temporary or unusual jobs. It also establishes the official evaluation documents and includes information on the development of the process, assessment, complaints, exemptions, validations, cancellations, progression and certification. At present, there is the possibility of validating professional modules by accrediting the professional skills acquired through work experience or nonformal training. For this purpose, a system for the evaluation and accreditation of the knowledge acquired through work experience will be established. Such experience may even determine the total or partial exemption from the Work Placement Module, provided they accredit it corresponds to one-year full-time professional experience and is related to the professional studies in question. Students who successfully complete intermediate and advanced Vocational Training studies are awarded the Técnico and the Técnico superior certificates respectively. The Técnico certificate qualifies students for direct access to all types of general post-compulsory secondary education. The Técnico superior certificate qualifies them for direct access to certain University Studies, depending on the Vocational Training studies taken and in accordance with the current regulations on university entrance procedures. Vocational Training certificates can be also obtained by passing the specific examinations organised for this purpose. These tests have been regulated in Cantabria, Castile-La Mancha, Catalonia and the Valencian Community. Their contents are both theoretical and practical and refer to the curricula of the cycles. The Education Administrations organise an examination for each professional module, except for the Work Placement Module, which requires attendance. In Cantabria, those who are exempt from this module can be assessed through examinations in the project module. However, if the two modules have to be resat, they have to be taken ordinarily. In order to sit these examinations, students must be 18 for the Técnico certificate and 20 for the Técnico superior certificate or 19 in the case of candidates holding the Técnico certificate. Those who have taken, in either classroom-based or distance provision, some of the professional modules of the studies which are associated with units of competence of the National Catalogue of Vocational Qualifications can sit these tests in order to pass the modules they have to retake. Students who do not pass the whole cycle are awarded a certificate for the modules passed. This certificate has the relevant academic validity as is also valid for partial cumulative accreditation of the professional skills acquired as regards the National System of Qualifications and Vocational Training. 81

83 75-84:Maquetación 1 13/10/10 10:36 Página 82 8 VOCATIONAL TRAINING Grants, Financial Assistance and Awards In order to guarantee equal opportunities concerning the right to education, students experiencing disadvantaged socio-economic conditions can obtain grants and financial assistance. In the case of postcompulsory education, apart from the economic requirements, there are also academic conditions which have to be met. In the 2009/10 academic year the following requirements have been established for intermediate Vocational Training studies: íregistration: Candidates must enroll for the whole year or, at least, for half of the modules of the relevant cycle. Validated or exempt modules are not taken into account when considering compliance with these requirements. However, if students have to enroll for all the modules left to complete the studies, they do not have to do it for the whole year. In the case of provision which does not require attendance, specific adult education or part-time provision, students are also eligible for a grant if they enroll for, at least, a number of modules whose total amount of hours is 500 or over, which they will have to pass in order to keep the grant the following year. íteaching load: Students repeating the entire year or some subjects are not eligible. The grant can only be obtained during the number of years of the study programme, except for provision which does not require attendance, specific adult education or part-time provision, in which the grant can be awarded one more year. The academic requirements are very similar for advanced Vocational Training studies. In addition to grants and financial assistance, the National Vocational Training Awards were established in 2000 in order to recognise students academic and professional career based on work, effort and dedication. In few years, these awards have gained consolidated prestige, with a marked increase in the number of entrants. For this reason, a new procedure for the selection of candidates, with two levels of participation, was defined in 2002: íregional level: Special Vocational Training Awards, annually organised in each Autonomous Community. ínational level: National Vocational Training Awards, for which only students of each advanced level occupational family who have already obtained a Special Award in their region are eligible. The requirements to be eligible for the Special Awards at the regional level are the following: íhaving taken advanced Vocational Training studies in a Spanish educational institution of the region organising the awards. íhaving completed these studies in the academic year the awards are organised. íhaving obtained a final mark for all the modules taken of 8.5 or over. Valencian Community, Extremadura, Madrid, Murcia, Navarre and Rioja have established their own conditions of entry for their Special awards. Such regulations corroborate or specify, among other aspects, the requirements already mentioned and define the characteristics of the awards (table 8.2). Other Autonomous Communities also organise other Vocational Training awards. It is the case of the awards of the Basque Country to good practices in Vocational Training classrooms and workshops, whose aim is to encourage attitudes and values regarding good performance and constant improvement in students. 82

84 75-84:Maquetación 1 27/10/10 17:36 Página 83 SPANISH EDUCATION SYSTEM SHORT REPORT Table 8.2. CHARACTERISTICS OF THE SPECIAL VOCATIONAL TRAINING AWARDS, ACCORDING TO AUTONOMOUS COMMUNITY Levels Number of awards Final mark required Amount and honors Valencian Community Intermediate and advanced levels One per occupational family 8.5 or over - Amount, depending on the financial year, to be distributed among award winners. If a prize is not awarded, its amount increases the value of the rest. - Diploma and mention of the award obtained in the student record by the secretary of the educational institution. Extremadura Advanced level One per occupational family 8.5 or over Each award is worth EUR 610 (1). Madrid Advanced level One per occupational family 8.5 or over - Amount fixed every academic year. - Diploma. - Exemption from payment of first registration fees for University Studies in public universities of the region of Madrid. Murcia Advanced level One per occupational family 8.5 or over - Mention of the award obtained in the student record by the secretary of the educational institution. - During the public ceremony, winners are awarded a diploma and a payable cheque whose amount is fixed every academic year. Navarra Intermediate and advanced levels - Intermediate Vocational Training cycles: up to six awards distributed among occupational families. - Advanced Vocational Training cycles: one per occupational family. 8 or over in intermediate studies and 8.5 in advanced studies - Cash prize worth EUR 300 in intermediate studies and EUR 500 in advanced studies. - Mention of the award in the student record and diploma of the Department of Education and Culture. Rioja Intermediate and advanced levels Depending on the number of students in the 2nd year of the academic year the awards are organised, both in classroom-based and distance provision, according to the following scale: 8.5 or over - Amount fixed every academic year and diploma. - Mention of the award in the student record and the school report by the secretary of the educational institution. - Up to 1,000 students, one award. - From 1,001 students onwards, an award every 1,000 or fraction of 500. (1) In the 2008/09 academic year, it amounted to EUR 650. Source: Drawn up by the IFIIE on the basis of current legislation. 83

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86 85-100:Maquetación 1 13/10/10 10:46 Página 85 9 Specialised Education 9.1. ARTISTIC EDUCATION Artistic education aims at providing students with a quality artistic training and guaranteeing the qualification of future professional musicians, dancers, dramatic artists, plastic artists and designers. These non-compulsory studies are organised into different specialities which, in turn, are divided into levels or tiers. Table 9.1. presents the organisation of these studies, which is established by the 2006 Organic Act on Education (Ley Orgánica de Educación, LOE). The studies shown below are currently in the process of being developed and implemented. The High Council for Artistic Education (Consejo Superior de Enseñanzas Artísticas) is also set up by this Act as the State body for consultation and participation in relation to these studies. Among its responsibilities, the following stand out: the submission of proposals to the Ministry of Education in relation to the teaching, research, information and social projection of these studies; the promotion of professionals; the compulsory communication of the rules defining their structure and the basic content of the different advanced artistic education studies, evaluation and the regulation of the conditions aimed at the provision of postgraduate studies at advanced artistic education establishments. On the other hand, the Autonomous Communities have Councils for Advanced Artistic Education (Consejos de Enseñanzas Artísticas Superiores) which offer consultation and advice in relation to these studies. Table 9.1. ARTISTIC EDUCATION CLASSIFICATION Elementary artistic education Professional artistic education Advanced artistic education Music Dance Music Dance Intermediate training cycles in Plastic Arts and Design Advanced training cycles in Plastic Arts and Design Advanced Music and Dance studies Dramatic Arts education Preservation and Restoration of Cultural Assets education Advanced Design studies Advanced Plastic Arts studies (Glass and Ceramics) Source: Drawn up by the Institute for Teacher Training, Educational Research and Innovation (IFIIE) on the basis of current legislation. Elementary Artistic Education Elementary Music and Dance education are basic studies whose aim is to train and prepare students for further education. According to the LOE, their characteristics and structure are established by the Education Authorities, and therefore, no minimum core curriculum is defined for the entire State. Elementary Music education is organised into instrumental specialities. Most Autonomous Communities continue to have those established before the LOE (Accordion, Bassoon, Clarinet, Double Bass, Guitar, Harp, Harpsichord, Horn, Oboe, Percussion, Plectrum Instruments, Piano, Recorder, Saxophone, Transverse Flute, Trombone, Trumpet, Tuba, Viola, Viola da Gamba, Violin and Violoncello), to which they add other specialities that require to be treated as such due to the historic value they possess for the culture of music and their level of use within the corresponding territory (i.e., Dulzaina in Castile and Leon or Txistu in Navarre and the Basque Country). In all Autonomous Communities 85

87 85-100:Maquetación 1 13/10/10 10:46 Página 86 9 SPECIALISED EDUCATION Musical Language and Choir are subjects common to all instrumental specialities. Vocal Education and Musical Ensembles are also included in Andalusia and Ensemble in the Valencian Community. In the case of Elementary Dance education, Classical Dance and Music are still provided in most Autonomous Communities, which also include other subjects in the curriculum: Spanish Dance (Andalusia, Aragon, Asturias, Balearic Islands, Canary Islands, Cantabria, Castile and Leon, Extremadura, Madrid, Murcia, Navarre, La Rioja, and Ceuta and Melilla), Character Dance (Galicia) or Creative Dance, Traditional Dance and Folk Dance (Catalonia). The rest of the Autonomous Communities are governed by regulations prior to the LOE. Andalusia has a double organisational model for elementary Dance education: basic studies, which fit into the educational and developmental processes of those under school age, and introductory studies, which aim at both introducing the culture of music to all individuals, regardless of age or previous training, and at its revitalisation. As regards the curricular organisation, these studies are structured into different subjects. General aims, formulated in terms of capacities, contents and assessment criteria are defined for each subject. With a duration of four academic years, most Autonomous Communities have established a limit of five years to remain in these studies. Access to these elementary studies is determined by the admission criteria set out by the Autonomous Communities. Among other aspects, the ideal age to start these studies (approximately 8 years of age) is particularly taken into account, and certain aptitudes, such as rhythm and psychomotricity are also valued. Assessment is continuous and global, although differentiated according to the different curricular subject areas. It is carried out taking into account the assessment aims and criteria laid down in the curriculum of each Autonomous Community. With regard to certification, those who take and successfully complete these studies are awarded the elementary Music education academic certificate or the elementary Dance education academic certificate, respectively. Professional Artistic Education Professional artistic education includes Professional Music and Dance education, as well as the Intermediate and Advanced training cycles in Plastic Arts and Design. Professional Music and Dance education is organised into a professional level where each speciality lasts for six academic years and is developed according to the regulations established by each Autonomous Community. It has two aims: to provide students with quality artistic training and to gurantee the qualification of future professionals in the field of Music and Dance. The three basic functions of this education are to train, guide and prepare for further studies. As regards the specific aims, Music includes, among others: the acquisition of skills to develop a critical attitude and successfully pass the contents and goals set in the subjects included in the curriculum of the chosen speciality; knowledge of the basic elements of musical languages, their characteristics, functions and changes in the different historical contexts; or the acquisition of self-control, memory and communicative skills in order to perform in front of an audience. Dance specific aims must contribute to the acquisition of skills such as the appropriate technical command and artistic development to access employment; or to deepen emotional knowledge or knowledge of the body in order to keep balance between psychological and physical well-being. The instrumental specialities of Professional Music education vary according to each Autonomous Community (Table 9.2). 86

88 85-100:Maquetación 1 13/10/10 10:46 Página 87 SPANISH EDUCATION SYSTEM SHORT REPORT Table 9.2. INSTRUMENTAL SPECIALITIES OF PROFESSIONAL MUSIC EDUCATION BY AUTONOMOUS COMMUNITY Andalusia Aragon Asturias Balearic Islands Canary Islands Cantabria Castile-La Mancha Castile and Leon Catalonia Valencian Community Extremadura Galicia Madrid Murcia Navarra Basque Country La Rioja Ceuta and Melilla Accordion Harp Electric Bass Flamenco Singing Singing Clarinet Harpsichord Double Bass Dulzaina Bassoon Flabiol i Tamborí Transverse Flute Recorder Bagpipes Guitar Electric Guitar Flamenco Guitar Renaissance and Baroque Plucked String Instruments Plectrum Instruments Oboe Organ Percussion Piano Saxophone Tenora Tible Trombone Horn Trumpet Tuba Txistu Viola Viola da Gamba Violin Violoncello Source: Drawn up by the IFIIE on the basis of current legislation. 87

89 85-100:Maquetación 1 13/10/10 10:46 Página 88 9 SPECIALISED EDUCATION Table 9.3. SPECIFIC SUBJECTS IN THE MINIMUM CORE CURRICULUM FOR PROFESSIONAL DANCE EDUCATION BY SPECIALITY Basic Dance Techniques Spanish Dance Flamenco Dance Study of Singing as Accompaniment Study of Guitar Accompaniment Classical Dance Contemporary Dance Repertoire Improvisation Contemporary Dance Techniques Bolera Dance Stylised Dance Flamenco Folklore Source: Drawn up by the IFIIE on the basis of current legislation. Flamenco Classical Contemporary Spanish Dance Dance Dance Dance Educational provision is organised into subjects common to all specialities: Instrument or Voice, Musical Language and Harmony, and subjects specific to each speciality: Chamber Music, Orchestra, Band, Ensemble, Choir and Languages Applied to Singing. Education Authorities determine the subjects included in each grade and may also add other subjects to the different specialities. The specialities of Professional Dance education are: Flamenco Dance, Classical Dance, Contemporary Dance and Spanish Dance. The educational provision includes a subject which is common to all specialities: Music, and the subjects which are relevant to each of them. These are shown in Table 9.3. As in the case of Professional Music education, the Education Authorities determine the grades into which each subject area is included, and may also add other subjects to the different specialities. Thus, Catalonia includes Health and Body in all specialities, whereas the Basque Country incorporates Anatomy Applied to Dance, and Diet into the Classical Dance speciality. As regards the equivalence with other studies, the LOE gives the possibility of taking measures to follow professional artistic education and secondary education at the same time, such as validations and the setting up of integrated schools. The Ministry of Education, after consultation with the Autonomous Communities, is responsible for establishing the equivalence between Compulsory Secondary Education (ESO) and General Upper Secondary Education subjects and Professional Music and Dance education subjects. At present, there are different validations between certain subjects of these studies and the subject of Music provided in Compulsory Secondary Education and other General Upper Secondary Education subjects, such as History of Art, History of Music and Dance or Universal Literature, among others. Dance students may also apply for exemption from the subject of Physical Education in Compulsory Secondary Education and General Upper Secondary Education. As regards the optional subjects of Compulsory Secondary Education and General Upper Secondary Education, Education Authorities are responsible for the establishment of validations and the regulation of those curricular adaptations which make it easier to follow different studies at the same time. In Madrid and the Valencian Community, it is possible to follow the subjects that are to be validated concurrently. Futhermore, they also specify that the 88

90 85-100:Maquetación 1 13/10/10 10:46 Página 89 SPANISH EDUCATION SYSTEM SHORT REPORT common subjects provided in General Upper Secondary Education can be taken after Professional Music and Dance education. On the other hand, in the Basque Country, compulsory or optional Professional Dance education subjects may be regarded as optional Compulsory Secondary Education and General Upper Secondary Education subjects, and vice versa. To access Professional Music and Dance education it is necessary to pass a specific entrance examination regulated and organised by the Education Authorities. Access to intermediate studies is also possible through an exam where the candidate proves to have the necessary knowledge to successfully complete the level he or she wishes to enter. The assessment of Professional Music and Dance education is continuous and global, although differentiated according to the different curricular subjects. It is carried out taking into account the educational aims and assessment criteria laid down in the curriculum. Passing Professional Music and Dance education gives the right to obtain the Professional Music or Dance Certificate, where the speciality taken is stated. Those students, who, apart from completing these studies also pass the common General Upper Secondary Education subjects, are also awarded the Bachiller certificate. Professional Plastic Arts and Design education comprises a range of training actions that qualify students to undertake those professions related to the field of design, applied arts and artistic crafts; to access employment; to take an active part in the social, cultural and economic life; and to update and widen professional and personal skills throughout their life. Its aim is to practice the professional competences specific to each certificate through the relevant artistic, technical and technological training. In turn, they also provide information about the organisational, economic, legal and security aspects that affect professional practice, labour relations and the entrepeneurial sphere of the corresponding professional sector. These studies are organised into the following occupational families: Sculpture-related Applied Arts, Clothing Applied Arts, Book Art, Wall-related Applied Arts, Floral Art, Artistic Ceramics, Graphic Design, Industrial Design, Interior Design, Enamel Art, Jewellery Arts, Artistic Textiles, and Artistic Glass. Each occupational family includes the intermediate and/or advanced training cycles corresponding to this type of education (see Chapter 8, Section 8.3 for further information on the organisation of Vocational Training). At the same time, training cycles consist of professional modules. All of them share certain common elements, such as the final work project module in the intermediate cycles, the integrated project module in the advanced cycles and a pratical training stage in companies, studios and workshops in both intermediate and advanced level cycles. The final work project and integrated project modules are taken in the final grade, assessed after successful completion of the other modules and include specialised tutoring. Their aim is to integrate and apply the specific knowledge, skills and abilities of each speciality either through the execution of a project in the first case or the formulation and execution of a rigorous and feasible plan in the second. Practical training, on the other hand, takes place in a real working environment, contributes to the development of socio-laboral skills and completes the professional competences achieved at the educational establishment. The academic requirements to access these studies are identical to the ones needed to access any other training cycle (see Chapter 8, Section 8.3). In addition, candidates must pass a specific entrance examination to prove that they have the necessary artistic skills and knowledge to complete these studies successfully. If the stated academic requirements are not met, access is possible by passing a specific exam regulated and organised by the different Education Authorities (see Chapter 8, Section 8.3). The entrance examination to both cycles (Intermediate and Advanced) includes a general part related to the basic skills of Compulsory Secondary Education and General Upper Secondary Education, and a specific part to assess the artistic skills and knowledge needed to successfully complete these studies. As opposed to other Vocational Training studies, those who have passed the university entrance examination for people aged over 25 and those with at least one-year working experience related to the professional competences of the cycle they wish to enter, according to the terms established by each Autonomous Community, are exempt from taking, only, the general part of the exam. Assessment in Professional Plastic Arts and Design education must be continuous, taking into account the progress and maturity of students in relation to curricular aims and contents. 89

91 85-100:Maquetación 1 13/10/10 10:46 Página 90 9 SPECIALISED EDUCATION As regards certification, passing the intermediate training cycle entitles the student to the relevant Plastic Arts and Design Technician certificate, which gives direct access to General Upper Secondary Education. On the other hand, passing the advanced training cycle leads to the awarding of the Plastic Arts and Design Senior Technician certificate, which grants access to Advanced Plastic Arts studies, Advanced Design studies, Preservation and Restoration of Cultural Assets education and the established university studies, in accordance with the regulations in effect on the university entrance procedures and taking into account their relation to the relevant studies. Up to the present, the Autonomous Communities have developed aspects related to Professional Plastic Arts and Design education on an ad hoc basis, although as far as the curriculum is concerned, they follow the regulations prior to the LOE. Therefore, several Communities have organised aspects connected with the entrance examinations to be taken to access Plastic Arts and Design training cycles, assessment and accreditation and the practical stage. In addition, Galicia has regulated the general organisation of these studies and Madrid the criteria addressing students mobility. Advanced Artistic Education Advanced artistic education includes Advanced Music and Dance studies, Dramatic Arts education, Preservation and Restoration of Cultural Assets education and Advanced Plastic Arts and Design studies. The State, after consultation with the Autonomous Communities and the High Council for Artistic Education, defines their structure and basic content. The implementation of Advanced artistic education established by the LOE will come to an end after a maximum period of five years subsequent to the passing of the said Act. This implementation will be carried out in accordance with the organisation of the Spanish Higher Education within the European framework, with the participation of the High Council for Artistic Education (Consejo Superior de Enseñanzas Artísticas) and the Council of Universities (Consejo de Universidades), where appropriate. Up to that moment, these studies will be governed by the regulations on education prior to the LOE, apart from the legislation of the Autonomous Communities where those studies are provided. The aim of Advanced Music and Dance studies, as the highest level of specialisation, is to provide students with quality practical, theoretical and methodological artistic training. Its main purpose is to guarantee the qualification of professionals who intend to work in these fields as authors, performers, researchers or teachers. These studies are organised into different specialities. In all cases, the cycle has a duration of four academic years, although in the case of Music the Autonomous Communities may set out five years for Composition, Choir Conducting and Orchestra Conducting. The establishment of the different subjects, contents and teaching load depends on each speciality (Tables 9.4 and 9.5). 90

92 85-100:Maquetación 1 13/10/10 10:46 Página 91 SPANISH EDUCATION SYSTEM SHORT REPORT Table 9.4. ADVANCED MUSIC EDUCATION CURRICULUM BY SPECIALITY Speciality Core subjects and minimun teaching load (in hours) Accordion Harp Singing Harpsichord Composition Choir Conducting Orchestra Conducting Ethnomusicology Flamenco: Flamenco Guitar option Flamenco: Flamencology option Recorder Guitar String Bow instruments (Violin, Viola, Violoncello and Double Bass) Renaissance and Baroque Plucked String Instruments Accordion (180h), Analysis (180h), Choir (90h), History of Music (60h), Improvisation and Accompaniment (90h), Ensemble/ Chamber Music (120h) Harp (180h), Analysis (180h), Continuo (60h), Choir (90h), History of Music (90h), Orchestra/Chamber Music (180h) Singing (240h), Analysis (180h), Harmonization (90h), Choir (45h), Lyric Scene (120h), Phonetics and Languages Applied to Singing (180h), History of Music (90h), Complementary Piano (45h), Body Technique (90h) Harpsichord (180h), Analysis (180h), Continuo (120h), Choir (90h), Renaissance and Baroque Historical Sources (90h), History of Music (90h), Ensemble/Chamber Music (120h) Composition (480h), Analysis (180h), Harmony (60h), Counterpoint (120h), Choir (90h), History of Music (90h), Improvisation and Accompaniment (90h), Instrumentation and Orchestration (120h), Contemporary Music (135h), Complementary Piano (45h) Conducting (375h), Analysis (180h), Harmony (60h), Singing (60h), Composition (60h), Counterpoint (120h), Choir (90h), Phonetics and Languages Applied to Singing (90h), History of Music (90h), Improvisation and Accompaniment (90h), Instrumentation and Orchestration (60h), Complementary Piano (45h) Conducting (375h), Analysis (180h), Harmony (60h), Composition (60h), Harmonization (90h), Counterpoint (120h), History of Music (90h), Improvisation and Accompaniment (90h), Instrumentation and Orchestration (120h), Choir Orchestra (90h), Complementary Piano or second instrument (45h) Ethnomusicological Research Methodology (360h), Analysis (180h), Choir (90h), History of Music (180h), Organology and Acoustics (90h), Complementary Piano (45h), Sociology of Music (90h), Fieldwork and Transcription (180h) Flamenco Guitar (180h), Accompaniment (120h), Ensemble (90h), History of Flamenco Art (120h), Improvisation (90h), Flamenco Musical Theory (135h), Transcription (135h) Flamencology fundamentals (360h), Organology and Acoustics (90h), History of Flamenco Art (120h), Research Methodology (180h), Notation (90h), Sociology of Flamenco Art (90h), Flamenco Musical Theory (135h), Transcription and Analysis (180h) Recorder (180h), Analysis (180h), Choir (90h), Renaissance and Baroque Historical Sources (90h), History of Music (90h), Complementary keyboard instrument (piano, organ, harpshicord) (90h), Ensemble/Chamber Music (120h) Guitar (180h), Analysis (180h), Choir (90h), History of Music (90h), Improvisation and Accompaniment (90h), Chamber Music (90h) Violin, Viola, Violoncello and Double Bass (180h), Analysis (180h), History of Music (90h), Chamber Music (120h), Orchestra (360h), Complementary Piano (45h) Renaissance and Baroque Plucked String Instruments (180h), Analysis (180h), Continuo (120h), Choir (90h), Renaissance and Baroque Historical Sources (90h), History of Music (90h), Ensemble/Chamber Music (120h) 91

