LOMCE I English

Official Bulletin of the State
No. 295
Tuesday, December 10, 2013
Dry 1. P. 97858
1. GENERAL PROVISIONS
HEAD OF STATE
12886
Law 8/2013, 9 of December, for the improvement of

the quality of education.
JUAN CARLOS I
KING OF SPAIN
All the present join together and act.
Know: That the Cortes Generales have approved and

I come in to sanction the following law.
PREAMBLE
Students is the Center and the raison d ' tre of the

education. Learning in the school should be directed
to become autonomous, critical, people with own
thought. All the students have a dream, all young
people have talent. Our people and their talents are
the most valuable thing we have as a country.
For this reason, each and every one of the students

will be object of attention, in the search for talent
development, that education become the main
instrument of social mobility, help to overcome
economic and social barriers and generate
aspirations and ambitions realizable for all. For all
this organic law establishes the necessary
mechanisms of permeability and return between
different paths and routes that are articulated.
All students possess talent, but the nature of this

talent differs among them. As a result, the
educational system must have mechanisms to
recognize it and promote it. The recognition of this
diversity among student or pupil on their skills and
expectations is the first step towards the
development of an educational structure that
provides for different paths. The logic of this reform
is based on the evolution towards a system able to
steer students toward the trajectories most suitable
to your abilities, so that their aspirations to make a
reality and become routes that facilitate
employability and encourage entrepreneurship
through the possibility for students and their
parents, mothers or legal guardiansChoose the best
options for personal and professional development.
Students with performance problems should have
specific programs that improve their ability to
continue in the system.
Behind the talents of the people they are the values

that articulate them, attitudes that drive them,
competencies that materialize them and knowledge
that build them. The challenge of a democratic
society is to create the conditions so that all
students can acquire and express their talents, in
short, the commitment to quality education as a
support for equality and social justice.
Education is the engine that promotes the wellbeing of a country. The educational level of the
people determines its ability to compete
successfully in the field of the international scene

and the challenges that arise in the future. Improve
the level of citizens in the field of education is open
the doors to high-skilled jobs, which represents a
commitment to economic growth and a future
better.
In the sphere of the individual, education supposed

to facilitate the personal development and social
integration. The educational level determines, in
great way, the goals and expectations of the vital
path, both professionally and personally, as well as
the set of
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knowledge, resources and learning tools that enable

a person to successfully meet your goals.
Only a quality education system, inclusive,

integrative and demanding, guarantees equal
opportunities and makes effective the possibility
that each student develop the maximum of their
potential. The mandate of article 27.2 of the Spanish
Constitution will become effective only from the
quality: education will aim the full development of
the human personality in the respect for the
democratic principles of coexistence and the rights
and fundamental freedoms.
II
One of the objectives of the reform is to introduce

new patterns of behavior that put education at the
center of our society and economy.
The transformation of education depends not only

on the educational system. Whole society is which
has to assume an active role. Education is a task
that affects companies, associations, trade unions,
non-governmental organizations, as well as any
other form of manifestation of civil society and, in
particular way, to the families. The success of the
social transformation in which we are immersed
depends on education. Now, without the

involvement of civil society there will be no
educational transformation.
The family reality in general, and in particular in the

context of its relationship with education, is
undergoing profound changes. They are necessary
channels and habits that enable us to restore the
balance and the strength of relations between pupils
and students, families and schools. Families are the
first responsible for the education of their children
and therefore the educational system has to have
the family and trust their decisions.
They are highlighting the results of the work of

generous teachers, families and other social actors,
who give us an optimistic before the transformation
of the education that we are facing, offer us a long
list of successful experiences in the most diverse
areas, favouring local environments, in many cases
with global projection, of cooperation and learning.
III
The profound changes facing society require a

continuous and thoughtful adaptation of the
education system to the emerging demands of
learning.
The creation of conditions enabling the students to

their full personal and professional development, as
well as their effective participation in social, cultural
and economic transformation processes, is an
unavoidable responsibility of the public authorities.
Never how we have now had the opportunity of

having a custom and universal education. As never
before has education has had the possibility of being
a so decisive element of equity and social welfare.
The main threat facing sustainability in developed

societies is the fracture of knowledge, that is, split
between those who have knowledge, skills and
abilities to learn and do, and do learning and those
excluded. The fight against the exclusion of a large
part of Spanish society, due to high rates of school
drop-outs early and by low levels of quality that
today reports the educational system, are the main
impetus to reform.
The school, and especially public school, found its

main reason for being in the fight against the
inevitability of situations of injustice or degradation
which have been going at each moment of its
history. The modern school is the advocate of
education as a utopia of social justice and welfare.
According to this function, this organic law directed
school at the service of a society that cannot
assume as normal or structural than an important

part of their students,
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those who leave school before they had basic

knowledge, competences and skills, or those whose
educational level is far below the international
standards of quality, leave at the start of his career
in conditions of disadvantage such that are doomed
to unemployment or job of limited added value.
These circumstances, in today's economy, more and

more global and more demanding in the training of
workers and entrepreneurs, they become a scourge
which limits the possibilities for social mobility,

when they do not lead to the unacceptable transfer
of poverty.
In accordance with the above reflection, it is

important to highlight that the improvement of the
democratic quality of a community passes
inexorably by the improvement of the quality of its
educational system. An increasingly complex and
participatory democracy demand increasingly
formal and responsible citizens. Raising current
levels of education is an essential decision to
promote peaceful coexistence and cultural
development of society.
Equity and quality are two sides of the same coin. A

quality education system in which not a priority is to
eliminate any hint of inequality is not imaginable.
There is no greater lack of equity that a system that
even the indolence or mediocrity. For the Spanish
society is not enough schooling to meet the right to
education, quality is a constituent element of the
right to education.
IV
A more open, global and participatory society

demands new profiles of citizens and workers, more
sophisticated and diversified, in the same way that
requires alternative ways of organization and

management in collaboration and work equipment,
as well as proposals capable of assuming that the
real strength is in the mix of skills and diverse
knowledge which prevail are.
Education is the key to this transformation through

the formation of people active self-confident,
curious, enterprising and innovative, desiring to
participate in the society to which they belong,
create value individually and collectively, can take
the value of the balance between effort and reward
as their own. The educational system must both
allow different things such as teaching learning
differently, in order to satisfy to a few students, who
have been changing with society.
Cognitive abilities, being essential, are not enough;

It is necessary to acquire from an early age skills,
such as critical thinking, diversity management,
creativity or the ability to communicate, and key
attitudes as individual confidence, enthusiasm,
perseverance and the acceptance of change. Initial
education is becoming more decisive because today
the learning process is not completed in the
education system, but it is projected throughout the
life of the person.
We need to foster conditions that allow appropriate

methodological change, so that the student is an
active element in the learning process. Current
students have changed radically in relation to the of

a generation ago. Globalization and the impact of
new technologies make different its way to learn,
communicate, focus or approach a task.
It is necessary to generate the belief that the

educational system in a transparent and equitable
reward performance that is achieved in the
educational objectives, and especially that
recognizes their contribution to improving the
environment.
Virtually all developed countries are currently, or

have been found in recent years, immersed in
processes of transformation of their education
systems. Social transformations inherent in a global,
open and interconnected world, like this one in
which we live, have to think to the
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different countries about the need for regulatory and

programmatic changes of greater or lesser
importance to adapt their education systems to the
new demands.
At European level we can cite to Finland, Sweden,

Germany, Austria, France, Italy, Denmark, Poland,
Hungary and United Kingdom as examples of
countries whose education systems are in review.
Outside the European Brazil, Singapore, Japan,
China (Shanghai), Canada (Ontario), Republic of
Korea and the U.S. are also immersed in processes
of improving education, with regulatory and
planning in the medium and long term changes.
Completion of an expansive economic cycle and its

inevitable budgetary consequences cannot be an
alibi to avoid the necessary reforms in our
educational system. The cost of not assume these
responsibilities would not be other than the see
increase social exclusion and deterioration of
competitiveness.
Since the transition to democracy, Spain has

achieved rates of almost 100% from 3 years
schooling and has developed the necessary tools to
ensure minimum education levels to cover the basic
needs of the students and ensure, for all educational
institutions, minimum levels of quality through the
establishment of criteria of uniformity. We must thus
be considered as an achievement of the past few
decades the universalization of education, as well as
inclusive education.
Differences between pupils of a heart and between

the various centres indicate that we have a more
homogeneous than average educational system,
which translates into an equity index higher than
the OECD average.
However, the current system does not allow to

progress towards an improvement of the quality of
education, as they highlight the results obtained by
pupils in the international assessment tests such as
PISA (Programme for International Student
Assessment), the high rates of early abandonment
of education and training, and the small number of
students reaching excellence. The objectivity of
international comparative studies, reflecting the
stagnation of the system, at least lead to the
conclusion that it is necessary a reform of the
educational system that flee from the ideological
debates that have hindered progress in recent

years. A sensible, practical, reform allowing to
develop to the fullest the potential of each student
is necessary.
The results of 2011, disseminated by EUROSTAT

(Statistical Office of the European Communities)
relating to the education of the Europe 2020
strategy indicators, are clearly educational neglect
early as one of the weaknesses of the educational
system Spanish, by placing the rate of
abandonment by 26.5% in 2011, with a tendency to
decline but far away from the current average
European value (13.5%) and the 10% target set for
2020.
On the other hand, the PISA 2009 report yields

results for Spain that highlights the insufficient level
obtained in reading comprehension, mathematical
competence and scientific competition, far from the
average of the OECD countries.
The European Union strategy for smart, sustainable

and inclusive growth has established for the Horizon
2020 five ambitious goals in the field of
employment, innovation, education, social
integration, as well as climate and energy and has
quantified the educational objectives which is to get
the European Union to improve the levels of
education. In 2020, the European Union must reduce
dropout to less than 10% and, at a minimum, at
least 40% of the population aged between 30 and

34 years must have completed equivalent or higher
studies.
According to the European Disability Strategy 20102020, adopted in 2010 by the European
Commission, this improvement in the levels of
education should contact also to persons with
disabilities, who be them guarantee inclusive
education and a training and quality within the
framework "youth on the move initiative, put
forward by the European strategy for growth
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Intelligent. To this end, will take as a guiding

framework and necessary reference the
International Convention on the rights of persons
with disabilities, adopted by the United Nations in
December 2006, existing and fully applicable in
Spain since May 2008.
To address the reduction of school drop-outs, is to

increase the percentage of young people who
complete the educational level of upper secondary
education, level 3 cinema (classification
international standard of the education of the of the
United Nations for education, science and culture,
UNESCO). The achievement of this level of
education has become a key issue of the education
and training systems in developed countries, and is
also collected in the project of indicators of the
education of the Organization for cooperation
economic and development (OECD), which stresses
the need that young people complete minimum
level 3 cinema for their incorporation into the labour
market with sufficient guarantees.
The normative technique chosen, locking of the

organic law of education (LOE), responds to the
recommendations of the OECD based on best
practices of countries with educational systems with
better results, in which reforms are raised steadily
on a framework of overall stability as inadequacies
are detected or new needs arise. The proposal of the
organic law for the improvement of educational
quality (LOMCE) arises from the need to respond to
concrete problems of our educational system who
are assuming a drag on social equity and

competitiveness of the country, giving priority to the
achievement of a framework of stability and
avoiding extraordinary situations such as those
experienced in our educational system in recent
years.
The proposed changes in our educational system by

the LOMCE are based on evidence. The reform aims
to address the main problems detected in the
Spanish educational system on the foundations
provided by the objective results reflected in
periodic assessments of European and international
bodies.
International studies have shown that those

countries that have relatively rapidly improved the
quality of their educational systems have
implemented measures related to simplification of
the curriculum and the reinforcement of
instrumental knowledge, flexibilization of
trajectories so that students can choose the most
appropriate to their abilities and aspirations, the
development of systems of external evaluation
Census and consistent in timethe increase of the
transparency of results, the promotion of greater
autonomy and specialisation in educational
institutions, the requirement for students, teachers
and centres of accountability, yel incentive of the
effort.
This reform of the education system aims to be

gradualist and cautious based on the sense common
and sustainable in time, as its success will be
measured according to the objective improvement
of the results of the students. This law is the result
of a dialogue open and sincere, seeking consensus,
enriched with the contributions of the entire
educational community.
VI
The reform promoted by the LOMCE is supported by

evidence and collect best practices compared. The
main objectives pursued by the reform are early
education reduce churn, improve educational
outcomes in accordance with international criteria,
both in the comparative rate of excellent students,
as in the of graduates in compulsory secondary
education, improving employability, and stimulate
the entrepreneurial spirit of students. The principles
on which the reform pivots are, fundamentally,
increasing the autonomy of the centres, the
reinforcement of the capacity of the management of
centres, end-of-stage external evaluations, the
rationalization of the educational offer and
flexibilization of trajectories.
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VII
The increase in the autonomy of the centres is a

reiterated recommendation of the OECD to improve
the results of them, necessarily linked to the
demand for greater transparency in accountability.
Despite the formal reiteration of the LOE on the
importance of autonomy, international surveys are
still marking this factor as a deficit of our system. It
is necessary that each centre has the ability to
identify what are its strengths and the needs of your
environment, to take decisions on how to improve
its methodological and educational offer in this area,
in direct relation, where appropriate by their nature,
with the strategy of educational administration. This
responsibility shall entail the requirement to
demonstrate that public resources have been used
efficiently and that have led to a real improvement
in the results. The autonomy of the centres is an
open door to the attention to the diversity of the

students, that maintains the cohesion and unity of
the system and opens up new possibilities of
cooperation between the centres and networking
support and shared learning.
The reform will also contribute to strengthening the

capacity of the management of the centres, giving
directors, as representatives that are educational in
the Central Administration and responsible for the
educational project, the opportunity to exercise
greater leadership teaching and management. On
the other hand, the directive function power through
a system of prior certification for access to the post
of director, and sets a protocol to accountable for
the decisions made, actions of quality and the
results of implementing them. Few areas of the
Administration have complexity and size that has
the network of public schools; being aware of its
difficulty and the effort involved for their managers,
improve their management is an inescapable
challenge for the system.
VIII
External end-stage evaluations are one of the main

innovations of the LOMCE with respect to the
previous frame and one of the measures calls to
improve the quality of the education system in a
more direct way. Twenty OECD countries carry out
their students evidence of this nature, and the
evidence suggests that its implementation has an

impact of at least sixteen points of improvement
according to the criteria of PISA.
These tests will have a formative and diagnostic

character. On the one hand they should serve to
ensure that all students reach the learning levels
appropriate for the normal development of the
personal and professional life as the intended title,
and they must also allow guiding students in their
school decision making according to the knowledge
and skills that really have. On the other hand, these
tests normalize the standards of qualifications in all
Spain, indicating clearly the whole of the education
community what are the required levels of
requirements and introducing elements of certainty,
objectivity and comparability of results. In addition,
they provide parents, schools and educational
administrations valuable information with a view to
future decisions. The objective of this evaluation is
the improvement of the learning of the student, of
the measures of management centres and the
policies of the administrations.
The transparency of the data should be chasing

after reporting on the value-added of centres in
relation to the socio-economic circumstances of its
environment and, in particular, on the evolution of
these.
Tests will be homologous bias to which are carried
out at the international level and, in particular, to

the OECD and focus on the skills level. According to
the international standards, they must be careful in
any case to be able to measure the results of the
learning process without diminishing the desired
autonomy of the centres, and should exclude the
possibility of any kind of training for its overcoming.
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Proposed assessments do not exhaust the

possibilities of evaluation within the system, while
the educational administrations shall be responsible
for the decision on other evaluations.
The success of the proposed evaluations consist of

getting any student to find an insurmountable
barrier to them. Each test is to offer options and
gateways, so that anyone who wants to continue
learning can be, under any circumstances, outside
the system.
IX
The rationalization of the educational offer,

reinforcing learning core subjects contributing to the
acquisition of key competences for the academic
development of the students, at all stages is
another basic objective of the reform. Curriculum
review that happens to the approval of the organic
law must take into account the learning needs
related to the rapid social and economic changes we
are experiencing. The simplification of curriculum
development is an essential element for the
transformation of the educational system,
simplification which, in accordance with the
guidelines of the European Union, should provide a
solid knowledge of the contents that will ensure
effectiveness in the acquisition of basic skills. This
process of curriculum change keys are to promote a
vision of interdisciplinary and, in particular, allow
greater autonomy to the teaching function, in such a
way that it allows to satisfy demands for greater
customization of education, taking into account the
principle of specialization of the faculty.
Rigidities of the system lead to the exclusion of

pupils whose expectations are not adapted to the
established framework. On the other hand, the
possibility of choosing between different trajectories
guarantees an easier stay in the educational system
and, consequently, greater possibilities for their
personal and professional development. More
flexible paths, so that each student can develop
their full potential, focuses on the development of
programmes for the improvement of learning and
performance in the second and the third year of
compulsory secondary education, basic professional
training, the anticipation of the routes toward high
school and vocational training, and the
transformation of the current fourth course of
compulsory secondary education in a fundamentally
preparatory course and with two distinct paths. This
diversification will enable the student to receive a
personalized attention so that it is aimed toward the
educational path that best suits their needs and
aspirations, which should favor its progression in the
education system.
It is a recurring theme of the reform removing

barriers to encourage the realization, less than high
school upper stages, an increasingly clear
requirement in the society in which we live, for what
new itineraries have been raised and has been
equipped with higher permeability to the existing.
The system, both vertical and horizontal
permeability, is one of the major concerns of the
European Union. Thus, law open gateways between

all training paths and within them, so that no
decision of any student is irreversible. Any student
can pass along their learning process from some
areas to others according to his vocation, effort and
life expectations, linking up with a lifelong training
needs.
Next to these principles, it is necessary to highlight

three areas on which the LOMCE makes special
emphasis with a view to the transformation of the
educational system: the information technology and
communication, promotion of multilingualism, and
the modernization of vocational training.
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XI
Technology has historically formed education and

