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UNIVERSITY OF CASTILLA LA MANCHA

Albacetes Faculty of Education


Subject: Contemporary Trends in Education
Professor: Antonio Cebrin
Academic year 2016-2017

The Spanish Educational System

Students:
Rebeca Garca Olivares
Jos Lpez Lpez
Javier del Olmo Muoz
Andrea Trraga Snchez
Sergio Tirado Olivares
Master degree in Primary Education
2 course group B
CONTENTS

1. INTRODUCTION 4

2. WHAT DO REPORTS SAY ABOUT SPAIN? 4


I) Indicators of learning results in reading, math and science 5
Spain vs. OECD average 5
The gap between regions 5
An example to follow 6
The gender gap 7
II) Indicators of economic and human resources, educational context and school
organization 8
Expenditure on education per student 8
Ratios classroom 8
Salaries of teachers 9

3. THE EDUCATIONAL SYSTEM IN SPAIN 12


Structure of the educational system 12
Early Childhood Education 12
Primary Education 13
Compulsory Secondary Education (ESO) 14
Vocational Training 16
Medium and Upper Vocational Training (CFGM & CFGS) 17
Upper Secondary Education 18
Access to university 20
Adult Education 20
Qualification and training of teachers 22
The teacher selection system (historical evolution) 22
The teacher selection system (nowadays) 22
The teacher selection system in other countries 23
Teacher training 24
Teaching career 25
Educational Innovation 26
Educational counselling 27
Academic and professional guidance 27
Inclusive education and attention to diversity (everyone's success as a goal) 28
Students with Special Educational Needs 28
Students with high capacities 28
Late integration in Educational System 29
Students with Specific Learning Difficulties 29
Equity and equality in education 29
The educational compensation and grants policy 29
Educational administration 30
The educational administration peripheral 31
Autonomy and management of schools 31
Types of schools 31
Management team 33

4. CONCLUSIONS 36

REFERENCES 39
1. INTRODUCTION
For the preparation of this work, we have done a review of the Spanish educational system
under topic 17 where we have seen the different European educational systems.
We have structured the work in two parts: on the one hand we have compared the situation
of the Spanish educational system through PISA reports, International Assessment Reports
(OECD), MEC (Ministry of Education and Science) and INE (National Institute of Statistics)
With respect to other countries. The main variables we have compared have been
Expenditure on education per student, the ratios of the classrooms, the salaries of teachers,
the gap between regions and our results in reading, science and maths.
On the other hand, we have deepened in our own system analyzing its structure
organization and functions, as well as its teaching team and its financing. Within its structure
we focus on explaining its parts as well as the changes introduced in the LOMCE with
respect to LOE, New tests, access requirements, school for adults, etc.
In addition we will see the organs of governments, the management team, their different
members, their functions, competences and form of election. The training of teachers and the
teaching profession.
In this part, we also talk about educational counseling and equality in education regarding
the financing of schools and scholarships offered by the MEC (Ministry of Education and
Science), which is related to educational administration. Finally, we inform about the
inclusive education and attention to the diversity that our educational system offers to the
citizens.
With all this, we have observed that although it has different weaknesses to improve,
aggravated in recent years mainly by the economic crisis, in general terms it is a fairly
complete, free and equitable system.

2. WHAT DO REPORTS SAY ABOUT SPAIN?


Every three years the OECD releases data from the world's most famous education report,
the so-called PISA (Program for International Student Assessment) report. PISA tests are
applied every three years. They examine the performance of 15-year-olds in key subject areas
and also study a broad range of educational outcomes. (Oecd.org, 2017)
The last one, presented on December 6, 2016 worldwide, gives as usual much information
for the analysis and take different forms depending on the eyes that look at them, because
there are many data, but the study gives few explanations. As the assessments tend to focus
on a specific thematic area, primarily in reading, math, and science, we are going to analyze
the results in these three indicators, comparing them with the results of previous years, and
with the results of the other countries. From there, we will try to establish an objective
correlation with other indicators such as expenditure on education, ratios or teachers' salaries.
I) Indicators of learning results in reading, math and science
Spain vs. OECD average
The table below shows the performance of Spain and the average OECD countries in
science, reading and mathematics for the years 2009, 2012 and 2015. It will serve to make the
comparison mentioned above.
Table 1
Comparative Spain vs. OECD average in science, reading and mathematics, in 2009, 2012
and 2015.