93 85-100:Maquetación 1 13/10/10 10:46 Página 92 9 SPECIALISED EDUCATION Table 9.4. ADVANCED MUSIC EDUCATION CURRICULUM BY SPECIALITY (Continuation) Speciality Ancient Music Instruments Traditional Folk Music Instruments Plectrum Instruments Woodwind Instruments Brass Instruments (Horn, Trumpet, Trombone and Tuba) Jazz Musicology Organ Pedagogy (Option: Musical Language and Music Education Pedagogy) Pedagogy (Option: Singing and Instrument Pedagogy) Percussion Piano Saxophone Viola da Gamba Core subjects and minimun teaching load (in hours) Instrument (180h), Analysis (180h), Choir (90h), Renaissance and Baroque Historical Sources (90h), History of Music (45h), Ensemble/Chamber Music (120h) Instrument (180h), Analysis (90h), Ensemble (120h), Ethnomusicology (240h), History of Music (45h), Improvisation (90h), Complementary Instrument (45h), Transcription (45h) Plectrum Instruments (180h), Analysis (180h), Choir (90h), Renaissance and Baroque Historical Sources (90h), History of Music (90h), Ensemble/Chamber Music (120h), Complementary Piano (45h) Flute, Oboe, Clarinet and Bassoon (180h), Analysis (180h), History of Music (90h), Chamber Music (120h), Orchestra/Ensemble (360h), Complementary Piano (45h) Horn, Trumpet, Trombone and Tuba (180h), Analysis (180h), History of Music (90h), Chamber Music (120h), Orchestra/ Ensemble (360h), Complementary Piano (45h) Instrument (180h), Analysis (135h), Jazz Harmony (135h), Jazz Composition (120h), Ensemble (180h), History of Jazz (90h), Improvisation (120h), Complementary Piano or second instrument (45h) Analysis (180h), Harmony (60h), Gregorian Chant (60h), Counterpoint (120h), Choir (90h), History of Music (360h), Complementary keyboard instrument or second instrument (45h), Research Methodology (90h), Oral Tradition Music (180h), Notation (135h), Organology and Acoustics (90h) Organ (180h), Analysis (180h), Harmony (60h), Continuo (120h), Counterpoint (60h), Choir (90h), History of Music (90h), Improvisation and Accompaniment (90h) Analysis (180h), Applied Composition (120h), Choir (90h), Music Teaching (120h), Musical Ensemble Teaching (90h), Applied Conducting (90h), Vocal Education (120h), Ethnomusicology Fundamentals (90h), History of Music (90h), Improvisation and Accompaniment (90h), Main Instrument (60h), Movement (90h), Complementary Piano or second instrument (45h), Teaching practice (90h), Psycho-pedagogy (90h) Instrument or Singing (180h), Analysis (180h), Applied Composition (90h), Choir or Orchestra/Ensemble (90h), Speciality Teaching (90h), Music Teaching (120 h), History of Music (90h), Improvisation (90h), Movement (90h), Chamber Music (90h), Complementary Piano (for non polyphonic instruments) (90h), Teaching practice (90h), Psychopedagogy (90h) Percussion (180h), Analysis (180h), History of Music (90h), Orchestra/Ensemble/Chamber Music (360h), Complementary Piano (45h) Piano (180h), Analysis (180h), Choir (90h), History of Music (90h), Improvisation and Accompaniment (90h), Chamber Music (120h) Saxophone (180h), Analysis (180h), History of Music (90h), Orchestra /Ensemble/Chamber Music (90h), Complementary Piano (45h) Viola da Gamba (180h), Analysis (180h), Choir (90h), Renaissance and Baroque Historical Sources (90h), History of Music (90h), Complementary keyboard instrument (Piano, Organ, Harpsichord) (45h), Ensemble/Chamber Music (120h) Source: Drawn up by the IFIIE on the basis of current legislation. 92

94 85-100:Maquetación 1 13/10/10 10:46 Página 93 SPANISH EDUCATION SYSTEM SHORT REPORT Table 9.5. ADVANCED DANCE EDUCATION CURRICULUM BY SPECIALITY Minimum Speciality Core subjects teaching load (in hours) Choreography Theory and History of Dance, Art and Aesthetic Principles 175 and Dance Interpretation Anatomy and Physiology of Movement 105 Psychology 50 Repertoire Analysis 160 Choreography 300 Stage Language and Playwriting 200 Production and Cultural Management 45 Music 140 Interpretation, Choreography and Dance Techniques 280 End-of-studies project 45 Dance Theory and History of Dance, Art and Aesthetic Principles 175 Pedagogy Anatomy and Physiology of Movement 165 Developmental and Educational Psychology 100 Pedagogy 120 Dance Methodology and Teaching 190 Repertoire Analysis 200 Dance Staging 120 Production and Cultural Management 45 Music 140 Interpretation and Dance Techniques 200 End-of-studies project 45 Source: Drawn up by the IFIIE on the basis of current legislation. The aim of Dramatic Arts education is to train professionals, pedagogues and researchers in the area of theatre and any other communication areas derived from it. These studies are organised into three specialities, in a single four-year-duration cycle, and a variety of training paths in which the different subject areas and contents are included (Table 9.6). State regulations establish that Education Authorities are responsible for the organisation of subjects and the establishment of the grade or grades in which they will be taken, and have the power to increase the minimum teaching load set out by the Ministry of Education. Dramatic Arts education is provided in nine of the 17 Autonomous Communities. In Andalusia, the Canary Islands, Castile and Leon, Catalonia, Galicia, Madrid and the Valencian Community these studies have their own regulations, whereas in Asturias and Murcia, State regulations are followed. The aim of Preservation and Restoration of Cultural Assets education is to train future professionals in the field of preservation and restoration, to reflect the advanced level to which these studies are included and to improve the capacity of these professionals to apply the criteria that are to regulate the actions carried out on assets of cultural interest. 93

95 85-100:Maquetación 1 13/10/10 10:46 Página 94 9 SPECIALISED EDUCATION Table 9.6. DRAMATIC ARTS EDUCATION CURRICULUM BY SPECIALITY (1) Stage Management Stage Management 270 Playwriting 360 Theory and Practice of Performance 255 Dramatic Literature 135 History of the Performing Arts 90 Aesthetics 90 Practice in Stage Management and Direction of Actors 480 Stage Space 120 Playwriting Stage Management 270 Playwriting 260 Theory and Practice of Performance 135 Dramatic Literature 225 History of the Performing Arts 90 Aesthetics 90 Dramatic Writing 405 Text Analysis 225 Stage Design Stage space 315 Characterization and Costume 270 Lighting 270 Graphic Techniques 225 Stage Techniques 315 Playwriting 90 Aesthetics 90 History of Stage Design and of the Performing Arts 90 Theory of Visual Perception and Perspective 135 Object Performance Performance 315 Movement 225 Voice 225 Music 135 Theatrical theory 90 Theory and History of Art 90 Object Performance 270 Techniques and Materials 225 Stage Theory 135 Sign Language Performance Performance 315 Movement 225 Voice 225 Music 135 Theatrical theory 90 Theory and History of Art 90 Mime 225 Pantomime 315 Fencing 90 Acrobatics 90 Textual Performance Performance 675 Movement 315 Voice 405 Music 135 Theatrical Theory 180 Theory and History of Art 90 Performance in Musical Theatre Performance 315 Movement 225 Voice 225 Music 135 Theatrical Theory 135 Theory and History of Art 90 Singing 315 Performance in the Musical 180 Dance 180 (1) The minimum core curriculum for Dramatic Arts education is still in effect until the legislative development of the LOE in relation to these studies. Source: Drawn up by the IFIIE on the basis of current legislation. STAGE MANAGEMENT AND PLAYWRITING STAGE DESIGN PERFORMANCE Minimum Options Core subjects teaching load (in hours) 94

96 85-100:Maquetación 1 13/10/10 10:46 Página 95 SPANISH EDUCATION SYSTEM SHORT REPORT These studies are organised into five specialities: Archeological Preservation and Restoration, Preservation and Restoration of Paintings, Preservation and Restoration of Sculptures, Preservation and Restoration of Graphic Documents and Preservation and Restoration of Textiles. The duration of these educational provisions is of three academic years, plus the realisation of an endof-studies project, with a total teaching load of 273 credits. The training corresponding to 270 credits is provided at the educational establishment and it is necessary to pass all subjects included in the relevant curriculum to successfully pass the end-ofstudies project stage. In all Autonomous Communities offering these studies (Aragon, Asturias, Castile and Leon, Catalonia, Galicia and Madrid) the speciality is started in the second year, with the exception of Galicia, where it begins in the first. As stated by the LOE, Advanced Plastic Arts studies, which include Advanced Ceramics and Glass education and Advanced Design education, are considered advanced studies in the field of Plastic Arts and Design. At present, and until the LOE is developed, these studies have different aims depending on the qualification they lead to: The aim of Ceramics education is the global training of professionals that develop artistic, technological, pedagogical and research abilities applied to industrial and artistic innovation, which contribute to the improvement of ceramic goods. On the other hand, Glass studies aim at the training of skilled professionals to improve the creation, development, use and consumption of glassware and derived services. In order to achieve this goal, advanced Glass studies develop artistic, technological, pedagogical and research abilities. Design education is focused on training skilled professional designers to improve the creation, development, use and consumption of industrial products and services. In order to achieve this aim, advanced Design studies fully develop artistic, tecnological, pedagogical and research abilities. The duration of these studies is of three academic years, with a total teaching load of 270 credits and the realisation of an end-of-studies project. They are organised into theoretical-practical subject areas, both common and specific to the relevant speciality. Ceramics and Glass education is not divided into specialities, whereas Design education is organised into the following specialities: Graphic Design, Design of Products, Interior Design and Fashion Design (Table 9.7). Finally, the elements common to all advanced artistic studies are described as: admission requirements, assessment and certification awarded to students who successfully pass them. In order to access these studies it is necessary to hold the Bachillerato certificate and to pass a specific entrance examination to prove that the candidate has the maturity, knowledge and skills required to successfully complete these studies. In the case of Advanced Music and Dance education, and Dramatic Arts, the characteristics of the examination vary depending on whether academic requirements are met or not. Access to Preservation and Restoration of Cultural Assets and Advanced Plastic Arts and Design education is also possible if the person holds the Senior Technician Certificate in Plastic Arts and Design or certain Vocational Training qualifications or has passed the university entrance examination for those aged over 25, as established by regulations prior to the LOE. Assessment in the case of Advanced artistic education is continuous and global, although differentiated according to the different subject areas. The references for this assessment are the educational aims and assessment criteria established in the curriculum by the Education Authorities, and the plans of the educational establishments where they are offered. After successful completion of these studies, a Senior certificate in the relevant area, which explicitly mentions the speciality taken, is awarded. In the case of Music, Dance, and Dramatic Arts education, the title is equivalent to all intents and purposes to a university Licenciado degree or the corresponding Graduate degree. In the case of Preservation and Restoration of Cultural Assets and Plastic Arts and Design education, the title corresponds to a university Diplomado degree or equivalent. 95

97 85-100:Maquetación 1 13/10/10 10:46 Página 96 9 SPECIALISED EDUCATION Table 9.7. MINIMUM CORE CURRICULUM FOR ADVANCED CERAMICS, GLASS AND DESIGN EDUCATION (1) Subject areas Annual teaching load (in hours) Subject areas common to advanced Ceramics, Glass and Design education Subject areas specific to advanced Ceramics education Subject areas specific to advanced Glass education Subject areas specific to advanced Glass education Artistic Principles 360 History and Theory of Art and Design 120 Scientific Principles 90 Representation Systems 60 Basic Projects 60 Science and Technologies Applied to the Ceramic Sector 375 Projects: Ceramics 180 Ceramic Model-making, Die-stamping and Mass-production 90 Ceramic Decoration 90 Social Sciences and Legislation Applied to the Ceramic Sector 60 Science and Technologies Applied to the Glass Sector 315 Projects: Glass 180 Model-making, Die-stamping and Mass-production of Glass Products 60 Glass Artistic Procedures 180 Social Sciences and Legislation Applied to the Glass Sector 60 a) Graphic Design Science and Technology Applied to Graphic Design 315 Projects: Graphic and related to Communication 180 Graphic Sets and Illustration 180 Social Sciences and Legislation Applied to Graphic Design 120 b) Design of Products Science and Technology Applied to the Design of Products 315 Projects: Industrial Product 210 Containers and Packings 150 Social Sciences and Legislation Applied to the Design of Products 120 c) Interior Design Science and Technology Applied to Interior Design 375 Projects: Interiors 180 Equipment and Restoration of Buildings and Spaces 120 Social Sciences and Legislation Applied to Interior Design 120 d) Fashion Design Science and Technology Applied to Fashion Design 375 Projects: Textile and Fashion 180 Styling and Aesthetics 120 Social Sciences and Legislation Applied to Fashion Design 120 (1) The minimum core curriculum for advanced Glass, Ceramics and Design education is still in effect until the legislative development of the LOE in relation to these studies. Source: Drawn up by the IFIIE on the basis of current legislation. 96

98 85-100:Maquetación 1 13/10/10 10:46 Página 97 SPANISH EDUCATION SYSTEM SHORT REPORT 9.2. LANGUAGE EDUCATION The Spanish education system includes Language education in the different levels of mainstream education, as well as in special education. This educational provision, which is described below, is addressed at people who, having acquired the basic competences in one or more foreign languages within mainstream education, need to develop them in their adult life and to obtain a specific certificate proving the use of such languages. Therefore, the aim of language education is to prepare students to appropriately use the different languages. This educational provision is structured into three levels: elementary, intermediate and advanced. Education Authorities determine the characteristics and organisation of basic level Language education. The minimum core curriculum for the intermediate and advanced levels is regulated for the entire State, but Education Authorities are responsible for the establishment of the corresponding curricula in accordance with the core curriculum. In all cases, they have to adjust to the relevant competences of levels A1, B1 and B2, respectively, as they are defined in the Common European Framework of Reference for Languages (Table 9.8). In Spain, the following languages are provided on an official basis: Arabic, Chinese, Danish, Dutch, English, Finnish, French, German, Greek, Irish, Italian, Japanese, Portuguese, Romanian, Russian, Swedish, the co-official languages of the Autonomous Communities and Spanish as a foreign language. However, these languages are not provided at all Official Language Schools. Language education is provided according to the following modes: íclassroom attendance official mode: Regular attendance of the student throughout the academic year. ísemi-attendance official mode: Time is organised differently in some Autonomous Communities, where the teaching content is distributed into a higher or lower number of hours per week, and more or fewer terms or courses, which in some cases is supplemented with a greater number of hours for personal work. íupdating and Specialisation Courses: In compliance with what has been determined by the Education Authorities, the Official Language Schools may provide specialised courses to develop language competences and to train teachers and other groups of professionals. These courses must cover basic, intermediate and advanced level competences, as well as competences in levels C1 and C2 of the Council of Europe, as defined in the Common European Framework of Reference for Languages. Some educational departments organise monographic courses to cover specific learning needs, such as translation, oral skills or specialised languages. ídistance education: To appropriately respond to the continuous training of adults, Education Authorities may include language distance education in the Official Language Schools. At present, the programme That s English! offers the basic and intermediate level contents. ífree mode: This mode entitles the student to sit the official exams in order to obtain the certificates for the different levels. The essential requirement to access language education is to be 16 years of age when this education is started. Those students who wish to take a language other than the one studied in Compulsory Secondary Education may access from the age of 14. Direct access to the intermediate level of the first foreign language studied in General Upper Secondary Education is possible for those who hold the Bachiller certificate. Access to the advanced level is also possible for holders of the certificate corresponding to the intermediate level. The Education Authorities establish the conditions to join any course of one of the two levels for those accrediting sufficient competence in the relevant language. The Ministry of Education establishes a minimum of three and a maximum of four years for the educational provision corresponding to the intermediate and advanced levels, in accordance with Education Authorities. Only in the case of Arabic, Chinese and Japanese, may the four-year limit be extended for another year. In addition, it also specifies that those enrolled in the classroom attendance mode have the right to a maximum of two years, which is twice as much as that established by the corresponding Education Authority for the relevant language. Student assessment in the case of Language education takes, as reference, the specific competences of levels A2, B1 and B2 of the Common European Framework of Reference for Languages, as appropriate. Assessment is continuous in the following cases: classroom attendance mode, semiattendance mode and distance education. When the final course of each level is completed, the corresponding certification exam is taken in order 97

99 85-100:Maquetación 1 13/10/10 10:46 Página 98 9 SPECIALISED EDUCATION to obtain the relevant diploma. Each Autonomous Community establishes the number of annual calls for the certification exams, a single exam, in any case, for those who follow the official provision and those enrolled in the free mode. Table 9.8. EQUIVALENCE BETWEEN THE LINGUISTIC LEVELS ESTABLISHED ACCORDING TO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES AND THOSE ESTABLISHED BY THE LOE (1) Basic user Independent user Proficient user (2) Common LOE reference Competences levels levels A1 A2 B1 B2 C1 C2 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment, etc.). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school or leisure. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected texts on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. Can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of speciality. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed texts on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. Intermediate Advanced (1) Equivalence is established in terms of the competences achieved at the end of each level. (2) Levels C1 and C2 are not exactly provided at the Offical Language Schools. However, these schools may organise and provide specialised courses to develop language competences at levels C1 y C2 of the Council of Europe. Source: Drawn up by the IFIIE based on the MECR 1 and on current legislation. 1 Various authors. (2002). Marco Común Europeo de Referencia para las lenguas: aprendizaje, enseñanza, evaluación. Madrid: MECD s Technical Secretariat General-Undersecretariat General for Information and Publications, and Grupo Anaya, S.A., p. 26. Basic 98

100 85-100:Maquetación 1 13/10/10 10:46 Página 99 SPANISH EDUCATION SYSTEM SHORT REPORT 9.3. SPORTS EDUCATION With the LOE, Sports education is, for the first time, regulated by an education act, which implies the establishment of a specific educational provision aimed at the sports system and differentiated from the occupational family known as Physical-Sports Activities (see Chapter 8). The aim of Sports education is to prepare students for professional activity in the sports system in relation to a sports category or speciality and contribute to their adaptation to the developments in the world of work and the sports world, and to active citizenship. These studies are organised into two levels: the intermediate level, leading to the Sports Technician certificate and included in postcompulsory secondary education; and the avanced level, leading to the Senior Sports Technician certificate and included in non-university Higher Education. The curricular organisation is established taking into account the different sports categories and specialities. The intermediate level is organised into two cycles: initial and final, with a minimum duration of 1,000 hours of which, at least, 400 correspond to the initial cycle. Advanced level Sports education consists of a single cycle with a minimum duration of 750 hours. In turn, these cycles are organised into modules of varying duration. The module is a coherent training unit associated with one or several competence units or professional, socio-educational and sports aims of the relevant title. These modules are divided into: ísports education specific modules: include the training directly related to the technical, organisational or methodological aspects of the relevant sports category or speciality. ísports education common modules: include the training associated with the professional competences that support processes of sports initiation, sports technification and high performance, regardless of category or speciality, as well as the specific aims of Sports education. ípractical training module: includes the part of the training associated with the competences that have to be acquired in the real professional sports field. ífinal project module: aims at integrating the knowledge acquired during the training period and is based on individual and collective tutoring. Each module is grouped into two blocks: a common block integrated by the Sports education common modules, coincident and compulsory for all sports categories and specialities in each cycle; and a specific block, which includes the set of Sports education specific modules, the practical training module and, where appropriate, the final project module. At present, the specialities corresponding to the Sports certificates established by the LOE are yet to be defined, which means that the sports specialities prior to the said Act are still in effect (Table 9.9). The entrance requirements to Sports education are: íintermediate level a) Initial cycle: the ESO certificate or equivalent. b) Final cycle: accreditation of successful completion of the intermediate level initial cycle in the relevant sports category or speciality. íadvanced level: holding the Bachiller certificate or equivalent, as well as the Sports Technician certificate in the relevant sports category or speciality. Under exceptional circumstances, Education Authorities may grant access to the common block of the intermediate level final cycle without having completed the practical training module of the initial cycle, as long as the specific requirements established in the certificate and the minimum core curriculum are met. In any case, the module has to be successfully completed in its entirety before starting the specific block of the corresponding final cycle. In addition, and for any cycle, Education Authorities may require candidates to pass a specific entrance examination or provide evidence of a merit in the sports field which shows that the candidate is in possession of the necessary conditions for the successful and secure completion of these studies. Apart from complying with the age requirement and passing the corresponding exam, entrance to the cycles is also possible without the Compulsory Secondary Education or Bachiller Certificate if other general and specific established requirements are met. Students learning assessment is continuous and is carried out on the basis of the Sports education modules, taking as reference the general aims of the cycle and the assessment aims and criteria defined for each module, in relation to the specific competences for the professional profile of the relevant certificate. 99

101 85-100:Maquetación 1 13/10/10 10:46 Página SPECIALISED EDUCATION Table 9.9. CATEGORIES, SEPECIALITIES AND TEACHING LOAD OF THE SPORTS TECHNICIAN AND SENIOR SPORTS TECHNICIAN CERTIFICATES Teaching Teaching Category Intermediate level certificate load Advanced level certificate load (hours) (hours) Mountain Sports Technician in High Mountain Senior Sports Technician in High Mountain 755 and Climbing Sports Technician in Canyons 975 Senior Sports Technician in Climbing 755 Sports Sports Technician in Climbing Senior Sports Technician in Downhill Skiing 755 Sports Technician in Medium Mountain 975 Winter Sports Technician in Alpine Skiing Senior Sports Technician in Alpine Skiing 930 Sports Sports Technician in Cross-Country Senior Sports Technician in Cross-Country Skiing Skiing 855 Sports Technician in Snowboard Senior Sports Technician in Snowboard 795 Football and Sports Technician in Football Senior Sports Technician in Football 875 Indoor Sports Technician in Indoor Football 975 Senior Sports Technician in Indoor Football 830 Football Athletic Sports Technician in Athletics Senior Sports Technician in Athletics Basketball Sports Technician in Basketball 990 Senior Sports Technician in Basketball 765 Handball Sports Technician in Handball 950 Senior Sports Technician in Handball 750 Source: Drawn up by the IFIIE on the basis of current legislation The Sports Technician certificate is awarded after successful completion of all the modules that make up the initial and final cycles of Sports education, and the Senior Sports Technician certificate after successful completion of an advanced cycle. The relevant sports speciality is added to this generic name. The Technician certificate grants access to any type of General Upper Secondary Education; and the Senior Technician certificate to the established university studies, taking into account the studies followed in accordance with the regulations in effect on university entrance procedures (see Chapter 11). 100