still shaping it. Personalized learning and its
universalization as challenges of the educational
transformation, as well as the satisfaction of
learning in non-cognitive skills, the acquisition of
attitudes and learning by doing, require the
intensive use of technologies. Connect with the
habits and experiences of new generations requires
an in-depth review of the notion of classroom and
educational, single space as possible from a reading
of the educational function of new technologies.
Incorporating generalized to the educational system

of the information technology and communication
(ICT), which will take into account the principles of
design for all and universal accessibility, will allow to
customize education and adapt it to the needs and
to the pace of each student. On the one hand, it will
serve for reinforcement and support in cases of poor
performance and, secondly, will enable to expand
without limitations the knowledge transmitted in the
classroom. Students with motivation can thus
access, according to their capacity, educational
resources that already offer many national and
international institutions at levels. The technologies
of information and communication will be a critical
piece of the methodological change that will lead to
achieving the objective of improving the quality of
education. In addition, the orderly and responsible
use of these new technologies by students must be

present throughout the educational system. The
technologies of information and communication will
also be a key tool in the training of teachers and in
the training of citizens throughout life, allowing
them to combine training with work or personal
obligations, and also will be in the management of
the processes.
Once valued previous experiences, it is imperative

the model of digitization of the school for which you
opt to be economically sustainable, and that focus
on the creation of a digital ecosystem of national
scope that allows the normal development of the
options of each education administration.
XII
The domain of a second or even a third foreign

language has become a priority in education as a
result of the process of globalization in which we
live, while shown as one of the major shortcomings
of our educational system. The European Union sets
the promotion of multilingualism as an essential
objective for the construction of a European project.
The law strongly supports multilingualism, stepping
up efforts to get students to perform is at least in a
first foreign language, whose level of listening and
reading comprehension and oral and written
expression is decisive to foster employability and
professional ambitions, and therefore strongly
advocates the curricular incorporation of a second

foreign language fluently.
XIII
The main difference of the Spanish educational

system with the of our environment is particularly
low number of students passing by our professional
training. This situation inevitably affects the
employability and competitiveness of our economy,
limiting vital options of many young people.
Revitalize the apprenticeship option as an option in
accordance with the will of a personal development
and also its permeability with the rest of the system
is a strategic objective of this law. To reach it is
proposed modernization of the offer, its adaptation
to the requirements of the different productive
sectors, the involvement of the companies in the
learning process, with the important novelty of dual
vocational training, and the search for an approach
to the models of the neighbouring countries with
much lower levels of youth unemployment. Creates
a
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new title of basic vocational training is flexible

access routes from basic vocational training to the
medium level and from this towards the top grade,
priority is given to the contribution to the expansion
of the competencies in basic vocational training and
half degree, dual vocational training is regulated
and it is complemented by elective subjects aimed
at top grade cycles and the transit toward other
teachings.
XIV
The recommendation (2002) 12 of the Committee of

Ministers of the Council of Europe to Member States
on education for democratic citizenship, on October
16, 2002, States that education for democratic
citizenship is essential to promote a free, tolerant
and just society and contributing to defend the
values and principles of freedom, pluralismhuman
rights and the rule of law, which are the foundations
of democracy.
One of the principles which inspired the Spanish

educational system is the transmission and
implementation of values that promote personal
freedom, responsibility, democratic citizenship,
solidarity, tolerance, equality, respect and justice,
and that they help to overcome any kind of
discrimination. Also provided as end to which
focuses the system educational Spanish preparing
for the exercise of citizenship and active
participation in economic life, social and cultural,
with critical and responsible attitude and
adaptability to changing situations of the knowledge
society.
This law considers it essential preparation for active

citizenship and the acquisition of competences
social and civic, collected on the recommendation of
the European Parliament and of the Council of 18
December 2006 on key competences for lifelong
learning. In the context of the methodological
change advocated by this organic law this need is
addressed across to incorporate civic and
constitutional education into all subjects during
basic education, so that social and civic skills should
be included in the daily dynamics of the teaching
and learning processes and enhance that
waythrough a joint approach, the possibility of
transfer and its guiding character.
XV
The transformation of the educational system is the

result of a sustained effort and constant educational
reform effort that is only possible with the
permanent and respectful collaboration of all
stakeholders. In particular, it will be important to
promote a sincere cooperation between the
educational administrations enabling sharing of best
practices of the system and improve territorial
cohesion. In addition, this law will acquire full
meaning to the development of a future law on the
teaching function.
Single article. Modification of the organic law 2/2006

of 3 may, education.
The organic law 2/2006, of 3 may, education, is

modified as follows:
One. Modifies the wording of paragraphs b), k) and

1) and added new paragraphs h bis) and q) to article
1 in the following terms:
(b) equity, to ensure equal opportunities for the full

development of the personality through education,
inclusive education, equality of rights and
opportunities that help to overcome any

discrimination and universal accessibility to
education, and acting as compensator element of
personal, cultural, economic and social inequalities
with special attention to that arising from any type
of disability.
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h bis) the recognition of the role that corresponds to

the parents and legal guardians as responsible for
the education of their children first.
(k) education for conflict prevention and the

peaceful resolution of the same, as well as for non-
violence in all areas of personal, family and social

life of the bullying special yen.
1) development, in the school, the values that

promote the effective equality between men and
women, as well as the prevention of gender-based
violence.
(q) the freedom of education, which recognizes the

right of the parents and legal guardians to choose
the type of education and the Center for children,
within the framework of the constitutional
principles."
Two. Added a new article 2 bis with the following

wording:
Article 2 bis. Spanish education system.
1. for the purposes of this law, Spanish educational

system means the set of administrations education,
professional education and other agents, public and
private, that perform functions of regulation,
financing or provision of services for the exercise of
the right to education in Spain, and the owners of
this right, as well as the set of relationsstructures,
measures and actions that are implemented to
provide it.
2. the educational administrations are the bodies of

the General State administration and the
administrations of the autonomous communities
competent in educational matters.
3. for the achievement of the purposes specified in

article 2, the Spanish educational system will
feature, among others, with the following
instruments:
(a) the Council School of the State, as an organ of

participation of the educational community in
general programming education and advice to the
Government.
b) the sectoral Conference of education, as an organ

of cooperation between the State and the
autonomous communities.
(e) sectoral tables of negotiation of public education

and concerted education that constitute.
Educational information system (d)).
(e)) the State system of scholarships and grants to

study, as a guarantee of equality of opportunity in
access to education.
4. the functioning of the Spanish educational system

is governed by the principles of quality, cooperation,
fairness, freedom of education, merit, equality of
opportunities, non-discrimination, efficiency in the
allocation of public resources, transparency and
accountability."
3. A new paragraph 10 shall be added to article 3,

with the following wording:
10 cycles of basic vocational training shall offer

compulsory and free of charge.
Four. The title of chapter III of the preliminary title

and article 6 are written in the following way:
Chapter III
Curriculum and distribution of powers article 6.

Curriculum.
(< j) eo eo N
1. for the purposes of the provisions of this organic

law, the regulation of the elements that determine
the processes of teaching and learning for each of
the teachings means curriculum.
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2. the curriculum will comprise the following

elements:
(a) the objectives of each teaching and educational

stage.
(b) competencies or capacities to apply the contents

of each teaching and educational stage, in order to
achieve the appropriate activities and the effective
resolution of complex problems in an integrated
way. (e) the contents, or sets of knowledge, abilities,
skills and
attitudes that contribute to the achievement of the

objectives of each teaching and educational stage
and the acquisition of skills.
The contents are arranged in subjects that classified

as subjects, areas, areas and modules according to
the teachings, the educational stages or programs
involving students.
(d) the teaching methodology, which comprises both

the description of teaching practices and the
Organization of the work of teachers.
(e) standards and measurable learning outcomes.
(f) the criteria for evaluation of the level of

acquisition of skills and the achievement of the
objectives of each teaching and educational stage.
5. Added a new article 6 bis, in chapter III of the

preliminary title, with the following wording:
Article 6 bis. Distribution of powers. 1 corresponds

to the Government:
(a) the general management of the education

system.
b) the regulation of the conditions of collection,

delivery and approval of academic and professional
titles and the basic rules for the development of
article 27 of the Constitution, in order to ensure the
fulfilment of the obligations of the public authorities
in this matter.
(e) the general programming of the teaching, in the

terms laid down in articles 27 et seq. of the Organic
Act 8/1985 of 3 July, regulating the right to
education.
(d) the high inspection and other powers which, in

accordance with article 149.1.30. a of the
Constitution, correspond to ensure the fulfilment of
the obligations of the public authorities.
(e) the design of the core curriculum, in relation to

objectives, skills, content, evaluation criteria,
standards and of learning outcomes that are
measurable, in order to ensure a common training
and official character and validity throughout the
national qualifications to that referred to in this law.
2. in primary education, secondary education and

baccalaureate, subjects will be grouped in three
blocks, core subjects, specific subjects and regional
free-elective subjects, on which educational
authorities and educational institutions carried out
its functions in the following way:
(a) it will be up to the Government:
1. determine the common content, assessable

learning standards and the minimum block of stem
subjects lesson time.
2. determine assessable learning standards

relating to the contents of the block of specific
subjects.
3. determine the criteria of evaluation of the

achievement of the objectives of teaching and
educational stages and the degree of the
corresponding skills, as well as the General
characteristics of the tests, in relation to the final
evaluation of primary education.
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(b) it shall be for the Ministry of education, culture

and sport, final evaluations of compulsory
secondary education and high school:
1. determine the criteria of evaluation of the

achievement of the objectives of teaching and
educational stages and the degree of the
corresponding skills, in relation to the contents of
the blocks of core and specific subjects.
2. determine the characteristics of the tests.
3. Design tests and establish its content for each

call.
(e) inside of the regulation and limits established by

the Government, through the Ministry of education,
culture and sport, in accordance with the previous
paragraphs, the educational administrations shall:
1. complement the contents of the block of stem

subjects.
2. establish the contents of the specific subjects

and elective regional blocks.
3rd. make recommendations of teaching methods
for educational institutions within its competence.
4. set the maximum lesson time corresponding to

the contents of the subjects of the block of stem
subjects.
5. set the time corresponding to the contents of

the subjects of the specific subjects and elective
regional blocks.
6. in relation to the evaluation during the stage,

complement of evaluation criteria relating to blocks
of core and specific subjects, and establish criteria
for the evaluation of the block of autonomous freeelective subjects.
7. assessable learning standards relating to the

contents of the block of autonomous free-elective
subjects.
(d) inside of the regulation and limits established by

the educational administrations in accordance with
the previous paragraphs, and according to the
schedule of the educational offer that set each
educational administration, educational institutions
can:
1. complement the contents of specific, core

subjects and elective regional blocks and set its
training offer.
2nd. Design and implement own pedagogical and

didactic methods.
3. determine the hourly load corresponding to the

different subjects.
(e) the minimum lesson time corresponding to the

subjects of stem subjects block will be set in global
computing for all primary education, for the first
cycle of compulsory secondary education, for the
fourth year of compulsory secondary education, and
for each of the high school courses, and shall not be
less than 50% of the total of the school timetable
set by each education administration as general. In
this computation will not be taken into account
possible extensions of the schedule can be
established on the general schedule.
3. for the second cycle of early childhood education,

professional art lessons, the teaching of languages
and sports lessons, the Government will set the
objectives, competences, content and criteria of
evaluation of the core curriculum, which will require
the 55 per 100 of the school schedules for the

autonomous communities that have co-official
language and 65 per cent for those who do not have
it.
4. with respect to vocational training, the

Government will set the objectives, competences,
content, learning outcomes and criteria of
evaluation of the core curriculum. The contents of
the core curriculum will require 55 per 100 hours for
the autonomous communities that have co-official
language and 65 per cent for those who do not have
it.
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5. the educational administrations shall promote

enhance the autonomy of the centres, will evaluate
its results and apply appropriate plans of action.
Schools will develop and will complement, where

appropriate, the curriculum of the different stages
and cycles in use of their autonomy, as set out in
chapter II of title V of this law.
6 titles corresponding to the teachings regulated by

this law will be approved by the State and issued by
the educational administrations under the
conditions provided for in the legislation and the
basic and specific rules which, in effect, handed
down.
7. within the framework of international cooperation

in the field of education, the Government, in
accordance with the provisions of this article, may
establish mixed curriculum of teachings of the
Spanish education system and other systems
educational, conducive to the respective titles.
6. A new paragraph 3 shall be added to article 9,

3. in territorial cooperation programmes be taken

into account, as a criterion for the territorial
distribution of economic resources, the uniqueness
of these programs in terms geared to promoting
equal opportunities. An advantage especially the
phenomenon of the depopulation of a territory, as
well as the geographical dispersion of the
population, the insularity and needs presenting the
schooling of students of rural areas."
7. Amending paragraph 2 of article 16, with the

following wording:
2. the purpose of primary education is to facilitate

the students learning of expression and oral
comprehension, reading, writing, calculation, the
acquisition of basic knowledge of the culture, and
the habit of coexistence as well as those of study
and work, artistic sense, creativity and affection, in
order to ensure a well-rounded education that
contributes to the full development of the
personality of the students and to prepare them to
use the compulsory secondary education.
8. ((Paragraphs b amending), h) and j) of article 17,

which happens to have the following wording:
(b) develop habits of individual work and team

effort and responsibility in the study, as well as
attitudes of confidence in itself, meaning critical,

personal initiative, curiosity, interest and creativity
in learning, and entrepreneurship.
(h) to know the fundamental aspects of the nature

of science, social sciences, geography, history and
culture.
(j) use different representations and artistic

expressions and started the construction of Visual
and audiovisual proposals."
9. Article 18 is worded in the following way:
1. the stage of primary education comprises six

courses and is organized in areas that will have a
global character and inclusive.
2. students should pursue the following areas of the

block of subjects stem in each of the courses:
(a) natural sciences.
(b) Social Sciences).
(e) Spanish language and literature.
(d) mathematics.
(e) first foreign language.
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3. students should pursue the following areas of the
block of subjects specific in each of the courses:
(a) physical education.
(b) religion, or social and civic values at the choice

of the parents, mothers or guardians.
e) depending on adjustment and programming of

the offerings that set each educational
administration and, where appropriate, the supply of
educational institutions, at least one of the following
areas of the block of specific subjects:
1.0 arts education.
2.0 second foreign language.
(3.0 religion, only if parents, mothers or guardians

have not chosen in the election referred to in 3.b).
4.0 values social and civic, only if parents, mothers

or guardians have not chosen in the election
referred to in 3.b).
4. students must study area co-official language and

literature in the block of free-elective subjects
autonomous in those autonomous communities that
possess the co-official language, although they may
be exempt from study or be assessed in that area
the conditions laid down in the corresponding
regional regulations. The area co-official language
and literature will receive a treatment analogous to
the area of the Castilian language and literature.
In addition, students may pursue any area in the

block of subjects free autonomic configuration,
according to the regulation and the programming of
educational institutions, which may be the block of
specific subjects that are not completed, deepening
or strengthening of core areas, or areas to be
determined.
5. on the set of the stage, tutorial action will guide

individual and collective educational process of
students.
6. without prejudice to its specific treatment in some

of the areas of the stage, reading comprehension,
oral and written expression, the media, the
information technology and communication,
entrepreneurship and civic and constitutional

education is they will work in all areas."
10. Paragraph 2 of article 19 shall be deleted.
Eleven. Added a paragraph 4 to article 19 with the

following wording:
4. the Castilian or the co-official language only

shall be used as a support in the process of foreign
language learning. Comprehension and oral
expression priority will be given.
Easing measures and methodological alternatives in

teaching and evaluation of foreign language for
students with disabilities, especially for one that
presents difficulties in its oral expression will be
established. These adaptations in no case shall be
taken into account for lower the grades obtained.
12. Article 20 is drawn up in the following way:

article 20. Evaluation during the stage.
(< j) eo eo N
1. the evaluation of the learning processes of

students will be continuous and comprehensive and
will take into account your progress in all areas.
The most suitable measures will be established so

that conditions of the assessments are adapted to
the needs of students with special educational
needs.
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2. the student will enter the course or next stage

whenever deemed that it has achieved the
objectives and has reached the level of the
corresponding skills. If not, it may be repeated only
once during the stage, with a specific plan of
reinforcement or recovery. It especially attend
individualized evaluation results at the end of the

third year of primary education and end of primary
education.
3 educational institutions will conduct an

individualized assessment to all students at the end
of the third year of primary education, as they have
the educational administrations, in which will check
is the degree of mastery of the skills, capabilities
and skills in oral and written comprehension,
expression and resolution of problems relating to the
degree of acquisition of competence in linguistic
communication, calculation and mathematical
competition. This evaluation be unfavorable,
teaching staff must take the most appropriate
ordinary or extraordinary measures.
4 special attention will receive during the

personalized attention of students, early diagnoses
and the establishment of mechanisms for
strengthening to achieve school success.
5. in those autonomous communities that possess,

along with Spanish, other official language
according to its statutes, the students may be
exempt from the assessment of the co-official
language and literature area according to the
corresponding regional legislation.
13. Article 21 is worded as follows: article 21. Final

evaluation of primary education.
1. at the end of the sixth year of primary education,

there will be an assessment of individual pupils and
students, in which will check is the degree of
acquisition of competence in linguistic
communication, mathematical competence and
basic competences in science and technology, as
well as the achievement of the objectives of the
stage.
2. the Government, after consultation with the

autonomous communities, will establish the
evaluation criteria and the General characteristics of
the tests for all the system educational Spanish to
ensure criteria and evaluation characteristics
common to the entire territory.
3. the results of the assessment will be expressed in

levels. The level obtained by each student shall be
recorded in a report, which will be delivered to the
parents, mothers or guardians and that shall be
informative and guidance for schools in which
students have completed the sixth year of primary
education and for those that pursue the following
school year, as well as for teaching teamsparents,
mothers or guardians and pupils and students.
The educational administrations may establish

