The Education System in Spain

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The Education System in Spain

• International Programme
• Coping with Inclusion in Primary Schools
• April 16-27, 2007

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Summary

• 1. Spanish Education System
• 1.1.Principles and Legislation of the Educational
  System
• 1. 2. Structure of the Educational System
• 1.3. Calendars and School Schedules
• 1.4. General Teaching

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1.1. Legislative framework of Education
1.1. Educational System Principles and
Legislation

• The legislative framework that governs the
  Spanish educational system is formed by the
  Spanish Constitution (1978) and four
  constitutional laws that develop the principles
  and rights established in it
•  
• The Organic Act 11/1983 of the University Reform
  (LRU)
• The Organic Act 8/1985 regulating of the Right of
  Education (LODE)
• The Organic Act 1/1990 of General Ordering of the
  Educational System (LOGSE) and
• The Organic Act 9/1995 of the Participation,
  Evaluation and Government of the educational
  institutions (LOPEG)
• The Organic Act 2002 on the Quality of Education
  (LOCE) (this law didnt get implanted in all
  the Spanish territories because of political
  reasons, only in some regions it began to be
  done in the orders the law continued to be the
  LOGSE (1990) that was the precedent referent.
• The Organic Act 2/2006 (LOE) This law is actually
  being evaluated by the different communities to
  adequate the different items to the identity of
  the regional folklore in each area of the country
  in this way the law can be finally implanted.

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1.2. Educational System Structure

• Compulsory Education
•  
• Children Education, The LOGSE establishes it as
  the first level of the educational system. It is
  a voluntary phase.
•  
• This level begins whith the birth and finishes
  at the age of 6 years old, There are two parts
  the first one till the age of 3 and the second
  one till the age of 6.
•  
• With respect to the methodology, the regulation
  that develops the law marks some principles based
  on the elaborate constructivists learning
  theories of Piaget, Vigotsky and Ausubel, among
  others, but it establishes no specific method,
  since the educational team of each centre must
  decide what strategies and what pedagogical
  methods are the most adequate.
•  
• The evaluation in the children education should
  be global, continuous and formative.
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1.2. Educational System Structure Compulsory
Education

•  
• Primary education is the first level of the
  obligatory teaching and it is, therefore, free,
  with a global and integrative character.
•  
• It comprises six school years, from the age of
  six to the age of 12. There are
• three levels or cycles, each cycle
  comprises two school years. 
• The evaluation of the learning processes should
  be global, continuous and formative.
•  
• The promotion from a cycle to another will be
  done provided that the students must have reached
  the corresponding objectives.
•  
• Religion subjet matter is elective for the
  students in all the school centres. For those
  that, by decision of their parents, dont choose
  that subject, other activities should be
  organized about analysis and reflection of
  different aspects of the cultural and social
  life.
•  

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1.2. Educational System Structure Compulsory
Education

•  
• Secondary education
• The complete obligatory secondary education
• Comprises four academic school years, from 12 to
  16 years old.
• The students that reach all the objectives of
  this phase receive the title of Graduate in
  Secondary Education that authorizes the
  development of a degree or to the specific
  vocational training of medium level.
• For those students who dont achieve the aim,
  specific programs of social guarantee can be
  organized, in order to provide them a
  professional and basic formation that allows them
  to be incorporated to the active life or to
  continue their studies.
•  

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1.2. Educational System Structure Compulsory
Education

•  
• Bachillerato
• has a duration of two years (16-18 years old).
  The students that obtain a positive evaluation in
  all the matters of any of the modalities, receive
  the title of secondary graduate, with which they
  can get to university or so specific superior
  levels.
• The teachings in secondary education are
  structured in modalities, some more professional
  than others, so that each student can elect his
  own formative itinerary in function of his
  capacities and professional and academic
  interests. There are four modalities arts,
  natural and health sciences, liberal arts and
  social sciences, and technology.
•  
• The methodological orientation of the processes
  of teaching and learning in the degree tries to
  favour the capacity of the student to learn by
  himself, to work in group and to apply the
  appropriate methods of investigation.
•  
• The evaluation is continuous. It is carried out
  by subjects and in relation
• to the educational objectives and the
  criteria of evaluation established in
• the own curriculum of each educational
  administration.