102 :Maquetación 1 13/10/10 10:52 Página Adult Education ADULT EDUCATION WITHIN THE FRAMEWORK OF LIFELONG LEARNING The concept of lifelong learning is built upon the assumption that education constitutes a key element for professional and social integration, being its main goal to offer people the opportunity to carry on receiving education and training. Originally, Adult education (Educación de Personas Adultas, EPA) was intended as a means to allow people who had abandoned the system the possibility to complete basic education. However, within the framework of lifelong learning, the new role assigned to Adult education is to employ any previous knowledge or qualifications that people may have as a basis to provide them with further training. Thus, the current model for Adult education comprises provision ranging from traditional literacy programmes, or those leading to the obtention of basic education certificates, to courses related to leisure activities or to facilitate integration into the job market. The 2006 Organic Act on Education (Ley Orgánica de Educación, LOE) recognizes the need to guarantee access to lifelong learning, both inside and outside the education system, so as to give citizens the opportunity to acquire, bring up to date, enlarge or complete the knowledge, abilities, aptitudes and competences required for their professional and personal development. In order to do so, the education system includes among its basic principles the commitment to promote lifelong learning, to provide students with tools for autonomous learning and to allow adults to gain access to every educational stage, creating the necessary conditions to make education compatible with the rest of their activities and responsibilities. The duty to grant universal right of entry to lifelong learning falls under the competence of Public Administrations, which must also identify new competences and provide the necessary training to acquire them. They must also organise flexible provision for the acquisition of basic competences, or, when applicable, give young people or adults who leave the education system without a certificate the possibility to obtain one. Furthermore, they have the obligation to offer information and guidance regarding lifelong educational provision, as well as access possibilities and requirements. The law also states that the education system, aided by Public Authorities, must make all necessary arrangements so as to allow every citizen to acquire a minimum educational level of, at least, postcompulsory secondary education or equivalent. Adult education provision comprises both formal and non-formal training initiatives, with a possibility of connecting both educational paths. Formal education provision comprises programmes for basic education (Primary and Secondary stages), non-compulsory secondary education (General Upper Secondary Education and Vocational Training) and examinations leading to the obtention of certificates or to admission into different stages of the education system. It also includes Spanish for immigrants and the teaching of other co-official languages, together with other specific types of Vocational Training. Non-formal education provision covers activities or programmes organized outside the formal education system, albeit having defined educational objectives. This provision includes a wide variety of courses aimed at providing training related to, among other issues, personal and cultural interests, and leisure or employment activities. Public provision of these programmes is a joint responsibility of Educational and Labour Administrations, being the last ones in charge of Vocational Training for employment initiatives. The present chapter focuses only on formal provision in the Spanish education system GENERAL AIMS AND OBJECTIVES The main goal of Adult education is to offer adults over 18 the possibility to acquire, update, expand or complete their knowledge and skills, so as to contribute to their personal and professional 101

103 :Maquetación 1 13/10/10 10:52 Página ADULT EDUCATION development. Exceptionally, people over 16 may also take part in these programmes, provided that their working conditions make it impossible for them to attend classes in mainstream schools, or if they are professional athletes. Furthermore, these programmes are also available for inmates in prisons or correctional institutions. In order to attain this goal, the LOE establishes the following objectives for Adult education: íto acquire basic education, to provide lifelong opportunities to enlarge and bring up to date knowledge, abilities and skills, and to facilitate access to all different stages in the education system. íto improve professional qualifications or to acquire the necessary skills for the exercise of a different profession. íto develop personal skills in the areas of expression, communication, interpersonal relationships and the construction of knowledge. íto develop the necessary abilities to participate in social, cultural, political and economic life and to exercise the rights of democratic citizenship. íto design and implement programmes to prevent the risk of social exclusion, especially among the most disadvantaged groups. í To provide an adequate response to the challenges posed by the increasing aging of population, making sure that senior citizens will also have the opportunity to expand and update their competences. íto prevent and solve personal, family and social conflicts peacefully. To guarantee equality in rights and opportunities for men and women and to understand and appreciate gender differences critically METHODOLOGY AND TYPES OF PROVISION The teaching methodology applied to Adult education is conceived as open and flexible, so as to cater for the different capacities, needs and interests of the target learners. Even though it is based on self-learning principles, it also pays adequate attention to those students in need of specific educational support. In order to make training compatible with other responsibilities and activities, education for Adults is structured into two types of provision: in-class and distance learning. In-class provision leading to the obtention of official certificates is carried out in regular mainstream schools or in Adult education institutions, authorised by the corresponding educational authority (see Chapter 2, section 2.1). In the case of distance learning programmes, the Ministry of Education manages educational provision through the Centre for Innovation and Development of Distance Education (Centro para la Innovación y Desarrollo de la Educación a Distancia CIDEAD). The CIDEAD is in charge of the organisation and coordination of the different elements and processes involved in distance learning. It must also make arrangements to facilitate access to these programmes to adults or to students who, due to personal, social, geographical or other circumstances, cannot participate in mainstream in-class education. The CIDEAD provision includes Primary Education, Compulsory Secondary Education (ESO), Adult Secondary Education and General Upper Secondary Education (Bachillerato). Furthermore, it participates in Vocational Training, in official second language learning courses and it also offers a programme in teacher training for distance education. Some Autonomous Communities have established, within the scope of their competences, specific institutions in charge of distance Adult education, both for Primary and secondary education provision. This is the case of Distance Secondary Schools for General Upper Secondary Education, in the Canary Islands; The Open Institute, in Catalonia; the Specific Section for Distance Education within the Institute for the Development of Distance Education, in Valencia; the Distance Education Institute, in Galicia; and the Centre for Distance Basic Education and the Institute for Distance Bachillerato, in the Basque Country. Within Adult secondary education (see section 10.4: Basic education), some communities offer the possibility of blended learning programmes (Andalusia, the Balearic Islands, the Canary Islands and Extremadura), with a reduced number of class hours per week. In the case of distance programmes, students do not attend classes at school, except for examinations and tutorial sessions. In some cases, it is even possible to combine distance and in-class programmes. In Cantabria, each student may, under a supervision of a tutor, design his/her own training programme, in which the different in-class, distance or blended learning activities are organized. In Asturias they offer the possibility of merging both training models. Most Communities explicitly mention the use of Information and Communication 102

104 :Maquetación 1 13/10/10 10:52 Página 103 SPANISH EDUCATION SYSTEM SHORT REPORT Technologies (ICT) in distance learning courses. The Communities of Andalusia, the Balearic Islands and Extremadura, for example, have established a system of distance learning based on the use of virtual and online resources. Catalonia employs ICT in all different adult learning models, while Cantabria and Madrid make use of online resources to monitor the students learning process. As regards General Upper Secondary Education for Adults (see Section 10.4: Post-compulsory education), these programmes can be organised as in-class provision, with special timetable arrangements to facilitate attendance, normally evening classes, or as distance courses. Some Communities also offer blended learning programmes, with different structures depending on the region. In Andalusia, the courses are a combination of in-class and distance learning, whereas the Canary Islands distinguishes between blended learning General Upper Secondary Education, distance General Upper Secondary Education programmes with tutorials, and entirely online General Upper Secondary Education. Extremadura and Galicia also have a blended General Upper Secondary Education programme, which includes in-class tutorials, as opposed to online General Upper Secondary Education (Extremadura) and distance General Upper Secondary Education (Galicia), where tutorials are also held online. In general, Educational Administrations issue regulations to allow mobility of students among the different branches or modalities in which General Upper Secondary Education programmes are divided, always bearing in mind the conditions for promotion established by the law. Finally, Vocational Training for Adults (see Section 10.4: Post-compulsory education) usually has special timetable arrangements. In Aragon, in-class provision is organized as evening courses, whereas in Navarre, classes are scheduled taking into consideration students working hours, or other similar criteria. Distance learning has been explicitly regulated in Andalusia, Aragon, Asturias, Castile-La Mancha, Catalonia, Valencia, Extremadura, Galicia and Madrid. In other Communities, such as Murcia, Navarre and the Basque Country, the specific features pertaining distance education are included in the general legislation for Vocational Training. Furthermore, the Balearic Islands, Castile-Leon and Rioja incorporate the conditions for distance training into the legislation for Vocational Training programmes. Provision for distance learning in each autonomous community is organised for each academic year according to demand. In addition, Andalusia, Aragon, Catalonia, Extremadura and Galicia offer the possibility of blended learning programmes. ICT is used both in blended and in distance programmes, and there are also courses which are completed by means of exclusively virtual resources STRUCTURE OF PROVISION Basic Education Basic education for Adults is aimed at young people and adults who have left the education system without obtaining a certificate. It is mainly oriented towards the acquisition of basic knowledge and competences. As far as its structure is concerned, all Autonomous Communities make a distinction between initial elementary education and secondary education for Adults, which leads to the obtention of a certificate in general lower secondary education. Each of these two stages is divided into levels, and each level is further subdivided into modules, distributed according to areas of knowledge. The term used in each Autonomous Community to refer to this type of provision may present some variations. Most of them call this level Basic Initial Education for Adults. However, in the Canary Islands it is labelled as Basic Initial Training, and in Castile- Leon as Basic Education for Adults. In the case of post-elementary programmes, most of them are called Secondary Education for Adults, although in the Canary Islands they are referred to as Basic Post-Elementary training, and in the Community of Valencia as 2 nd Cycle. The LOE is gradually being implemented in all Autonomous Communities. Regulations about Initial basic and secondary education for Adults have already come into force in Andalusia, Aragon, Castile-Leon, Extremadura, Galicia, the Basque Country, Ceuta and Melilla. Other Communities, such as Asturias, the Balearic Islands, Cantabria, Castile-La Mancha, Madrid and Murcia have structured secondary education for Adults following the guidelines included in the LOE, but still keep the former legislative framework for Initial basic education, possibly until a new complete organisational framework is developed for this stage. In the Canary Islands, Catalonia, the 103

105 :Maquetación 1 13/10/10 10:52 Página ADULT EDUCATION Community of Valencia, Navarre and Rioja, both Initial basic and secondary education for Adults are still organised according to legislation prior to the LOE. In June 2009 the Ministry of Education repealed the legislation prior to the LOE on basic education for Adults. Initial basic education is targeted at people who have not mastered elementary instrumental skills. The objectives for this level are more or less the same in all Autonomous Communities. Most of them propose goals related to the acquisition of basic competences which contribute to personal, social and professional development, as well as to active participation in social, cultural and economic life, and to give access to further educational stages. One of the most common objectives that can be found is that of providing adults with the basic cultural knowledge to enable them to understand and reflect upon the problems which affect mankind as a whole, and to assume their duties and exercise their rights in society. These objectives are specifically mentioned in the Canary Islands, Catalonia, the Community of Valencia, Galicia and Madrid. Some Communities, such as the Canary Islands, Catalonia, the Community of Valencia, Galicia, the Basque Country and the Autonomous Cities of Ceuta and Melilla also mention objectives related to the acquisition of the co-official language of the Community and/or its cultural identity. The use of ICT is also included among the objectives of Catalonia, the Community of Valencia, Galicia, Madrid and the Autonomous Cities of Ceuta and Melilla. Other issues, such as the development of critical thinking, are taken into account in the Community of Valencia, Galicia, Madrid and the Autonomous Cities of Ceuta and Melilla; and the promotion of effective gender equality in the Community of Valencia, Extremadura, Ceuta and Melilla. Furthermore, the LOE adds some new goals, related to the acquisition of basic competences for the exercise of active citizenship and for the promotion of lifelong learning. In most Autonomous Communities, initial basic education is structured into two levels, both aimed at facilitating access to secondary education for adults: ílevel I, also called literacy stage, allows adult population to acquire basic reading and number literacy skills, so as to supply them with the necessary comprehension skills in maths and language to satisfy their everyday needs, and to allow them to understand reality in their immediate environment. ílevel II, conceived as a stage to consolidate knowledge and instrumental skills, is a preparatory course for secondary education for adults, and it is also aimed at encouraging their active participation in social, cultural, political and economic life. As opposed to this common model, the Canary Islands, Catalonia and the Community of Valencia divide this educational stage into three levels. The curriculum for Initial basic education for Adults highlights the need to design syllabuses which do not focus exclusively on the acquisition of knowledge and concepts, on the contrary, they must also contribute to develop students abilities and to promote their participation and integration into a plural and democratic society. In most Autonomous Communities, the general objectives for Level I are related to the acquisition of basic competence in Spanish and in the co-official language of each Autonomous Community, as well as elementary mathematical, social and scientific knowledge. Level II delves into basic competences and skills in different areas, and, in some cases, basic contents related to the acquisition of a second language are also introduced. Basic initial education for Adults have a flexible duration. Even though each level is usually equivalent to an academic year, the length of the programme may vary depending on student needs and learning pace. Level I may be completed in at least one academic year, and Level II programmes are designed to be finished in one year as well, although they can be extended to a maximum of two. This is the most common arrangement in all Autonomous Communities. The number of class hours per week in these programmes is decided upon by each Autonomous Community, bearing in mind the different types of provision, the level involved and the characteristics of the school. Besides the number of hours devoted to curricular contents, all the Communities allocate time to guidance and counselling on academic issues and job opportunities. Upon admission into the programme, students carry out a compulsory initial evaluation test, which gathers information about their previous knowledge, expectations and interests. In Extremadura, however, this initial assessment is not required, but may be carried on request. 104

106 :Maquetación 1 13/10/10 10:52 Página 105 SPANISH EDUCATION SYSTEM SHORT REPORT Regarding distribution of students into levels, in Andalusia or Extremadura students are divided in each subject or general knowledge area. In Aragon, the Canary Islands, Castile-Leon, the Community of Valencia, Galicia, Navarre and the Basque Country, this division is done according to levels and modules. In the rest of the Communities, the legislation does not include any specific indications in this sense. Evaluation is continuous in nature, in line with the spirit and goals of Adult education. Assessment is integral and carried out individually, taking into consideration the specific characteristics of the target students. As a general rule, its continuous and formative character is reflected in the adoption of reinforcement or support measures or, if necessary, in curricular adaptations whenever the students have difficulties in achieving the proposed objectives. Once students have completed this initial stage successfully, they receive a certificate. If they have not been able to attain satisfactory results, the Communities also allow for the possibility of issuing an official transcript of their student record, in which details of the work carried out within this stage are included. In the Canary Islands, this transcript specifies the subjects or areas of knowledge that the student has passed; in Extremadura, students may apply for an official transcript of the modules and courses they have completed and of the marks obtained; in Castile-La Mancha, together with the official certificate of basic education, the students also receive an attendance certificate, specifying the number of school hours taken by the student. One of the goals of secondary education for Adults is to allow students to obtain a certificate in Compulsory Secondary Education. It is also intended as a means to acquire the basic competences required for personal development and social integration, and to facilitate access to further education and professional insertion and promotion. The educational objectives for this stage are the same as the ones proposed for mainstream Compulsory Secondary Education in every Autonomous Community (see Chapter 6). However, the Canary Islands, Cantabria, Castile-Leon, Catalonia and the Community of Valencia have also included further objectives, namely, those related to insertion into the labour market. The curriculum is structured into three broad areas of knowledge: a communication area (which includes basic aspects of the ESO curriculum for the subjects of Spanish language and literature, a foreign language, and, when applicable, the language and literature of the co-official language); social sciences (which comprises social sciences, geography and history, citizenship and human rights education, and receptive skills from the curriculum of art and visual education and music); and, finally, a scientifictechnological area (made up of contents related to the subjects of natural sciences, mathematics, technology and those aspects associated to the area of health and environmental issues integrated into the curriculum for physical education). Education administrations are also entitled to add other curricular contents, extracted from the rest of the subjects of mainstream Compulsory Secondary Education programmes. Each of the above broad areas of knowledge is further subdivided into two levels, made up of a series of modules. Levels 1 and 2 in each knowledge area are organized into two four-month periods, allowing each level to be completed in one academic year. Modules are conceived as the minimal curricular organizational unit in which the curricular contents are specified. Modules are sequenced into learning units, and, thus, each level consists of a series of learning units. Consequently, the whole stage is the result of adding up all the learning units of each area of knowledge. This modular system allows for higher flexibility of access to the system, a greater possibility to adapt the programmes to the student s learning pace and the opportunity to finish each module independently. However, some Autonomous Communities have a different curricular configuration, regarding both the organisation of levels and the number of knowledge areas or modules included in each one. This is the case of the Canary Islands, Catalonia, Navarre and Rioja. In most Autonomous Communities, these programmes are designed to heve a duration of two academic years. Exceptionally, as in the Canary Islands, the programmes may be organized into three academic years. In any case, the time required for each student to finish them will depend on previous accredited knowledge, personal capacities, amount çof time available for study and the type of programme involved. 105

107 :Maquetación 1 13/10/10 10:52 Página ADULT EDUCATION In each Autonomous Community, the number of class hours per week in secondary education for Adults depends on the number of knowledge areas of the curriculum, on the levels and educational paths being offered, and on school resources. Admission requirements to secondary education for Adults include the general age requirements for Adult education, as well as fulfilment of one of the following conditions: having finished 6 th year of Primary education or equivalent, successful completion of Level II of Initial basic education for Adults, or proof of having acquired the objectives proposed for these levels, by means of initial assessment. Upon admission to these programmes students must also undergo initial evaluation, the results of which will be included in their academic records for informative purposes initial assessment has no academic validity. Each Autonomous Community decides which aspects will be evaluated, while the design of assessment procedures generally falls under the competence of teachers. As in the case of Initial basic education for Adults, assessment at this level is regarded as a continuous process. In most Communities, evaluation is carried out according to modules or curricular areas, even though it is conceived as general and integrated, in line with the global conception of knowledge for this stage. Emphasis is made on its integrative and individual character and on the need to take into consideration the specific characteristics of the target students. In order to take individual traits into consideration, Andalusia, Catalonia, Galicia and Murcia also conduct initial assessment in each specific subject. The formative and continuous nature of evaluation is reflected in the implementation of measures to improve academic performance (Extremadura), reinforcement measures (Andalusia, Castile-La Mancha and the Basque Country), curricular adaptations (the Basque Country) or educational support measures (Aragon) for those cases where the students academic progress is not satisfactory. Evaluation criteria for the acquisition of contents are set in line with the proposed objectives and competences. Furthermore, Aragon, Navarre and the Basque Country explicitly indicate that learning processes are also subject to evaluation. As far as certificates are concerned, once students have finished their secondary education for Adult programmes, they receive a certificate in general lower secondary education. In the Canary Islands, those who have not graduated are given a transcript of their academic record, which serves as an official statement of the courses they have completed and the learning path they have followed. At any given moment of their educational process, students may request an official transcript of the courses they have taken. In some Communities, the transcripts include a record of the marks obtained, as well as the modules and areas of knowledge completed by the student, or the levels and modules finished (Navarre, Catalonia and Galicia, respectively). In the Canary Islands, students receive official transcripts which certify, in each case, their having passed a curricular subject, a general knowledge area, of having completed basic training or obtained their certificate in General Lower Secondary Education. The legislation in this Community also states that students may request a transcript which specifies the completion of individual modules, in case the student needs these records for personal or professional reasons. In Castile-Leon, transcripts also specify the contents of the programme of studies, whether the student has completed it successfully, and the number of class hours attended. Some Communities also provide indications related to the validity of these transcripts. Cantabria guarantees the validity of marks obtained in the first and third modules of each knowledge area only within the territory of the Community, whereas marks obtained in the different levels of each area of knowledge are valid for the whole of the State. Andalusia, Extremadura and Galicia guarantee the validity of transcripts in their respective Communities, without making any reference to whether they are valid or not in other regions. Post-compulsory Education Adults who wish to do so are entitled to apply for admission to upper General Upper Secondary Education and Vocational Training. Therefore, Education Administrations are in charge of making the necessary arrangements to offer adults adequate provision at these levels. They are also responsible for the organization of public provision of distance education, which must include the use of ICT. Each Autonomous Community has established its own regulations for Adult education in General Upper Secondary Education, by means of either specific legislation or under the framework of mainstream Upper Secondary Education. 106

108 :Maquetación 1 13/10/10 10:52 Página 107 SPANISH EDUCATION SYSTEM SHORT REPORT Communities usually follow the objectives set in the ordinary curriculum for General Upper Secondary Education (see Chapter 7). However, Castile-Leon also states that the overall aim of this stage is to provide adults with integral education and training, so as to allow them to attain intellectual and human maturity, as well as to endow them with the necessary knowledge and skills to assume their role in society with responsibility and competence, enabling them to pursue university studies or higher Vocational Training, or to take part in active professional life. Within in-class provision, we may find two different organisational models: Model A, which divides the areas corresponding to the different branches of General Upper Secondary Education into three courses, each of which is completed in one academic year; and Model B, which is organised exactly in the same way as mainstream General Upper Secondary Education programmes. Each Community decides on the maximum number of class hours per week, the amount of weekly hours devoted to each subject and the general school hours, which may vary depending on the organisational model. However, Andalusia, Catalonia, the Community of Valencia, Extremadura and Navarre do not have detailed guidelines regarding weekly schedules. Distance General Upper Secondary Education programmes are divided into two academic courses, as they are in the case of mainstream education. Students may sign up for as many subjects as they wish, either from the first or the second course, depending on their possibilities and time available, always within the limits established by preference regulations 1 and incompatibility among subjects. In this type of provision, support provided by tutors or advisors is not compulsory, and tutorials may be carried out as in-class or distance sessions. The curriculum in General Upper Secondary Education for Adults is, as a general rule, the same as the one in mainstream education, with the necessary adaptations in order to ensure a higher degree of flexibility. In most cases, students over 25 are not required to take the subject of physical education, and there is a possibility to adapt the curriculum of some subjects, so as to accommodate it to the three-year structure of Model A mentioned above. Admission requirements in General Upper Secondary Education for Adults are the exactly the same as in mainstream programmes concerning academic prerequisites. Besides, applicants must also fulfil the personal criteria established by the LOE for the rest of regulated education for Adults. Autonomous Communities may also offer special arrangements, in order for people over 16 to register in distance or evening courses of General Upper Secondary Education, for example, in the case of disabled people or those suffering from long illnesses (Andalusia and the Basque Country), when students are simultaneously carrying out other official programmes of studies (Cantabria, Community of Valencia, Extremadura and the Basque Country), or if the ordinary four-year period allowed to finish mainstream Compulsory Secondary Education has expired (Castile-La Mancha and Rioja). Furthermore, in some exceptional cases, students enrolled in mainstream programmes may also take some subjects in distance General Upper Secondary Education, provided that their schools do not offer these subjects, due to an insufficient number of applicants. Evaluation in General Upper Secondary Education for Adults is, as well as in mainstream programmes, continuous in nature and differentiated for each of the subjects of the curriculum. However, the specific circumstances of distance learning must be taken into consideration, since the nature of these programmes makes it impossible for students to be assessed under the same conditions as those enrolled in mainstream provision. Therefore, in the case of distance education, assessment is also based on satisfactory completion and submission of tasks in due time, on participation in thematic forums, whenever they take place, and on any other evaluation criteria and tools included in the syllabus. Evaluation sessions and official exams are conducted in schools for both distance and in-class programmes. For each subject, there are usually three quarterly written exams and two finals: an ordinary final exam at the end of the third term, usually in June; and an additional, extraordinary exam in September. In Andalusia there is a third possibility to sit a final in February, for those students who have received a negative final evaluation in a maximum of four subjects in the first or second year of General Upper Secondary Education. In Galicia, those students enrolled in distance courses that have the possibility 1 When subjects receive the same name or are linked to each other, it is compulsory to have passed the one which belongs to the first year in order to be evaluated in the same area in the second year. 107