specific plans of improvement in those public
centres whose results are less than values which, to
this end, are established.
In relation to the centers reached it will be to the

regulations of the corresponding concert.
Fourteen. Added an article 23 bis with the following

wording: article 23 bis. Compulsory secondary
education cycles.
The stage of compulsory secondary education is

organized in materials and comprises two cycles,
the first of three school years and the second one.
The second cycle or fourth year of compulsory

secondary education will be mainly preparatory.
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15. Article 24 is worded in the following way:
Article 24. Organization of the first cycle of

compulsory secondary education.
1. students should pursue the following general

matters first and second block of stem subjects in
courses:
(a) biology and geology in the first course.
(b) Physics and chemistry in second year.
(e) geography and history in both courses.
d) Spanish language and literature in both courses.
(e) mathematics at both courses.
f) first foreign language in both courses.
2. students should pursue the following general

matters of stem subjects during the third block:
(a) biology and geology.
(b) Physics and chemistry.
(e) geography and history.
d) Spanish language and literature.
(e) first foreign language.
3. as a matter of choice, in the block of stem

subjects must pursue, well math oriented to
academic studies, or math-oriented applied lessons,
choice of parents, mothers or guardians or, where
appropriate, of the students.
4. students must take the following block of subjects

specific areas in each of the courses:
(b) religion or ethical values, at the choice of the

parents, mothers or guardians or, where
appropriate, of the student.
(e) depending on the regulation and the

programming of educational opportunities that set
each educational administration and, where
appropriate, the supply of educational institutions, a
minimum of one and maximum of four of the
following block of specific subjects areas, which may
be different for each of the courses:
1.0 classical culture.
2.0 plastic, Visual and Audiovisual education.
3.0 Introduction to the business and entrepreneurial

activity.
4.0 music.
5.0 second foreign language.
6.0 technology.
(7.0 religion, only if parents, mothers or legal or,

where appropriate, the student or student guardians
have not chosen the choice indicated in paragraph
4.b). 8.0 values ethical, only if parents, mothers or
legal or, where appropriate, the student or student
guardians have not chosen the choice indicated in
paragraph 4.b).
5. students should study matter co-official language

and literature of the block of free-elective subjects
be exempt from study or be evaluated this matter

under the conditions laid down in the corresponding
regional regulations. Matter co-official language and
literature will receive a treatment analogous to the
of the Castilian language and literature matter.
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In addition, according to regulation and the

programming of the offerings that set each
educational administration and, where appropriate,
the supply of educational institutions, students may
pursue any matter more in the block of autonomic
free-elective subjects, which may be the block of
specific subjects not studied materials, or materials
to determine. These matters of regional freeelective subjects block may be different in each of
the courses.

materials cycle, reading comprehension, oral and
written expression, the media, the information
technology and communication, entrepreneurship
and civic and constitutional education will work in all
subjects.
7. with the aim of facilitating the movement of

students between primary education and the first
year of compulsory secondary education,
educational authorities and, where appropriate,
educational institutions, may group together the
first course materials in areas of knowledge."
Sixteen. Article 25 is drawn up in the following way:
Article 25. Organization of fourth year of

1. the parents, mothers or guardians legal or, where

appropriate, pupils and students may choose to
pursue the fourth year of compulsory secondary
education by one of the following two options:
(a) choice of academic lessons for initiation to the

high school.
(b) choice of teaching applied for initiation to

professional training.
For these purposes, shall not be binding options

studied in third year of compulsory secondary
education.
2. in the choice of academic studies, students must

take the following general core subjects block
matters:
(a) geography and history.
b) Spanish language and literature.
(e) academic teachings-oriented mathematics. First

foreign language (d)).
3 depending on the regulation and programming of

administration and, if necessary, centers offer
teachers, pupils and students must take at least two
courses from among the following subjects of stem
subjects block option:
1.0 biology and geology.
2.0 economy.
3.0 physics and chemistry.
4.0 latin.
4. in the choice of teaching applied, students must

take the following general core subjects block
subjects:
(a) geography and history.
b) Spanish language and literature.
(e) the applied teaching-oriented mathematics. First

foreign language (d)).
5 depending on the regulation and programming of

administration and, if necessary, centers offer
teachers, pupils and students must take at least two
courses from among the following subjects of stem
subjects block option:
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1.0 Sciences applied to the professional activity.
2.0 Introduction to the business and entrepreneurial

activity.
3.0 technology.
6. students must take the following block of specific

subjects areas:
(b) religion or ethical values, at the choice of the

parents, mothers or guardians or in its case for the
student.

administration and educational institutions offering
appropriate, a minimum of one and maximum of
four courses from the following subjects specific to
block:
1.0 performing arts and dance.
2.0 scientific culture.
3.0 classical culture.
4.0 plastic, Visual and Audiovisual education.
5.0 philosophy.
6.0 music.
7.0-second foreign language.
8.0 information and communication technologies.
(9.0 religion, only if parents, mothers or guardians

legal or if the student does not have chosen the
choice indicated in paragraph 6.b). 10.0 values
ethical, only if parents, mothers or guardians legal
or if the student does not have chosen the choice
indicated in paragraph 6.b). 11.0 a matter of stem
subjects block not issued by the student.
7. students must study matter co-official language

and literature in the block of free-elective subjects

educational opportunities provided for each
educational administration and programming in
their case centers offer teachers, pupils and
students may pursue any matter more in the block
of autonomic free-elective subjects, which may be
subjects of the block of specific subjects not
completed, materials for expansion of the contents
of any of the materials of the blocks of stem or
specific subjects, or matters to be determined.

of the subjects of this course, reading
comprehension, oral and written expression, the
media, the information technology and
communication, entrepreneurship and civic and
constitutional education will work in all subjects.
9. administrations, educational and, in his case, the

centres may elaborate itineraries to guide students
in the choice of the core subjects of choice.
10 students must achieve the objectives of the

stage to reach the level of the corresponding skills
by the applied teaching both the option of academic
studies.
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Seventeen. A paragraph 6 shall be added to article

26 with the following wording:
"6. in the process of learning language foreign,

Castilian or the co-official language only will be used
as support. We prioritize the comprehension and
oral expression.

Eighteen. Article 27 is drawn up in the following

way: article 27. The learning and performance
improvement programs.
1. the Government shall define the basic conditions

to establish the requirements of programs of
improving learning and performance that will take
place starting from 2.0 course of compulsory
secondary education.
In this case, a specific methodology through an

organization of content, activities, practical and,
where appropriate, of materials different from the
established a general rule, in order that students
can pursue the fourth course by ordinary means and
obtain the title of graduated in obligatory secondary
education will be used.
2. the teaching staff may propose to fathers,

mothers or legal guardians the addition to a
programme of improvement of the learning and the
performance of those students who have repeated
at least one course at any stage, and that once
completed the first year of compulsory secondary
education are not able to promote to the second
course, or that once completed second year are not
in a position to promote the third. Program will be
developed along second and third courses in the
first case, or only on the third course in the second
event.
Students and students who are not in a position to

promote the fourth course, having completed the
third year of compulsory secondary education, may
exceptionally is a program of learning and
performance improvement to repeat third grade.
3. these programs will be directed preferably to

those students who present relevant learning
difficulties not attributable to lack of study and
effort.
4. the educational administrations shall ensure

students with disabilities who participate in these
programs the disposition of the resources which, as
a general rule, provision for the pupils in the Spanish

educational system.'
Nineteen. Article 28 is drawn up in the following

way: article 28. Evaluation and promotion.
1. the evaluation of the learning of students of

compulsory secondary education process will be
continuous, formative e inclusive.

needs.
2. decisions on the promotion of students from one

course to another, within the stage, will be taken
form collegiate by teachers of the student set
respective, attending to the achievement of the
objectives and the degree of the corresponding
skills.
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Students be promoted of course when they have

completed all the courses taken or have negative
evaluation in two subjects at most, and repeated
course when they have negative evaluation in three
or more subjects, or in two subjects that are Spanish
language and literature and mathematics at the
same time.
Exceptionally, the promotion of a student with

negative evaluation in three matters may be
authorized when the following conditions occur
together:
(a) that two of the materials with negative

evaluation are not simultaneously Spanish language
and literature, mathematics,
(b) that the teaching team considers that the nature

of the materials with negative evaluation does not
prevent the student or student follow successfully
the next course, which has favorable expectations of
recovery and that the promotion will benefit their
academic evolution,
(e) and that apply to the student the educational

care measures proposed in the guidance Council
refers to which paragraph 7 of this article.
May be also authorised by way of exception the

promotion of a student with negative evaluation in
two subjects that are Spanish language and
literature and mathematics at the same time when
the teaching team deemed that the student can
continue successfully the next course, which has
favorable expectations of recovery and that the
promotion will benefit their academic evolution, and
provided that apply to the student educational care
measures proposed in the guidance Council which
referred to paragraph 7 of this article.
For the purposes of this section, be computed only

materials that, at a minimum, the student must
study in each of the blocks. In addition, in relation to
those students and students who have co-official
language and literature, be computed only a matter
in the block of free-elective subjects autonomic,
regardless that such students could study more
subjects of that block. Materials with the same name

in different courses of compulsory secondary
education shall be regarded as different materials.
Matter co-official language and literature will have
the same consideration that the Castilian language
and literature matter in those autonomous
communities that have co-official language.
3. with the aim of facilitate the recovery of materials

with negative evaluation to students, educational
administrations will regulate conditions so that
centres organize timely extraordinary testing
conditions that determine.
4. those who promoted without having passed all

the subjects must enroll no obsolete materials,
continue to programmes of reinforcement which
established the teaching staff and must not exceed
assessments corresponding to such programmes of
reinforcement. This circumstance shall be taken into
account for the purposes of promotion provided for
in the preceding paragraphs.
5. the student will repeat the same course only once

and twice within the stage. When this second
recurrence should occur in third or fourth year, will
be extended one year the age limit referred to in
paragraph 2 of article 4. Exceptionally, a student
may be repeated a second time in fourth year if it
has not repeated in the previous courses of the
stage.
6. in any case, replays will be established so that

curricular conditions are adapted to the needs of the
student and are oriented to the overcoming of the
difficulties identified.
7. in order to facilitate all students to achieve the

objectives and reach the right degree of acquisition
of relevant skills, the educational administrations
shall establish measures of
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educational reinforcement, with special attention to

the specific needs of educational support. The
custom implementation of the measures will be
reviewed periodically and, in any case, at the end of
the academic year.
At the end of each of the compulsory secondary

education courses will be given to parents, mothers
or guardians of each student a guiding Council,
which will include a report on the degree of
achievement of objectives and corresponding skills
acquisition, as well as a proposal to fathers, mothers
or legal guardians or, ifthe student or student of the
best route to follow, which may include the addition
to a learning and performance improvement
program or a cycle of basic vocational training.
8. After completing the first cycle of compulsory

secondary education, as well as once completed
second year when the student goes to incorporate
exceptionally to a cycle of basic vocational training,
will be delivered to the students a certificate of
studies.
9. in those autonomous communities that possess,

along with Spanish, other official language
according to its statutes, the students may be
exempt from the assessment of the co-official
language and literature material according to the
corresponding regional regulations.

article 29. Final evaluation of compulsory
1. at the end of the fourth year, students and

students conduct an individualized assessment by
the option of academic studies or applied teachings,
in which the achievement of the objectives of the
stage and the degree of the corresponding skills in
relation to the following matters shall be checked:
(a) all general subjects in the block of stem subjects,

except for biology, geology and physics and
chemistry, which the student will be evaluated if you
choose them between the materials of choice, as
indicated in the following paragraph.
(b) two of the subjects of choice in stem subjects, in

fourth year block.
(e) a matter of block of specific subjects in any of

the courses, which are not physical education,
Religion, or ethical values.
2. the students will perform the evaluation by either
of the two options of academic teaching or

teachings applied, irrespective of the option given in
the fourth year of compulsory secondary education,
or by both options on the same occasion.
3 may submit to this evaluation students and

students who have obtained good assessment
positive in all matters, or else negative in a
maximum of two materials provided that they are
not at the same time Spanish language and
literature, and mathematics. To this effect, matter
co-official language and literature will have the
same consideration that the Castilian language and
literature matter in those autonomous communities
that have co-official language.

subjects of that block. Materials with the same name
in different courses of compulsory secondary
education shall be regarded as different materials.
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4. the Ministry of education, culture and sport will

establish for all the system educational Spanish
evaluation criteria and characteristics of the tests,
and will design them and establish its content for
each call.
5. the overcoming of this assessment will require a

score even higher than 5 points out of 10.
6 students and students who have not passed

evaluation by the chosen option, or who wish to
raise their final grade of compulsory secondary
education, may repeat the evaluation in successive
calls, on request.
Students who have completed this evaluation by an

option may be submitted back to evaluation by the
other option if they wish, and not to exceed first call
will repeat it in successive calls, on request.
Taken into account the qualification, higher than

those obtained in the announcements that the
student has passed.
At least two annual convocations, one ordinary and

other extraordinary held.
Twenty-one. Article 30 is worded in the following

way:
Article 30. Proposal for access to basic vocational

training.
Teaching staff may propose to fathers, mothers or

legal guardians, where applicable through the
guiding advice, the incorporation of the student to a
cycle of basic professional training when the degree
of the skills advise as well, provided that it meets
the requirements set out in article 41.1 of this
organic law.
Twenty-two. Article 31 is worded in the following

way: article 31. Graduate degree in secondary
education.
1 obtain the title of graduated in obligatory

secondary education will require overcoming the
final evaluation, as well as a final grade of that
stage even more than 5 points out of 10. The
qualification end of education secondary compulsory
is deducted from the following weighting:
(a) with a weight of 70%, the average of numeric

grades obtained in each of the subjects in
(b) with a weight of 30%, the note obtained in the

final evaluation of compulsory secondary education.
In case that the student has passed evaluation by
the two options of final evaluation, referred to in
article 29.1, for the final grade shall be the highest
that obtained taking into account the obtained note
in both options.
2. the title of graduated in obligatory secondary

education access postobligatory teachings
contained in section 3.4 of this organic law, in
accordance with the requirements established for
each teaching. 3. in the title shall include the option
or options that was carried out the final evaluation,

as well as the final grade of secondary education.
Shall be recorded in the title, by Stagecoach or

annex to the same, the new final grade of
compulsory secondary education when the student
was brought back to evaluation by the same option
to raise your final grade.
Also shall be recorded, by Stagecoach or annex,

overcome by the student or student of the final
evaluation by a different option which is already
recorded in the title, in which case the final grade
will be the highest of which are obtained taking into
account the results of both options.
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4. the boys and girls that have compulsory

secondary education and do not receive the title to
which this article refers will receive an official
certification that will contain the number of
completed years, as well as the degree of
achievement of the objectives of the stage and the
corresponding skills.
5. the educational administrations may provide

personal attention measures aimed at students and
students that have been presented to the final
evaluation of compulsory secondary education have
not passed it.
6 where to obtain the title of graduated in obligatory

secondary education for the overcoming of the
regulated test in paragraph 2 of article 68 of this
law, the final grade of compulsory secondary
education will be obtained in this test."
Twenty-three. Paragraphs 2 and 4 of article 32 shall

be written in the following way:
2 have access to studies of high school students
who are graduated in obligatory secondary

education degree and have passed the final
assessment of compulsory secondary education by
choice of academic studies.
4. students may remain enrolled high school in

ordinary regime for four years.
Twenty-four. Article 34 is drawn up in the following

way: article 34. Organization of secondary general
education.
1. modalities of high school that can offer the

educational administrations and, where appropriate,
educational institutions shall be as follows:
(a) science.
(b) Humanities and social sciences. (e) arts.
2. in the process of learning foreign language,

Castilian or the co-official language only will be used
as support. We prioritize the comprehension and
oral expression.

3. the Government, prior consultation to them

communities autonomous, will regulate the regime
of recognition reciprocal between them studies of
high school and them cycles training of grade half of
training professional, them teachings of Arts plastic
and design of grade average, and them teachings
sports of grade half, to can be dyed in has them
studies overmatched, even when not is has reached
the degree corresponding.
Twenty-five. Added a new article 34 bis, which is

drawn up in the following way:
Article 34 bis. Organization of the first year of

high school.
1. in the category of Sciences, students must take

the
following general block stem subjects matters:
(a) philosophy.
b) Spanish language and literature 1. e)

mathematics 1.
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First foreign language 1 (d)).

educational institutions, at least two materials from
the following matters of choice of main courses
block:
1.0 biology and geology.
2.0 drawing 1.
3.0 physics and chemistry.
2. in the category of Humanities and social sciences,

students must take the following general core
subjects block subjects:
(a) philosophy.
b) Spanish language and literature 1. (e) first foreign

language 1.
(d) for the route of Humanities, Latin 1. For the route

of social science, mathematics applied to the social
sciences 1.
e) according to the regulation and programming

educational opportunities that set each educational
educational institutions, at least two courses from
among the following subjects of stem subjects block
option, organized, where appropriate, in blocks that
will facilitate the transition to higher education:
1.0 economy.
2.0 Greek 1.
3.0 history of the contemporary world.
4.0 literature.
3. in the category of Arts, students must take the
(a) philosophy.
b) fundamentals of art 1.
(e) Spanish language and literature 1.

option:
1.0 Audiovisual culture 1.
2.0 history of the contemporary world.
3.0 literature.
4. students must take the following block of specific

subjects areas:
(b) depending on the regulation and programming of

administration and, where appropriate, of the
schools offer, a minimum of two and maximum of
three subjects from among the following:
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1.0 Musical analysis 1.
2.0 applied anatomy.
3.0 scientific culture.
4.0 drawing art 1.
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5.0 drawing 1, except that parents, mothers or legal

guardians or the
(student have already chosen technical drawing I in

paragraph 1.e). 2.0).
6.0 language and Musical practice.
7.0 religion.
8.0 second foreign language 1.
9.0 Industrial Technology 1.
10.0 technologies of information and communication

1.
11.0 volume.
12.0 a matter of stem subjects block not issued by

the student.



pursue any matter more in the block of autonomic
free-elective subjects, which may be subjects of the
block of specific subjects not completed, materials
for expansion of the contents of any of the materials
of the blocks of stem or specific subjects, or matters
to be determined.

