STUDY VISITPermanent Education in Aragón Zaragoza, 12 th -16 th May 2008 1 SUMMARY OF EDUCATION SYSTEM IN SPAIN 1.Descriptio n of education system In 1997, the number of people aged 29 and under was 15.820.400 (40% of the population) and there were 4.646.000 young people of compulsory education age. According to the Spanish Constitution, Castellano is the official language of Spain. Therefore, all Spanish citizens must know the language and have the right to use it. Together with Castellano, there are other official languages in their corresponding Autonomous Communities. These co-official languages are Catalán, Gallego, Valenciano and Euskera. In those Communities where there is a co-official language, both this and Castellano are considered compulsory teaching languages in all levels ofeducation except university. The use of the Autonomous Community language as ateaching language varies in the different Communities, depending on how widespread that language is and on the linguistic policies each Community is implementing. 2.Administrative control and extend of public-sector funded education In 1997, 72.32% of students attended public-sector schools while 27.68% attended private institutions. There are two kinds of compulsory-level establishments that are not in the public sector: centros concertados, which are financed by public funds and account for approximately 90% of all private schools, and centros no concertados which are totally private. The central government retains responsibility for the general regulation of the system, but since 1978, certain responsibilities are been devolved to the 17 regional governments (Autonomous Communities), which currently exercise full powers over education. Each school has a council, comprising representatives of the teachers and the other staff, parents and students, whose responsibilities include all aspects of daily school life, for example, approval of the annual programme and of important sanctions concerning students. Each education authority is responsible for the organization and functioning of its own inspection service. The state senior inspection service monitors the structure and organization of education and a technical inspection service operates in each of the Autonomous Communities. 3.Pre-primary education Up to the age of 6, children can attend escuelas de Educación Infantil(pre-primary schools), which are divided into two stages of three years each. First stage (0-3 years- old) is overseen by Local Administration or private schools and the second (3-6 years- old) by the Education Department (public schools or private schools). There are no tuition fees in the second stage, but parents may be expected to contribute to the costs of
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minutes at primary level and 55 at secondary. The minimum number of annual teaching
hours is 810 at primary level and 898 at lower secondary level.
4.4. Class size / student grouping
The maximum class size is 25 at primary level and 30 at secondary level.
Students are grouped according to age. Mixed age groups exist in rural area where
classes are very small. Primary classes have one teacher for all subjects, except music,
physical education and foreign languages; secondary students have separate subject
teachers.
4.5 Curricular control and content
The minimum core curriculum is determined at State level. The Autonomous
Communities establish their own curriculum based on the State minimum corecurriculum and schools develop and adapt the curriculum to their own context.
Compulsory studies at primary level include knowledge of the environment, art
education, physical education, Spanish language and literature, the official language and
literature of the corresponding Autonomous Community, a foreign language and
mathematics. The subject of religion is compulsory offered by the establishment but is
voluntary for the pupils. The lower secondary core curriculum covers Spanish language
and literature, the official language and literature of the respective Autonomous
Communities, a foreign language, mathematics, physical education, natural sciences,
plastic and visual education, social studies, geography and history, technology and
music. The subject of religion is compulsory offered by the establishments but is
voluntary for the pupils.
While in primary education, methodology is global and interdisciplinary and it
must be adapted to each pupil’s needs as it is in lower secondary education. In lower
secondary education, methodology must also foster their ability to learn in their own as
well as to work in team. Concerning textbooks, there is no need for approval from any
educational authority. Every subject area department is responsible for the choice of its
textbooks.
4.5. Assessment, progression and qualifications
There is no national or regional system of testing. The minimum core curriculum
includes basic guidelines for assessment, which is an integral part of the curriculum and
must be global and continuous. While in primary school, the form teacher is responsible
for decisions on promotion, in lower secondary, all the pupil’s teachers have to decide
on promotion collectively. Promotion between primary school education stages depends
on students meeting curricular objectives; students can repeat a year if necessary. In the
first stage or in each of the two academic years of the second stage of lower secondary
education, students may stay one more year if they do not attain the objectives although,
in principle, they may only repeat one year throughout the entire stage.
On completion of compulsory schooling, students receive the certificate of secondary education (Graduado en Educación Secundaria), which grants access to
general upper secondary education ( Bachillerato) or intermediate level specific
vocational training ( Formación Profesional Específica de Grado Medio)
5. Upper secondary and post-secondary education
5.1. Types of education
Bachillerato (general upper secondary education) Age 16-18
Formación Profesional Específica de Grado Medio
(intermediate-level specific vocational training)
Age 16-18 (usually one
and a half years)
These two types of post-compulsory education may be provided separately or in
the same establishment.