109 :Maquetación 1 13/10/10 10:52 Página ADULT EDUCATION of graduating from their General Upper Secondary Education programme in June, but still have a negative evaluation in some first year subjects, are entitled to sit an examination for those subjects, normally scheduled in the last two weeks of May. The regulations pertaining promotion in mainstream General Upper Secondary Education do not apply in the case of Adult education. Students may register in as many subjects as they wish, bearing in mind that, in order to be evaluated in some subjects belonging to 2 nd year of General Upper Secondary Education, it is compulsory to have passed the previous ones under the same name, or those considered as a prerequisite for registration. Administrations are competent to establish any further criteria regarding promotion. As far as certificates are concerned, General Upper Secondary Education for Adults programmes have the same academic validity as mainstream courses and, therefore, lead to the obtention of the Certificate in Upper Secondary Education. Vocational Training for Adults is organized under the framework of mainstream Vocational Training. Its main goal is to offer adults the possibility to improve their professional qualifications, to develop new competences for the exercise of another profession, and to give them the necessary resources to acquire and reinforce the general objectives of Vocational Training, so as to encourage their active participation in social, cultural, political and economic life. Vocational Training is also aimed at providing lifelong learning opportunities, and to facilitate social integration and inclusion of the disadvantaged into the job market. As regards the structure of provision, Vocational Training for Adults programmes is organized into full-length or partial programmes. Furthermore, in both cases, and depending on the modules, students can choose between distance on in-class courses (see Chapter 8, section 8.3). The curriculum is the same as the one established for mainstream Vocational Training, with all the necessary adaptations to cater for the target population. As it happens in General Upper Secondary Education, admission requirements to provision of Vocational Training modules are the same as those for mainstream Vocational Training, as far as academic criteria are concerned. In addition, applicants must also fulfil the personal requirements established by the LOE for this type of programmes. Some Autonomous Communities have, nonetheless, additional admission criteria. For example, in Andalusia, applicants over 18 who, despite not fulfilling academic requirements, have accredited at least two years of working experience may be admitted into distance programmes. However, in order to obtain the corresponding certificate, students must meet the compulsory academic standards. Besides, in the academic year 2008/09, the Community of Madrid ruled that candidates to these programmes must also be residents in the Community and, preferably, workers with accredited working experience who whish to improve their professional qualifications, or to prepare themselves for the exercise of a different profession. Evaluation of adult learners complies with the same regulations established for mainstream Vocational Training. In the case of distance education, final assessment of each of the modules requires students to pass the corresponding in-class examinations, which are carried out as a part of continuous evaluation processes. As regards certificates, Vocational Training for Adults official diplomas have the same validity as those issued in mainstream programmes. Therefore, students who successfully complete either intermediate or higher Vocational Training obtain, respectively, a certificate of Técnico (graduate in intermediate Vocational Training) or Técnico Superior (graduate in advanced Vocational Training) in the related professional branch. Those who have not been able to pass all the areas included in both programmes receive an official transcript stating the modules they have finished. This transcript is valid for academic purposes, as well as for the partial accreditation of credits in professional competences acquired according to the National System of Qualifications and Vocational Education and Training. Examinations Leading to the Obtention of Official Certificates According to the LOE, Educational Authorities are in charge of holding periodical official examinations so as to allow adults to obtain a certificate in Compulsory Secondary Education, in General Upper Secondary Education, in Intermediate Vocational Training (Técnico) or in Advanced Vocational Training (Técnico Superior). At the stage of basic education, examinations leading to the obtention of a certificate in ESO for people over 18 are designed according to three 108

110 :Maquetación 1 13/10/10 10:52 Página 109 SPANISH EDUCATION SYSTEM SHORT REPORT general knowledge areas: communication, social sciences and scientific-technological areas. By means of these exams candidates prove their having achieved the basic competences and objectives established for Compulsory Education. In the case of post-compulsory education, there are also periodical examinations leading to the obtention of the certificate of Bachiller, or any of the certificates in Vocational Training, in which candidates must show command of the general objectives for these educational stages, as well as the specific aims established for the curriculum in these programmes. Examinations leading to the obtention of the certificate of Bachiller are structured into different modalities, corresponding to the branches of General Upper Secondary Education, and candidates must be at least 20 years old to sit the exam. In the case of official examinations for any of the certificates in Vocational Training studies, candidates must be at least 18 years old, in the case of Intermediate Vocational Training programmes (Técnico), and 20 years old for Advanced Vocational Training programmes (Técnico superior) 19 if they already possess the certificate of Técnico. Adults who have already finished Vocational Training modules included in the official programmes and associated to competence units, either as part-time students for in-class or distance courses, may also sit examinations in order to pass the modules required to complete their programmes. Official examinations for the obtention of Vocational Training certificates must be held at least once a year. Evaluation is carried out according to the different programme modules, and their contents are the ones included in the curriculum established for mainstream Vocational Training. Entrance Examinations to Higher Education As it is stated in the LOE and in university regulations, Education Administrations are in charge of organizing periodical entrance examinations to gain direct access to Higher Education (Higher Vocational Training, Higher Artistic Education and universities). These examinations are designed for applicants who do not fulfil the standard academic prerequisites, and a minimum age is required to sit the exams. In order to be admitted to advanced Vocational Training programmes by means of one of these exams, candidates must be at least 19 years old within the year when they sit the exam or 18 years old if they already possess a certificate of Técnico (intermediate Vocational Training) from the same branch of the programme they are applying for. This examination certifies that candidates have achieved the objectives proposed for General Upper Secondary Education as well as the skills and competences required for the professional area concerned. Education Administrations may offer specific preparatory courses for entrance examinations to advanced Vocational Training programmes, targeted at people who already hold a certificate in intermediate Vocational Training. The marks obtained in these preparatory courses are also taken into consideration in the final results of the entrance examinations (see Chapter 8, section 8.3) People over 19 may also gain access to Higher Artistic Education by means of an exam, in which they must show they have achieved the objectives proposed for General Upper Secondary Education, as well as the knowledge, skills and aptitudes required to pursue this type of education successfully (see Chapter 8, section 8.3.) Regarding University Education, the legislation which regulates admission of adults to official university Bachelor s degrees states that access may be gained, according to age and working experience criteria, by means of: an entrance examination for candidates over 25, accredited working experience, or an exam for people over 45 years of age. New entrance examinations for applicants over 25 were implemented for the first time in January 1 st Access by means of accredited working or professional experience, and access for people over 45 years of age will be implemented by the academic year 2010/11. Universities must reserve a number of places, no less than 2%, for applicants who have passed admission examinations for adults over 25. Furthermore, universities must reserve a total number of no less than 1% and no more than 3% of places for those who pass entrance examinations for people over 45 or those who have accredited working or professional experience. 109

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112 :Maquetación 1 13/10/10 10:56 Página University Education THE EUROPEAN HIGHER EDUCATION AREA (EHEA) AND THE STRUCTURE OF UNIVERSITY EDUCATION IN SPAIN Since 1998, university education in Europe has undergone a number of significant changes in order to establish a common European framework for Higher Education. These efforts are integrated into the so-called Bologna Process for the construction of the European Higher Education Area (EHEA, Espacio Europeo de Educación Superior, EEES), which must be completed by the end of the school year 2010/11. Spain has developed specific legislation in order to comply with the new European guidelines, namely, the 2007 Organic Act modifying the Act on Universities (Ley Orgánica por la que se modifica la LOU, LOMLOU), and a Royal Decree which establishes the new structure of official university degrees. The main goal of the 2001 Organic Act on Universities (Ley Orgánica de Universidades, LOU) was to improve the quality of university education, encourage mobility among students and teachers, meet the new challenges posed by both distance Higher Education and lifelong learning, and promote excellence and competitiveness in the process of integration into the new European Higher Education Area. In order to do so, among other measures, the State entrusted each Autonomous Community with new competences, and increased the degree of autonomy of universities, strengthening the importance of evaluation processes by means of the creation of the National Agency for Quality Assessment and Accreditation (Agencia Nacional de Evaluación de la Calidad y Acreditación, ANECA). In 2007, the LOMLOU provided a new structure for university studies, which were divided into three cycles (Bachelor, Master s and Doctorate). Furthermore, its aim was to further encourage the autonomy of universities and to modify the current system for selection of teachers. The spirit underlying the law was to strengthen the role and responsibility of all agents involved in the education system. The structure of university education in Spain is organised on the basis of three institutional axes: the State, the Autonomous Communities and the universities. In order to articulate the relationships among these administration levels, and always respecting the competences held by the coordinating bodies of universities in each Autonomous Community (see Chapter 1, section 1.4), the General Conference for University Policy (Conferencia General de Política Universitaria) was created, with the aim of carrying out out, among others, the following tasks: to establish and evaluate the general guidelines for university policy, their articulation within the EHEA and their integration into the general policies for scientific and technological research; to plan, inform, consult and give advice on the general organisation of university education; to establish the criteria to coordinate assessment, certification and accreditation procedures; and to manage the elaboration and follow-up tasks of reports regarding the implementation of the principle of gender equality at university. In addition, the Council of Universities was also established. Among its functions we must mention those related to academic coordination, cooperation, consultation and elaboration of proposals on university issues matters. The Council s main role is that of acting as a body for the coordination, collaboration and cooperation in academic matters; to give advice on university-related issues to the Ministry of Education, to the General Conference for University Policy and to the Autonomous Communities; to make proposals to the Government or to the General Conference for University Policy regarding university education and to make sure that university study plans follow the guidelines and conditions established by the Government concerning official degrees. The new Bachelor s programmes started to be implemented in 2008/09, while provision for the first course of university degrees belonging to the previous system: first cycle three-year programmes (Diplomaturas) and first cycle five or six-year programmes (Licenciaturas, Architecture, Technical Architecture, Engineering and Technical Engineering) will conclude in 2010/

113 :Maquetación 1 13/10/10 10:56 Página UNIVERSITY EDUCATION STRUCTURE OF UNIVERSITY PROVISION At the moment, two different structures for university provision coexist, namely, the one established under the LOU, and the one resulting from the process of adapting university degrees in Spain to the EHEA (Figure 11.1). Figure STRUCTURE OF UNIVERSITY EDUCATION SRUCTURE UNDER LOU EHEA STRUCTURE Cycle Length Length Cycle Length Length 1º 2-3 years Diplomado/a Ingeniero Técnico Artquitecto Técnico 1º 4 years Bachelor s 2º 2 years Licenciado/a Engineer Architect 2º 1-2 years Master s 3º 2 years 3-4 years Diploma in Advanced Studies (DEA) Doctor 3º 3-4 years Doctor Source: Drawn up by the Institute for Teacher Training, Educational Research and Innovation (IFIIE) on the basis of the information from the webpage of the European Higher Education Area. The process of adjusting the previous configuration of University Education in Spain to the EHEA requirements has meant a new division into three cycles: Bachelor, Master s and Doctorate: íbachelor s programmes are designed to provide general training in a number of disciplines, so as to prepare students to the exercise of a professional career. These programmes lead to the obtention of a Bachelor s degree and are made up of at least 240 European Credit Transfer and Accumulation System (ECTS) 1 credits, containing all the theoretical and practical training that students need to acquire in the relevant areas. Bachelor s degrees are divided into the following general branches of knowledge: Arts and Humanities, Experimental Sciences, Health Sciences, Social Sciences and Law, Engineering and Architecture. ímaster s programmes are aimed at the acquisition of advanced, specialised and multidisciplinary training. They are geared towards the academic, research or professional world. These programmes lead to the obtention of a Master s degree and require completion of between 60 and 120 ECTS credits. ídoctorate: these programmes provide advanced training in research skills. In order to earn a Doctor s degree it is necessary to have completed both the training and research periods which integrate the programme. This also includes the submission of a doctoral thesis, consisting of an original research project ADMISSION REQUIREMENTS Admission requirements to university and to Master s and Doctorate programmes, as well as the procedures to be accepted into specific colleges have been modified according to the new structure of university education and to the changes that have taken place in General Upper Secondary Education as well. Entrance Examination to Bachelor s Programmes General regulations pertaining entrance examinations to university (Prueba de Acceso a la Universidad, PAU) fall under the competence of the Ministry of Education, after due consultation with the corresponding bodies in each Autonomous Community, with the State School Board and the Council of Universities. In addition, competent bodies in each Autonomous Community may issue, 1 It is the unit to measure academic achievement. It represents the amount of work that students need to carry out in order to attain the objectives proposed in the programme of studies. Each credit represents between 25 and 30 hours of training (see section 11.5). 112

114 :Maquetación 1 13/10/10 10:56 Página 113 SPANISH EDUCATION SYSTEM SHORT REPORT within the scope of their competences, specific instructions for the implementation of general regulations established for the whole of the State. Each university may decide on the date and location where the examinations will be held, within the official period established for the examination sessions each year, as well as on registration and beginning dates for the exams. The purpose of the PAU is to evaluate the academic maturity and the knowledge acquired by students during the stage of General Upper Secondary Education in an objective way. Each Autonomous community is in charge of determining the criteria for the elaboration of exam proposals, using as a reference the contents of the subjects in the last course of General Upper Secondary Education. The communities must decide on the general assessment criteria for the examination, as well as designate and constitute the examining boards. Students sit entrance examinations choosing one of the various academic paths offered, established in line with the subjects included in the related branches of General Upper Secondary Education, which, in turn, match the different paths in which University Education is divided. A series of modifications regulating the conditions of access to the new Bachelor s programmes have been recently issued. Among them, we must highlight the changes affecting entrance examinations to university, aimed at improving the existing model, in order to adapt it to students preferences regarding choice of programmes and to the specific academic requirements of Bachelor s degrees. The new PAU is divided into two parts: a general and a specific stage. This new model allows students to increase their possibilities for future choices; it also gives more prominence to those subjects where the students obtain better marks and facilitates a closer connection between General Upper Secondary Education and university studies. The specific stage, which is not compulsory, gives students who apply to colleges with numerus clausus the chance to improve their marks and to increase their possibilities for admission. The results achieved in the general stage of the PAU have indefinite validity, whereas the marks obtained in the specific one are only valid for the following two academic years. Students may sit subsequent examinations in order to improve their marks, either in the general stage or in any of the subjects included in the specific one. Admission Procedures to University Once students fulfil all entrance requirements, the legislation establishes the so-called open district policy for universities, which consists of offering all students the possibility to apply to any public university programme or institution of their choice, regardless of their origin and the university in which they have taken their entrance examinations. Therefore, residents in a given Autonomous Community do not have priority of access to universities over those coming from a different region. Each Autonomous Community decides on application procedures, as well as on the criteria to assign places within the open districts, after due consultation with the universities in their territory. Candidates must submit their applications to the institutions where they wish to be admitted, following the official course of action and taking into consideration the maximum amount of options which can be requested, according to the regulations established by each university. Universities are not allowed to leave any vacancies in a programme if there are applicants who fulfil the entrance requirements stated in the law. However, when demand is higher than supply, places are assigned according to the following rules, by order of priority: ípriority is given to those who have passed the entrance examinations in the same academic year, or in the June and September examination sessions held in previous years. íafterwards, places are allocated to those applicants to have passed the exams in the September sessions of the same academic year. In addition, current legislation states that priority will be given to those students who have been tested, as part of the fourth exercise of the general stage of the PAU, on a subject related to the academic branch of the university programme they are applying for. Apart from these priority rules and criteria, each year universities set aside a number of places for students under specific circumstances, provided that they fulfil the entrance requirements to university established by the law. Decisions on the exact amount of these places fall under the competence of each Autonomous Community, based on the proposals submitted by the universities located in their territory. Therefore, the following number of places must be reserved: 113

115 :Maquetación 1 13/10/10 10:56 Página UNIVERSITY EDUCATION ía minimum of 2% for those who have passed the entrance examinations for people over 25 (see Chapter 10, section 10.4). íbetween 1 and 3% for students over 45 who have passed the examinations for people over 40, and have accredited working and professional experience as required by the law (see chapter 10, section 10.4). í5% for students with at least 33% disability, as well as for students with permanent special educational needs, associated to the personal circumstances or their disability, and who have required additional resources and support to complete previous educational stages. ía minimum of 3% for students who can prove their status as high performance or professional athletes, provided that they fulfil the required academic standards as well. íbetween 1 and 3% for students holding a previous official university degree or equivalent. Transfer to different study programmes at university depends on the number of credits earned. Thus, acceptance of applications from students with at least 30 recognised ECTS credits fall under the competence of the vice-chancellor, according to the criteria established by the Board at each university. On the other hand, applications from students with less than 30 recognised credits from official university programmes must undergo the general admission process. Applications from students holding a previous degree, or a number of credits earned in a foreign institution, who have not obtained recognition of their titles in Spain, are dealt with by the university vice-chancellor. Admission Procedures to Master s and Doctorate Programmes The new structure of University Education has also meant a series of changes in admission procedures to graduate, Master s and Doctorate programmes. Before the adaptation of Spanish University Education to the EHEA, Higher Education institutions offered Master s programmes as specific degrees with a minimum workload of 50 ECTS credits, and a length of between one and two academic years. However, after the reform of provision took place, some of these programmes have become the new official Master s degrees, even though some of them coexist with the former shorter Master s programmes, which now have the status of university-specific graduate courses. Admission requirements to graduate programmes include being in possession of an official degree from a Spanish university, or from a Higher Education institution within the EHEA, authorised to issue titles valid for admission purposes. However, under the new regulations for University Education, each institution is in charge of establishing its own admission procedures and criteria, which may also include previous training in specific subjects. In order to be accepted into a Doctorate programme for the academic-oriented phase, applicants must hold an official degree from a Spanish university or from another higher education institution within the EHEA. Admission requirements into the research phase of the Doctorate also include being in possession of an official Master s degree or equivalent, issued by a Higher Education institution within the EHEA. Applicants who fulfil one of the following conditions may also be accepted into the programme: íhaving earned 60 credits in one, or several, official Master s programmes, depending on university provision. íhold a previous Bachelor s degree at least 300 credits. Admission into Doctorate programmes is carried out according to the procedures and criteria established by each university SYLLABUS Prior to the passing of the new regulations for the structure of university provision, Higher Education instructions had competence over academic and training issues, and, were, therefore, in charge of organising their own provision and of the elaboration and proposal of the programmes of study they wished to offer, although these had to be authorised by the University Coordination Council (Consejo de Coordinación Universitaria, CCU) 2. Under the new legislation, universities have been granted a higher level of autonomy, thanks to a series of measures aimed at enhancing flexibility of 2 According to the LOMLOU, the competences of the former Board of University Coordination are now assumed by other coordination bodies at university: the General Conference for University Policy and the Council of Universities. 114

116 :Maquetación 1 13/10/10 10:56 Página 115 SPANISH EDUCATION SYSTEM SHORT REPORT university provision, by means of greater curricular diversity and by allowing each institution to submit their own proposals for innovation. Thus, universities are entrusted with the responsibility of drawing up and putting forward the syllabuses which they deem more appropriate to their interests and resources. In any case, the study programmes must be submitted to the Council of Universities for approval, and implementation is authorised by the corresponding Autonomous Community, subsequent to evaluation by the ANECA. Furthermore, degrees are subject to periodical evaluations every six years in order to renew their quality accreditation. The syllabuses for the new Bachelor s programmes comprise a total workload of 240 ECTS credits. General theoretical training requires completion of a minimum of 60 ECTS credits, 36 of which are linked to one or more of the subjects which belong to the area of knowledge in which the degree is integrated. These 36 credits are distributed into a series of specific subjects of at least 6 ECTS credits each, which must be included in the provision for the first half of the programme of studies. The rest of the credits required to complete the 60 belonging to theoretical foundations are made up of basic subjects, belonging to the same branch of knowledge or to a different one, or other basic subjects considered necessary for initial training of students. In order to graduate from a Bachelor s programme, students must also undergo practical training outside university, with a maximum duration of 60 credits, which must preferably be offered during the last stages of the programme of studies. Furthermore, students are also required to submit a final Bachelor s project between 6 and 30 ECTS credits oriented towards the evaluation of the acquisition of competences related to each degree. Finally, a maximum of 6 credits of the total included in the programme of studies may be earned by means of participation in cultural activities, sports, student representation duties or cooperation and solidarity activities carried out at university. Programmes leading to the obtention of one of the new Master s degrees are drawn up by universities and verified by the Council of Universities, according to the procedures established for that purpose by the ANECA. Their workload ranges from 60 to 120 ECTS credits, which comprise theoretical and practical training. These syllabuses must specify compulsory and optional subjects, seminars, external practical training, supervised research projects, final Master s theses, assessment activities and any other tasks required for the obtention of the degree. Between 6 and 30 credits ECTS of the Master s programme are devoted to the writing and public defence of a final Master s thesis. In the case of Doctorate, former PhD programmes, organised according to the model prior to the creation of the EHEA, started to disappear gradually after 2008/2009. These degrees were structured into two different periods, carried out in two years: an initial phase devoted to theoretical training, with a minimum workload of 20 credits, and a subsequent stage of supervised research at least 12 credits. Upon completion of these two phases, students received a certificate which accredited their research competence, allowing them to continue to the final research phase of the programme, which required the writing of a doctoral dissertation. In the new structure, the legislation states that in order to earn a degree at this level, it is compulsory to have completed a Doctorate Programme, made up of both academic and research components. These programmes may include courses, seminars and any other activities oriented towards the development of research competences. Furthermore, the writing and defence of a doctoral thesis, consisting of an original research project, is also required. In order to guarantee the quality of doctoral theses, both during their writing and subsequent assessment, universities establish the necessary procedures, which include assigning every doctoral candidate an advisor, with a Doctor s degree and accredited research experience EVALUATION AND PROMOTION Since universities are responsible for the awarding of university degrees, they are also in charge of assessing the knowledge, the development of intellectual competence and the quality of performance of their students. In order to do so, they must set up the corresponding regulations to carry out assessment. Furthermore, evaluation falls under the competence of the teachers and the different departments at each institution. Among the measures taken in order to create the EHEA, we find the establishment of the ECTS for undergraduate and graduate programmes at university. European credits are obtained after passing each of the theoretical or practical subjects which integrate the syllabuses of the programmes concerned, as well as any other required academic activities. As opposed to the previous credit system, in which each credit represented a workload of 115

117 :Maquetación 1 13/10/10 10:56 Página UNIVERSITY EDUCATION 10 class hours, ECTS credits take into consideration the amount of time required for students to attain the objectives and competences of the programme of studies, which include not only in-class activities, but also the time devoted to study, to participation in seminars or to the completion of the practical tasks required in each area. ECTS credits have become one of the key elements in the process of bringing together the different structures which make up Higher Education in Europe, since they represent an important methodological change. Students move from a concept of education based on the reception of knowledge to a model in which learning takes place by means of the development of competences. This also calls for adequate teacher training, since teachers are expected to instruct students how to learn, and it also requires students to take on responsibility for their own learning process. Furthermore, the ECTS credit system encourages mobility among European universities. In order to earn the credits assigned to each subject, students must pass the corresponding evaluation examinations. The level of knowledge and competence acquired is expressed by means of numerical marks, which are reflected in the student academic record, together with the relative position that these results occupy in comparison with the ones obtained by the rest of the students who have taken the subject during the same academic year. The average mark of the student academic record is calculated by adding up the number of credits earned, multiplying each of them by the value of the corresponding marks obtained, and dividing the result by the total number of credits CERTIFICATES AND DEGREES According to the LOU, official university degrees valid for the whole of the State, and recognised by all Spanish universities, are those which, once proposed by the Council of Universities, are awarded official status by the State, and included in the Official Catalogue of University Degrees. These degrees are issued, on behalf of the King, by the vice-chancellor of the university in which they have been earned. Until the official document that certifies the obtention of the degree is issued, students may request after payment of a fee a provisional certificate, with identical validity as the official degree for academic or professional purposes. In the case of diplomas and university-specific degrees, obtained on completion of non-official programmes offered by higher education institutions, these are issued by the vice-chancellor of each university. These certificates specifically state the non-official character of the degrees earned. The following are the university degrees still awarded by Spanish universities under the educational legislation prior to the process of convergence of European Higher Education: ídiplomado (graduate from a three-year first cycle programme), Arquitecto Técnico (three-year degree in architecture) and Ingeniero Técnico (three-year degree in engineering). These diplomas are issued upon completion of first-cy cle university programmes, or the first cycle or some university programmes which award an intermediate diploma. ílicenciado (Bachelor s), Architect or Engineer: obtained upon successful completion of the second cycle of university studies. ídoctor s degree: issued upon completion of the third cycle of university studies, and writing of a doctoral thesis. Once the student has earned the 32 credits required to submit and defend the doctoral thesis, the university grants a Diploma on Advanced Studies (Diploma de Estudios Avanzados, DEA). In some university programmes, in order to obtain a degree there are some additional requirements, such as submitting a final project or thesis, an exam, comprehensive examinations or some type of practical training evaluated in terms of credit earned within the curriculum. Whenever the universities consider that a number, or a percentage, of the credits assigned to core or compulsory subjects must be completed in the first cycle, as a prerequisite for the acquisition of general knowledge, these credits become a requirement for students in order to take subjects in the second cycle. As far as the adaptation of the Spanish university system to the EHEA is concerned, universities may issue a Diploma Supplement to official university degrees, in order to provide information about the level and curricular contents of the programme in which the degree has been earned. The objective of this Diploma Supplement is to guarantee, in terms of mobility, the transparency and legibility of the knowledge and skills acquired. Furthermore, specific legislation concerning university degrees Bachelor s, Master s and Doctorate has 116