Twenty-six. Added a new article 34 ter, which is

Article 34 ter. Organization of the second year of

high school.
1. in the category of Sciences, students must take

the following general core subjects block matters:
(a) history of Spain.
b) Spanish language and literature 11. (e) Math 11.

educational institutions, at least two materials from
the following matters of choice of main courses
block:
1.0 biology.
2.0 11 technical drawing.
3.0 physics.
4.0 geology.
5.0 chemistry.
2. in the category of Humanities and social sciences,

students must take the following general core
subjects block subjects:
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(a) history of Spain.
b) Spanish language and literature 11.
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Dry 1. P. 97883
e) first 11 foreign language.
(d) for the route of Humanities, Latin 11. For the
social sciences, mathematics applied to social

sciences 11 itinerary.
e) according to the regulation and programming

educational opportunities that set each educational
option, organized, where appropriate, in blocks that
will facilitate the transition to higher education:
1.0 economy of the company.
2.0 geography.
3.0 Greek 11.
4.0 history of art.
5.0 history of philosophy.
3. in the category of Arts, students must take the
a) fundamentals of art 11.
(b) history of Spain).
(e) Spanish language and literature 11.

option:
1.0 performing arts.
2.0 11 Audiovisual culture.
3.0 design.
4. depending on the regulation and of the

programming of the offer educational that set each
administration educational and, in its case, of the
offer of them centers teaching, them students and
students will study a minimum of two and maximum
of three materials of them following of the block of
subjects specific:
(a) 11 Musical analysis.
(b) the Earth and environmental sciences. (e)

drawing artistic 11.
d) technical drawing 11, except that parents,

mothers or guardians or students or student have
already chosen technical drawing II in paragraph
1.e). 2.0
(e) Administration and management fundamentals.
f) history of philosophy, except that parents,
mothers or legal guardians or the
student have already chosen history of philosophy in

paragraph 2.e). 5.0
(g) history of music and dance.
(h) image and sound.
(i) psychology.
(j) religion.
k) second language foreign 11.
1) techniques of Grafico-plastica expression.
(m) 11 Industrial Technology.
n) information technologies and communication 11.
(n) a block of stem subjects matter not issued by

the student.
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be
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exempt from study or be evaluated this matter


pursue any matter more in the block of autonomous
free-elective subjects, which may be physical
education, matters of specific subjects not
completed block, materials for expansion of the
contents of any blocks of stem or specific subjects
materials, or materials to determine.

Twenty-seven. A paragraph 3 to article 35, which is

drawn up in the following way is added:
3. in the Organization of baccalaureate studies

emphasis students and students with specific needs
of educational support.
Twenty-eight. Article 36 is drawn up in the following

way: article 36. Evaluation and promotion.
1. the evaluation of the learning of students will be

continuous and differentiated according to the
different materials. The teachers of each subject
shall decide, at the end of the course, if the student
has achieved the objectives and it has reached the
proper degree of the corresponding skills.

needs.
2. students promoted from first to second in high

school when they have completed the courses taken
or have negative evaluation in two areas, maximum.
In any case, they must enroll in second course first
pending matters. Schools should arrange
subsequent recovery efforts and the evaluation of
pending matters.


subjects of that block.
Without exceeding the maximum period to pursue

secondary education indicated in article 32.4,
students may repeat each of high school courses
once maximum, although they may exceptionally
repeat a course a second time, prior favourable
report of the teaching staff.
3. students may be an extraordinary test of

materials that have not passed on the dates that
determine the educational administrations.
4. the overcoming of second course materials which

imply continuity will be conditioned to the
overcoming of the corresponding materials in the
first year. This correspondence is established by the
rules of procedure.
5. in those communities autonomous that possess,

next to the Castilian, another language official in
accordance with their statutes, them students and
students may be exempt of perform the evaluation
of the matter language co-official and literature
according to the normative autonomic
corresponding.
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Twenty-nine. Added a new article 36 bis, which is

Article 36 bis. Evaluation end of high school.
1. the students will conduct an individualized

assessment at the end of high school, in which the
achievement of the objectives of this stage and the
degree of the corresponding skills in relation to the
following matters shall be checked:
(a) all general subjects studied in the block of stem

subjects. In the case of matters involving continuity,
be taken into account only material in second year.
(b) two subjects of choice in the block of stem

subjects in any of the courses. Matters involving
continuity between the first and second courses only
counted as a subject; in this case, be taken into
account only matter in second year.
(e) a matter of block of specific subjects in any of

the courses, which is not physical education or
Religion.
2. only may be submitted to this evaluation students

and students who have obtained a positive
assessment in all subjects.

irrespective that the students can study more
subjects of that block.
3. the Ministry of education, culture and sport,

consultation to autonomous regions, shall be
established for all the system educational Spanish
evaluation criteria and characteristics of the tests,
and will design them and establish its content for
each call.
4. the overcoming of this assessment will require a

score even higher than 5 points out of 10.
5. students and students who have not completed

this evaluation, or who wish to raise their final
qualification of Bachelor, may repeat evaluation in
successive calls, on request.
Taken into account, the highest rating from those

obtained in the announcements that have
frequented.
At least two annual convocations, one ordinary and

other extraordinary held.
Thirty. Article 37 is drawn up in the following way:

article 37. Bachelor.
1 obtain Bachelor's will require overcoming the final

evaluation of high school, as well as a final grade of
secondary education equal to or greater than 5
points out of 10. The final score of this stage will be
deducted from the following weighting:
(a) with a weight of 60%, the average of numeric

grades obtained in each of the subjects in high
school.
(b) with a weight of 40%, the note obtained in the

final evaluation of high school.
2. the Bachelor's degree will enable it to access the

different teachings that constitute higher education
laid down in article 3.5, and it must include the
signed form, as well as the final grade of high
school.
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(, 41.3. to), and 64.2. d) this Act.
Thirty-one. Article 38 is drawn up in the following

way:
Article 38. Admission to official university degree

teachings since the title of Bachelor's degree or
equivalent.
1. universities will determine admission to official

university education of grade of students who have
obtained the degree of Bachelor or equivalent
exclusively by the criterion of the final grade
obtained in high school.
2. in addition, the universities may set procedures

for admission to official university education of
grade of students who have obtained the degree of

Bachelor or equivalent, in accordance with the
regulations established by the Government, which
must respect the principles of equality, nondiscrimination, merit and capacity. Such procedures
used, together with the criteria of the final grade
obtained in high school, one or several of the
following assessment criteria:
(a) mode and subjects in high school, in relation to

the chosen degree.
(b) qualifications obtained in specific subjects of the

courses of
Bachelor's degree, or of the final evaluation of this

stage.
(e) complementary academic or professional

training. (d) studies carried out previously.
In addition, by way of exception, may establish

specific assessments of knowledge and/or skills.
The weighting of the final grade obtained in the
Bachelor's degree must have a value, a minimum of

60% of the final result of the admission procedure.
The universities may agree on joint realization of all

or part of the admissions procedures to establish, as
well as the mutual recognition of the results of the
evaluations made in the admissions procedures. 3.
the procedures for admission to the University must
be in terms of accessibility for students with
disabilities.
Thirty-two. Is modifies the wording of them

paragraphs 2, 3 and 4 and is adds a new paragraph
7 to the article 39 in the following terms:
2. the training, in the educational system, aims to

prepare students for activity in a professional field
and to facilitate their adaptation to labor changes
that can occur throughout his life, contribute to their
personal development and the exercise of
democratic citizenship, and allow their progression
in the education system and the system of
vocational training for employmentas well as
lifelong learning.
3. the training in the educational system comprises

cycles of basic vocational training, intermediate and
top grade, with a modular organization, of variable
duration, which integrate the content
teoricopracticos suitable to the various professional

fields.
4 vocational training titles will be referred, as a

general rule, to the national catalogue of
professional qualifications, and the cycles of
vocational training which lead to their obtaining are
as follows:
(a) basic training cycles.
(b) middle grade training cycles. (e) vocational

training of top grade.
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The curriculum of these teachings snaps to the

demands arising from the national system of
qualifications and vocational training already set out
in paragraph 4 of article 6.bis of this organic law.
Government regulations will develop measures

which are necessary to allow correspondence,
equivalence and recognition of certificates of
professionalism regulated in paragraph 3 of article
26 of law 56/2003, of December 16, employment,
with the titles of professional training of the
educational system, through accredited competition
units.
7 vocational training studies will pay special

attention to students with specific needs of
educational support.
Thirty-three. Article 40 is to be drafted in the

following way:
Article 40. Objectives.
1. it training professional in the system education

will contribute to the students get the results of
learning that you allow:
(a) develop the skills of each title of vocational

training.
(b) understand the Organization and the

characteristics of the productive sector, as well as
mechanisms of professional integration.
(e) meet the labour legislation and the rights and

obligations arising from the employment
relationship.
(d) learning by themselves and work as a team, as

well as form in conflict prevention and the peaceful
resolution of them in all areas of personal, family
and social life with special attention to the
prevention of gender-based violence.
(e) promote the effective equality of opportunities

between men and women, as well as persons with
disabilities, to access all kinds of career options and
the exercise of the same training.
f) work in conditions of safety and health, as well as

prevent the possible risks arising from work.
(g) develop a motivating professional identity of

future learning and adaptation to the evolution of
the productive processes and social change.
(h) strengthen the entrepreneurial spirit for the

performance of activities and business initiatives.
(i) prepare students for progression in the education

system.
(j) meet and prevent environmental risks.
2 cycles of basic vocational training, help students

to acquire or complete the competences of lifelong
learning.
3. the vocational training of middle-grade will

contribute, in addition, to expand the skills of basic
education adapted to a field or profession that
allows students, lifelong learning, progress in the
educational system, and incorporated into the active

life with responsibility and autonomy.
Thirty and four. Article 41 is drawn up in the

following way:
Article 41. Conditions of access and admission.
1. the access to basic vocational training cycles

require the simultaneous fulfilment of the following
conditions:
(a) have completed fifteen years, or meet them

during the calendar year in course and not exceed
the seventeen years of age at the time of access or
during the calendar year in progress.
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(b) have completed the first cycle of compulsory

secondary education or, exceptionally, having
completed the second course of compulsory
e) have proposed the teaching team parents,

mothers or legal guardians the incorporation of the
student to a cycle of basic vocational training, in
accordance with article 30.
2. the vocational training of middle-grade access will

require the fulfillment of at least one of the following
conditions:
(a) be in possession of at least one of the following

titles:
1.0 title of graduated in obligatory secondary

education, always that the student has passed the
final assessment of compulsory secondary

education by teaching applied option.
2.0 basic professional degree.
3.0 Bachelor's degree.
4.0 an undergraduate degree.
5.0 a technical or vocational training technician title.
(b) be in possession of an accreditation certificate of

having passed all high school subjects.
(e) have passed a specific training course for access

to cycles of medium-grade in public or private
centres authorized by the educational
administration, and have 17 years old in the year of
completion for the course. Course materials and its
basic features will be regulated by the Government.
(d) have passed a test of access in accordance with

the criteria established by the Government, and
have 17 years old in the year of the test.
Tests and courses listed in the previous paragraphs

shall allow to demonstrate knowledge and skills
sufficient to use cycles of intermediate training, in
accordance with the criteria established by the
Government.
In addition, whenever the demand for places in

middle grade training cycles exceeds the supply,
educational administrations may provide procedures
for admission to the school, in accordance with the
conditions determined by the Government according
to the rules.
3 access to higher level training cycles, will require

compliance with the following conditions:
(a) be in possession of the diploma of Bachelor, a

college degree, or a degree of technical or higher
technical vocational training, or an accreditation
certificate of having passed all the matters of high
school, or having passed a test of access, in
accordance with the criteria established by the
Government, and 19 years old in the year of the
test.
The test must allow demonstrate knowledge and

skills sufficient to use cycles of training of top grade,
in accordance with the criteria established by the
Government.
(b) provided that the demand for places in

vocational training of top grade exceeds supply,
educational administrations may establish
procedures for admission to the school, in
accordance with the conditions determined by the
Government according to the rules.
(< j) eo eo N
4. students and students who have not passed the

entrance exams or tests that may form part of the
procedures of admission, or who wish to raise the
grades obtained, may repeat them in successive
calls, on request.
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5. the Government shall establish, consultation to

the autonomous communities, the basic criteria for
the exemption of any part or total access tests or
tests that may be part of the admissions procedures
refer to which the previous paragraphs, depending
on the training or work experience accredited by the
applicant.
The most suitable measures 6 will be established so

that testing of evaluation conditions are adapted to
needs.
Thirty-five. Article 42 is drawn up in the following

way: article 42. Content and organisation of the
range.
1 corresponds to the educational administrations set

the offer of the teachings of vocational training, with
respect to the rights recognized in the present law.
2. the curriculum of the teaching of vocational
training will include a phase of practical training in

the workplace, which may be exempted who
accredit work experience corresponding to the
professional studies. The educational
administrations shall cover this phase and the
aforementioned exemption.
3. the vocational training will promote the

integration of scientific, technological and
organizational content of the professional field, as
well as those of key subjects, and will ensure that
students acquire and extend the skills necessary for
their professional, personal and social development.
4. the cycles of basic vocational training shall

ensure the skills of lifelong learning through the
teaching of lessons organized into the following
common building blocks:
(a) block of communication and social sciences,

which will include the following matters:
1.0 Spanish language.
2.0 foreign language.
3.0 social sciences.
4.0 where appropriate, co-official language.
(b) block of applied sciences, which will include the

following matters:
1.0 applied mathematics to the staff context and

learning in a professional field.
2.0 science applied to the staff context and learning

in a professional field.
Pedagogical criteria that will develop the training

programs of these cycles will adapt to the specific
characteristics of the students and promote
teamwork. In addition, mentoring and educational
and vocational guidance will have a special
consideration.
In addition, the teachings of basic vocational

training shall ensure that at least the training
necessary to obtain a qualification of level 1 of the
national catalogue of the professional qualifications
referred to in article 7 of the organic law 5/2002, of

19 June, qualifications and vocational training.
Cycles will have duration of two years, and will be

implanted in the centers that determine the
educational administrations.
Students may remain attending a basic training

cycle for a maximum of four years.
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5. within the framework established by the
educational administrations, schools can offer

students that you curse middle grade training cycles
the following voluntary subjects to facilitate the
transition of the student towards other teachings:
(a) communication in Spanish.
(b) communication in a foreign language. (e) applied

mathematics.
(d) where appropriate, communication in co-official

language.
In addition, in order to facilitate the progression of

pupils towards vocational training higher level
training cycles, schools can offer, within the
framework established by the educational
administrations, voluntary subjects related to the
field or profession he concerned, whose overcoming
will facilitate the admission into the vocational
training of top grade in the terms that the
Government determines by regulation.
The subjects referred to in the preceding paragraphs

may be offered in classroom or distance and will not
form part of the curriculum of middle grade training
cycles.
6. will establish easing measures and

methodological alternatives in teaching and
evaluation of foreign language for students with
disabilities, especially for one that presents
difficulties in its oral expression. These adaptations
in no case shall be taken into account for lower the
grades obtained.
Thirty-six. Added a new article 42 bis with the

following wording:
Article 42 bis. The Spanish educational system of

dual vocational training.
1. the dual training of the Spanish educational

system is the set of actions and training initiatives
that are aimed at the professional qualification of
persons, in co-responsibility with the companies,
harmonizing the processes of teaching and learning
between schools and workplaces.
2. the Government shall regulate the conditions and

basic requirements that allow the development by
the educational administrations of dual vocational
training in the field of the educational system.
Thirty-seven. Article 43 is drawn up in the following

way: article 43. Evaluation.
1. the evaluation of the learning of students in basic

vocational training cycles and in the vocational
training of medium and top grade will be held by
professional modules and, if necessary, by materials
or blocks, in accordance with the conditions
determined by the Government according to the
rules.
2. the overcoming of the cycles of basic professional

training, the vocational training of middle-grade and
premium grade will require positive assessment in
all modules and appropriate materials and blocks
that compose them.
Thirty-eight. Article 44 is drawn up in the following

way: article 44. Titles and validations.
1. students and students who pass a cycle of basic

professional training will receive the corresponding
basic professional title.
The basic professional title will allow access to the
vocational training of average degree of vocational

training of the educational system.
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Students who are in possession of a basic

professional degree may obtain the title of
graduated in obligatory secondary education by any
of the options referred to in article 29.1 of this
organic law, by passing of the final evaluation of
compulsory secondary education concerning the
matters of the block of stem subjects which as a
minimum should study at you choose the student.
The final grade of compulsory secondary education
will be the obtained note in the final evaluation of
In addition, seniors aged 22 who have accredited

professional competence units included in a basic
professional degree, either through certificates of
professionalism level 1 or by the procedure of
evaluation and accreditation established, receive
educational administrations basic professional title.
2. students and students that exceed the average

degree of vocational training vocational will receive
the title of technician of the corresponding
profession.
The title of technician will allow access, after

overcoming of a procedure for admission to the
vocational training of top grade of vocational
training of the educational system.
3. boys and girls that exceed the top grade of

vocational training vocational obtained the title of
technician.
The title of technician will allow access, after

overcoming of a procedure for admission to
university degree studies.
4. students and students who are in possession of a

diploma of technician or technician may obtain the
Bachelor title by overcoming the final evaluation of
high school concerning the matters of the block of
stem subjects that, at a minimum, they must be
processed in mode and option choice the student.
Bachelor's you must refer to that title has been

obtained as indicated in the previous paragraph, as
well as the final grade of secondary education that
will be the obtained note in the final evaluation of
high school.
5. students and students not exceeding in all the

teachings of the cycles of basic vocational training,
or each of the vocational training of middle or
superior degree, will receive a certificate of
academic professional modules and if overmatched
blocks or materials, which will impact academic and
partial accreditation cumulative professional skills
acquired in relation to the national system of
qualifications and vocational training.
6. the Government shall regulate the regime of

recognition and equivalences between the
vocational training of medium and top grade of
vocational training and other teachings and official
studies, heard the relevant colleges.
Thirty-nine. Paragraph 1 of article 46 is drawn up in

the following way:
1. the curriculum of the professional art education

shall be defined by the procedure laid down in
paragraph 3 of article 6 bis of this law.
Forty. Article 50 is drawn up in the following way:
1. overcoming teaching professionals of music or

dance will give right to obtain the title of
corresponding technician.
2 students who is in possession of a diploma of

technician of the professional teaching of music or
dance can obtain Bachelor title by overcoming the
final evaluation of high school concerning the
matters of the block of stem subjects that, at a
minimum, they must be processed in mode and
option choice the student.
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Bachelor's you must refer to that title has been

obtained as indicated in the previous paragraph, as
well as the final grade of secondary education,
which will be the obtained note in the final
evaluation of high school.
Forty-one. Paragraph 2 of article 53 is drawn up in

the following way: 2. the title of technician of
plastic arts and design will allow direct access to
any of the modalities in high school. "
Forty-two. Paragraph 3 of article 54 is drawn up in

the following way:
3. students and students who have completed

postsecondary music or dance get the Superior title
of music or dance in the specialty is, that is also
included for all purposes in the level 2 of the