5.2. Admissions criteria
Students must hold a Graduado en Educación Secundaria (certificate of
secondary education) to access either of the two types of education mentioned above.
There are no tuition fees in publicly funded establishments but parents may be required
to pay for materials, transport or meals, depending on their level of income. Parents
have freedom of choice.
5.3. Curricular control and content
The Bachillerato minimum core curriculum is determined at national level, butthe Autonomous Communities educational authorities and the schools develop and
adapt the curriculum to their own context. There are four kinds of Bachillerato: arts,
natural science and health, humanities and social studies and technology. Spanish
language and literature, official language and literature of the corresponding
Autonomous Communities, history, philosophy, a foreign language and physical
education are compulsory subjects for all pupils. Teachers are to follow the teaching
principles underlying the core curriculum and to use the specific teaching methods that
are mostly appropriate for the subject areas they cover.
The basic national guidelines of vocational training are laid down by the
Autonomous Communities education authorities and the curriculum includes theoreticaland practical training organized on a modular basis, while core subjects vary according
to the module. Teaching methods in specific vocational training in general should afford
pupils a coordinated view of the productive processes in which they are to participate.
They should also encourage teamwork and the ability of pupils to learn on their own.
5.4. Assessment, progression and qualifications
Bachillerato students are subject to continuous assessment throughout the
course. Those who fail more than two subjects in the first year, or more than three
subjects in the second year, must repeat the year. Successful students receive the
Bachiller diploma. Continuous assessment also applies to the vocational course andsuccessful students receive the Técnico certificate.
Higher education includes university, advanced-level art education ( Enseñanzas
Artísticas de grado superior), advanced-level specific vocational training ( Formación
Profesional Específica de grado superior), and other very specific specialized
institutions.
University-level education is offered in Facultades Universitarias (university
faculties), and Escuelas Universitarias (university centres for first-stage studies).
Conservatorios Superiores (high music academies) and Escuelas Superiores (higher
schools) are the public institutions that deliver advanced-level artistic education. The
establishments teaching Formación Profesional Específica de grado superior
(advanced-level specific vocational training) are the same as the ones giving
intermediate level training. There are courses provided at non-university institutions,
which are comparable in content and level to university courses.
6.2. Access
There two ways of accessing advanced-level specific vocational training: direct
access with the Bachiller certificate, and access through a test. Entry to all other courses
requires the Bachiller diploma as a minimum. Access to two-stage university studies
also requires a pass in the university entrance examination (PAU). This Universityentrance exam, which is regulated by the Ministry of Education and administered by the
Autonomous Communities, is organized and planned jointly by the universities and
Bachillerato teachers. Advanced-level art students must also pass a specific exam.
6.3. Qualifications
Diplomado, technical architect and technical engineer degrees are earned after
completing one-cycle university studies (three years) and Licenciado, architect and
engineer degrees after two-cycles studies (two to three extra years). Doctorates are
awarded to students who pass the third-cycle courses and successfully defend theirtheses (minimum two years). Different certificates are awarded to students after
completing the various specialities of arts education. After completing advanced-level
music and dance studies, and dramatic arts, students are awarded a higher certificate,
equivalent to a university Licenciado degree. Students finishing advanced-level plastic
arts and design earn a Tecnico Superior certificate; and after completing arts
conservation and restoration courses, students obtain a certificate equivalent to a
university Diplomado. Students successfully completing advanced-level specific
vocational training are awarded the Técnico Superior certificate. Students in non-
university higher education courses prepare for qualifications that are equivalent to
Recent legislation has established the principle of the integration of children
with special educational needs into mainstream schooling. Special schools or units stillexist for those whose needs cannot be met in mainstream education. In 1997/98, fewer
than 0.4% of all primary and secondary students attended separate schools.
8. Teachers
Pre-primary and primary teachers must have a Maestro teaching diploma, gained
after three years at a university-level teacher training college. Secondary school teachers
must have a Licenciado, or architecture or engineering degree, gained after four to six
years’ study plus a teaching course lasting on average 300 hours. Primary school
teachers are trained to teach all subjects except music, physical education and foreign
languages, for which specialist teachers are employed. Primary teachers are generalists
and secondary teachers are specialists in one subject. University professors must hold a
doctorate; other types of university teachers are not required to have it, although they
must have a Licenciado, or architecture or engineering degree. In public establishments