118 :Maquetación 1 13/10/10 10:56 Página 117 SPANISH EDUCATION SYSTEM SHORT REPORT been passed. These are official titles, valid for the whole of the State and they are included in the Official Catalogue of University Degrees. As regards Doctor s degrees, students may also obtain a Doctor europeus mention, upon fulfilment of a series of conditions, such as having spent at least three months in a Higher Education institution in another European country, either taking courses or carrying out research projects as part of the doctoral programme. Besides, the Ministry of Education and the universities may also establish additional criteria for the award of distinctions or honours to doctoral theses, in recognition of outstanding achievement. These distinctions may be included in the corresponding official certificate. Recognition of university degrees from foreign institutions, or from private Spanish universities, complies with the regulations established under the international agreements signed by Spain, or with the official index for the recognition of programmes of studies and university degrees, approved by the Ministry of Education and informed by the Council of Universities. Whenever these references are not available, a series of elements are taken into consideration for the recognition of a degree, namely: the applicant s academic and research record, the status and reputation of the university issuing the diploma, and the reciprocal recognition of Spanish diplomas in that country. In those cases in which the training accredited does not correspond with the one provided by the equivalent programme in Spain, recognition depends on passing an examination which includes the basic knowledge and contents of the programme required for the obtention of the same degree in Spain. 117

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120 :Maquetación 1 13/10/10 11:04 Página Educational Guidance and Attention to Diversity EDUCATIONAL GUIDANCE General Characteristics In Spain, policies oriented towards quality in education have contributed to the creation of guidance services, conceived as an instrument for change and optimization of the educational process. Thus, in the last decades, a series of laws in which guidance is given a prominent role have been developed. In 1990, the Act on the General Organisation of the Education System (Ley Orgánica de Ordenación General del Sistema Educativo, LOGSE) provided, for the first time, a legal foundation for guidance services, by integrating them into the structure of school provision. Nowadays, the 2006 Organic Act on Education (Ley Orgánica de Educación, LOE) takes into consideration aspects included in former legislation as well as in European recommendations. The Educational Guidance has the following characteristics: It is a right for all students. It constitutes a fundamental action in order to achieve the principles of equity and quality in basic education, although guidance should be provided on a lifelong basis. It is based on the principles of prevention, development and global intervention. It is aimed at providing counselling to students, families and educational staff. It is a responsibility of the educational community as a whole, even though it is carried out by trained, accredited professionals. It requires a comprehensive plan for attention to diversity, collaboration and teamwork. The LOE contributes to the advance of educational guidance, and refers explicitly to it when dealing with questions such as: The responsibility of educational administrations in the development of certain guidance tasks, in issuing regulations pertaining teaching coordination bodies as regards guidance at schools, and in making resources available in order to guarantee provision of services and of qualified guidance officers. The inclusion of aspects related to educational guidance among the functions assigned to teachers. The importance given to attention to diversity at every educational stage. The LOE states that educational administrations are responsible for the development of guidance services. At the moment, the Autonomous Communities are introducing changes in the configuration of guidance services. Besides, they have passed specific legislation to regulate its organization, partially or completely. Some other issues related to the functions and structure of guidance services are specified in the decrees which establish the curriculum for compulsory education, or in the school documents. Functions The overall functions assigned to guidance services can be grouped under eight general areas: Psychopedagogical guidance and advice. It is one of the most important functions and it is carried out at different levels. Some Communities specify a number of additional tasks included in this function. For example, Castile-La Mancha, Catalonia and Murcia explicitly mention the following: guidance on educational issues for the prevention of violence and the improvement of coexistence at school, adequate attention to students with high intellectual capacities or the development of guidance programmes for students and families. Coordination. Most Autonomous Communities include among the tasks assigned to guidance services those related to coordination with the administrations or with the inspectorate, and with other schools or guidance services of the same 119

121 :Maquetación 1 13/10/10 11:04 Página EDUCATIONAL GUIDANCE AND ATTENTION TO DIVERSITY area. Furthermore, Catalonia, Galicia, Murcia and Navarre mention activities associated with coordination of teamwork for the design of common intervention criteria, the establishment of communication channels among the different agents involved in education and the management of information pertaining students when they transfer to a different school. The task of coordinating their actions with parents and students associations is mentioned only in Murcia, as one of the functions assigned to the specific commissions in charge of school discipline and coexistence. Elaboration and development of the school documents. In every Autonomous Community, guidance services collaborate and participate in the elaboration of the school development plan, the general annual plan, the plan for attention to diversity, the academic and vocational guidance plan and the plan for tutorial action. In Andalusia, Aragon, Castile-La Mancha and Murcia, guidance departments also collaborate in the design of the plan for school coexistence and in Castile-La Mancha, Catalonia and the Basque Country, in the development and review of the strategic plans drawn up by the Education Council in each Autonomous Community. Educational prevention and intervention. As regards prevention, most Communities assume responsibility over early intervention tasks in cases of students at risk or those with special educational needs, in the prevention of absenteeism and school dropout, or when pupils have difficulties to adapt to the school system. They are also in charge of gathering information from previous schools and of organising welcome sessions for new students. Besides these, Catalonia and Murcia include responsibilities such as the design of prevention strategies to foster effective social integration of students. In Navarre, guidance departments are also in charge of the design of general prevention plans and of applying screening tests to new students. Within the framework of prevention activities, administrations also organise awareness campaigns to promote integration of students or to prevent conflicts and potentially risky behaviour, and they design and implement welcome plans to smooth the progress of integration of students. As regards intervention tasks, we must highlight those related to individual attention and monitoring of pupils with special educational needs, planning of remedial or compensatory education, the elaboration of a map of educational needs in the area, the design and implementation of individual curricular adaptations, intervention in learning difficulties, and collaboration with the rest of the staff in decisions related to evaluation and promotion of students. In addition, regulations issued in the Basque Country highlight the competence of guidance services over the design and implementation of activities and processes aimed at fostering gender equity, and in Castile-La Mancha, Murcia and the Basque Country, those related to specific intervention in discipline and behaviour problems which affect coexistence at schools. Diagnosis. Guidance services are in charge of carrying out psychopedagogical evaluations, of writing psychopedagogical reports or making proposals for schooling. Furthermore, in Catalonia and Murcia, guidance departments participate, together with the teachers and the Pedagogical Coordination Commission, in the elaboration of criteria for the evaluation of students with special educational needs. In Catalonia, Galicia, Murcia and Navarre, regulations make explicit reference to their role in the analysis and evaluation of students educational needs. Teaching. At the stage of Compulsory Secondary Education (Educación Secundaria Obligatoria, ESO), guidance officers are also entrusted with teaching responsibilities. Only in Castile-La Mancha and Castile-Leon are they exempt from these tasks. Innovation. Some Communities specifically include tasks related to innovation in education, although this is one of the areas where more differences between regions can be observed. Most of them only mention the function of designing and spreading psychopedagogical and educational materials. However, Catalonia, Castile-La Mancha, Navarre and the Basque Country include other tasks such as the design, development and circulation of new materials, as well as the coordination of the professionals to whom these materials are addressed. Training of educational agents in charge of guidance tasks. There are considerable differences between Communities regarding training of educational agents who have responsibilities over guidance. Even though most educational administrations state that training of educational agents falls under the competence of guidance structures outside schools, in Navarre there are also internal structures which participate in training, for example, the Units for Educational 120

122 :Maquetación 1 13/10/10 11:04 Página 121 SPANISH EDUCATION SYSTEM SHORT REPORT Support. Additionally, we may find important differences among the target population for this type of training. For example, there is a greater number of actions aimed at training families, whereas those related to teacher training are less frequent, albeit more specific in nature. Organization of Guidance Structures Guidance services are offered at three different levels: the classroom, direct intervention at school, and indirect or specific intervention in collaboration with the schools. The guidance and tutorial action plan is the instrument which articulates all the different tasks carried out by teachers, and by the educational community as a whole, in the area of guidance and tutorial action. Actions at classroom level are the first stage within the guidance system, and fall under the competence of class teachers. At this level we find all the tasks carried out by teachers by means of the Tutorial Action Plan. The exercise of tutorial functions involves different tasks depending on the educational stage. The functions assigned to class teachers in Pre-primary and Primary Education focus on coordinating evaluation of pupils in their groups, as well as on encouraging integration and participation of children in the classroom and at school. Class teachers are in charge of informing the rest of the educational community of every aspect regarding teaching activities and academic performance of their students, and they must also guarantee coherence between the syllabus and teaching/ learning activities, being responsible for coordinating the different teachers who work with the same group of students, and for implementing the guidance and Tutorial Action Plan. In Pre-primary Education, the figure of the class teacher is especially relevant, since he/she acts as a referent for the children, is responsible for the coordination of all the professionals who interact with them, and is the person in charge of establishing communication with the families and of bringing together educational action at home and at school. The organization of tutorial action in Compulsory Secondary Education entails greater complexity for schools, given the higher number of teachers in each group and the amount of curricular options available. Among the functions assigned to form teachers we must highlight some specific aspects related to professional and academic guidance, taking into consideration the number of optional subjects and academic and vocational paths offered to students at this stage. All Autonomous Communities assign form teachers the task to coordinate evaluation of their groups, to inform students and families of the details of the students learning process, and to inform both teachers and students about teaching and learning activities or about any other aspect related to academic performance. The level of direct intervention at school comprises all the actions involving direct work with students, teachers and families, as well as guidance in the elaboration of the school documents, the design and implementation of prevention measures, diagnosis and intervention tasks, and, on some occasions, teaching activities. At this level, therefore, there is a series of guidance structures, arranged according to each educational stage. For instance, in Pre-primary and Primary Education, we find: í Area Teams, also called Educational and Psychopedagogical Guidance Teams (Equipos de Orientación Educativa y Psicopedagógica, EOEP), set up in all Autonomous Communities, except in Castile-La Mancha, Galicia, Navarre and the Basque Country. They are not school-based and their mission is to provide guidance to pupils, families and teachers in the pre-primary and primary institutions of their area of influence. They carry out diagnostic and guidance tasks related to attention to diversity in schools, addressed to both class and management teams. These teams are multi-disciplinary and quite similar throughout the State. In general, they are composed by psychologists, educational experts, teachers specialists in Speech and Hearing and Therapeutic Education and social workers. íearly Attention Teams (Equipos de Atención Temprana, EAT) have also been created in all Autonomous Communities, except in Cantabria, Castile-la Mancha, Catalonia, the Community of Valencia, Navarre and the Basque Country. As it happens with area teams, these are also external services and their main task is the early detection of learning difficulties in pre-primary pupils, especially in those with special educational needs, or in children from socially and culturally disadvantaged groups. They are also in charge of providing educational solutions by means of early intervention, of facilitating the necessary resources adapted to specific needs, as well as 121

123 :Maquetación 1 13/10/10 11:04 Página EDUCATIONAL GUIDANCE AND ATTENTION TO DIVERSITY guidance and support to families. Their composition is the same as the one mentioned for area teams above. íspecific Teams (Equipos Específicos, EE) can be found in all Autonomous Communities, except in Castile-La Mancha, the Community of Valencia and the Basque Country. They are also external and their task is to provide attention to children with special educational needs. In order to do so, they carry out needs analysis, implement curricular and structural measures for educational support, monitor teaching and learning processes and provide support to teachers and families, as well as specific guidance on resources or educational measures. These teams are specialised in the different needs of students. Their composition is the same as in the ones mentioned above. However, in view of their level of specialisation, they may also include other professionals in order to cater for the specific needs of students. íeducational Guidance Units (Unidades de Orientación Educativa), established in Asturias, the Balearic Islands, the Canary Islands, Cantabria, Castile-La Mancha, Galicia and Navarre. Their functions include the elaboration, implementation and evaluation of guidance and attention to diversity plans in schools, the prevention and detection of learning difficulties, as well as the carrying out of psychopedagogical evaluations and schooling proposals. These units are integrated into school structures and are composed by a team of specialist teachers in educational guidance, belonging to the body of secondary education state teachers, primary school teachers specialised in therapeutic education and/or speech and hearing, and specialists in community services whenever the schools incorporate these professionals into their staffs. íthe figure of Consultant Teacher only exists in the Basque Country. It is a unipersonal guidance structure, whose main task is to provide guidance to other fellow teachers on issues such as curricular, methodological and organisational measures for attention to diversity and to students with special educational needs. The functions assigned to these guidance structures in pre-primary and primary education are, therefore, quite numerous. Figure 12.1 shows which of them are carried out in each Autonomous Community. In secondary education, the school structure in charge of guidance is the Guidance Department, except in Catalonia, where such departments do not exist. In other cases, educational administrations also provide for Area Teams (Catalonia and the Community of Valencia) or Specific Teams (Andalusia, Aragon, Asturias, the Balearic Islands, the Canary Islands, Castile-Leon, Extremadura, Galicia, Madrid, Murcia, Rioja, Ceuta and Melilla). Catalonia, Navarre and the Basque Country provide for further guidance structures. In the case of Catalonia and the Basque Country, they prefer a unipersonal in-school structure, headed by a guidance officer, backed up by other services such as the Specific Area Teams (Catalonia), and the Guidance Department (Basque Country). In Navarre, Guidance Departments coexist with newly created structures, namely, the Units for Educational Support and the Departments for the Coordination of Tutorial Action. The functions of Guidance Departments are mainly the general ones described for guidance services in section Functions above. As regards guidance officers, except for the areas of prevention, innovation and training of educational agents, they perform tasks at all levels. However, these tasks are more limited than the ones undertaken by the Guidance Departments and the Specific and Area Teams. Similarly, the Educational Support Unit covers all the functions assigned to guidance, except teaching and innovation, but do not carry out all the tasks included in each area. All in all, the functions assigned to guidance services in Compulsory Secondary Education are quite varied. Figure 12.2 shows those which, in one way or another, are performed in all Autonomous Communities. Guidance Departments are generally integrated by teachers specialised in educational orientation and guidance, teachers in charge of attention to diversity and primary teachers holding a specialised degree in Therapeutic Education or in Speech and Hearing. 122

124 :Maquetación 1 13/10/10 11:04 Página 123 SPANISH EDUCATION SYSTEM SHORT REPORT Figure FUNCTIONS ASSIGNED TO GUIDANCE STRUCTURES IN PRE-PRIMARY AND PRIMARY EDUCATION Guidance and advice Area Teams Early Attention Teams Specific Teams Coordination Educational Guidance Units Elaboration of school documents Consultant Teachers Prevention Give advice to class and management teams, to the Pedagogical Coordination Commission and to school departments Advise teachers on attention to diversity Advise teachers on the design of procedures for the evaluation of learning and teaching processes Advise teachers on prevention and treatment of learning difficulties and special educational needs Advise teachers on the development of the tutorial action plan Advise families on their educational practice and on environmental resources and possibilities available Coordinate and energize schools and other educational institutions in the area Collaborate and coordinate their efforts with the work of other guidance structures in the area Coordinate guidance activities at schools Carry out interviews with families Collaborate in the design, implementation and updating of the school development plan and the general annual syllabus Collaborate in drawing up the attention to diversity plan, the academic and professional guidance plan and the tutorial action plan Advise teachers on the identification of learning difficulties Carry out psychopedagogical evaluations Diagnosis Educational intervention Write psychopedagogical reports and proposals for schooling Identify educational needs as soon as possible to facilitate early intervention Pinpoint the personal and social conditions which hinder or facilitate teaching and learning processes Draw a map of the educational needs in the area Individual attention and monitoring of students with special educational needs Collaborate in the design and development of Individual Curricular Adaptations (ACIs) 123

125 :Maquetación 1 13/10/10 11:04 Página EDUCATIONAL GUIDANCE AND ATTENTION TO DIVERSITY Figure FUNCTIONS ASSIGNED TO GUIDANCE STRUCTURES IN PRE-PRIMARY AND PRIMARY EDUCATION (Continuation) Educational innovation Area Teams Early Attention Teams Training of educational agents Specific Teams Educational Guidance Units Consultant Teachers Design and distribute materials and instruments for educational and psychopedagogical guidance Collaborate in the development of family training programmes Source: Drawn up by the Institute for Teacher Training, Educational Research and Innovation (IFIIE) on the basis of current legislation The third level within the organisational model for guidance is that of specific or indirect intervention in collaboration with schools. This level is integrated by external structures which provide support to the direct intervention structures previously mentioned. It is also in charge of coordinating actions among the different educational agents and institutions in the same area, keeping communication channels among institutions and professionals open. These guidance structures can be classified into two general categories: íspecific resource centres, in charge of guidance in the area of special educational needs (attention and advice to teachers and students, evaluation of students needs, information and guidance concerning specific resources or spreading of initiatives and materials, etc.). These centres are currently available at Catalonia, Navarre and the Basque Country. íconsulting units, created with the aim of giving advice and support to teachers specialised in educational guidance and to the schools designated by the Education Council of each Autonomous Community. These centres, which receive different names, can be found in the Communities of Cantabria, Castile-La Mancha, Catalonia and the Basque Country. 124

126 :Maquetación 1 13/10/10 11:04 Página 125 SPANISH EDUCATION SYSTEM SHORT REPORT Figure FUNCTIONS ASIGNED TO GUIDANCE STRUCTURES IN SECONDARY EDUCATION Give advice to class and management teams, the Pedagogical Coordination Commission and the school departments Advise teachers on attention to diversity Advise teachers on the design of procedures for the evaluation of learning and teaching processes Advise teachers on prevention and treatment of learning difficulties and special educational needs Advise teachers on the development of the tutorial action plan Advise families on their educational practice an on environmental resources and possibilities available Coordinate and energize schools and other educational institutions in the area Collaborate and coordinate their efforts with the work of other guidance structures in the area Coordinate guidance activities at schools Carry out interviews with families Collaborate in the design, implementation and updating of the school development plan and the general annual syllabus Collaborate in drawing up the attention to diversity plan, the vocational and academic guidance plan, and the tutorial action plan Advise teachers on the identification of learning difficulties Prevent school dropout and school integration difficulties Carry out psychopedagogical evaluations Write psychopedagogical reports and proposals for schooling Identify educational needs as soon as possible to facilitate early intervention Pinpoint the personal and social conditions which hinder or facilitate teaching and learning processesy Diagnosis Prevention Elaboration of school documents Coordination Guidance and advice Guidance Department Area Teams Specific Teams Department for the Coordination of Tutorial Action Guidance Officer Education Support Units 125

127 :Maquetación 1 13/10/10 11:04 Página EDUCATIONAL GUIDANCE AND ATTENTION TO DIVERSITY Figure FUNCTIONS ASIGNED TO GUIDANCE STRUCTURES IN SECONDARY EDUCATION (Continuation) Draw a map of the educational needs in the area Individual attention and monitoring of students with special educational needs Collaborate in the design and development of Individual Curricular Adaptations (ACIs) Plan actions for compensatory education Collaborate with the institutions in charge of controlling school absenteeism Teaching the class hours assigned to them Design and distribute materials and instruments for educational and psychopedagogical guidance Educational innovation Teaching Educational intervention Collaborate in the development of family training programmes Training of educational agents Guidance Department Area Teams Specific Teams Department for the Coordination of Tutorial Action Guidance Officer Education Support Units Source: Drawn up by the IFIIE on the basis of current legislation. 126

128 :Maquetación 1 13/10/10 11:04 Página 127 SPANISH EDUCATION SYSTEM SHORT REPORT ATTENTION TO DIVERSITY The LOE states in its preface that attention to diversity is one of the fundamental principles underpinning basic education, in order to provide all students with an adequate education, adapted to their needs and personal characteristics. Thus, diversity is conceived by the law within the general concept of inclusion, acknowledging the fact that only by fostering integration can we guarantee personal development for all, contribute to equity and promote social cohesion. According to the LOE, Educational Administrations are responsible for providing the necessary resources so as to enable students to reach their highest personal, intellectual, social and emotional development. Authorities are also in charge of implementing compensatory measures for disadvantaged individuals, groups or territorial areas, so as to avoid inequalities arising from, among others, socioeconomic, cultural, geographical and ethnic factors. Attention to diversity measures refer to a series of decisions that need to be made in order to adequate educational practice to students needs, by means of carrying out specific programmes, curricular or structural modifications and coordination of teaching/ learning processes. Taking the guidelines provided by the Ministry of Education as a general framework, each Autonomous Community implements attention to diversity measures through the decrees which specify the curriculum for the stages of Primary and Secondary Education in their regions. Some Communities, for example, Andalusia, the Canary Islands, Cantabria, Castile-La Mancha, Castile-Leon, Madrid and Navarre have also developed specific legislation regarding attention to diversity plans, according to the following principles: íthe implication of the educational community as a whole in attention to diversity. íthe integration of attention to diversity plans into the structure of the school. íthe possibility for all students to attain the general objectives and basic competences established for each educational stage. íthe intention to materialize and harmonize the principles of equity (compensating inequalities) and specificity (guaranteeing an appropriate response, in accordance with the individual characteristics of each student). Ordinary attention to diversity measures refer to a series of actions and programmes aimed at preventing and solving minor learning difficulties. The goal is for every student who shows these types of shortcomings to develop the competences established by the general objectives of the course, stage or level, by means of adapting the ordinary curriculum, without altering any of its essential components (objectives, contents and assessment criteria). Class and form teachers are responsible for ordinary attention to diversity measures from the detection of specific needs to the actual implementation of adaptive actions, even though they may receive assistance from other professionals at different stages of the process. Ordinary measures comprise: íorganisational measures: these are related to the organisation and planning of the school. Figure 12.3 summarizes this type of measures, distinguishing those which are common to all educational stages from the ones specifically designed for secondary education. ícurricular measures are those which introduce modifications in the curriculum at the level of objectives, contents, methodology and/or assessment criteria, without altering its essential structure. These measures are: ínon-significant individual or group curricular adaptations. These modifications affect only those elements which do not constitute the essential core of the curriculum (e.g. sequencing of contents and objectives or methodological adjustments). ímethodological strategies to foster the participation of all students in educational activities. Among them we can highlight the combination of different types of tasks, or specific measures regarding procedures, timing and criteria for assessment and information gathering. ícoordination measures: these are adopted in order to contribute to and to systematize coordination between the different professionals working with the same group of students or with a specific student. Coordination involves collaboration among the members of the Guidance Department, the rest of the departments at school, class and form teachers and other members of the class council. Extraordinary attention to diversity measures are those aimed at providing adequate response to specific students educational needs. These may 127