Spanish qualifications framework for higher
education and will be equivalent to the University
Bachelor's degree. Provided that legislation required
to be in possession of the diploma of degree, means
that it meets this requirement who is in possession
of the title top of music or dance.
Forty-three. Paragraph 3 of article 55 is drawn up in

the following way:
3. those who have passed the teachings of

dramatic art obtained the Superior title of dramatic
art, which is also included for all purposes in level 2
of the Spanish qualifications framework for higher
education and will be equivalent to university
degree title. Provided that legislation required to be
in possession of the diploma of degree, means that
it meets this requirement who is in possession of the
Superior title of dramatic art.
Forty-four. Paragraph 2 of article 56 is drawn up in

the following way:
2. boys and girls that exceed these studies

obtained the Superior title of conservation and
restoration of cultural property, which is also
included for all purposes in level 2 of the Spanish
qualifications framework for higher education and
will be equivalent to the University Bachelor's

degree. Provided that legislation required to be in
possession of the diploma of degree, means that it
meets this requirement who is in possession of the
title top of conservation and restoration of cultural
property."
45. Paragraphs 3 and 4 of article 57 shall be written

in the following way:
3. the College of fine arts, which include the

College of ceramics and glass upper studies, will
lead to the Superior title of plastic arts in the
specialty where appropriate, which is also included
for all purposes in level 2 of the Spanish
Superior title of fine arts.
4. the College of design will lead to the Superior title

of design, in the specialty that corresponds, it is
included for all purposes in level 2 of the Spanish
Superior title of design.
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Forty-six. Added two new sections 7 and 8 to article

58, with the following wording:
7. the educational administrations may ascribe

centers of higher artistic education through an
agreement to universities, as referred to in article 11
of the organic law 6/2001, of 21 December, on
universities.
8. the educational administrations may establish
procedures to promote autonomy and facilitate the

organisation and management of the conservatories
and colleges of artistic teaching."
Forty-seven. Paragraph 1 of article 59 is drawn up in

the following way:
1. the teaching of languages aims to empower

students to the proper use of different languages,
out of the ordinary stages of the education system,
and are organized into the following levels: Basic,
intermediate and advanced. These levels
correspond, respectively, with the levels A, B and C
of the common European framework of reference for
languages, which are subdivided into levels A1, A2,
B1, B2, C1 and C2.
The teachings of the basic level will have the

characteristics and the Organization governing the
educational administrations.'
Forty-eight. It paragraph 1 of the article 62 is

drafted in the following way:
1. the Government shall determine, after

consultation to the autonomous communities,
equivalencies between the titles of the teaching of
languages and the rest of the titles of the teachings

of the educational system.
Forty-nine. Paragraph 4 of article 63 is drafted in the

following way:
4 sports teaching curriculum will adjust the

demands derived from the national system of
qualifications and vocational training and the
provisions of paragraph 3 of article 6 bis of this law.
Fifty. Article 64 is drawn up in the following way:
Article 64. Organization.
1. the sports lessons will be structured in two

grades, middle-grade and high-grade, and may be
referred to the national catalogue of professional
qualifications.
2. to access the medium grade will be required to be

in possession of the title of graduated in obligatory
secondary education in teaching applied option or in
the academic studies. To access the higher degree
you will need to be in possession of the title of
technical sports, mode or sports specialty that is

determined by rules of procedure, and besides, at
least one of the following titles:
(a) Bachelor's degree.
(b) title of senior technician. (e) undergraduate

degree.
d) accreditation certificate of having passed all high

school subjects.
You can also access middle and upper grades of

these teachings, those applicants who, lacking the
diplomas or certificates referred to in the preceding
paragraph, exceed a test of access regulated by the
educational administrations. To access this via the
average degree is required to have the age of
seventeen and nineteen for access to top grade,
completed in the year of testing, or eighteen if he is
credited to be in possession of a diploma of
technical related that you want to access.
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The tests referred to in the preceding paragraph

shall permit accredit degree between knowledge
and sufficient skills, and to top grade maturity in
relation to the objectives of secondary education, to
study with use such teachings, according to the
criteria set by the Government.
3. in the case of certain modalities or specialties,

you can require also the overcoming of a test
carried out by the educational administrations,
credit merits sports or both requirements together.
The Government will regulate the characteristics
test and sporting merits, in such a way that is
proven to have the conditions necessary to use
corresponding teachings, as well as recognition by
professional sports experience or accredited
training.
4. the sports lessons will be organized in blocks and

modules of variable duration, consisting of
theoretical and practical knowledge areas
appropriate to the different professional and sports
fields.

autonomous communities, establish qualifications
corresponding to the studies of sports lessons, basic
aspects of the curriculum of each of them and the
minimum requirements of the centres in which the
respective teachings may provide."
Fifty-one. Article 65 is drawn up in the following way:

article 65. Qualifications and validation.
1. those who exceed sports teaching of middlegrade will receive the title of technical sports mode
or corresponding sports specialty.
2. those who exceed the sports teaching of top

grade will receive the title of technician sports mode
or corresponding sports specialty.
3. the title of technical sports will allow access to all

forms of secondary education.
4. the title of technician sports will allow access to

university studies degree after overcoming an
admission procedure.

autonomous communities and the corresponding
colleges ears, will regulate the regime of recognition
and equivalences between the sports teaching and
other teachings and official studies.
Fifty-two. Added a new paragraph h) to paragraph 3

of article 66, with the following wording:
"(h) acquire, expand and renew the knowledge,

abilities and skills needed for the creation of
enterprises and for the performance of activities and
business initiatives."
Fifty-three. A new paragraph 9 shall be added to

article 67 with the following wording:
9. in view of their special circumstances, by rules

of procedure may be specific curricula for the
education of adults leading to obtaining one of the
titles established by this law.
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Fifty and four. Article 68 is worded in the following

way: article 68. Mandatory teachings.
1. adult persons who want to acquire the skills and

knowledge relevant to basic education will have an
offer adapted to your conditions and needs.
2 corresponds to the educational administrations, in

the field of its competences, regularly organize tests
persons over eighteen years of age to directly

obtain the title of graduated in obligatory secondary
education by either of the two options to which
refers article 25.1 of this organic law, provided that
they have achieved the objectives of the stage and
reached the proper degree of the corresponding
skills. The final grade of compulsory secondary
education will be the obtained note in these tests.
In addition, the educational administrations shall

ensure is to adopt the necessary measures to
ensure equal opportunities, non-discrimination and
universal accessibility of persons with disabilities to
submit to such tests.
3. for people who exceed the seventeen years of

age, the educational administrations may establish
training programs aimed at obtaining the diploma of
technical basic professional, regardless of the
possibility of completing the teachings of basic
vocational training who had begun them as
indicated in articles 30, 41.1 and 42.4.
Fifty-five. (4) of article 69 is drawn up in the

following way:
4. the educational administrations, in the field of its

competences, will be organized periodically tests to
directly obtain Bachelor's and professional training
titles in accordance with the conditions and

characteristics that the Government establish rules
of procedure. To submit to the tests for obtaining the
degree of Bachelor is required twenty years,
eighteen for the title of technician and the basic
professional title, twenty for the of technician or,
where appropriate, nineteen for those who are in
possession of the title of technician.
In addition, the educational administrations shall

ensure is to adopt the necessary measures to
ensure equal opportunities, non-discrimination and
universal accessibility of people with disability
submitted to such tests.'
Fifty-six. Paragraph 5 of article 69 is drawn up in the

following way:
5. them greater of eighteen years of age may

access directly to them teachings artistic superior
through the overcoming of a test specific, regulated
and organized by them administrations educational,
that accredits that the applicant has them
knowledge, skills and skills necessary for study with
use them corresponding teachings. The minimum
age of access to higher education of music and
dance will be sixteen-year-old."
Fifty-seven. Paragraphs 1 and 2 of article 71 shall be
written in the following way:
1. the educational administrations shall have the

necessary means so that all students achieve the
maximum personal, intellectual, social and
emotional development as well as the objectives set
out in General in this law. The educational
administrations may establish plans for priority
institutions to specially support centers that
escolaricen students in social disadvantage.
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2 corresponds to the educational administrations to

ensure the resources necessary to enable students
requiring educational attention different from the

ordinary, by special educational needs, by specific
difficulties learning, ADHD, due to their high
intellectual, has been incorporated later into the
educational system capacities, or personal
conditions of school history, to reach the maximum
possible development of personal capabilities and,
in any case, the objectives laid down in General for
all students.
Fifty-eight. Article 76 is worded in the following way:

article 76. Scope.
It corresponds to the educational administrations

take measures to identify students with high
intellectual abilities and assess your needs early.
Also corresponds to adopt plans of action, as well as
curricular enrichment programs suited to those
needs, allowing students to develop their abilities to
the fullest.
Fifty-nine. Add a fourth section in chapter I of title II

and article 79 bis with the following wording:
Fourth section. Students with specific difficulties of

learning article 79 bis. Schooling and care
measures.
1 corresponds to educational authorities take

appropriate measures to identify students with
specific learning difficulties and assess your needs
early.
2. the schooling of students who have learning

difficulties will be governed by the principles of
standardization and inclusion and ensure nondiscrimination and effective equality in access and
retention in the education system.
3. the identification, assessment and intervention of

the educational needs of this student will be held as
early as possible, in the terms that determine the
Sixty. Paragraph 2 of article 84 is drawn up in the

following way:
2. when there are not enough seats, the admission

process will be governed by the priority criteria for
existence of brothers enrolled in the Centre, parents,
mothers or guardians who work in the proximity of
the home or the workplace of one of their parents,
mothers or guardians, per capita income of the
family unit and legal condition of large family and
concurrence of disability in the student or any of its
parents, mothers or siblings, without having any of
them exclusionary and without prejudice to the

provisions of paragraph 7 of this article.
However, those centres having recognized a

curricular specialization by the educational
administrations, or participating in an action
intended to boost the quality of the educational
institutions described in article 122 bis, may be
reserved to the discretion of the academic
performance of the student up to 20 percent of the
score assigned to applications for admission to
postobligatory teachings. This percentage may be
reduced or adjusted when necessary to prevent the
breakdown of criteria of fairness and cohesion of the
system.
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Sixty-one. Paragraph 3 of article 84 is drawn up in

the following way:
3. in no case will there be discrimination on

grounds of birth, race, sex, religion, opinion or any
other condition or personal or social circumstance.
It does not constitute discrimination in the

admission of students or the Organization of
education differentiated by sex, whenever teaching
that impart to develop in accordance with article 2
of the Convention on the fight against discrimination
in the field of education, adopted on 14 December
1960 by the General Conference of UNESCO.
In any case the choice of differential by sex

education may involve for families, students and
pupils and corresponding schools less favourable
treatment, not a disadvantage, at the time of
subscription concerts with the educational
administrations or in any other aspect. For this
purpose, centers must expose in its educational
project the educational reasons for the choice of this
system, as well as academic measures carried out
to promote equality.
Sixty-two. Paragraph 7 of article 84 is drawn up in

the following way:
7. in procedures of admission of pupils in schools

public that impart primary education, secondary
education or high school, when there are sufficient
seats, will have priority students and students who
come from the centers of early childhood education,
elementary education or secondary education,
respectively, have attached. In the case of
concerted private establishments follow an
analogous procedure, provided that such teachings
are sustained with public funds.
In addition, they will have priority in the area of

education, which corresponds to the door or to the
workplace of one of their parents, mothers or
guardians students and students whose schooling in
public centres and private Charter come motivated
by transfer of the family unit due to compulsory
mobility of any of the parents, mothers or guardians,
or a change of residence derived from acts of
gender-based violence.
Sixty-three. Is modifies the wording of the paragraph

2 of the article 85 in the following terms:
2. in procedures of admission of students to the

vocational training of middle-grade or higher grade
of vocational training, when there are not enough

seats, is attend to provisions of article 41 of this
law.
Sixty-four. Added a new paragraph 4 to article 85

4 in supply in the distance, may be additional

specific criteria in relation to personal and
employment situations of adult persons.
Sixty-five. Paragraph 3 of article 86 is drawn up in

the following way:
3. families may submit to the Centre in which they

wish to educate their children applications for
admission, which, in any case, must be processed.
Educational institutions shall be informed of
requests for admission that affect them."
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Sixty-six. Paragraph 2 of article 87(1) is drawn up in

the following way:
2. to facilitate the schooling and guarantee the

right to education for students with specific needs of
educational support, the educational administrations
shall book until the end of the period of preregistration and registration a part of the places of
public centres and private Charter.
In addition, may authorize an increase of up to ten

per cent of the maximum number of students per
classroom in public centres and private Charter from
the same area of schooling, well to meet immediate
needs of schooling for students of late incorporation,
by needs that come motivated by transfer of the
family unit in period of extraordinary schooling due
to compulsory mobility of either parentmothers or
guardians."
Sixty-seven. Paragraph 4 of article 107 is drawn up

4 corresponds to the Government regulation and

the management of the Spanish public schools
abroad, to whose effects may dictate unique
standards in the application of this law to these
centres in their special circumstances.
Sixty-eight. Article 109 is worded in the following

way: article 109. Programming of the network of
centres.
1 in the offer of squares programming, educational

administrations shall harmonize the demands
derived from the obligation having public powers
guarantee the right of everyone to education and
the individual rights of students and pupils, parents
and legal guardians.
2. the educational administrations will schedule the

educational offer of the teachings that in this law
are declared free of charge, taking into account the
general programming of education, existing budget
allocations and the principle of economy and
efficiency in the use of public resources and, as a
guarantee of the quality of teaching, an adequate
and balanced education for students with specific

needs of educational supporttaking into
consideration the existing supply of public centres
and private Charter and social demand. In addition,
the educational administrations shall ensure the
existence of sufficient capacity.'
Sixty-nine. Added a new article 111 bis with the

following wording:
Article 111 bis. The information and

communication technologies.

establish, after consultation to the autonomous
communities, standards that ensure interoperability
between different information systems used in the
Spanish educational system, in the framework of the
national interoperability scheme laid down in article
42 of law 11/2007, of 22 June, electronic access of
citizens to public services.
To do so, the basic types of information systems

used by the educational administrations, both for
academic and administrative management support
to learning will identify, and the basic technical
specifications of the same and different levels of
compatibility and safety in the treatment of the data
to be achieved shall be determined. Within these
specifications will be considered particularly

relevant definitions of the protocols and formats for
the exchange of data between the administrations
of educational information systems.
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These measures are also aimed to enhance and

facilitate the use of administrative records in the
framework of the educational statistics state, to
enable the extension of the statistical information
referred to students, teachers, schools and
educational efforts, which will result in the
improvement of the tools of analysis and monitoring
of the educational activity and measures of
improving the quality of the Spanish educational
system.
2 virtual learning environments used in the

educational centres sustained with public funds will
facilitate the implementation of specific educational
plans designed by teachers for the achievement of
specific objectives of the curriculum, and should
contribute to the extension of the concept of
classroom in time and space. Therefore they shall,
respecting the standards of interoperability, allow
students access, from anywhere, at any time, to
learning environments available in the schools
where they study, taking into account the principles
of universal accessibility and design for all persons
and with full respect for the provisions of the
applicable legislation on intellectual property.

establish, after consultation to the autonomous
communities, the formats that must be supported
by tools and support systems to learning in the field
of public digital educational content in order to
ensure its use, regardless of the technology platform
which is still.