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1.2. Educational System Structure Compulsory
Education

•  
• Vocational training
• provides the assembly of teachings that qualify
  for the qualified performance of the different
  professions.
•  
• The specific vocational training constitutes the
  strictly professional formation. There are two
  degrees the vocational training of medium degree
  and the vocational training of upper degree.
•  
• The first one of them is inserted immediately
  after the obligatory secondary education and it
  is necessary to be in possession of the title of
  Graduate in Secondary Education.
•  
• The students that go though the teachings of
  specific vocational training of medium degree and
  of degree will receive, respectively, the title
  of Technician and of Upper Technician of the
  corresponding profession.

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• Special Education
•  
• The concept of special educational needs is
  related to the idea of diversity of the students
  and it is defined as the assembly of supports and
  adaptations that the student will bearly carried
  out his processes of development and learning in
  the educational system in ordinary centres.
•  
• The schooling differentiated in units or
  central specific of special education only will
  be carry out when the needs of the student cannot
  be attended in an ordinary educational centre.
  This situation will be revised periodically, so
  that the access of the students to a state of
  greater integration can be favoured, provided it
  is possible.

1.2. Educational System Structure Compulsory
Education
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1.2. Educational System Structure Compulsory
Education

• Attention to the students with special
  educational needs
•  
• The new law (LOE) establishes the concept of
  pupils with specific educational needs, which
  comprises diferent types of pupils.
• Pupils who require compensatory education.
• Pupils Whit difficulties in education..
• Highly-gifted pupils.
• Pupils with special educational needs pupils
  with physical, psychical, sensorial disabilities
  or with serious personality or conduct disorders.
  
• Specials needs in education
  must be detected as soon as posible and provide
  the earlier atenttion to make possible the bests
  possibilities of inclusion.
• The centres of children education, are suitable
  places to make students with special educational
  needs develop their maximum possibilities.
•  
• With respect to the objectives these students
  should obtain are the same as for the remainder
  of their companions, nevertheless, the goals
  should be more specific and the method more
  individualized according to the development and
  capacity of each student.

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1.3. SCHOOL SCHEDULES
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• Teaching Methods and Materials
• Both in mainstream and in the specific Special
  Education schools, the methodological assistance
  lent to these pupils must comply with the
  educational principles established for the
  school-age population in general
• Take the pupil's level of development as a point
  of departure. This means accommodating each
  pupil's intellectual, communicational-linguistic,
  social-affective and motor characteristics.
• Guarantee significant learning. More than anyone
  else, pupils with special educational needs
  require learning to be applicable to their daily
  life skills and to serve as a basis to gain
  access to subsequent learning.
• Enable pupils to undertake significant learning
  on their own (learning to learn). In order to
  achieve this, pupils with special educational
  needs must be provided with the necessary skills
  and procedures to be able to learn on an
  independent basis.
• Promote both physical and intellectual activity.
  Such pupils must be active elements in their
  learning process in order to be able to
  assimilate and fully comprehend the activities
  and operations they are undertaking. This may be
  achieved with the aid of their teacher or their
  peers although they will admittedly need more
  help and/or a different kind of help in order to
  do so.

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1.2. Educational System Structure

• Teachings of Special State
•  
• Dance and Music
• Drama Studies
• Art Studies
• Conservation and restauration of Cultural Goods
• Language Studies

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• University Education
•  
• The system is adapting to the Bologna Process
  Model (undergraduate/postgraduate training)
• Universities offer undergraduate training at
• First and Second level (Diplomatura /
  Licenciatura)
• Third Level (Phd studies/ doctorado)
•   Universities also offer Postgraduate Training
  Programmes in different areas of expertise
  (courses of professional specialization
  continuous education, etc) at Postgraduate and
  Master Level.

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• Students of Cádiz University, Spain
• Antonia de la Torre Rísquez
• Mª Soledad Ruiz Pérez
• Manuela Fernández Gómez
• Carolina Angela Muñoz Lepe
• Aurora Arrebola Macías

• Coordinator
• Patricia Sabbatella

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• Thank You!