129 :Maquetación 1 13/10/10 11:04 Página EDUCATIONAL GUIDANCE AND ATTENTION TO DIVERSITY entail changes in essential elements of the curriculum, in the organization of provision and/or in schooling procedures. These measures are designed for students who, due to a variety of reasons, find greater difficulties in attaining the objectives and contents established in the common curriculum, and, consequently, need additional specific adjustments. Extraordinary attention to diversity measures can be classified according to the objectives they pursue. On the one hand, we can refer to those which are aimed at helping students to develop their capacities to their maximum potential. In this case, if the general objectives of the stage are not adequate to the students capacities, they may be altered, or even eliminated or substituted for the appropriate ones (Figure 12.4). On the other hand, we may find measures leading to the obtention of the certificate in Compulsory Secondary Education, which take as a reference not only the capacities and needs of the students, but also the minimum general objectives for the stage. These measures include the Curricular Diversification Programmes, and the Initial Vocational Qualification Programmes (see Chapter 6, Figure 6.3). Figure ORDINARY ATTENTION TO DIVERSITY MEASURES: ORGANISATIONAL Flexible grouping, which allows the distribution of students according to their level of curricular competence, as well as the possibility for the student to be transferred to another group throughout the course, according to performance. Diversification of materials and resources, adapting them to individual needs. Measures to all educational stages Specific measures for secondary education Organization of reinforcement groups so as to carry out support and reinforcement activities with those students who are able to follow the ordinary curriculum, but require special attention in instrumental areas (mathematics and language) related to specific curricular aspects and to learning strategies. A reduction in the number of teachers in charge of students with certain specific needs. Whenever the particular characteristics of the student require doing so, the number of teachers who deal with him/her is reduced to a minimum. Flexible organisation of time and working spaces in order to give students autonomy, changes in work dynamics and to contribute to communication in the classroom. In-class support, which allows simultaneous participation in classroom activities of several professionals, depending on students needs and characteristics. Curricular adaptations to facilitate access, in terms of resources, either personal (support teachers, speech and hearing specialists, physiotherapists, etc) or materials, in order to let students with access problems follow the ordinary curriculum. Flexibility, allowing students to remain longer in the same stage or level: Students with specific support needs may remain one extra year in the same cycle. Students who enter the system late and whose level of competence is lower than the one required for their age (with a gap of at least one cycle) may be placed in a previous course than the one established by the law for their age group. Schooling of exceptionally gifted students becomes more flexible. Thus, students may be promoted to a higher level (one year) at the beginning of schooling, or the stages may be shortened whenever this measure is considered adequate for their development, personal balance and socialisation. Different educational paths: According to the LOE, the last year of Compulsory Secondary Education (ESO) is structured into several paths (groupings of different subjects, but not of the ones included among the common core subjects of the stage). Furthermore, Bachillerato is also organised according to different educational paths. Thus, Bachillerato students are required to take common subjects, some others related to the specific path they have chosen, and a number of optional subjects. Therefore, it is at this stage of post-compulsory education when the principle of attention to diversity of motivation and interests is fully achieved. These measures are taken so as to provide students with guidance to make future academic and professional choices. Optional subjects: According to the LOE, students enrolled in ESO and Bachillerato are allowed to choose among the different optional subjects offered by schools, so as to cater for different capacities, motivations and interests. Source: Drawn up by the IFIIE on the basis of current legislation. 128

130 :Maquetación 1 13/10/10 11:04 Página 129 SPANISH EDUCATION SYSTEM SHORT REPORT Figure EXTRAORDINARY ATTENTION TO DIVERSITY MEASURES Significant curricular adaptations These entail modifications of the most specific aspects of the curriculum, since they are designed for each individual student. They are aimed at students with educational needs which, due to their origin, nature or persistence, require the modification of core elements of the curriculum (elimination, introduction or significant modification of objectives, contents and assessment criteria). Adaptations require previous psychopedagogical evaluation, carried out by specialised guidance services. They also call for continuing monitoring, in order to help the student get closer to the objectives proposed in the official curriculum. In order to back up teachers work, schools are provided with support professionals, such as teachers specialised in therapeutic education or speech and hearing, and compensatory education teachers, among others. Measures to all educational stages Welcome classrooms aimed at developing linguistic competence Welcome classrooms are established in schools with a considerable number of immigrant students whose lack of competence in Spanish hinders the normal development of their teaching/ learning processes. Special education classrooms in ordinary schools These are programmes adapted to specific groups. They are implemented in a specific classroom integrated into ordinary schools. They are aimed at students who show severe physical, psychological or sensory disabilities, or those who have severe personality or behaviour disorders and require highly significant curricular adaptations. In order to be included in these programmes, students require a schooling official report stating their need to remain in a special education classroom, either during most of their class hours or part of them. However, they may share some of the school activities with the rest of the students, so as to contribute to their adaptation and social integration. Schooling in special education schools This measure is designed for students who, due to considerable physical, psychological or sensory disabilities, or because they show severe behaviour or personality disorders, have reduced possibilities of social integration in an ordinary school. These students, therefore, require highly significant adaptations in all the areas of the ordinary curriculum established for their age. This measure is only adopted when the students needs cannot be catered for within the framework of attention to diversity measures carried out in mainstream schools. Combined schooling These measures are implemented simultaneously by professionals belonging to two different schools, who are in charge of the teaching/learning processes of students with special educational needs. The decision to place a student in a combined schooling programme is taken with the aim of providing pupils with a quality and adequate educational response, so as to foster the development of their adaptive skills and bearing in mind their own specific problems. Combined schooling measures can be arranged between ordinary schools and special education schools. In these cases, students are enrolled in one school, considered their reference school, and attend some of the lessons in the second one. Specific measures for secondary education Specific compensatory education groups These are intended at preventing early school dropout, and at adapting educational provision to students under 16 who are at least two years behind their expected competence due to socio-educational disadvantages. The structure and operation of these programmes is similar to the one we find in curricular diversification programmes. They are addressed at students in 1 st or 2 nd year of Compulsory Secondary Education. Other compensatory educational measures Designed for students in second cycle of of Compulsory Secondary Education (15 years old, and, exceptionally, 14), who, besides showing significant shortcomings in all curricular areas, have a negative attitude towards schooling, severe integration problems, have entered the system late or interrupted their education at intervals, which makes it very difficult for them to incorporate into this educational stage or to promote to higher levels. Source: Drawn up by the IFIIE on the basis of current legislation. 129

131 :Maquetación 1 13/10/10 11:04 Página EDUCATIONAL GUIDANCE AND ATTENTION TO DIVERSITY Together with the measures described above, we may find some other specific attention to diversity measures, adopted by the different administrations in some Autonomous Communities. These are shown in Figure As regards attention to diversity measures in postcompulsory education, schools must guarantee access to education for all students, implementing any adaptations in the curriculum or in school premises in order to facilitate access. However, the legislation does not mention any extraordinary measures at this stage. 130

132 :Maquetación 1 13/10/10 11:04 Página 131 SPANISH EDUCATION SYSTEM SHORT REPORT Figure SPECIFIC ATTENTION TO DIVERSITY MEASURES IMPLEMENTED IN SOME AUTONOMOUS COMMUNITIES ATTENTION TO DIVERSITY MEASURES Measures for cordination and collaboration between schools and hospital classrooms, in the case of students who find themselves in special health situations or those who must remain in hospital for long periods. Specific measures for tutorial action or curriculum enrichment for students with exceptional intellectual capacities. The goal of these measures is to encourage a balanced developement of the different competences established within the objectives for each educational stage, as well as to achieve a full and balanced developement of the students potential and personality. Provision of specialised tutoring, with the aim of catering for other students needs, within the framework established by each Area Department at school. Youth Turorial Area Teams, intended at providing attention to school dropouts who, due to social, family or educational reasons, have not achieved the minimum objectives of basic education, do not hold any certificates and are not qualified for the exercise of any profession, being, consequently, at risk of social exclusion. Therefore, the goal of these teams is to provide these young people with basic academic and vocational training which will allow them to gain access to the job market. Substitution of second foreing language classes for a programme for the reinforcement of basic competences or for basic instrumental reinforcement, in order to improve the students conditions of access to secondary education (ESO), to enable them to attain satisfactory results at this stage and to obtain the corresponding certificate of general lower secondary education. Increased teacher/student ratios, so as to provide adequate attention to those students with specific difficulties. Other compensatory education measures are specifically aimed at developing in students positive attitudes towards the educational process, their clasmates, teachers and social enviroment, so as to allow them to progress in their personal and social adjustment, and, once they complete these specific programmes, incorporate again into mainstream provision, attaining the objectives established for Compulsory Secondary Education (preventing school dropout). Educational units with a specific curriculum Target: students with severe disabilities, who are unable to follow the ordinary curriculum but are able to develop basic competences in communication and social integration. Aim: to have a stable working space available, in order to organize different actitivies at the same time and facilitate learning and teaching processes. Programmes for the improvement of coexistence Target: students in ESO having difficulties. Aim: to contribute to the incorporation of the students into mainstream education, by means of adapting the objectives of the stage to their specific needs. They combine contents form the different curricular areas with actions aimed at improving the students personal, social and school adaptation. Adapted curricular pogrammes Target: students in ESO showing behaviour disorders, curricular gaps and integration problems which interfere with the teaching/learning process. Aim: to foster the development of the students basic competences so as to attain the general objectives established for this stage. AUTONOMOUS COMMUNITY Castile-La Mancha Andalusia, Aragon,Canary Islands, Catalonia and Castile-Leon Aragon Canary Islands Andalusia, Canary Islands, Cantabria, Extremadura and Murcia Andalusia and the Basque Country Balearic Islands Canary Islands Castile-La Mancha and Navarre 131

133 :Maquetación 1 13/10/10 11:04 Página EDUCATIONAL GUIDANCE AND ATTENTION TO DIVERSITY Figure SPECIFIC ATTENTION TO DIVERSITY MEASURES IMPLEMENTED IN SOME AUTONOMOUS COMMUNITIES (Continuation) ATTENTION TO DIVERSITY MEASURES Complementary schooling programmes Target: ESO students with specific needs for educational support due to their personal circumstances or academic underachivement. Aim: to develop positive attitudes towards education, classmates, teachers and social environment, so as to allow students to advance in their personal and social adjusmtent, and, once they have completed the programme, return to mainstream provision and attain the objectives established for ESO. Classrooms for intercultural dynamization Aim: to provide support and collaborate with schools, by means of an intercultural coordinator, in order to construct an intercultural culture at school. Programme for the prevention and monitoring of school absenteesm. External classrooms Target: ESO students with severe behaviour disorders or those with serious difficulties to adapt to school and at risk of school dropout or social exclusion. Aim: to provide students with an alternative so as to encourage them to remain in the system, to facilitate social integration and transition to active participation in society. Source: Drawn up by the IFIIE on the basis of current legislation. AUTONOMOUS COMMUNITY Basque Contry Cantabria Cantabria Rioja 132

134 :Maquetación 1 13/10/10 11:07 Página Evaluation, Inspection, Research and Innovation in Education EVALUATION OF THE EDUCATION SYSTEM Evaluation is considered a fundamental aspect for the improvement of quality in education, since it is a valuable instrument in order to control and assess both the results obtained and the overall operation of the system. In this sense, the Organic Act on Education (Ley Orgánica de Educación, LOE) insists on the need to evaluate all the elements which integrate the education system, namely: students learning process and performance, teacher practice, general educational processes, school management and procedures, inspection services and, finally, the educational administrations themselves. The gathering and thorough analysis of objective data allows to determine which objectives have been accomplished, and to identify shortcomings in the system as a whole, or in each of its individual components. Thus, the goals of evaluation in the education system are: to contribute to the improvement of quality and equity in education; to guide educational policies; to enhance transparency and efficiency within the system; to provide information regarding the degree of attainment of the objectives for improvement established by educational administrations, as well as compliance with the educational goals designed to meet the demands of Spanish society or with the ones proposed by the European Union. Responsibility for the evaluation of the education system at non-university levels currently falls upon the Ministry of Education, which assigns this task to the Institute for Evaluation (IE). Evaluation of University Education is a much more complex task, due to the convergence of the principles of accountability and autonomy of universities. As a result, a national institution, the National Agency for Quality Assessment and Accreditation (Agencia Nacional de Evaluación de la Calidad y Acreditación, ANECA) was created in 2002, with the intention of contributing to the improvement of Higher Education by means of evaluation, certification and accreditation of programmes, teachers and institutions. Evaluation of Non-university Education In Spain, evaluation of the education system is carried out at different levels: at a national level for the system as a whole; diagnostic evaluations in each Autonomous Community; internal evaluations performed by schools; and teacher and management evaluations. Besides, Spain is included in international projects for educational evaluation. Whereas general assessment of the system falls under the competence of the IE, in collaboration with the Autonomous Communities, the rest of the processes depend on each educational administration. In order to provide a general overview of education in Spain, and to aid decision taking processes, the IE, together with the Autonomous Communities, has designed the National System of Education Indicators (Figure 13.1). 133

135 :Maquetación 1 13/10/10 11:07 Página EVALUATION, INSPECTION, RESEARCH AND INNOVATION IN EDUCATION Figure NATIONAL SYSTEM OF EDUCATION INDICATORS 2007 Dimensions Indicators Priority School age population Context Resources GDP per inhabitant Relationship between population and economic activity Level of studies of adult population Expectation on level of studies to be attained Total public expenditure on education as a percentage of GPD Public expenditure on education Expenditure on education per adult ICT in the education system Percentage of active population working as teachers Number of students per class and student/teacher ratio Participation in each educational stage Participation Schooling and population Evolution of participation rates in non-compulsory levels Access to Higher Education Immigrant students Attention to diversity: students with special educational needs Participation in continuing education Management tasks Number of teaching hours Educational processes Student grouping Participation of families at school Teamwork Teaching style Out-of-school provision Mentoring and guidance Continuing professional development for teachers Relationships in the classroom and at school Results in Primary Education Results in Compulsory Secondary Education (ESO) Educational results Key competences at 15 Acquisition of attitudes and values Suitability of students age to the level assigned Early school dropout Graduation rates Parents level of studies and employment status and child education Employment rates, according to level of studies Differences in salaries, according to level of studies Source: Drawn up by the Institute for Teacher Training, Educational Research and Innovation (IFIIE) on the basis of the National System of Education Indicators,

136 :Maquetación 1 13/10/10 11:07 Página 135 SPANISH EDUCATION SYSTEM SHORT REPORT Furthermore, the LOE states the need to carry out the so-called General Diagnostic Evaluations. These are sample evaluations which provide relevant data from each Autonomous Community and at a national level, in 4 th year of Primary Education and 2 nd year of compulsory Secondary Education. Once the LOE came into force, each Autonomous Community was assigned the task of carrying out an annual Diagnostic Evaluation, so as to gather information regarding the situation of their schools and students, and to put forward improvement plans whenever necessary. These assessment procedures are considered census evaluations, since they are conducted in all the schools and applied to all students in 4 th year of Primary Education and 2 nd year of Compulsory Secondary Education enrolled in the same autonomous region, except for Andalusia and the Community of Valencia, where they are only conducted in public schools. Design and management of these tests falls under the competence of specific units within the different educational administrations (Figure 13.2), which are in charge of providing the necessary models and support to perform evaluations adequately. As it happens with General Diagnostic Evaluations, these ones are designed to test students on basic competences, and communities must analyse the results obtained and implement improvement measures whenever needed. However, as opposed to the ones which take place at national level, which are informative in nature, diagnostic evaluations have a formative character for schools, and they are a source of information for families and for the school community as a whole. Provided that they fall under the competence of each Autonomous Community, the content and methodology of each evaluation may vary depending on the regions. 135

137 :Maquetación 1 13/10/10 11:07 Página EVALUATION, INSPECTION, RESEARCH AND INNOVATION IN EDUCATION Figure EVALUATION UNITS AND ORGANIZATIONAL MODELS IN EACH AUTONOMOUS COMMUNITY Autonomous Community Evaluation Units Models IE (1) EB (2) Andalusia Aragon Agency for Evaluation in Education in Andalusia (AGAEVE) Inspection, Evaluation and Planning Service Principality of Asturias Evaluation and Quality in Education Service Balearic Islands Canary Islands Cantabria Institute for Evaluation and Quality in the Balearic Islands Institute for Evaluation and Quality in Education in the Canary Islands (ICEC) Technical Unit for Evaluation and Accreditation Castile- La Mancha Evaluation Office Castile-Leon Service for Quality, Evaluation and Supervision of Educational Programmes and Participation Catalonia Community of Valencia Higher Council for the Evaluation of the Education System Research and Evaluation Service Extremadura General Inspection and Evaluation Services Galicia Community of Madrid Service for Evaluation and Quality in the Education System Sub-directorate General of Evaluation and Analysis Murcia Navarre Basque Country Rioja Educational Evaluation and Quality Services Educational Inspection Service Evaluation section Institute for Evaluation and Educational Research in the Basque Country. Agency for the Evaluation of Competence and Quality in Vocational Training and Inspection in the Basque Country Evaluation Unit within the General Directorate for Education and Technical Inspection (1) EI: Evaluation Institutes. (2) EB: Evaluation bodies within the educational administration. Source: Drawn up by the IFIIE on the basis of the information available at the websites of the Education Council in each Autonomous Community. Evaluation of schools falls under the competence of Educational Administrations. They design and implement evaluation plans taking into consideration the different socio-economic and cultural circumstances of the students, the area where the school is located and the resources available. Schools undergo two different types of evaluation processes (internal and external): íinternal evaluation of schools is mandatory. Its goal is to review the results of the decisions taken by schools in the exercise of their pedagogical autonomy and, if necessary, to propose the required changes in order to provide quality education for all students. ías regards external evaluation, each Autonomous Community designs its own assessment procedures. Some of them have implemented a model in which internal and external evaluations are seen as independent but not mutually exclusive processes. Thus, they establish an evaluation plan in which external evaluation is used as a transversal element that may be oriented towards assessing each individual component of the system, namely: student basic competences, organisation and functioning of schools and quality of learning and teaching processes. Other administrations have developed an evaluation model based on specific plans for the improvement of quality in 136

138 :Maquetación 1 13/10/10 11:07 Página 137 SPANISH EDUCATION SYSTEM SHORT REPORT education (EFQM, ISO regulations, total quality models, etc.), and they conduct external evaluations at a second stage, using them to supplement and contrast the data obtained in internal evaluations. In order to improve quality of teaching practice, Educational Administrations, in collaboration with teachers, are also in charge of designing their own plans for the evaluation of teaching practice in public schools. As regards participation of Spain in international projects for educational evaluation, we may highlight the following initiatives: íinternational Indicators of Education Systems (INES). íprogramme for International Student Assessment (PISA). íprogress in International Reading Literacy Study (PIRLS). íteaching and Learning International Survey (TALIS). Evaluation of University Education Evaluation of University Education is aimed at, among other things, measuring performance of public services at university and accountability of institutions; at ensuring transparency, comparison and cooperation among universities and competitiveness both at national and international levels; as well as to improve research and teaching activities and performance of Higher Education institutions in general. In order to achieve these objectives it is essential to establish common criteria for quality assurance, so as to facilitate the processes of evaluation, certification and accreditation of university studies, as well as assessment of other activities, programmes, services, general institution administration, teaching and research activities and staff management. The General Conference for University Policy (Conferencia General de Política Universitaria), without interfering with those functions attributed to other specific coordination bodies in Autonomous Communities, is in charge of establishing collaboration, cooperation and coordination of general university policy. Besides, it is responsible for, among other issues, approval of coordination criteria regarding evaluation, certification and accreditation tasks aimed at fostering and guaranteeing quality and efficiency of University Education in Spain. In addition, the ANECA and the equivalent bodies in each Autonomous Community are entrusted with the duty of coordinating and implementing evaluation, accreditation and certification procedures. Some Autonomous Communities have their own evaluation agencies, whereas Asturias, Cantabria, Extremadura, Murcia, Navarre and Rioja do not have this type of services. The other university governing body involved in evaluation is the University Social Council (Consejo Social de Universidades) of each Autonomous Community, conceived as a body for social participation in Higher Education. Among its functions, we must mention the ones related to surveillance of performance of the different services provided by universities. Regarding evaluation of university provision, the ANECA has designed and implemented several national evaluation and accreditation programmes: ía programme for the organisation of university education (VERIFICA), aimed at giving official recognition to programmes of studies leading to the obtention of official degrees. ía support programme for the evaluation of teaching practice (DOCENTIA), in order to guarantee qualification and competence of teaching staffs. ía programme to recognize quality assurance systems in Higher Education institutions (AUDIT), aimed at guiding universities in the design and implementation of quality assurance systems. íevaluation of doctoral programmes in order to determine which of them will be awarded quality recognition. ía system for the evaluation of official graduate programmes. These are in charge of evaluating the proposals for graduate programmes submitted by each university in those Autonomous Communities which do not have an evaluation agency, as well as those belonging to universities dependent on the Ministry of Education (National University for Distance Education UNED and Menéndez Pelayo University). The institutions involved in the evaluation of Higher Education institutions are the abovementioned General Conference for University Policy, the ANECA and the equivalent bodies in each Autonomous Community, which are in charge of organising, coordinating and promoting quality assurance policies at Spanish universities, so as to increase competitiveness of the Spanish education system. 137

139 :Maquetación 1 13/10/10 11:07 Página EVALUATION, INSPECTION, RESEARCH AND INNOVATION IN EDUCATION In order to carry out evaluation of university institutions, the ANECA has developed the Institutional Evaluation Programme (IEP, Programa de Evaluación Institucional, PEI). Its main goal is to consolidate a culture of evaluation in Spanish universities, and train them to meet the new challenges posed by the European Higher Education Area, among which we find the design and implementation of stable quality assurance programmes. The IEP is divided into three stages: íself-evaluation, conducted the Internal Evaluation Committee in collaboration with the Technical Unit for Quality. The result is the so-called Internal Evaluation Report. íexternal evaluation, carried out by external applicants, appointed by ANECA. They issue an External Evaluation Report. ífinal evaluation, after which an Improvement Plan for each institution is drawn up. Evaluation of university teachers is also carried out by the ANECA, which implements different procedures depending on whether they are evaluating prospective teachers for full positions at university or not. As a result of the legislative reform passed in 2007 the new national system for accreditation, is now in force. In order to apply for a position as a state teacher with civil servant status at public universities, candidates must hold a Doctoral degree and be accredited by the ANECA. This accreditation is aimed at providing institutions with a previous appraisal of the competence and merits of candidates, so as to enable subsequent selection of teachers to be carried out under the best possible conditions of transparency, efficiency and objectivity. The procedure established for the obtention of a national accreditation is guided by the principles of publicity, merit and capacity, and it is performed according to the international standards established for the evaluation of research and teaching practice. In order to apply for a position as a teacher without civil servant status, the ANECA and the competent evaluation bodies in each Autonomous Community also have programmes for the accreditation of teachers prior to being hired, with different criteria for those applied in the case of teachers with civil servant status. The programme for the evaluation of prospective teachers designed by the ANECA focuses on the assessment of teaching and research activities and academic training, as a prerequisite for a contract in one of the following positions: associate teacher and assistant teacher both holding a Doctoral degree, hired teachers and private university teachers no Doctoral degree necessarily required. Finally, the ANECA, in collaboration with the Club for Excellence in Management 1, has also started a programme for the evaluation of services provided by universities, which offers Higher Education institutions the possibility to evaluate their services and management units taking as a reference the EFGM model for excellence created by the European Foundation for Quality Management INSPECTION The LOE also regards inspection as one of the key elements to promote quality in education, and states that the organisation of inspection services is a responsibility of public authorities. Consequently, a series of mechanisms for the supervision and control of the operation of the education system have been established, with the aim of guaranteeing quality in education for all. High Inspectorate The Spanish Constitution grants the State sole competence over the regulation of the basic conditions to guarantee equality for all Spanish citizens in the exercise of their constitutional rights, being one of them the right to education. As a consequence of this exclusive competence, the State has the power and the duty to carry out inspections in the education system and to authorise provision at a national level. For this reason, and taking into consideration the degree of decentralisation of the Spanish education system, the High Inspectorate (Alta Inspección) has been created. The High Inspectorate is present in all 17 Autonomous Communities. Institutionally, it depends on the Directorate General for Evaluation and Territorial Cooperation (Dirección General de Evaluación y Cooperación Territorial), and is coordinated by the Sub-directorate General for Inspection (Subdirección General de Inspección). The High Inspectorate is conceived as a means for 1 The CEG is a non-profit organisation aimed at fostering the implementation in Spain of quality management systems based on the EFQM model. 138