offer digital and technological access platforms to
the educational community, which may incorporate
teaching resources provided by the educational
administrations and other agents for shared use.
Resources must be selected according to
parameters of methodological quality, adoption of
open standards and availability of sources that will

facilitate its dissemination, adaptation, reuse and
redistribution, and will be recognized as such.
5. promote the use, by the educational

administrations and the management teams of the
centers, the technologies of information and
communication in the classroom, as a didactic
means appropriate and valuable to carry out the
tasks of teaching and learning.
6. the Ministry of education, culture and Sport shall

develop consultation to the autonomous
communities, a common framework of reference for
teaching digital competence that orient the
permanent teacher training and facilitating the
development of a digital culture in the classroom."
Seventy. Article 116 is drawn up in the following

way: article 116. Concerts.
1. the private centres which offer free declared

teachings in this law and meet needs of schooling,
in the framework of the provisions of articles 108
and 109, shall benefit the regime of concerts in the
legally established terms, without the choice of
Centre by reason of his own character can represent
for families, students and pupils and schools less
favourable treatment, not a disadvantage, at the
time of subscription concerts with the educational

administrations or in any other aspect. Centers that
have access to the regime of educational
consultation should formalize with educational
administration who appropriate the corresponding
concert.
2. between centers that meet the requirements set

forth in the preceding paragraph, preference will be
to qualify for the regime of concerts those who
attend school populations of unfavourable economic
conditions or who take experiences of educational
interest to the educational system. In any case,
preference will be centres that fulfill the above
mentioned criteria, are constituted and operate on a
cooperative basis.
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3 it is for the Government establish the basics that

concerts should be. These aspects relate to the
fulfilment of the requirements laid down in the
organic law 8/1985 of 3 July, of the right to
education yen standards that may be applicable of
this law; to the processing of the request, the
maximum duration of the concert and the causes of
extinction; the obligations of the ownership of the
concerted Center and educational administration; to
the submission of the concert to the administrative
law; to the singularities of the teachers without
employment regime; the Constitution Council school
center that is awarded the concert and the
appointment of the director.
In particular, the educational concert will be a

minimum of six years in the case of primary
education, and four years in the rest of the cases.
4 corresponds to the autonomous communities

enact the necessary rules for the development of
the system of educational concerts, as laid down in
this article and in the framework of the provisions of
articles 108 and 109. The concert will establish the
rights and mutual obligations in terms of economic
regime, duration, extension and termination of the
same number of concerted school units,
accountability, plans of action and measures on the
basis of academic results, and other conditions,
subject to the provisions governing the regime of

concerts.
5 concerts may affect several centers, provided that

they belong to a same owner.
6. the educational administrations may conclude, on

a preferential basis, the cycles of basic professional
training which, in accordance with the provisions of
this organic law, concerted private centers impart to
their students. These concerts will be general.
7. the concert for postobligatory teachings will be

unique.
8. the educational administrations shall convene

public tenders for the construction and management
of centres agreed on dotacional public land.
Seventy and one. Paragraph 6 of article 117 is

6. the Administration may not assume changes in

labour costs of faculty and staff costs, arising from
collective agreements exceeding the percentage of
overall increase of the amounts corresponding to

wages referred to in paragraph 3 of this article.
Seventy-two. Article 119 is drawn up in the following

way:
Article 119. Participation in the operation and the

Government of public centres and private Charter.
1. the educational administrations shall ensure the

intervention of the educational community in the
control and management of the centres sustained
with public funds through the School Board.
2. the teaching staff will also participate in the

pedagogical decisions which correspond to the
cloister, the teacher coordinating bodies and teams
of teachers that taught a class on the same course.
3 corresponds to the educational administrations

encourage the participation of students in the
operation of the centres, through their delegates
group and course, as well as their representatives
on the School Board.
4. parents and students and students may also

participate in the operation of the centres through
their associations. The educational administrations
shall foster information and training for them.
5. the centres shall have at least the following

colleges, with the functions listed in this law:
(a) School Board.
(b) teachers cloister.
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Seventy-three. Paragraphs 3 and 4 of article 120 are

written in the following way:
3. the educational administrations enhance and

promote the autonomy of the centres, so that their
economic resources, human and material to conform
to plans of work and organization that develop, once
they are suitably assessed and valued. Centres
sustained with public funds must be held
accountable for the results.
The educational administrations shall publish the

results achieved by schools, considered in relation
to the socio-economic and socio-cultural factors of
the context to file, as indicated in articles 140 et
seq. of this organic law and the terms the
Government established by law.
The educational administrations may establish

specific plans of improvement in those public
centres that do not reach adequate levels.
In relation to the centers reached it will be to the

regulations of the corresponding concert.
4. the centres, in the exercise of their autonomy,

can adopt experiments, work plans, forms of
organization, norms of coexistence and enlargement
of the school calendar or lesson time areas or
subjects, in terms that establish educational
administrations and within the possibilities enabling
legislation, including the labour, without which, in
any case, necessary contributions to families or
requirements for the educational administrations.
Seventy-four. Paragraph 3 is modified and added a

new paragraph 7 to article 121 with the following
wording:
3. within the framework established by the

educational administrations, centres be established
its educational projects, which should be made
public in order to facilitate their knowledge by the
whole of the education community. Also corresponds
to the educational administrations contribute to the
curriculum development favoring open modeling of
teaching programming and educational materials
that meet the different needs of students and
faculty."
7 corresponds to the educational administrations

promote the specialisation curriculum of institutes of
secondary education according to the alternatives
set out in this law, so that these administrations
may schedule an educational offer tailored to your
needs. Educational institutions shall include the

curricular and organizational singularities and
corresponding educational groupings in its
educational project'
Seventy-five. Article 121 with the following wording

shall be added a new paragraph S:
B. the educational project of educational

institutions with curricular specialization should
incorporate specific aspects that define the unique
character of the Centre.
Seventy-six. Article 122 is drawn up in the following

way: article 122. Resources.
1. the centers will be equipped with educational,

human and material resources necessary to provide
a quality education and ensure equality of
opportunity in access to education.
2. the educational administrations shall assign

larger endowments of resources to certain public
facilities or private Charter, because the projects
that need it or care to special conditions
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necessity of people enrolling. Such assignment will

depend to accountability and justification of the
appropriate use of these resources.
3 public educational institutions may obtain

supplementary resources, prior approval of the
director, in the terms that establish educational
authorities, within the limits of the existing
regulations. These resources will not come from the
activities carried out by associations of parents,
mothers and students for their purposes and should
be applied to expenses, in accordance with the
educational administrations established.
Seventy-seven. Added a new article 122 bis, with

the following wording: article 122 bis. Actions to
promote the quality of schools.
1. be promoted actions aimed at promoting the

quality of educational institutions, through the
reinforcement of its autonomy and empowerment of
the directive function, as they establish the
Government and educational administrations.
These actions include mentions measures to the

recognition of the centres, as well as actions of
educational quality, which will aim at the promotion
and promotion of quality in workplaces.
2. the actions of educational quality will depart from

a comprehensive consideration of the Center, which
can take as reference models of Management
recognized at European level, and will have to
contain all of the necessary tools for the realization
of an educational project of quality. To this end,
schools must submit strategic planning should
include the objectives pursued, the results obtained,
the management to develop appropriate measures
to achieve the expected results, as well as the time
frame and programming of activities.
The realization of quality educational activities shall

be subject to accountability for the teaching centre.
3. the education quality project will result in the

specialization of the educational institutions, which
may include, among others, actions aimed to
curricular specialization, excellence, teacher
training, improvement of school performance, the
attention of students with specific needs of
educational support, or providing educational
resources to shared digital platforms.
The results of the actions will be measured, above

all for the improvements obtained by each centre in
relation to the starting situation.
Quality educational activities, which must be

competitive, they present for educational
institutions autonomy for its implementation, both
from the point of view of the management of
manpower and material and financial resources.
4. for the realization of quality activities, the director

of the Centre will have autonomy to adapt, during
the period of implementation of these actions, the
human resources to the needs arising from the
same. The decisions of the director should be based
on the principles of merit and capacity and must be
authorized by the corresponding educational
administration, which will take care of that

compliance with the applicable regulations in the
field of human resources. Human resources
management subject to specific assessment in
accountability. The director will be available of the
following faculties:
(a) establish requirements and specific merits for

personal teaching official offered jobs as well as jobs
in the interim.
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(b) reject, by reasoned decision, the incorporation to

positions in interim of teachers coming from
centralized lists. This decision must be endorsed by

the corresponding educational administration.
(e) when the post is vacant, without be covered

permanently by official teaching career, and there is
adequate funding and sufficient, propose, reasoned
way, the extension on the secondment of the official
teaching career that had been occupying the
position provisionally or, in your case, the
appointment again in the same put teaching acting
official who came to play itwhere, in both cases,
having worked on projects of quality, necessary for
the continuity of the same. In any case, the proposal
should be kept duly substantiated positive official
assessment in the development of its activity within
the appropriate project quality, as well as the origin
and importance of its continuity in the post which
had been developed within the project to ensure the
quality and the achievement of objectives.
The educational administrations shall foster exercise

the leadership role in educational institutions,
providing the necessary autonomy of management
managers to promote and develop the actions of
educational quality.
5. the activity carried out by the staff on the

implementation of the actions of educational
quality, with a positive evaluation, must be
recognized series both in the provision of jobs and
for the purpose of professional career, among
others.
Seventy-eight. Article 124 is drawn up in the

following way:
Article 124. Rules of organization, operation and

coexistence.
1. the centres develop a plan to be incorporated into

the annual general programming and coexistence
that will collect all the activities that are
programmed in order to foster a good climate of
coexistence within the school, the realization of the
rights and duties of pupils and the corrective
measures applicable in the event of non-compliance
with the existing regulationstaking into
consideration the situation and personal conditions
of the students, and the realization of performances
for the peaceful resolution of conflicts with special
attention to the actions of prevention of violence of
gender, equality and non-discrimination.
2. the rules of coexistence and conduct of them

centers will be of forced compliance, and must
realize them duties of them students and students
and them measures corrective applicable in case of
breach, taking in consideration their situation and
conditions personal.
The corrective measures will have a character

education and recovery, shall ensure respect for the
rights of the rest of the students and seek
improvement in the relations of all the members of
the educational community.
The corrective measures shall be provided to the

fouls committed.
Those behaviors that threaten the personal dignity

of other members of the educational community,
who have as source or consequence a discrimination
or harassment based on gender, orientation or
sexual identity, or a source of racial, ethnic,
religious, beliefs or disability, or that are carried out
against the most vulnerable students by their
personal, social or educational characteristics will
have the qualification of very serious and will be
associated with the expulsion as a corrective
measuretemporarily or permanently, from the
Center.
Decisions to adopt corrective measures by the

Commission of minor misconduct shall take effect
immediately.
3. the members of the management team and
teachers and teachers will be considered public

authorities. Corrective action procedures, actions
performed by teachers, professors and members of
the management team of schools will have
probative value and enjoy from
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presumption of veracity iuris tantum or unless

there is evidence to the contrary, notwithstanding
the evidence which, in defense of the respective
rights or interests, may designate or provide the
own students.
4. the educational administrations shall facilitate
centres, in the context of its autonomy, to develop

its own rules of organization and operation.
Seventy-nine. Paragraph d) of paragraph 1 of article

126 is drawn up in the following way:
"(d) a number of teachers which may not be less

than one-third of the total number of members of
Council, elected by the cloister and on behalf of the
same."
Eighty. Article 127 is drawn up in the following way:

article 127. Powers of the School Board.
The School Board of the Centre shall have the

following powers:
to) evaluate projects and standards who referred to

in chapter II of title V of this organic law.
(b) to assess the annual general programme of the

Centre, without prejudice to the competences of the
cloister of the teaching staff in relation to planning
and teaching organization.
(e) meet the nominations to the address and

address projects submitted by the candidates.
(d) participate in the selection of the director of the

Center, in the terms established by this organic law.
Be informed of the appointment and cessation of
the other members of the team management. In
your case, prior agreement of its members, adopted
by a majority of two-thirds, to propose the
revocation of the appointment of the director.
(e) report on the admission of students, subject to

the provisions of this law and regulations which
develop it.
(f) meet disciplinary conflict resolution and ensure

you adhere to the regulations in force. When
disciplinary measures taken by the director
correspond to behaviors of students that may
seriously impair the coexistence of the Center,
Council school, at the request of parents, mothers or
legal guardians may review the decision and
propose, if necessary, appropriate measures.
(g) propose actions and initiatives that favour

coexistence in the Center, equality between men
and women, equal treatment and non-discrimination
by the causes referred to in article 84.3 of this

organic law, the peaceful resolution of conflicts, and
the prevention of gender-based violence.
(h) promote the conservation and renovation of

facilities and the school team and find
complementary resources, in accordance with
article 122.3.
(i) report on the guidelines for partnerships,

educational and cultural purposes, with local
governments, with other centres, institutions and
agencies.
(j) analyse and assess the overall functioning of the

Centre, the evolution of school performance and the
results of internal and external evaluations in which
participates the Center.
(k) develop proposals and reports, on its own

initiative or at the request of the competent
authority on the functioning of the Centre and the
improvement of the quality of the management, as
well as other aspects related to the quality of the
same.
1) any others assigned to him by the educational
administration.
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Eighty-one. Article 132 is drawn up in the following

way: article 132. Powers of the director.
They are powers of the director:
(a) to represent the Center, representing the

educational administration in the same and make
you reach this approaches, aspirations and needs of
the educational community.
(b) to direct and coordinate the activities of the

Centre, without prejudice to the powers conferred to
the cloister of the teachers and the School Board.
(e) exercise the pedagogical guidance, promote

educational innovation and drive plans for the
achievement of the objectives of the educational
project of the Center.
(d) ensure compliance with laws and other

regulations.
(e) exercise on Chief of staff seconded to the Centre.
(f) promote the coexistence in the Center, ensure

the mediation in the resolution of conflicts and
impose disciplinary measures which correspond to
the students, in compliance with the regulations in
force, without prejudice to the powers conferred to
the School Board in article 127 of this law. To this
end, the streamlining of procedures for the
resolution of conflicts will be promoted in
workplaces.
(g) promote collaboration with families, institutions

and agencies that facilitate the Center relate to the
environment, and foster a school environment that
promotes the study and development of actions
conducive to integrated training in knowledge and
values of the students.
(h) promote internal assessments of the Centre and

collaborate in external evaluations and the
evaluation of the teaching staff.
(i) convening and chairing the academic ceremonies

and meetings of the School Board and the cloister's
Center faculty and execute the agreements
adopted, in the field of its competences.
(j) make the procurement of works, services and

supplies, as well as authorize expenditures in
accordance with the Centre's budget, order
payments and endorse certificates and official
documents of the Centre, all in agreement with it to
establish the educational administrations.
(k) to propose to the educational administration the

appointment and dismissal of the members of the
management team, prior information to the cloister
of the teachers and the School Board of the Center.
1) approve projects and standards who referred to in

chapter II of title V of this organic law.
(m) approve the annual general programme of the

Centre, without prejudice to the competences of the
cloister of the teaching staff in relation to planning
and teaching organization.
(n) decide on the admission of students, subject to

the provisions of this law and regulations which
develop it.
(n) approve additional resources in accordance with

article 122.3.
(o) set the guidelines for partnerships, educational

and cultural purposes, with local governments, with
other centres, institutions and agencies.
(p) any others that are entrusted to it by the

education administration.
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Eighty-two. Article 133 is drawn up in the following

way: article 133. Selection of the director.
1. the selection of the director will be made by a

process involving the educational community and
educational administration.
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Dry 1. P. 97906
2. the selection and appointment of Directors of

public centres shall be carried out through meritbased among teachers of career officials that impart
some of the teachings entrusted to the Centre.
3. the selection will take place in accordance with
the principles of equality, advertising, merit and

capacity."
Eighty-three. Paragraph 1 of article 134 is drawn up

1. will be requirements to participate in the contest

of merits as follows:
(a) have at least five years as a career officer in the

educational public service.
(b) have taught direct as a career officer, for a

period of at least five years, in any of the teachings
which offers the center that it chooses.
(e) be in possession of the certification accreditation

of having passed a training course on the
development of the directive function, given by the
Ministry of education, culture and sport or by the
educational administrations of the autonomous
communities. The characteristics of the training
course will be developed by regulation by the
Government. The certification shall be valid
throughout the national territory.
(d) introduce a direction that includes, among

others, objectives, lines of action and the evaluation
of the same.
Eighty-four. Article 135 is drawn up in the following

way: article 135. Selection procedure.
1. for the selection of managers in public,

educational administrations convened merit-based
and will establish objective criteria and the selection
procedure, as well as the criteria for the evaluation
of the merits of the candidate and the project
presented.
2. the selection will be conducted by a Commission

composed, on the one hand, of representatives of
the educational administrations, and on the other, in
one higher proportion of thirty and fifty percent less,
by representatives of the relevant institution. Of the
latter, at least fifty percent shall be of the cloister of
the teaching staff of the Centre. The educational
administrations shall determine the total number of
members of the commissions and the proportion
between the representatives of the Administration
and of the centers. In any case, they should be
participation in commissions to the school boards of
the centers.
The Commission will act as indicated in articles 22

to 27 of law 30/1992, of 26 November, legal regime
of public administrations and common
administrative procedure.
3. the selection will be based on merit scholars and

professionals accredited by applicants, the
assessment of the project's direction, and the
experience and positive assessment of previous
work developed as managerial and teaching work as
a teacher or professor. Will be valued in particular
the previous experience in a management team, the
location of active duty, destiny, previous work and
teaching work developed at the center whose
address is requested, and, where applicable, having
participated with a positive evaluation in the
development of quality educational activities
regulated in paragraph 4 of article 122 of the basic
law, or similar experiences.
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Eighty-five. Article 136 is drawn up in the following

way: article 136. Appointment.
1 educational administration shall appoint a director

of the corresponding, for a period of four years, to
the applicant who has been selected in the
procedure regulated in the previous article.
2. the appointment of the directors may be renewed

for periods of the same duration, prior positive
assessment of the work carried out at the end of
them. The criteria and procedures of this evaluation
will be public and objectives and shall include the
results of assessments in individual, referred to in
article 144(2), made during his tenure, which, in any
case, consider the socio-economic and socio-cultural
factors of the context and the follow-up of the
evolution over time. The educational administrations
may set a maximum limit for the renewal of the
mandates."
Eighty-six. Paragraph 2 of article 140 shall be

deleted.
Eighty-seven. Article 142 is drawn up in the

following way:
Article 142. Bodies responsible for the evaluation.
1 will be the evaluation of the educational system,

the National Institute of educational evaluation and
the relevant bodies of the educational
administrations are determined, which will evaluate
the educational system in the field of its
competences.