Science Reading Mathematics

Spain OECD Spain OECD Spain OECD


2009 488 501 481 493 483 496
2012 496 501 488 496 484 494
2015 493 493 496 496 486 490

Source: PISA reports (2009, 2012, 2015)


With respect to other countries, on a scale in which the average is around 500 points, Spain
has fallen since the last report (in 2012) three points in science (from 496 to 493 points),
improves reading with eight more points (from 488 to 496) and rises two in mathematics
(from 484 to 486). It is similar to the average of the developed countries, while the overall
results have declined. (lvarez, 2016)
We can see how Spain improves slightly, while the OECD average worsens. We are
accustomed to some critical judgments about our educational system as a result of the PISA
report. Since up to this edition, the usual was a permanent self-punishment on "harmful"
education and the corresponding burden of responsibility on previous laws. However, PISA
2015, carried out with the current LOE, dismantles many of the arguments used to impose
LOMCE, especially those based on poor educational outcomes based on judgments derived
from international assessments such as PISA. This is something to think about.

The gap between regions


Among the regions of Spain, the academic differences between the rich and poor, or in
other words between the north and the south of the country, continue to exist in PISA 2015.
According to Sili (2016), experts emphasize that the greatest inequalities do not occur
between countries, but between regions. The most alarming case is in mathematics, where the
gap between the extremes in Spain is 66 points (30 points equals one school year, as agreed
by the OECD). In this way, the Navarrese children advance the Canaries course and a half in
Mathematics.
Figure 1. PISA Results by Autonomous Community in Spain, in science, reading and
mathematics, in 2012 and 2015 (from EL PAIS, 2016)
Looking at the tables and according to Barns (2016), the great distance between regions is
a clear symptom of the endemic inequalities in our country, which are the reason that
communities such as Navarre, Castilla y Len or Madrid are often among the first absolute
positions and others such as Andalusia or Extremadura are tremendously behind. That is the
forgotten moral that PISA offers every three years: in our country, the educational results
depend greatly on the geographical and sociocultural origin of the student. This is what really
sets us apart from other nations, and not the quality of the education system itself.
At this point, the question would be: What can we do about this? In coastal regions such as
the Valencian Community, the Balearic Islands, the Canary Islands and Andalusia,
employment in tourism is a sign of their early abandonment of classrooms and, therefore, of
the educational system. Again, the solution seems complicated.

An example to follow
One example that stands out in Spain is Castilla y Len, ranking seventh in the world in
the field of Education. The Autonomous Community leads two of the skills in Spain (science
and reading) and is equal to countries like Canada, Finland or Japan. (Sili, 2016). And all
this despite not being one of the richest regions (has 1,300 euros less income than the national
average) nor the most invest in education (although it is almost a thousand euros above the
average expenditure per pupil). (lvarez, 2016).
According to Sanmartn (2016), the keys are in the involvement of parents and teachers,
the level of demand and the low ratios of students per classroom in the rural areas. In terms of
teachers, Castilla y Len has focused on their quality through training, as they have a very
demanding system to train their teachers. They have three specific training centers for
teachers: one focused on information technology, another on language learning and a third in
which they prepare high-level officials. In 2010 they started a plan to free their teachers half
the school hours and teach between themselves, a model they call Collaborative Teachers.
They also promote exchanges with teachers from other countries, like Canada.
From my point of view, if we want to look at Castilla y Len as an example to follow,
what is in our hands is to imitate them in terms of teacher training. Therefore, a good teacher
who wants to reach the highest levels for his students, must be formed permanently.