140 :Maquetación 1 13/10/10 11:07 Página 139 SPANISH EDUCATION SYSTEM SHORT REPORT the Ministry of Education to manage and supervise educational policy and the education system as a whole. The work of the High Inspectorate, even though it is subordinated to the State administration, requires a strong cooperation with the Autonomous Communities, and, as a result, it has become an essential institution to contribute to social solidarity and to the articulation of the State. For this reason, the High Inspectorate is also connected to the Ministry of Territorial Policy by means of regional divisions in each Autonomous Community. The different Functional Areas of the High Inspection, integrated in the regional divisions, are the bodies in charge of carrying out the tasks assigned to them by the High Inspectorate. The High Inspectorate must guarantee the accomplishment of the competences in education entrusted to it by the Ministry of Education; of the observance of the constitutional principles and rules involved; and of the fulfilment of the basic regulations included in Article 27 of the Constitution. According to the LOE, the specific competences of this service are: íto verify compliance with the requirements established by the State regarding the general structure of the education system, as far as organisational models, stages, cycles and educational paths are concerned, as well as other aspects related to the number of academic courses in which these levels are divided. íto make sure that the basic elements of the national core curriculum are included in its subsequent developments, and that they are implemented in accordance with national regulations. íto make sure that the conditions for the obtention, issuing and recognition of official certificates are met, and to endorse their academic and professional validity. íto watch over the fulfilment of the basic conditions to guarantee equal opportunities for all Spanish citizens in the exercise of their rights and duties in education, and of their linguistic rights, as stated in the legislation. íto verify that subsidies and grants awarded fulfil the general criteria established by national regulations. The government employees from the General State Administration who work for the High Inspectorate are given the status of public authorities to all intents and purposes. They are, therefore, entitled to request all the necessary collaboration from state and autonomic authorities, so as to be able to perform their duties. The High Inspectorate functions are carried out at two main levels. On the one hand, they analyse and supervise de general operation of the education system in each Autonomous Community, and reflect the results in a series of reports. On the other hand, they are in charge of management of certain administrative issues, such as the recognition of foreign certificates or programmes related to all educational levels, including Higher Education. Educational Inspection at Non-university Levels Educational inspection at these levels falls under the competence of each Autonomous Community. It is carried out by government employees from the Body of Education, Inspectors (Cuerpo de Inspectores de Educación, CIE) and the former Body of Inspectors of the Educational Administration (Cuerpo de Inspectores al servicio de la Administración Educativa, CISAE). Inspectors carry out their duties mainly at school level, where educational actions take place, and, for that reason, their interventions must be oriented towards the improvement of these institutions. To be precise, the functions assigned to educational inspection are the following: íto control and supervise, from a structural and pedagogical point of view, the general operation of schools, as well as the programmes that have an impact on them. íto oversee teaching practice and school management, and to contribute to their improvement. íto participate in the evaluation of the education system and of all its components. íto make sure that schools comply with the laws, regulations and other legislation affecting the education system. íto provide guidance, advice and counselling to all different agents of the educational community, as regards the exercise of their rights and the fulfilment of their duties. íto watch over compliance with the principles and values included in the LOE, including those which are aimed at fostering effective gender equity. 139

141 :Maquetación 1 13/10/10 11:07 Página EVALUATION, INSPECTION, RESEARCH AND INNOVATION IN EDUCATION íto issue reports, either those requested by Educational Administrations, or others elaborated at their own initiative, within the scope of responsibilities of educational inspection and through the officially established channels. íto carry out any other duties that may be assigned to them by the Educational Administrations, within the scope of their competences. These general functions, established for the whole of the State, are further developed by each autonomous administration. Most of the Autonomous Communities have regulated their own inspection services, except Extremadura and Rioja, which follow the regulations set by the Ministry of Education in this regard, as well as the autonomous Regions of Ceuta and Melilla. Therefore, Aragon and Catalonia also include within the functions assigned to inspection those of counselling and advising schools on internal evaluation processes. Aragon also makes explicit reference to the collaboration of inspection services in the planning and coordination of educational resources and in the detection of educational needs. The later function is also included in the legislation of the Balearic Islands and the Community of Valencia. Furthermore, the legislation in the Balearic Islands mentions that inspection services must contribute to innovation and research in education. In the Canary Islands, inspectors are also assigned the task of coordinating provision at schools and to encourage the sharing of experiences and participation of all members of the school community in the institution. Catalonia highlights the importance of providing advice to teachers concerning teaching practice, as well as guidance to the management teams on measures to improve coexistence and solve conflicts. In the Community of Murcia, inspectors are encouraged to contribute to the elaboration of action plans for the improvement of quality in the education system, whereas in Navarre, they are entrusted with responsibilities over administration and supervision of schools, staff and study programmes. Autonomous Communities organise inspection by means of three basic administration bodies: Directorate or Sub-directorate General for Inspection, in charge of specific inspection tasks; a number of inspection bodies dependent on a General Directorate within the Education Departments; or by means of services directly linked to the Education Council or Sub-Council. Thus, each Autonomous Community establishes its own organisational model for inspection services, in view of the specific characteristics and features of the region. Besides, within the scope of each autonomous administration, inspection services are further subdivided into territorial divisions, and each of these divisions into areas or districts which are assigned to an inspector. Consequently, there is a multi-level planning of inspection tasks: from general action plans established for the Community as a whole, to plans for each province, county or district, to even specific weekly action plans in any given area. The number of districts depends on the network of schools, on the amount of schools in each area and on the number of inspectors included in the inspectorate. For each of these districts there is a team made up of the inspectors assigned to each educational level, or to the different curricular or management areas. Each team is directed by a head district inspector or a coordinating inspector, selected among the members of the team or from the regional or provincial inspectorate. Educational Inspection at University Inspection at university level is organized in two main areas. On the one hand, we find inspections carried out by the University Social Council, mainly aimed at supervising and controlling the adequate use of financial resources at university. Even though universities are self-governing and self-managing institutions according to the 2001 Organic Act on Universities (Ley Orgánica de Universidades, LOU) and the 2007 Act Modifying the Act on Universities (Ley Orgánica por la que se modifica la LOU, LOMLOU), since they are public institutions, society holds them accountable for the services they provide and, therefore, they must report on their use of public resources, and guarantee that social demands and interests are reflected in their decisions and subsequent lines of action. In order to carry out these tasks, universities implement an annual action plan, so as to encourage interaction between the institutions and their cultural, professional, economic and social environment, and to improve quality in the services they provide. On the other hand, we find the so-called Service Inspection, which was introduced for the first time in the Universidad Complutense of Madrid in 1987, and later on established in the rest of the universities, either following the same model or implementing a new one. The main task of Service Inspection is to ensure the correct operation of all institutions, departments, 140

142 :Maquetación 1 13/10/10 11:07 Página 141 SPANISH EDUCATION SYSTEM SHORT REPORT services and university units, as regards structural, functional and administrative issues, and to be in charge of general control and monitoring of university activity. This inspection body is in charge of making sure that members of both teaching and non-teaching staff fulfil their duties and obligations. It is also responsible for bringing informative or disciplinary measures against any staff member, and of dealing with reports and inspections pertaining the control and evaluation of teachers performance. Finally, service inspectors must also submit an annual report of their activities to the university vice-chancellor and a second annual report to the University Board, as well as accomplish any other tasks assigned to them by the vice-chancellor. This type of inspection services can be found in all universities and their operation is regulated under university statutes. According to these statutes, inspectors working at university inspectorates are appointed and dismissed by the vice-chancellor. They may be elected among the university teaching staff, being in that case partially exempt from teaching tasks, or among university administration staff or among the members of the Social Council RESEARCH AND INNOVATION IN EDUCATION Among the principles inspiring the LOE we find the need to foster and encourage research, experimentation and innovation in education. Educational research is currently structured in line with the division of competences in the area of research and innovation between the State and the Autonomous Communities. The Spanish Constitution grants the State sole competence over general promotion and coordination of technical and scientific research. Besides, it declares that the Autonomous Communities may assume some competences over research issues, provided that they are specifically included in their statutes for autonomy. Therefore, it has become necessary to coordinate activities on research and technological innovation undertaken by the General State Administration and by the different Autonomous Communities, as well as harmonize projects between communities. With that aim in mind, in 1986 the new Act for the Promotion and General Coordination of Technical and Scientific Investigation (Ley para el Fomento y la Coordinación General de la Investigación Científica y Técnica en España) was passed. The goal of this law is to foster research and innovation, by means of, among others, the following initiatives: the creation of a series of bodies for coordination, planning and management of research policies; the organisation of research and innovation activities sponsored by the state administration into the National Plan for Scientific Research and Technological Development (Research, Development and Innovation RDI) (Plan Nacional de Investigación Científica y Desarrollo Tecnológico I+D+i); and the coordination of actions and efforts between the General State Administration and the Autonomous Communities. The various research and innovation initiatives which are currently being carried out are detailed below, making a distinction between those which are developed and regulated by the state, by the Autonomous Communities, by universities, and, finally, by private non-profit organisations. At state level, the Inter-ministerial Commission for Science and Technology (Comisión Interministerial de Ciencia y Tecnología, CICyT) has the responsibility of planning those research activities carried out by institutions dependent on the state administration, by means of RDI. This plan includes general research objectives, such as the progress of knowledge and the improvement of quality in education. In 1998 a new department was created with the aim of providing support to the CICyT, namely, the Office for Science and Technology (Oficina de Ciencia y Tecnología), which is in charge of coordination, planning, monitoring and evaluation of the activities related to science and technology organised by ministerial departments, as well as of coordinating their actions with the Autonomous Communities. Furthermore, research and innovation in education is managed and promoted by the Institute for Teacher Training, Research and Innovation in Education IFIIE. The main goal of this institution is to improve quality in education, in collaboration with other divisions of the Ministry of Education, other Educational Administrations and other international governmental and non-governmental organisations. In this sense, the IFIIE provides support to higher instances and bodies within the Ministry of Education, by means of reports and analysis of the education system as a whole and of the different current areas of interest in education (e.g. intercultural education, women and education, health education, environmental education). 141

143 :Maquetación 1 13/10/10 11:07 Página EVALUATION, INSPECTION, RESEARCH AND INNOVATION IN EDUCATION Figure REGIONAL PLANS FOR SCIENTIFIC RESEARCH AND TECHNOLOGICAL DEVELOPMENT CCAA Andalusia Aragon Principality of Asturias Balearic Islands Canary Islands Cantabria Castile- La Mancha Castile-Leon Catalonia Community of Valencia Extremadura Galicia Community of Madrid Murcia Navarre Basque Country Rioja Plan for Development, Research and Innovation in Andalusia II Autonomic Plan for Research, Innovation and Transfer of Knowledge in Aragon Plan for Science, Technology and Innovation in Asturias Plan for Science Technology and Innovation in the Balearic Islands Integral Plan for Research, Development and Innovation in the Canary Islands Regional Plan for Research, Development and Innovation Regional Plan for Scientific Research, Technological Development and Innovation Regional Strategy for Scientific Research, Technological Development and Innovation (RDI) National Plan for Research and Innovation Plan for Scientific Research, Technological Development and Innovation of the Community of Valencia PVIDI (1) III Regional Plan for Research Development and Innovation Plan for Research Development and Technological Innovation in Galicia IV Regional Plan for Scientific Research and Technological Innovation II Plan for Science and Technology III Technological Plan in Navarre Plan for Science, Technology and Innovation II Plan for RDI in Rioja Plan Duration (1) The Strategic Plan for RDI is currently being drawn up ( ). Source: Drawn up by the IFIIE on the basis of the webpage of the Ministry of Science and Innovation. The general promotion of research and innovation in the Autonomous Communities is organized by means of regional research and innovation plans, agreements, programmes, and through the participation of specialised institutions and other agents in the administration. As in the case of the National Plan for Scientific Research and Technological Development, these regional plans analyze the situation of research and innovation in each community, in order to establish a series of objectives to be attained. Once these goals are set, the plans propose a number of research lines and projects in the areas concerned (Figure 13.3). The initiatives of the different Autonomous Communities in the area of RDI included in the corresponding Regional Plans address their own objectives and proposals, and focus on the following lines of action: grants and financial help for the training of research professionals, and awards for research and innovation; organisation and sponsoring of scientific events; planning, implementation, monitoring and evaluation of projects for educational innovation at schools; creation and management of research centres belonging to the innovation and research councils of each administration- which act as a referent for the development of research programmes in the region (e.g. counselling centres, innovation centres). At a different level, universities are responsible for the development of scientific, technical and artistic research, as well as for the training of researchers, both in basic and in specialised research. With this goal in mind, universities encourage the mobility of research and teaching staff, so as to improve their training and research activity, by means of research leaves of absence. In compliance with current legislation, the General State Administration and the Autonomous Communities are in charge of 142

144 :Maquetación 1 13/10/10 11:07 Página 143 SPANISH EDUCATION SYSTEM SHORT REPORT promoting scientific research and technological development at university level, in order to attain the following objectives: íto promote quality and international competitiveness of research carried out at Spanish Universities. íto develop inter and multi-disciplinary research. íto incorporate relevant scientists. íto promote mobility of researchers in order to create excellence research teams and centres. íto incorporate technical support staff into research teams at university, as well as administration and service staff specialised in management of research and knowledge. íto coordinate research initiatives among different universities and research centres, as well as to foster the creation of joint research projects between universities and other research institutions, or, whenever possible, with private companies. íto link university research and production systems, as a way to articulate the transfer of knowledge generated at university, and the presence of these institutions in innovation processes at the level business and production. Special attention should be paid to establishing connections between Higher Education institutions and the productive agents in its immediate surroundings. This collaboration may be channelled, according to specific cases, by creating technological companies based on university research activities. íto foster innovative systems to organise and promote research activities at university, to channel research initiatives of teaching staff, to foster spreading and transference of research results, and to manage fund raising activities for research and innovation projects. University departments are responsible for the training of researchers. There are different types of assistantships and grants with specific conditions depending on the institution providing financial resources- aimed at training qualified researchers. They may be targeted at doctoral students who are writing a thesis, or applicants can be enrolled in graduate programmes, in inter-departmental projects or in specific research programmes. Among them we must highlight the Pre-Doctoral Assistantships for the Training of Research Personnel (Becas Predoctorales de Formación de Personal Investigador FPI), granted to university graduates willing to write a doctoral thesis in any given knowledge area. University research institutes are devoted to scientific and technological research or to artistic creation. They may organize and develop doctorate programmes or any other type of graduate courses, depending on the procedures established in university statutes, and they also provide technical advice within the scope of their competences. University research institutes may be integrated by one or more universities, and they may cooperate with other public and private institutions, by means of specific agreements or other types of arrangements. We must also highlight the work being done by the Institutes for Educational Science (Institutos de Ciencias de la Educación, ICE), which are mainly aimed at developing teacher training and research programmes. Furthermore, they also organise activities in the area of educational research and innovation, such as: financing, organisation and/or management of research projects; research teams or seminars on education; doctoral thesis; specific research projects for educational innovation addressed at the university to which the institute belongs, or at other associated institutions; and guidance and mentoring activities for researchers, teachers or schools which are carrying out research and innovation projects in education. Finally, there are also private non-profit organisations, associations and foundations which promote and sponsor research and innovation activities in education. They contribute to research by means of financing, elaboration and spreading of research projects in specific areas, which are, in some cases, highly specialised. Institutions that provide funding for this type of initiatives can be grouped under five general categories: private companies, universities, religious institutions, public institutions and other organisations. All of them work along Research, Development and Innovation lines, providing services which also contribute to educational policies in general. 143

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146 :Maquetación 1 13/10/10 11:09 Página The European and International Dimension in Education SPANISH EDUCATIONAL ACTION ABROAD The Spanish educational action abroad is a joint effort between the Ministry of Education, the Ministry of Foreign Affairs and Cooperation (Ministerio de Asuntos Exteriores y Cooperación, MAEC) and the Cervantes Institute. The main aims of these actions are to preserve the cultural and linguistic ties of Spanish residents abroad, facilitate their access and that of foreigners to the educational provision offered by the Spanish education system, as well as to promote and disseminate Spanish education, culture and language. These actions are carried out through a four-route structure: Departments, Attaché Offices and- /or Advisory Offices of Education; educational establishments; educational programmes to promote and support the teaching of the Spanish language and culture; and the Cervantes Institute. Departments, Attaché Offices and/or Advisory Offices of Education Spain has a network of Departments of Education accountable to the Ministry of Education in countries where it cooperates in diplomatic missions and in countries with educational needs where its presence is required. The Departments of Education must support the tasks carried out by the different State Secretariats and the Undersecretariat of the Ministry of Education. Some of their specific functions are: to promote, organise and manage Spanish educational actions abroad; to promote and strengthen the existing relationships between the Spanish educational community and that of the country where they are located; to gather information about the educational policies of the corresponding country, making it accessible to the relevant bodies of the Spanish administration; and to regularly organise teacher training activities within their area of management. Counsellors of Education and Secretaries-General are included among the staff of the Departments of Education. Depending on the needs of the service, attachés and technical advisors, as well as administrative support personnel can also be included. In recent years, the number of Departments, Attaché Offices 1 and Advisory Offices 2 has increased, so that, at present, there are offices of education in 35 countries. In addition, the Ministry of Education has another two Departments in multilateral organisations: one in Brussels, in the European Union and the other in Paris, before the Organisation for Economic Cooperation and Development (OECD), the Council of Europe and the United Nations Educational, Scientific and Cultural Organisation (UNESCO). Educational Establishments There are several types of educational establishments abroad: educational establishments financed by the Spanish State; shared-management educational establishments with participation of the Spanish State; educational establishments financed by other states or international institutions; and European schools. Educational establishments financed by the Spanish State. They offer the non-university provision within the framework of the Spanish education system. The aim of this provision is to 1 The Attaché Offices of Education act on behalf of the Spanish Ministry of Education, are organically accountable to the Departments and are located in cities or countries where no Department exists. 2 The Advisory Offices of Education act on behalf of the Spanish Ministry of Education and are located in cities where no Department or Attaché Office exists. 145

147 :Maquetación 1 13/10/10 11:09 Página THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION guarantee a global overview of the Spanish culture and that of the country where the establishment is located, to promote bilingualism and to contribute to the validity of the studies in the Spanish education system and in the corresponding country, with the aim of promoting the mobility of Spanish and foreign students. The organisation and running of these establishments, their governing bodies and teaching coordination is subject to the general regulations established for public educational establishments in Spain. íshared-management educational establishments with participation of the Spanish State. These establishments are the result of agreements signed between Spain and officially recognised institutions in different countries, and are run by Spanish civil servants. They are autonomous as regards financing, while their organisation and management are regulated by rules established by the corresponding agreements and the internal rules of each establishment. They may offer the educational provision of the Spanish education system or that of the host country. íeducational establishments financed by other states or international institutions. Their aim is to widen the possibilities that Spanish and foreign students have of receiving Spanish formal education through foreign education systems. Therefore, Spanish sections are established in the United States and other European countries; bilingual secondary education establishments and sections in Central and Eastern Europe, Russia and China; and special agreement schools. íeuropean schools. They provide a multilingual, multicultural and multiprofessional education to the children of civil servants working in European Union institutions, among others. This education covers the entire non-university period of schooling and is structured in three cycles: preschool, Primary and secondary. Educational Programmes for the Promotion and Support of the Spanish Language and Culture Spanish Authorities promote the teaching of the Spanish language and culture through international agreements. For this purpose, the following programmes are established: Spanish Language Support Programmes and Specific Programmes for the Children of Spanish Residents Abroad. The latter are also known as Spanish Language and Culture Associations and Classrooms. In order to promote research and the exchange of educational experiences in relation to the teaching of Spanish as a foreign language, the Ministry of Education has established an On line Network for the Teaching of Spanish as a Foreign Language. Its aim is to provide specific information on the teaching of this area and to contribute to teacher training, therefore improving the teaching and dissemination of the Spanish language. The Cervantes Institute The Cervantes Institute is a Spanish public institution attached to the MAEC and aimed at the promotion, teaching and dissemination of the Spanish and Latin American language and culture. Among its main actions, the following stand out: the coordination and participation in activities for the dissemination of the Spanish language and culture; the organisation of Spanish language courses, and courses of the co-official languages existing in Spain; the updating of language teaching methods and teacher training; the support for the work of researchers specialised in the study of Hispanic language and culture. On behalf of the Ministry of Education, the Cervantes Institute is also responsible for the organisation of the exams leading to the Official Certificates of Spanish as a Foreign Language (Diplomas Oficiales de Español como Lengua Extranjera, DELE) and the issuing of the said certificates. At present, the actions carried out by the Cervantes Institute follow four paths: ítwo central offices, one in the city of Madrid and the other in Alcalá de Henares (Autonomous Community of Madrid). ía network of associated centres located in places where the Institute is not present. If outside Spain, they are called Cervantes Institute Associated Centres and, if in Spain, Cervantes Institute Authorised Centres. ícervantes Classrooms represent the Institute in those places where there are no Cervantes centres. They are located in universities and are provided with bibliographic, audiovisual and computer resources for learning and disseminating the Spanish language. íthe Cervantes Virtual Centre, which provides materials and services to any person interested in the Spanish language and culture and in the situation of this language on the Internet. In this 146

148 :Maquetación 1 13/10/10 11:09 Página 147 SPANISH EDUCATION SYSTEM SHORT REPORT sense, the Cervantes Institute, together with other institutions, has participated in the promotion of a virtual Spanish classroom, where Spanish courses are offered. In 2008, the Cervantes Institute signed a Framework Partnership Agreement with the Ministry of Education in order to improve the quality and complementary character of all actions carried out by both institutions in relation to the promotion, teaching and dissemination of the Spanish and Latin American language and culture INTERNATIONAL INTERINSTITUTIONAL COOPERATION Spain carries out many educational actions in collaboration with different institutions in Europe, Latin America and other international areas. European Area The European area covers the initiatives promoted by European institutions and the actions included in the EU mobility programmes through: íthe Council of Europe. It aims at the protection of human rights, the consolidation of Europe s democratic stability, and the promotion and development of the cultural identity and social cohesion of Europe, paying special attention to education. Spain, a Member State since 1977, participates in different meetings and conferences organised by this institution, as well as in several of its programmes and activities: intercultural education, language learning in secondary education and the teaching of History, among others. íthe Autonomous Body for European Educational Programmes (Organismo Autónomo de Programas Educativos Europeos, OAPEE) attached to the Ministry of Education. It is responsible for the participation of Spain in the Lifelong Learning Programme (LLP) (Programa de Aprendizaje Permanente, PAP) during the 2007/13 period, and it also aims at encouraging exchanges, cooperation and mobility among the European Union education systems. The LLP comprises four sectoral programmes (Comenius, Erasmus, Grundtvig and Leonardo da Vinci), a Transversal Programme and the Jean Monnet Programme. íthe European Agency for Development in Special Needs Education (Agencia Europea para el Desarrollo de la Educación Especial). An independent and self-governing organisation maintained by the Ministries of Education in the participating countries (the European Union Member States, as well as Iceland, Norway and Switzerland) and supported by the European Parliament and Commission. Its ultimate aim is the improvement of educational policy and practice related to students with special educational needs. Its initiatives are based on principles such as equal opportunities, accessibility, inclusive education and the promotion of quality in education. Latin American Area The historical, cultural and linguistic ties between Spain and Latin America account for Spanish participation in multilateral projects and activities through the following institutions: íthe Organisation of Latin American States (Organización de Estados Iberoamericanos, OEI). The OEI is an international governmental institution for the cooperation among Latin American countries in the field of education, science, technology and culture. Some of the OEI projects in which Spain is involved are those which deal with the integration of the information and communication technologies in education; attention to student diversity; support to women s equal rights and opportunities; the organisation of the Higher Education Area; and artistic education, culture and citizenship. In addition, the Ministry of Education together with the MAEC, the OEI and some Autonomous Communities contribute to the development of the PAEBA educational programme (Literacy and Basic Education for Young People and Adults), for people with a low literacy level. This is the context where the Latin American Plan for Literacy and Basic Education of Young People and Adults (PIA) 2007/15 comes to light, so that the process of making literacy universal in Latin America may be preserved and literate people may have the possibility of continuing their education. Other ongoing projects within the framework of Latin American cooperation are: the Latin American School Cooperation Programme (PICE), the Educational Cooperation Programme with Latin America and the Latin American Networks project (Latin American Intergovernmental Network of Technical Cooperation for People 147