autonomous communities, will determine the
structure and functions of the National Institute of
educational evaluation, in which the participation of
the educational administrations shall be ensured.
3 management teams and teachers of educational

institutions will collaborate with educational
administrations in the evaluations carried out in
their centres.
Eighty-eight. He article 143 is drafted in the

following way: article 143. Overall evaluation of
the educational system.
1. the National Institute of educational evaluation, in

collaboration with the educational administrations,
shall draw up multiannual plans for overall
evaluation of the educational system. Public will be
made prior to their implementation criteria and
assessment procedures.
Also, the National Institute of educational evaluation

will establish scientific and methodological
standards that ensure the quality, validity and
reliability of educational assessments, in
collaboration with the educational administrations.

will coordinate the participation of the Spanish State
in international assessments.

develop the State system of education indicators,
which will contribute to the knowledge of the
educational system and to guide decision-making
educational institutions and all sectors involved in
education. The data required for its preparation
must be provided to the Ministry of education,
culture and sport by educational administrations of
the autonomous communities.
4. with the aim of facilitate the diagnosis of

weaknesses and the design and implementation of
measures for the improvement of the quality of the
Spanish educational system, the Ministry of
education, culture and sport, in collaboration with
the educational administrations, it contents 14(bis)
will provide mechanisms to enable the incorporation
of information
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In addition to the joint statistical treatment, allowing

a better analysis of the factors that affect
educational performance and added value-based

comparison.
Eighty-nine. Article 144 is drawn up in the following

way: article 144. Individualized assessments.
1. the criteria of evaluation for individualized

assessments indicated in articles 20.3, 21, 29 and
36 bis of this law will be common for the whole of
the State.
In particular, tests and assessments referred to in

articles 29 and 36 bis procedures will be designed
by the Ministry of education, culture and sport,
through the National Institute of educational
evaluation. These tests will be standardized and
design mode allowing to establish accurate
valuations and fair comparisons, as well as the
follow-up of the evolution over time of the results
obtained.
The material realization of testing corresponds to

the relevant educational authorities. Tests will be
applied and qualified teachers of the Spanish
educational system external to the Centre.
According to the rules will be regulated the
procedure for revision of the results of the

evaluations.
2. the educational administrations may establish

other assessments diagnostic purposes.
3. the educational authorities will establish more

appropriate measures to make the conditions of
realization of individualized assessments are
adapted to the needs of students with special
educational needs.
Ninety. Paragraph 2 of article 147 is drawn up in the

following way:
2. the results of evaluations that make the

educational administrations be placed on knowledge
of the educational community through common
indicators for all Spanish educational institutions,
without identification of data of a personal nature
and prior consideration of socio-economic and sociocultural factors in the context.
The Government will establish bases for use and

public access to the results of the assessments,
consultation to the autonomous communities.
The Ministry of education, culture and Sport shall

periodically publish the conclusions of general
interest of evaluations carried out by the National
Institute of educational evaluation in collaboration
with the educational administrations, and will
release information periodically offering the State
system of education indicators. In particular, will be
published the results of educational institutions
according to common education indicators for all
Spanish educational institutions, without
identification of data of a personal nature.
Ninety-one. The additional provision second is

worded in the following way:
Second additional provision. Teaching of Religion.
1. the teaching of the Catholic religion shall comply

with the provisions of the agreement on education
and cultural affairs between the Holy See and the
Spanish State.
To this end, and in accordance with what has said

agreement, will include the Catholic religion as area
or matter in educational levels corresponding to be
mandatory for institutions offering and voluntary for
students.
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2. the teaching of other religions shall be subject to

the provisions of cooperation agreements concluded
by the Spanish State with the Federation of
Evangelical religious entities of Spain, the
Federation of communities Israelites of Spain, the
Islamic Commission of Spain and, where
appropriate, can subscribe to them in the future
with other faiths.
3. the determination of the curriculum and

assessable learning standards that allow the
verification of the achievement of the objectives and
the corresponding to the subject Religion

competence acquisition will be responsibility of the
respective religious authorities. Decisions on use of
textbooks and teaching materials and, where
applicable, monitoring and approval thereof
correspond to the respective religious authorities, in
accordance with the provisions of the agreements
signed with the Spanish State."
Ninety-two. The additional provision quinta is

worded in the following way:
Fifth additional provision. School calendar.
The school calendar, which shall determine annually

the educational administrations, shall comprise a
minimum of 175 school days for mandatory
teachings.
In any case, the computation of the school calendar

include the days devoted to planned evaluations in
the articles 19.3, 21, 29 and 36 bis of this law.
Ninety-three. Section 4 of the twenty third additional

provision is drafted in the following way:
4. the transfer of the data, including reserved,

necessary for the educational system, will take
place preferably via telematics and shall be subject
to the legislation on personal data protection. In
the case of the transfer of data between regions or
between them and the State, minimum conditions
will be agreed by the Government with the
autonomous communities, in the bosom of the
sectoral Conference on education."
Ninety-four. A new thirty additional provision third,

with the following wording shall be added:
Thirty-third additional provision. Degree in

European baccalaureate international baccalaureate
yen and pupils and students coming from
educational systems of the Member States of the
European Union or of other States which have
signed international agreements.
1 you can access to the Spanish University in the

same conditions as those who have obtained the
degree of Bachelor in article 37 of this law:
(a) by virtue of the provisions contained in the

Convention which establishes the Statute of the
European schools, made in Luxembourg on 21 June
1994, the students who are in possession of the
European baccalaureate degree.
(b) those who have obtained the International

Baccalaureate Diploma, issued by the International
Baccalaureate Organization, with headquarters in
Geneva (Switzerland).
(e) pupils and students coming from educational

systems of Member States of the European Union or
those of other States which have signed
international agreements applicable in this respect,
on a reciprocity basis, provided that such students
to meet the academic requirements in their
educational systems to gain access to their
universities.
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Dry 1. P. 97910
2. the diplomas, diplomas and studies referred to in

previous, obtained or made according to the
requirements of each one of the systems of studies,
will be equivalent in all respects to the degree of
Bachelor in article 37 of this law.
Ninety-five. Added a new additional provision thirty

fourth, with the following wording:
Thirty-fourth additional provision. Scholarships and

study grants.
1. notifications that should practice on the occasion

of the handling of the procedures of granting,
revocation, revision of nursing and reinstatement of
improper revenue on scholarships and study grants
financed from the general budget of the State and
whose competence is attributed to the Ministry of
education, culture and sport, will be carried out in
accordance with the following rules:
(a) notifications is practiced through the electronic

office of the Ministry of education, culture and sport.
(b) in the cases referred to in article 59.5 of law

30/1992, of November 26, legal regime of public
administrations and common administrative
procedure, notifications shall be made exclusively in
the edict Board located in the electronic office of the
Ministry of education, culture and sport.
(e) in addition, the publication in the

aforementioned edict Board will replace notification,
have the same effects in the cases set out in
paragraph 6 of article 59 of the law 30/1992, of 26
November, in accordance with the provisions of the
corresponding call.
Notifications and publications that practice through

the electronic office of the Ministry of education,
culture and Sport shall be preceded by a written
communication to stakeholders notice of this
circumstance by means that are established in the
corresponding call.
After ten calendar days from the notice had been

published in the edict Board, means that it has been
practiced, thus fulfilled the formality and continuing
with the procedure.
The notification system provided for in this section
shall apply to proceedings which are initiated after

the entry into force of this law. Calls for scholarships
and grants to study published subsequent to the
entry into force of this law must adapt to the
content of this additional provision.
2. the scholarships and grants to study to be

awarded for University and non-university studies
with official academic validity shall be unattachable
in all cases.
(3. Proceder el reintegro de las cantidades

percibidas en concepto de becas y ayudas ael
estudio, de conformidad con lo dispuesto en el
artculo 37.1.i) of law 38/2003 of 17 November,
General grant, in those cases where beneficiaries do
not meet one or several of the requirements for
obtaining scholarships or aid or had not certified
them properly. "
Ninety-six. Added a new additional provision thirtyfifth, with the following wording:
Thirty-fifth additional provision. Integration of

competencies in the curriculum.
(< j) eo eo N
He Ministry of education, culture and sport will

promote, in cooperation with the communities
autonomous, the adequate description of the
relations between them
No. 295
Sec.1. P. 97911
competencies and the contents and criteria of

evaluation of the different teachings from the entry
into force of this law.
For these purposes, will be given priority attention

to the curriculum of basic education.
Ninety-seven. A new additional provision thirty sixth,

with the following wording shall be added:
Thirty-sixth additional provision. Admission to

official university degree teachings since the
qualifications of technician and senior technician
sports and students in possession of a degree,
diploma or study obtained or performed equivalent
to Bachelor's degree abroad.
In accordance with current legislation, the

Government will establish basic legislation allowing
universities to set procedures for the admission to
official university education of grade of students
who have obtained a title of senior technician in
training of technician of plastic arts and design, or
higher technical sports, that referred to in article
4453 and 65, as well as students in possession of a
degree, diploma or study equivalent to the degree
of Bachelor, obtained or made in educational
systems of States that are not members of the
European Union with those who have not signed
international agreements for the recognition of the
degree of Bachelor in reciprocity regimen. In the
latter case also the students must serve the
remainder of requirements for the certification of
the title, diploma or obtained or made overseas
study.
Procedures must respect the principles of equality,

non-discrimination, merit and capacity and will use
one or several of the following criteria for the

evaluation of the students:
a) final grade obtained studied teachings, and/or

modules or materials specific.
(b) relationship between previous qualifications and

the required University degree curricula.
(e) complementary academic or professional

training. (d) studies carried out previously.
In addition, exceptionally may establish specific

assessments of knowledge and/or skills. In the case
of pupils and students in possession of a degree,
diploma or study obtained or made in foreign
educational systems, assessments may be in
English, and it will take into account the different
topics of the curriculum of these educational
systems.
The universities may agree on joint realization of all

or part of the procedures of admission, as well as
the mutual recognition of the results of the
evaluations made on admission procedures.
Ninety and eight. A new additional provision thirty

seven, with the following wording shall be added:
Thirty-seventh additional provision. Experts fluent

in foreign languages.
For each school year, the educational

administrations may exceptionally, when there is
lack of teachers with sufficient language skills,
incorporate experts fluent in languages foreign,
domestic or foreign, as teachers in bilingual or
multilingual programs, attending to the needs of
programming of education for the development of
multilingualism referred to the seventh final
disposition of this organic law. These experts must
be enabled by the administrations
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Educational, that determine the requirements of

training and, where appropriate, experience that are
considered necessary. In any case, experts must be
in possession of the title of Doctor, Licenciado,
engineer, architect or the corresponding degree or
another equivalent degree for the purpose of
teaching."
Ninety-nine. Added a new additional provision thirtyeighth, with the following wording:
Thirty additional provision eight. Spanish

language, co-official languages and languages that
enjoy legal protection.
1. the educational administrations shall guarantee

the right of students to receive the teachings in
English, official language of the State, and the other
co-official languages in their respective territories.
Castilian is lingua franca of education throughout
the State and the co-official languages are also in
the respective autonomous communities, in
accordance with its statutes and regulations.
2. at the end of basic education, all students must

understand and express themselves, orally and in
writing, in the Spanish language and, where
appropriate, in the corresponding co-official
language.
3. the educational administrations shall take

appropriate measures to use in the teaching of
Castilian or the co-official languages is not a source
of discrimination in the exercise of the right to
education.
4. in the autonomous communities that possess,

along with Spanish, another official language in
accordance with their statutes, or, in the case of the
region of Navarre, with the provisions of the organic
law 13/1982, of 10 August, reintegration and
improvement of the Foral regime in Navarre, the
educational administrations must guarantee the
right of students to receive the teachings in both
official languagesprogramming its educational offer
in accordance with the following criteria:
to) both the subject of Spanish language and

literature as the co-official language and literature
must teach in the corresponding languages.
(b) the educational administrations shall design and

implement systems that ensure the delivery of nonlinguistic subjects by integrating the Spanish
language and the co-official language in each cycle
and the stages of compulsory courses, so obtain the
domain of both official languages by the students,
and without prejudice to the possibility of including
foreign languages.
The educational administrations will determine the

reasonable proportion of the Spanish language and
the co-official language in these systems, can do
heterogeneous way in its territory, according to
attendant circumstances.
(e) the educational administrations may also

establish systems in which the non-linguistic
subjects be given exclusively in Spanish, co-official
language or a foreign language, whenever there is
offer alternative teaching sustained with public
funds which is used as a vehicular each in co-official
languages.
In these cases, the education administration must

ensure a teaching offer sustained with public funds
in which Spanish is used as language vehicle at a
reasonable rate.
Parents, mothers or guardians entitled to their
children or wards to receive instruction in Spanish,

within the framework of the educational
programming. If the annual programming of the
competent educational administration does not
ensure reasonable teaching offer sustained with
public funds in which Spanish is used as language
vehicle, the Ministry of education, culture and sport,
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No. 295
Dry 1. P. 97913
subject to verification of this situation, assume

entirely, on behalf of the corresponding educational
administration, effective school fees of these
students in private schools where there is this offer
with the conditions and the procedure to be
determined by regulation, expenses that will
reverberate to the educational administration.
It will be up to the Ministry of education, culture and

sport verification of the so-called fact that
determines the birth of financial obligation, through
a procedure initiated at the request of the interested
party, instructed by the high education inspection,
and that needs to be audience to the affected
educational administration. The expiration of the
time limit without having notified express resolution
will legitimize the person concerned or interested
parties who had deduced the application to
understand it refused by administrative silence. The
Ministry of education, culture and sport will develop
this administrative procedure regulations.
The financial obligation of the Ministry of education,

culture and sport will be exceptional and shall
terminate with the adoption by the competent
educational administration of appropriate measures
to ensure the individual linguistic rights of the
students. For these purposes, shall not be
considered adequate measures involving individual
attention in Spanish or the separation into groups on
the basis of the usual language.
5 shall be responsible for the high State inspection

to ensure compliance with the rules on use of
language vehicle in the basic teachings.
6. those autonomous communities where there are

no official languages who benefit from legal
protection offered them, where appropriate, in the
block of free-elective subjects autonomous, in the
terms that determine its regulatory.
100. A new additional provision thirty ninth, with the

following wording shall be added:
Thirty-ninth additional provision. Final evaluation of

the co-official language and literature course.
The subject co-official language and literature

should be evaluated in the final evaluations referred
to in articles 21, 29 and 36 bis and will be taken into
account for the calculation of the obtained note in
these final assessments in the same proportion as
the Spanish language and literature course.
It corresponds to the competent educational

authorities specify evaluation criteria, assessable
learning standards and the design of the tests that
apply to this subject, to be held simultaneously with
the rest of the tests that make up the final
evaluations.
Shall be exempt from these tests pupils who are
exempt from study or be evaluated for the subject

co-official language and literature, according to the
corresponding regional legislation.
Cent one. A new forty additional provision, with the

following wording shall be added:
Forty additional provision. Final assessments in

adult distance learning.
Schools public or private authorized to teach adult

distance learning, final evaluations for obtaining
official titles referred to in this law will be carried out
in the form determined by the educational
administrations that it has authorized or is that
affiliated Centre.
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If the student resides outside the town where the

authorised Centre is located, external evaluations
may be made outside of this town, according to
what is established by agreement between the
distance of adult education centres, or through
other forms to ensure the correct development of
the tests that.
Cent two. A new first forty additional provision with

the following wording shall be added:
First forty additional provision. Prevention and

peaceful resolution of conflicts and values
underpinning democracy and human rights.
In the different stages of basic education curriculum

shall be given consideration learning the prevention
and peaceful resolution of conflicts in all areas of
personal, family and social life, and of the values
underpinning democracy and human rights, which
must include in any case the prevention of genderbased violence and the study of the Holocaust as a
historical fact."
Three hundred. A new additional provision added

forty-second with the following wording:
Forty second additional provision. Center for

innovation and development of the distance
education (CIDEAD).
The Center for innovation and development of

education at distance (CIDEAD) of the Ministry of
education, culture and sport, will impart learning
throughout the national territory.
The Government will establish, without prejudice to

the principles included in this organic law, a specific
regulation of the CIDEAD.
Four hundred. Added a new third forty additional

provision with the following wording:
Available additional forty third. Centres distance

higher sports education.
The Government may regulate and manage, within

the scope of sport of high level and the regulation of
the State Federated sport, State-owned centers that
offer sports teachings of higher-level distance
throughout the national territory.'
Five hundred. Paragraph 3 of the tenth transitional

provision shall be deleted. Six hundred. The
nineteenth transitional provision shall be deleted.
Seven hundred. Final disposition quinta is worded in

the following way:
Fifth final provision. Skill-related title.
1. the present law dictates with basic character

under the protection of competition which
corresponds to the State in accordance with article
149.1.1. a, 18th and 30.a of the Constitution. Except
the basic character concerned the following
precepts: articles 5.5 and 5.6; 7; 8.1 and 8.3; 9; 11.1
and 11.3; 14.6; 15.3; 22.5; 24.6; 26.1 and 26.2;
31.5; 35; 42.3 and 42.5; 47. 58.4, 58.5, 58.6 and
58.7 and 58.8; 60.3 and 60.4; 66.2 and 66.4;
67.2,67.3,67.6,67.7 and 67.8; 68.3; 72.4 and 72.5;
89; 90; 100.3; 101; 102.2, 102.3 and 102.4; 103.1;
105.2; 106.2 and 106.3; bis.4 111 and 111 bis.5;
112.2, 112.3, 112.4 and 112.5; 113.3 and 113.4;
122.2 and 122.3; 122 bis; 123.2, 123.3, 123.4 and
123.5; 124.1, 124.2 and 124.4; 125; 130.1; 131.2

and 131.5; 144.3; 145; 146; 154; fifteenth additional
provision, sections 1, 4, 5 and 7; thirty fourth
additional provision; thirty seventh additional
provision; and fourth final provision.
(< j) eo eo N
No. 295
Dry 1. P. 97915
2 articles 29, 31, 36 bis and 37 are held under the

auspices of the exclusive competence of the State
on the regulation of the conditions of procurement,
issuance and recognition of academic and
professional qualifications.
Eight hundred. The seventh final provision is worded
They have character of law chapter I of the

preliminary title, article 3; 4; 5.1, 5.2; Chapter III of
the preliminary title; articles 16; 17; 18.1,18.2, 18.3,
18.4 and 18.6; 19.1; 22; 23; 23 bis; 24; 25; 27; 30;
38; 68; 71. 74; 78; 79 bis; 80; 81.3 and 81.4; 82.2;
83; 84.1, 84.2, 84.3, 84.4, 84.5, 84.6, 84.7, 84.8 and
84.9; 85; 108; 109; 115; Chapter IV of title IV;
articles 118; 119; 126.1 and 126.2; 127; 128; 129;
further provisions sixteenth, seventeenth, thirtythird and thirty-sixth; the sixth transitional provision,
third paragraph; the tenth transitional provision; the
final provisions first and seventh, and the single
repealing provision."
Nine hundred. Added a new seventh final

disposition, with the following wording:
Seventh final disposal bis. Bases of plurilingual

education.
The Government will establish bases of plurilingual

education from second cycle of pre-school education
until high school, consultation to the autonomous
communities.
First additional provision. Authorized centers for

modalities of secondary education.
1 educational institutions of secondary education

which, at the entry into force of the present law,
impart any of the tracks of the mode of science and
technology, will be automatically authorized to
teach the modality of Sciences established in this
law.