The gender gap


Again, according to the 2015 report, it is not the same to be male or female in different
OECD countries. On average, men get 4 more points in science and 8 more in mathematics
than women. A gap widening or narrowing depending on the country, because while
countries like Sweden, Holland or Norway hardly show differences between both genders in
math competitions, Spain and Italy are leading the gender gap in this area. (Snchez, 2016).

Figure 2. PISA 2015 results by gender (from eldiario.es, 2016)


As can be observed in the figure above, in the reading competence results we find
something very different: the girls get an average of 505 points, 20 points more than the boys.
According to Seijo (2016), these data should reflect on the orientation and perspective to be
faced in education in Spain, because as an example, in Singapore, where the best math results
are established, there is no difference at all between boys and girls, both get the first place.
If we want to find a solution and eliminate the gaps in science and maths, I think that a
change of mentality is necessary. Making maths more interesting for girls by identifying and
eliminating gender stereotypes in textbooks, promoting female models, and using learning
materials that attract girls. To close the gender gap in reading performance, policymakers
should promote boys engagement to reading.

II) Indicators of economic and human resources, educational context and school
organization
Expenditure on education per student
During 2000- 2009, the economic crisis hadnt yet affected to education investment in the
majority of OECD countries. In Childhood, Primary, Secondary and Tertiary Education there
were significant increases in educations investment.
In 2009, Spain allocated $ 10,094 per year of public expenditure per pupil in public
education, 21% more than the OECD ( $ 8,329) and the EU ( $ 8,307) in all education stages.
In Spain, the OECD and the EU, spending increases as the educational stages rise, being
the public expenditure per student higher in Tertiary Education than in Primary, Secondary
and Childhood Schools. (INEE, 2012)
However, since 2010, as a result of the Economic Crisis, it starts a decrease in the public
expenditure on education. So, in 2011 Spain maintained a public expenditure on education
slightly higher than the OECD ($ 8,952) and the UE ($ 8,909), investing $9,285 per student.
(INEE, 2014).
In the following years, Spain continued decreasing its expenditure while the OECD and
the EU increased it. As a consequence, in 2013 Spain was below the OECD ($ 9, 522) and
the EU ($ 9,740) average, spending $ 8,644 per student in public education.
The Economic crisis made politicians to take decisions which could have affected the
quality of education. Some of the decisions made were: to increase the ratio of students per
class, to reduce teacherssalaries, etc. Now, we proceed to explain this.

Ratios classroom
Regarding to Primary education, while in 2009 the average number of pupils per class in
state primary schools (19.8) was lower than in the OECD (21.4) and in the European Union
(20.0), in 2012 Spain was at very similar levels with a size of 20 students per class compared
to 21 in the OECD and 20 in the EU. Finally, Spain increased the number of students until 21
pupils per class in 2014. Comparing Spain with other countries, we can see that there are
some countries with less students per class as Finland (19) , Sweden (18), but also with more
students than Spain as Japan (27), UK (26).
In the first stage of Secondary Education, in 2009 the average of Spanish state centers
(23.5) is equal to that of the OECD (23.5) and higher than that of the EU (21.9). However,
according to INEE (2014), in 2012 Spain increased until 4 students per class compared to 2
more students in the OECD and EU. Finally, the number increased until 25 students per class
in 2014. Comparing Spain with other countries, we can see that there are some countries with
less students per class as Finland and UK (20) , but also with more students than Spain as
Japan (30).
Taking all this into account, the OECD study on Teaching and Learning (TALIS, 2013),
involving secondary education teachers from 34 countries, reveals that classes with more
students generally involve spending more time maintaining order and less in teaching and
learning activities (INEE, 2016). There is a widespread perception which says that in smaller
classes the teacher spends more time on each student and less time on the general
management of the classroom, paying more attention to the individual needs and ensuring a
better performance. The size of the class, could be seen in that way as an indicator of the
quality of the education system (INEE, 2016).
But, why Japan performs better than Spain in PISA if its classes size is higher than ours?
The OECD International Study on Teaching and Learning (TALIS) has shown that,
regardless of class size, the lack of qualified teachers is also a serious concern in many
countries. In some countries in which its class size is lower than the average, the directors of
some schools say that the lack of qualified teachers in their schools hampered teaching. Thus,
reducing class size is not by itself a sufficient guarantee to improve the quality of education
systems. The results of the OECD Program for International Student Assessment (PISA)
suggest that systems that prioritize teacher quality over smaller classes tend to perform better,
so quality of teachers is a more effective measure to improve students performance.
For that reason Japan, which has a higher rate of students per class and per teacher than
Spain, gives more importance to teacherssalaries than to class size and get a
higher-than-average performance of their students at PISA. (INEE, 2016)