149 :Maquetación 1 13/10/10 11:09 Página THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION with Special Educational Needs, Latin American Network for the Education of Young People and Adults, and Latin American Network for Educational Technology). íthe Andrés Bello Agreement (Convenio Andrés Bello, CAB). This is an intergovernmental organisation aimed at fostering the educational, scientific, technological and cultural integration of its member countries, including Spain since Two of the major educational programmes in which Spain is involved are: Literacy for Development and Training of Educators and Other Social Agents. As signatory of the CAB, Spain also participates in other educational projects: Andrés Bello Chairs for Integration, CAB Doctorates, Anthology of Thought of the Great Pedagogues of the CAB countries, Teaching History for Integration and the Culture of Peace, and Equivalence Table for Basic and Intermediate Level Education. íthe Carolina Foundation. This foundation was established in 2000 with the intention of promoting cultural relations and cooperation in education and science between Spain and Latin American countries, as well as other countries with special historical, cultural and geographical ties. Its main activities include a training programme which, in the academic year 2009/10, is organised through four types of grants: postgraduate grants, doctoral grants and postdoctoral grants for short stays, lifelong learning, and institutional grants. The programme is designed to facilitate and promote the furthering of studies among university graduates, as well as the specialisation and updating of knowledge of Latin American postgraduates, teachers, researchers, artists and professionals. Other International Areas: UNESCO and OECD Spain has been actively involved with the United Nations Educational, Scientific and Cultural Organisation (UNESCO) in educational cooperation projects since 1953, when she became a member of the said organisation. Among these activities the following should be mentioned: the UNITWIN- UNESCO Chairs Programme and the UNESCO Associated Schools Project Network. The Organisation for Economic Cooperation and Development (OECD) implements educational programmes in relation to issues such as Infant, Primary, secondary, Higher and Adult education, and research and knowledge management. At present, some OECD educational initiatives in which Spain participates are: Institutional Management in Higher Education; Indicators of Education Systems; the Programme for International Student Assessment; the Teaching and Learning International Survey; and Statistics and Indicators on Students with Disabilities, Learning Difficulties and Disadvantages EUROPEAN PROGRAMMES AND ACTIONS TO PROMOTE MOBILITY AND EXCHANGE The promotion of lifelong learning is one of the fundamental political priorities of all European countries, especially since the Lisbon Strategy 3 was passed. In Spain, the 2006 Organic Act on Education (Ley Orgánica de Educación, LOE) represents the clear commitment of the Spanish education system to the common goals established by the EU to improve the quality of education. The EU and third countries cooperation and mobility programmes and other ad hoc initiatives promoted by European institutions become especially important in the achievement of the common educational goals proposed by the EU. The different annual calls are classified as follows in terms of the target groups: ímobility and exchange programmes for civil servant teachers: this category includes technical advisors abroad; civil servant teachers abroad; the post-to-post exchange and professional stays; and the European classrooms. ímobility and exchange programmes for teachers, graduates and/or students: visiting teachers; MAEC-AECID (Agencia Española de Cooperación Internacional para el Desarrollo) grants; teachers in bilingual sections; language assistants; prize students and educational trips. 3 In Lisbon, in the year 2000, the Council of Europe member countries agreed to turn the European economy into one of the most dynamic and competitive economies in the world within a ten-year period. This agreement was called the Lisbon Strategy. In the area of education, in particular, an ambitious programme on the modernisation of education systems was proposed. 148

150 :Maquetación 1 13/10/10 11:09 Página 149 SPANISH EDUCATION SYSTEM SHORT REPORT ímobility and exchange programmes for teachers and students: Fulbright grants; cooperation with Brazil; visiting teachers and PhD and Master students; grants in France and exchange of experts. íeducational cooperation programmes between the European Union and third countries: cooperation with industrialized countries such as the United States and Canada; Tempus and Erasmus Mundus. íeuropean initiatives that foster the mobility and exchange of teachers and students: European Seal; European Language Portfolio and Europass RECOGNITION AND VALIDATION OF FOREIGN STUDIES The recognition and validation of foreign studies favours the mobility of teachers, students and workers, making possible the recognition of the official qualifications and their corresponding professional effects. Therefore, mobility in the academic, as well as in the professional field is promoted. Non-university Degrees The recognition or validation of non-university studies, taken in line with foreign education systems, implies that the Ministry of Education recognises their official validity in Spain. For academic purposes, the recognition of these studies implies that they are equivalent to the corresponding Spanish ones and therefore, the pursuit of education in a Spanish educational establishment is made possible. On the other hand, in the case of titles that qualify for employment, the recognition of the studies may also imply the recognition of the professional effects inherent in the Spanish title of reference to exercise a profession or a professional activity regulated in Spain. By contrast, the validation of non-university foreign studies implies the equivalence between them and the corresponding Spanish ones, only for the purposes of continuing education in a Spanish educational establishment. The following is required of titles and studies for their recognition or validation: ítitles and studies must be officially valid in the education system of the corresponding country. If they have been taken in a foreign institution located in Spain, that institution must be properly authorised by the Spanish Education Authorities to provide such education. íthe titles and studies to be validated and the Spanish titles and studies of reference must be sufficiently equivalent with regard to their academic level, duration and content. ísecondary studies taken in foreign education systems by students who come from the Spanish education system are considered equivalent to the Spanish secondary education or Bachiller certificate. In this case, students must have passed as many correlative and complete courses as they had pending before moving to a different country. ívalidation of a title obtained through level tests, without taking the corresponding studies, is not possible unless explicitly stated in the regulations. Under no circumstances is the validation of single subjects possible. Validation of the studies taken is not necessary for students coming from a foreign education system if they wish to be admitted in any of the Primary or Compulsory Secondary Education grades in Spain. Neither is validation required to study in any level, grade or modality of the Spanish education system that can be accessed without holding the Secondary Education certificate. University Degrees As in the case of non-university education, the recognition or validation of Higher Education studies, taken in accordance with a foreign education system, implies that the Ministry of Education recognises its official validity in Spain. In Spain, any title, certificate or diploma, which is officially valid and proves the successful completion of the relevant Higher Education studies in accordance with a foreign education system, may be recognised either by the university degrees from the Catalogue of Official University Degrees 4 established in the 2001 Organic Act on Universities (Ley Orgánica de Universidades, LOU) or by the 4 In this case, when deficiencies in relation to education are observed in the foreign degree, recognition is subject to the successful completion of a complementary training on the part of the applicant. This training may involve the passing of an aptitude test, the completion of a practical training period, the preparation of a project or work, or attendance on tutored courses. 149

151 :Maquetación 1 13/10/10 11:09 Página THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION Spanish academic grades established according to the new university education structure. Recognition with a degree from the Catalogue of Official University Degrees or a university academic grade implies that the studies successfully completed to obtain a foreign title are officially recognised as equivalent to the relevant Spanish qualification. On the other hand, validation of foreign Higher Education studies, regardless of whether they led or not to the award of a title, implies that their academic validity is officially recognised in relation to partial Spanish University studies, which enable the student to carry on with those studies in a Spanish university. To decide whether a recognition decision is settled in favourably or not, the following aspects are analysed: íthe equivalence between the academic levels required to access the studies leading to the foreign degree and the Spanish degree. íthe duration and course load of the studies required to obtain the foreign degree and the Spanish degree. íthe equivalence between the academic levels of the foreign degree and of the Spanish degree. íthe educational contents achieved to be awarded the foreign degree. 150

152 :Maquetación 1 13/10/10 11:22 Página General Data on the Education System (annexes) PUBLIC EXPENDITURE ON EDUCATION Fígure EVOLUTION OF PUBLIC EXPENDITURE ON EDUCATION (THOUSANDS OF EUR) (1) TO ,000,000 45,951,400 45,000,000 42,122,768 40,000,000 38,542,087 35,923,155 35,000,000 30,000,000 25,000,000 25,554,008 23,831,870 29,006,896 27,284,649 31,238,017 33,642,364 20,000,000 22,525, (1) Excluding financial chapters. Source: Drawn up by the IFIIE on the basis of Cifras de la Educación en España (Ministry of Education). 151

153 :Maquetación 1 13/10/10 11:22 Página GENERAL DATA ON THE EDUCATION SYSTEM (ANNEXES) Table PERCENTAGE DISTRIBUTION OF PUBLIC EXPENDITURE ON EDUCATION IN RELATION TO GDP ACCORDING TO AUTONOMOUS COMMUNITY % GDP Andalusia 0.64 Aragon 0.10 Asturias 0.09 Balearic Islands 0.07 Canary islands 0.16 Cantabria 0.05 Castile-La Mancha 0.16 Castile and Leon 0.21 Catalonia 0.56 Valencian Community 0.37 Extremadura 0.09 Galicia 0.22 Madrid 0.48 Murcia 0.11 Navarre 0.05 Basque Country 0.22 Rioja 0.02 Total 3.61 Source: Drawn up by the IFIIE on the basis of Series de Estadísticas del Gasto Público en la Educación (Ministry of Education). 152

154 :Maquetación 1 13/10/10 11:22 Página 153 SPANISH EDUCATION SYSTEM SHORT REPORT Table PUBLIC EXPENDITURE PER STUDENT IN NON-UNIVERSITY EDUCATION IN PUBLIC EDUCATIONAL INSTITUTIONS (IN EUR) (1) Public expenditure per student Andalusia 5,060 Aragon 6,292 Asturias 7,742 Balearic Islands 6,463 Canary islands 5,874 Cantabria 7,568 Castile-La Mancha 6,986 Castile and Leon 6,288 Catalonia 6,411 Valencian Community 5,738 Extremadura 5,964 Galicia 7,257 Madrid 5,993 Murcia 5,521 Navarre 7,587 Basque Country 9,835 Rioja 7,122 Average expenditure 6,207 (1) Excluding occupational training. Students have been transformed into the full-time equivalent, in accordance with the methodology used in international statistics. Source: Drawn up by the IFIIE on the basis of Cifras de la Educación en España (Ministry of Education). 153

155 :Maquetación 1 13/10/10 11:22 Página GENERAL DATA ON THE EDUCATION SYSTEM (ANNEXES) STUDENTS Figure STUDENTS ENROLLED IN THE SPANISH EDUCATION SYSTEM. ACADEMIC YEAR 2007/08 Adult education-formal education Specialised education 409, ,916 University education (1) 1,500,097 Advanced vocational training cycles (2) General post-compulsory secondary education (2) Intermediate vocational training cycles (2) Social Guarantee Programmes/ Initial Vocational Qualification Programmes 222, , ,559 46,973 Compulsory secondary education 1,829,874 Special education 29,427 Primary education 2,607,384 Pre-primary education 1,643, ,000,000 2,000,000 3,000,000 (1) It includes first and second cycle studies, official master s degrees and doctoral studies. (2) It includes classroom-based and distance provision. Source: Drawn up by the Institute for Teacher Training and Educational Research and Innovation (IFIIE) on the basis of Cifras de la Educación en España (Ministry of Education). 154

156 :Maquetación 1 13/10/10 11:22 Página 155 SPANISH EDUCATION SYSTEM SHORT REPORT Figure PERCENTAGE DISTRIBUTION OF STUDENTS ENROLLED IN THE SPANISH EDUCATION SYSTEM ACCORDING TO TYPE OF EDUCATION AND AUTONOMOUS COMMUNITY. ACADEMIC YEAR 2007/08 Andalusia Aragon Asturias Balearic Islands Canary Islands Cantabria Castile-La Mancha Castile and Leon Catalonia Valencian Community Extremadura Galicia Madrid Murcia Navarre Basque Country Rioja Ceuta (1) Melilla (1) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Pre-primary education Primary education Special education Compulsory secondary education General post-compulsory secondary education (2) Intermediate vocational training cycles (2) Social Guarantee Programmes/Initial Vocational Qualification Programmes Advanced vocational training cycles (2) University education (3) Specialised education (1) Ceuta and Melilla do not have their own universities, but they do have centres which are attached to the University of Granada. (2) It includes classroom-based and distance provision. (3) It includes first and second cycle studies, official master s degrees and doctoral studies. Source: Drawn up by the IFIIE on the basis of Cifras de la Educación en España (Ministry of Education). 155

157 :Maquetación 1 13/10/10 11:22 Página GENERAL DATA ON THE EDUCATION SYSTEM (ANNEXES) Figure PERCENTAGE OF WOMEN IN NON-UNIVERSITY MAINSTREAM EDUCATION, SPECIALISED EDUCATION, UNIVERSITY EDUCATION AND ADULT EDUCATION ACCORDING TO AUTONOMOUS COMMUNITY. ACADEMIC YEAR 2007/ Andalusia Aragon Asturias Balearic Islands Canary Islands Cantabria Castile-La Mancha Castile and Leon Catalonia Valencian Community Extremadura Galicia Madrid Murcia Navarre Basque Country Rioja Ceuta (1) Melilla (1) UNED/UOC/UIMP Non-university mainstream education Specialised education University education (2) Adult education-formal education (1) Ceuta and Melilla do not have their own universities, but they do have centres which are attached to the University of Granada. (2) It includes first and second cycle studies, official master s degrees and doctoral studies. Source: Drawn up by the IFIIE on the basis of Cifras de la Educación en España (Ministry of Education). 156

158 :Maquetación 1 13/10/10 11:22 Página 157 SPANISH EDUCATION SYSTEM SHORT REPORT Figure EVOLUTION OF STUDENTS ENROLLED IN MAINSTREAM EDUCATION ACCORDING TO STAGE. ACADEMIC YEARS 1997/98 TO 2007/08 3,000,000 2,500,000 2,000,000 1,500,000 1,000, , / / / / / / / / / / /08 Primary education/egb (Basic General Education) Compulsory Secondary Education Pre-primary Education General post-compulsory Secondary Education (1) Vocational Training (2) Special Education (1) It includes students of LOGSE (regular, adult and distance provision), BUP/COU (classroom-based and distance provision) and Experimental general post-compulsory secondary education. (2) It includes Intermediate and Advanced vocational training cycles. Source: Drawn up by the IFIIE on the basis of Estadísticas de las enseñanzas no universitarias (Ministry of Education). Table FOREIGN STUDENTS ACCORDING TO TYPE OF EDUCATION. ACADEMIC YEAR 2007/08 Total students % of foreign % of students Total of foreign with respect to foreign students with the total students respect to of foreign the total students Mainstream education Non-university education 7,241, , University education 1,500,097 51, Adult Education (Formal education) 409,231 58, Specialised education 699,916 21, Total 9,850, , Source: Drawn up by the IFIIE on the basis of Cifras de la Educación en España (Ministry of Education). 157

159 :Maquetación 1 13/10/10 11:22 Página GENERAL DATA ON THE EDUCATION SYSTEM (ANNEXES) Figure PERCENTAGE OF FOREIGN STUDENTS WITH RESPECT TO THE TOTAL OF STUDENTS ENROLLED IN MAINSTREAM EDUCATION, SPECIALISED EDUCATION AND ADULT EDUCATION (FORMAL EDUCATION) ACCORDING TO AUTONOMOUS COMMUNITY (1). ACADEMIC YEAR 2007/08 Andalusia Aragon Asturias Balearic Islands Canary Islands Cantabria Castile-La Mancha Castile and Leon Catalonia (2) Valencian Community Extremadura Galicia Madrid Murcia Navarre Basque Country Rioja Ceuta Melilla TOTAL (1) It does not include university education. (2) No data available on adult education. Source: Drawn up by the IFIIE on the basis of Cifras de la Educación en España (Ministry of Education). Figure EVOLUTION OF FOREIGN STUDENTS ENROLLED IN MAINSTREAM EDUCATION ACCORDING TO STAGE. ACADEMIC YEARS 1997/98 TO 2007/08 350, , , , , ,000 50, / / / / / / / / / / / Primary Education/EGB (Basic General Education) Compulsory Secondary Education Pre-primary Education Vocational Training (1) General Post-compulsory Secondary Education (2) Special Education (1) It includes foreign students of Vocational training cycles (classroom-based and distance provision), FP I, FP II, Social Guarantee and Initial Vocational Qualification Programmes. (2) It includes foreign students of the different types of general post-compulsory secondary education (classroombased and distance) provided in the reference period: LOGSE, BUP/COU and Experimental. Source: Drawn up by the IFIIE on the basis of Estadísticas de las enseñanzas no universitarias (Ministry of Education).

160 :Maquetación 1 13/10/10 11:22 Página 159 SPANISH EDUCATION SYSTEM SHORT REPORT EDUCATIONAL INSTITUTIONS TABLE EDUCATIONAL INSTITUTIONS ACCORDING TO TYPE OF EDUCATION AND OWNERSHIP. ACADEMIC YEAR 2007/08 Type of education Educational institutions % of public institutions Pre-primary Education (1) 4, Primary Education (2) 10, Primary Ed. and Compulsory Eecondary Ed. (2) 2, Compulsory Ed. and/or general post-compulsory secondary ed. and/or Vocational Training (3) 4, Mainstream Education Primary Ed., Compulsory Secondary Ed. and general post-compulsory secondary ed./vocational Training (2)(3) 1, Adult Education 1, Special Education Distance Education University Education (4) 1, Artistic Education 1, Specialised Education Languages Sports Education Total 28,004 (1) Educational institutions providing only Pre-primary education. (2) They can also provide the second cycle of Pre-primary education. (3) They can provide one or several of the following types of education: Compulsory secondary education, General post-compulsory secondary education, Vocational training cycles or Social Guarantee and Initial Vocational Qualification Programmes. (4) University institutions are classified according to ownership of the corresponding university or the university they are attached to. Source: Drawn up by the IFIIE on the basis of Cifras de la educación en España (Ministry of Education) and the Subdirectorate General for University Prospective Analysis and Studies (Ministry of Education). 159

161 :Maquetación 1 13/10/10 11:22 Página GENERAL DATA ON THE EDUCATION SYSTEM (ANNEXES) Table EDUCATIONAL INSTITUTIONS PROVIDING NON-UNIVERSITY EDUCATION ACCORDING TO AUTONOMOUS COMMUNITY AND OWNERSHIP. ACADEMIC YEAR 2007/08 Educational institutions Public Grant-aided Private Total Total % Total % Total % Andalusia 4,060 2, Aragon Asturias Balearic Islands Canary Islands 1, Cantabria Castile-La Mancha 1, Castile and Leon 1, Catalonia 4,291 2, Valencian Community 2,204 1, Extremadura Galicia 1,741 1, Madrid 3,010 1, Murcia Navarre Basque Country 1, Rioja Ceuta Melilla Total 23,723 16, , , Source: Drawn up by the IFIIE on the basis of Estadísticas de las enseñanzas no universitarias (Ministry of Education). 160

162 :Maquetación 1 13/10/10 11:22 Página 161 SPANISH EDUCATION SYSTEM SHORT REPORT Figure DISTRIBUTION OF SPANISH UNIVERSITIES ACCORDING TO AUTONOMOUS COMMUNITY. ACADEMIC YEAR 2007/08 1 university Between 2 and 5 universities Between 6 and 10 universities More than 10 universities Source: Drawn up by the IFIIE on the basis of the information provided in the web page of the Ministry of Education. 161

163 :Maquetación 1 13/10/10 11:22 Página GENERAL DATA ON THE EDUCATION SYSTEM (ANNEXES) TEACHERS Table TEACHERS ACCORDING TO TYPE OF EDUCATION AND OWNERSHIP OF THE EDUCATIONAL INSTITUTION. ACADEMIC YEAR 2007/08 Type of education Teacher % Public Pre-primary Education (1) 31, Primary Education (2) 217, Primary Ed. and Compulsory Secondary Ed. (2) 69, Compulsory Ed. and/or general post-compulsory secondary ed. and/or Vocational Training (3) 233, Mainstream Education Primary Ed., Compulsory Secondary Ed. and general post-compulsory secondary ed./vocational Training (2)(3) 78, Social Guarantee Programmes/Initial Vocational Qualification Programmes 1, Adult Education 11, Special Education 7, Distance Education University Education 105, Artistic Education 28, Specialised Education Languages 4, Sports Education Total 789,858 (1) Educational institutions providing only Pre-primary Education. (2) They can also provide the second cycle of Pre-primary Education. (3) They can provide one or several of the following types of education: Compulsory Secondary Education, General post-compulsory secondary education, Vocational Training cycles or Social Guarantee Programmes and PCPI. Source: Drawn up by the IFIIE on the basis of Cifras de la Educación en España (Ministry of Education). 162

164 :Maquetación 1 13/10/10 11:22 Página 163 SPANISH EDUCATION SYSTEM SHORT REPORT FIGURE PERCENTAGE OF WOMEN TEACHING ACCORDING TO EDUCATIONAL STAGE. ACADEMIC YEAR 2007/ Total Pre-primary Compulsory Both groups (2) and Primary Secondary Education Education, general post-compulsory secondary education and Vocational Training (1) Special Education (1) It also includes teachers of Social Guarantee and Initial Vocational Qualification Programmes. (2) It refers to teachers combining teaching in Pre-primary and Primary education and Secondary education and vocational training. Source: Drawn up by the IFIIE on the basis of Estadísticas de las enseñanzas no universitarias (Ministry of Education). Table TEACHERS IN NON-UNIVERSITY MAINSTREAM EDUCATION ACCORDING TO AUTONOMOUS COMMUNITY ACCORDING TO OWNERSHIP OF EDUCATIONAL INSTITUTION. ACADEMIC YEAR 2007/08 Teachers % in public educational institutions Andalusia 110, Aragon 18, Asturias 13, Balearic Islands 14, Canary islands 27, Cantabria 8, Castile-La Mancha 31, Castile and Leon 34, Catalonia 102, Valencian Community 68, Extremadura 16, Galicia 37, Madrid 84, Murcia 23, Navarre 9, Basque Country 31, Rioja 3, Ceuta 1, Melilla 1, Total 639, Source: Drawn up by the IFIIE on the basis of Cifras de la Educación en España (Ministry of Education). 163

165 :Maquetación 1 13/10/10 11:22 Página GENERAL DATA ON THE EDUCATION SYSTEM (ANNEXES) EDUCATIONAL OUTCOMES Figure EVOLUTION OF THE PERCENTAGE OF STUDENTS ENROLLED IN THE CORRESPONDING YEAR AT 8, 10, 12, 14 AND 15 YEARS OLD. ACADEMIC YEARS 1997/98 AND 2007/ years old 10 years old 12 years old 14 years old 15 years old 1997/ /08 Source: Drawn up by the IFIIE on the basis of Cifras de la Educación en España (Ministry of Education). 164 Table GROSS RATE OF STUDENTS SUCCESSFULLY COMPLETING COMPULSORY SECONDARY EDUCATION AND GENERAL POST-COMPULSORY SECONDARY EDUCATION ACCORDING TO GENDER AND AUTONOMOUS COMMUNITY. ACADEMIC YEAR 2006/2007 Compulsory Secondary Education General post-compulsory secondary education Total Women Total Women Andalusia Aragon Asturias Balearic Islands Canary Islands Cantabria Castile and Leon Castile-La Mancha Catalonia Valencian Community Extremadura Galicia Madrid Murcia Navarre Basque Country Rioja Ceuta Melilla Total Source: Drawn up by the IFIIE on the basis of Cifras de la Educación en España (Ministry of Education).

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170 GOBIERNO DE ESPAÑA MINISTERIO DE EDUCACIÓN