impart any of the tracks of the modality of
Humanities and social sciences, will be
automatically authorized to teach the humanities
and social sciences modality established in this law.

impart any of the tracks of the modality of Arts, will
be automatically authorized to teach the arts
modality established in this law.
Second additional provision. Requirements to

participate in competitions of merit for selection of
Directors of public centres.
Allotments and public centres directors

accreditations issued prior to the entry into force of
this law shall be deemed equivalent to the
certification accreditation of having passed the
training course on the development of the function
directive, indicated in paragraph 1, letter e), article
134 of this organic law.
Third additional provision. Degrees and studies prior

to the entry into force of this law.
1. the title of retrieved graduated in obligatory

secondary education prior to the implementation of
the final evaluation of compulsory secondary
education established in this law, will allow access
to all the postobligatory teachings contained in
section 3.4, prior compliance with the requirements
established in this Act for each of them, with the
exception of the requirement of having passed the
final assessment of compulsory secondary
education.
(< j) eo eo N
No. 295
Dry 1. P. 97916
2. students and students who had passed the

compulsory modules of an initial professional
qualification program prior to the introduction of the
first course of basic vocational training cycles may
access to the vocational training of average degree
of vocational training, as well as obtain the title of
graduated in obligatory secondary education for the
overcoming of the final evaluation of compulsory
secondary education established in article 29 of this
law by the option applied teachings.
3 be accepted, as the title of Bachelor referred to in

article 41.3. to), the Bachelor's degree issued after
studying old high school unified and versatile.
4. students and students who have passed the

entrance exam to College established by article 38
of organic law 2/2006 of 3 may, or the tests laid
down in previous regulations with similar object,
keep the obtained note at the time according to the
criteria and conditions provided by the Government,
while they may submit to the admissions procedures
set by the universities to raise the note.
5. those who had not passed the University entrance

test and had obtained the title of Bachelor's degree
prior to the implementation of the final evaluation of
high school established in this law, can access
directly the official grade university educations,
although they must overcome the admissions
procedures set by the universities.
Fourth additional provision. Promotion of physical

activity and a balanced diet.
The educational administrations shall take measures

so that physical activity and a balanced diet are part
of children's behavior. For this purpose, these
administrations shall promote the daily practice of
sports and physical exercise by students during the
school day, in the terms and conditions which,
following the recommendations of the competent
bodies, ensure a proper development to promote
active, healthy and independent lives. The design,
coordination and monitoring of the measures
adopted for this purpose in the school, will be borne
by teachers with qualifications or expertise in these
areas.
Fifth additional provision. Textbook lending system.
The Ministry of education, culture and sport will

promote the free loan of textbooks and other
curriculum materials for the basic education centres
sustained with public funds, in the bosom of the
sectoral Conference on education.
First transitional provision. Requirements to

Directors of public centres.
During the five years following the date of the entry

into force of this law, shall not be required to
Directors of public establishments, possession of the
certification accreditation of having passed the
training course on the development of the function
directive, indicated in paragraph 1, letter e), article
134 of this organic law, although it must be taken
into account as a merit of the candidate who
possesses it.
Second transitional provision. Application temporary

of the article 84.3 of the law organic 2 / 2006, of 3
de mayo, of education.
The private schools that in 2013 denied them the

renovation of the concert education or reduced
school units arranged on the sole ground offer

differentiated by sex education may request that it
is applied as indicated in article 84.3 of this organic
law for the remainder of the current term of
concerts within the period of two months from its
entry into force.
(< j) eo eo N
No. 295
Dry 1. P. 97917
First final provision. Modification of the organic law

6/2001, of 21 December, on universities.
One. Amending paragraph 3 of article 42 of the

organic law 6/2001, of 21 December, which is
worded as follows:
3 corresponds to the Government, following a

report of the General Conference on University
policy, establish the basic rules for the admission of
students applying for entering universities, always
with respect for the principles of equality, merit and
ability, yen all case as indicated in article 38 of the
law 2/2006, of 3 may, education.
Two. This provision has the character of law.
Second final provision. Modification of the law

organic 8 / 1985, of 3 of July, regulating of the right
to the education.
The organic law 8/1985 of 3 July, regulating the right

to education, is modified as follows:
One. Paragraph 2 of article 54 is drawn up in the

following way: 2. the powers of the director will
be:
(a) direct and coordinate all the educational

activities of the Centre, in accordance with the
provisions in force, without prejudice to the
functions of the School Board of the Center.
(b) to exercise academic head of the teaching staff.
(e) convening and chairing the academic

ceremonies and meetings of the cloister of the
teaching staff and the School Board.
(d) endorse the certifications and academic

documents from the Center.
(e) implement agreements of the organs members

within the scope of its powers.
(f) solve the serious issues raised by the Centre in

the field of discipline of students.
(g) many other faculties by le regulation of internal

regime in the academic field."
Two. Paragraph 1 of article 56 is drawn up in the

following way:
1. the concerted private centers School Board will

be constituted by:
(a) the director.
(b) three representatives of the owner of the Center.

(e) four representatives of the teaching staff.
(d) four representatives of parents, mothers or legal

guardians of pupils, elected by and among them.
(e) two representatives of the students, elected by

and among them, from the first year of compulsory
(f) a representative of the personnel of

administration and services.
Once constituted the School Board of the Centre,

this means a person that drives educational
measures that foster real and effective equality
between men and women.
Furthermore, in the specific special education

centers and those who have specialized classrooms,
a complementary educational staff representative
will be part also of the School Board.
(< j) eo eo N
No. 295
Dry 1. P. 97918
One of the representatives of the parents in the

School Board will be appointed by the most
representative Association of parents in the Center.
Also concerted centers that impart vocational

training may incorporate your school board
representative of the business world, appointed by

business organisations, in accordance with the
procedure established by the educational
administrations.
Fifty-seven article.
It is up to the School Board of the Centre, within the

framework of the principles laid down in this law:
(a) intervene in the appointment of the director of

the Centre, in accordance with article 59.
b) intervene in the selection of the teaching staff of

the Centre, in accordance with article 60.
(e) participate in the process of admission of pupils

and students, ensuring the subject to the rules on it.
(d) meet the disciplinary conflict resolution and

ensure you adhere to the regulations in force. When
disciplinary measures taken by the director

correspond to behaviors of students that may
seriously impair the coexistence of the Center,
Council school, at the request of parents, mothers or
legal guardians may review the decision and
propose, if necessary, appropriate measures.
(e) approve the budget of the Centre in relation to

them funds from of the Administration and with the
amounts authorized, as well as the accountability
annual of accounts.
(f) inform and evaluate the general programming of

the Centre that, on an annual basis, will draw up the
management team.
(g) propose, where appropriate, to administration

authorization to establish perceptions to the families
of the students by school supplementary activities.
(h) participate in the implementation of the global

educational center line and reporting guidelines for
the programming and development of
complementary school activities, extra-curricular
activities and school services.
(i) approve, on the proposal of the owner of the
Center, contributions from the families of students

and pupils to carry out extracurricular activities and
the school services as they are determined by the
(j) reporting criteria for the participation of the

Centre cultural, sports and recreational activities, as
well as health care actions Center could provide that
their collaboration.
(k) promote collaborative relations with other

centers, cultural and educational purposes.
(1) report, a proposal of the holder, Center internal

regime regulation. (m) to participate in the
evaluation of the general March of the Center in
administrative and educational aspects.
(n) propose actions and initiatives that favour

coexistence in the Center, equality between men
and women, equal treatment and non-discrimination
for the reasons referred to in article 84.3 of the
organic law 2/2006 of 3 may, education, peaceful
conflict resolution, and the prevention of genderbased violence."
(< j) eo eo N
No. 295
Dry 1. P. 97919
Four. Article 59 is drawn up in the following way:
Fifty-nine article.
1. the director of the centers reached shall be

appointed by the proprietor, prior report of the
School Board of the Center, which will be adopted
by a majority of the attending members.
2. the mandate of the director will have a duration

of three years. Notwithstanding the foregoing,
holder may dismiss director before the end of this
period when there are justified reasons that will

account to the School Board of the Center.
Article sixty.
1. the vacancies of teachers in Charter schools will

be announced publicly.
2. for the purposes of its provision, the School Board

of the Center, according to the owner, establish
selection criteria, basically covering the principles of
merit and ability.
3. the owner of the Centre, together with the

director, will proceed to the selection of personnel,
in accordance with the criteria of selection that has
established the School Board of the Centre.
4. the owner of the Center will give account to the

School Board of the provision of teachers who
perform.
5. the competent educational administration shall

verify that procedures for the selection and
dismissal of teachers is conducted in accordance
with the provisions of the preceding paragraphs and
can develop the conditions of application of these
procedures.
6. Paragraph 1 of article 61 is drawn up in the

following way:
1. in case of breach of the obligations arising from

the regime of concert, shall constitute a Conciliation
Commission which may agree, unanimously, the
adoption of the necessary measures, within the
legal framework, to correct the infringement
committed by the concerted Centre.
7. Additional layout first Act 8/1985 of 3 July,

regulating the right to education is repealed.
8. This provision has the character of law.
Third final provision. Amending the organic law

8/1980 of 22 September, financing of the
autonomous communities.
One. Added a paragraph 3 to eighth additional

provision of law 8/1980, of 22 September, financing
of the autonomous communities, with the following
wording:
To carry out the impact to the corresponding

autonomous school fees of students in private
schools where there is a range of teaching in which
Spanish is used as language vehicle, as indicated by
the provision of additional thirty-eighth of the
organic law 2/2006 of 3 may, education, the State
may deduct or retainamounts paid by all the
resources of the autonomous financing schemes,
the amount of school fees in private centres
undertaken by the Ministry of education, culture and
sport on behalf of the autonomous communities.
(< j) eo eo N
Two. This provision has the character of law.
No. 295
Dry 1. P. 97920
Fourth final provision. Regulatory development.
The Government, on the proposal of the Ministry of

education, culture and sport, will dictate the
provisions necessary for the implementation and
development of the provisions of this law, without
prejudice to regulatory development corresponding
to perform to the autonomous communities in the
scope of their powers.
Fifth final provision. Calendar of implantation.
1. the amendments made to the curriculum,

organization, objectives, promotion and evaluation
of primary education shall be implemented for the
first, third and fifth courses in the academic year
2014-2015, and for the second, fourth and sixth
courses in the academic year 2015-2016.
2. the changes made in the curriculum,

organization, objectives, requirements for obtaining
certificates and diplomas, programs, promotion and
compulsory secondary education assessments shall
be implemented for the first and third courses in the
academic year 2015-2016, and the second and
fourth courses in the academic year 2016-2017.
The evaluation end of education secondary

compulsory corresponding to the call that will
perform in the year 2017 not will have effects
academic. This school year will only perform a single
call.
3. the changes made in the curriculum,

organization, objectives, requirements for obtaining
certificates and diplomas, programs, promotion and
high school assessments shall be implemented for
the first course in the academic year 2015-2016,
and the second course in the school year 20162017.
Final evaluation of Bachelor's degree corresponding

to the two calls that occur only in 2017 will be
considered for admission to the University, but its
overcoming will not be required to obtain the degree
of Bachelor. Also be taken into account for the
degree of bachelor students and students who are in
possession of a diploma of technician grade average
or higher vocational training or teaching
professionals of music or dance, in accordance,
respectively, with the articles 44.4 and 50.2 of the

organic law 2/2006 of 3 May.
4 basic vocational training cycles will progressively

replace initial professional qualification programs.
He first course of them cycles of training
professional Basic is implemented in the course
school 2014-2015, course in which is deleted the
offer of modules required of them programs of
qualification professional initial; During this course,
students exceeding voluntary modules will be
graduating in compulsory secondary education. The
second course of basic vocational training cycles will
be implemented in the school year 2015-2016.
5. the amendments made to the curriculum of the

vocational training of grade average vocational
training shall be implemented only at the beginning
of the cycles, in the academic year 2015-2016.
6. the amendments made to the conditions of

access and admission to the teachings regulated in
this law shall apply in the school year 2016-2017.
On the other hand, access and admission to official

university education of grade will be made in the
following way:
to) students who have obtained the degree of

Bachelor or equivalent:
1.0 who access prior to the school year 2017-2018

must have passed the entrance exam to College
established by article 38 of organic law 2/2006 of 3
may, or the tests laid down in previous regulations
with similar object.
2.0 who have access in the school year 2017-2018

or later courses must meet the requirements set out
in the new article 38 of organic law 2/2006 of 3 May.
(< j) eo eo N
No. 295
Dry 1. P. 97921
(b) students and graduates in European

baccalaureate or IB students: those who access the
2014-2015 school year and subsequent courses
must meet the requirements indicated in the new
article 38 and the thirty third additional provision of
the organic law 2/2006 of 3 May.
(e) pupils and students coming from educational

systems of the Member States of the European
Union or of other States which have signed
international agreements: those who access the
2014-2015 school year and subsequent courses
must meet the requirements listed in the new article
38 and the thirty third additional provision of the
organic law 2/2006, may 3.
(d) pupils and students in possession of the

qualifications of technician and senior technician
sports, or a degree, diploma or study equivalent to
the degree of Bachelor, obtained or made in
educational systems of States that are not members
of the European Union with those who have not
subscribed international agreements for the
recognition of the degree of Bachelor in reciprocity
regimen: those who access the 2014-2015 school
year and subsequent courses must meet the
requirements listed in the thirty sixth additional
provision of law 2/2006, of 3 May.
7. the rest of curricular modifications laid down in

this law may be implanted from the 2014-2015
school year.
Sixth final provision. Entry into force.
The present law shall enter into force on the

twentieth day of its publication in the Official
Gazette.
Therefore,
Sent to all Spaniards, private and authorities, which

have and will keep this organic law.
Madrid, December 9, 2013.
JUAN CARLOS R.
The Prime Minister, MARIANO RAJOY BREY
(< j) eo eo N
http://www.BoE.es bulletin State D. L officer.: M1/1958 - ISSN: 0212 - 033 X

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Official Bulletin of the State

Tuesday, December 10, 2013

Law 8/2013, 9 of December, for the improvement of

All the present join together and act.

Know: That the Cortes Generales have approved and

Students is the Center and the raison d ' tre of the

For this reason, each and every one of the students

All students possess talent, but the nature of this

Behind the talents of the people they are the values

successfully in the field of the international scene

In the sphere of the individual, education supposed

Official Bulletin of the State

Tuesday, December 10, 2013

knowledge, resources and learning tools that enable

Only a quality education system, inclusive,

One of the objectives of the reform is to introduce

The transformation of education depends not only

depends on education. Now, without the

The family reality in general, and in particular in the

They are highlighting the results of the work of

The profound changes facing society require a

The creation of conditions enabling the students to

Never how we have now had the opportunity of

The main threat facing sustainability in developed

The school, and especially public school, found its

assume as normal or structural than an important

Official Bulletin of the State

Tuesday, December 10, 2013

those who leave school before they had basic

These circumstances, in today's economy, more and

which limits the possibilities for social mobility,

In accordance with the above reflection, it is

Equity and quality are two sides of the same coin. A

A more open, global and participatory society

requires alternative ways of organization and

Education is the key to this transformation through

Cognitive abilities, being essential, are not enough;

We need to foster conditions that allow appropriate

students have changed radically in relation to the of

It is necessary to generate the belief that the

Virtually all developed countries are currently, or

Official Bulletin of the State

Tuesday, December 10, 2013

different countries about the need for regulatory and

At European level we can cite to Finland, Sweden,

Completion of an expansive economic cycle and its

Since the transition to democracy, Spain has

Differences between pupils of a heart and between

However, the current system does not allow to

debates that have hindered progress in recent

The results of 2011, disseminated by EUROSTAT

On the other hand, the PISA 2009 report yields

The European Union strategy for smart, sustainable

least 40% of the population aged between 30 and

Official Bulletin of the State

Tuesday, December 10, 2013

Intelligent. To this end, will take as a guiding

To address the reduction of school drop-outs, is to

The normative technique chosen, locking of the

are assuming a drag on social equity and

The proposed changes in our educational system by

International studies have shown that those