Salaries of teachers
The initial salary of Spanish teachers, both for Primary and Secondary Education, is higher
than the average for the OECD and the EU. After 15 years of professional career, the
differences between the average salaries between Spain, OECD and EU are reduced. At the
end of the teaching career, Spain's wages are also above the OECD and EU averages,
although Spain needs more years of professional life to reach the maximum salary,
specifically 38 years, as wages incorporate supplements that are increasing with seniority
throughout the teaching career. However, in other countries such as the Netherlands or
England, their teachers achieve the maximum salary before having 15 years of professional
career. (INEE, 2011).
Teacher salaries increased according to the educational stage, so Tertiary Education
teachers have a higher salary than Primary Education teachers.
To see how the Economic crisis affected salaries, we base our demonstration on primary
teachers.
In 2008 and 2009, teacher salaries in Spain increased more than in previous years due to
the progressive incorporation of certain increases in some of the salary components, both at
the state and autonomous levels.

Retribution SPAIN OECD EU


()

Initial 35, 907 26, 512 26, 472

After 15 41,426 34, 624 34, 888


years

Maximum 50, 105 42, 784 42, 041

(INEE, 2011)
In 2010, salaries reached their maximum level.

Retribution SPAIN OECD EU


()

Initial 37, 137 28, 523 28, 948

After 15 42,846 37, 603 38, 280


years

Maximum 51, 822 45, 100 44, 907

(INEE, 2012)

In 2012, politicians decided to invest less education as well as to trim down in education,
so teacher salaries were affected by the Economic crisis although it remained above the
average wage of the OECD countries and the EU at all stages of education. Four years later,
in 2014 we can see how salaries decreased in comparison with 2010.

Retribution SPAIN OECD EU


()

Initial 36, 405 31, 028 30, 745

After 15 41, 940 42, 675 42, 285


years

Maximum 51, 304 49, 509 49, 509

(INEE, 2016)
Trimmings in education and wage decrease supposed an increase in the ratio of pupils per
classroom, as we have seen previously, and therefore fewer teachers were hired. Those who
worked, had more teaching hours and the replacement of teachers was delayed. All these
measures increased the workload of teachers who could not meet all the needs of their
students and therefore students did not receive a quality education, either because there was
no substitute teacher and they lost teaching hours or because the teachers were not in the right
conditions to carry out their work.
According to INEE (2014), Education Indicators in Focus (N18), mentions two negative
impacts that could generate these decreases:
- To discourage students with a high performance to enter to the teaching career due to
labor instability.
- It is more difficult to maintain a quality education. In PISA 2012 it was observed that
countries with better performance tend to pay higher teacher salaries. Therefore,
paying less to teachers may not be an optimal way to improve the value for money in
education.
For that reason, the challenge was to maintain or improve education quality with less
resources. In that way, teacher training becomes a key element in bringing the teaching
profession with the skills and competences required to achieve a successful education.
Teachers require initial and continuous quality training.
Analysing the quality of educational systems according to academic, pedagogical and
practical contents in relation with teacher training, in TALIS studio most teachers state that
they had received sufficient training for the subjects they teach in each of the fields analyzed.
However, Spanish teachers consider that their training received in pedagogy and in practical
preparation has not been enough to prepare them in pedagogy and practice of the subjects
they teach, 44.3% in pedagogy, 44.0% in practice, proportions far from the average levels of
the OECD (69.6% and 67.1%, respectively). This may indicate a real training deficit in the
professional qualification of teachers, what could have negative effects on students education
(INEE, 2014).
After having analyzed these different parameters we must reflect. As we have seen, the
ratio of students per class in Spain is not among the highest if we compare it to other
countries, what would be a positive effect for the education carried out in classrooms.
However, this factor is not unique to obtain a quality education, because according to the
different reports teacherssalaries and their preparation are also involved. So will the lack or
decrease of this factors (among others) in our country make our results to not be as good as
they should be?
Although PISA reports indicate that Spain is gradually improving despite the trimmings that
have been made in education during these years, we believe that a better initial teacher
training would have better results. As a student of primary education teaching, I think it is not
a valued career and teaching is not recognized in a prestigious way in society. Moreover,
some needed tools are not given to us to work in the future with children. I fully agree, that
practical and pedagogical training is not enough in the faculties of teaching. Therefore, would
not it be necessary to start by changing the training of teachers to obtain different results in
the PISA reports? If we want different results, let's do different things.

3. THE EDUCATIONAL SYSTEM IN SPAIN


Structure of the educational system
Currently, the norms that regulate the educational system are the Organic Law of
Education (LOE) of 2006 and the Organic Law for the Improvement of Educational Quality
(LOMCE) of 2013, which modifies it.
The teaching offered by the Spanish education system are: Early Childhood Education,
Primary Education, Compulsory Secondary Education (ESO), Upper Secondary Education,
Vocational Training (FP), Adult Education and university education.

Early Childhood Education


It is a voluntary stage of schooling from 0 to 6 years that is organized in two stages, the
first comprising up to 3 years, and the second from 3 to 6 years (the second stage is free).
LOMCE, whose implementation began in the 2014/15 school year, did not introduce any
changes in this educational stage.
The Autonomous Communities regulate the objectives, content, evaluation, organization
and requirements to be met by the centers in the first stage.
In the second stage, however, it is the state which regulates all these aspects, completing
this regulation each of the Autonomous Communities in their respective areas of
management.
The areas are understood as areas of experience and development that will be addressed
through globalized activities that have interest and meaning for the students.
The areas are as follows:
- Self-knowledge and personal autonomy.
- Knowledge and interaction with the environment.
- Languages: communication and representation.
The methodologies are based on experiences, activities and play and will be applied in an
atmosphere of affection and confidence, to enhance their self-esteem and social integration.
The evaluation will be global, continuous and formative.
The numerical ratio teacher / pupil per unit (ratio) in the first stage is regulated by each
Autonomous Community. For children under one year, most education administrations
establish a maximum of 8 children per unit; For students aged between 1 and 2 years, range
between 12 and 14 children; And in the period 2-3 years, they vary from 16 to 20 children per
unit. In the second stage, however, the ratio is regulated by the Ministry of Education,
Culture and Sport and by each educational administration. In any case, a maximum of 25
students per unit is established.

Primary Education
Primary Education is the first obligatory stage of the education system. it comprises six
academic courses between 6 and 12 years.
It is structured in six stages, one for each academic year.
The school calendar regulates the length of the school year as well as the vacation periods.
It establishes the educational administrations of the Autonomous Communities within the
scope of their competences from the minimum regulated by the MECD.
As for the duration of the school year, it must comprise a minimum of 175 school days
grouped in quarters and distributed between the first half of September and the end of June,
including in the calculation of the school calendar the days dedicated to the evaluations
envisaged in the LOMCE .
In relation to the school holidays, they are distributed throughout the course:
approximately 12 weeks of summer vacations, about 15 days at Christmas, between 8 and 11
days at the end of March or beginning of April, coinciding with Easter, and About 7 days
declared festive or non-academic by the MECD or the regional and / or local administrations.
The weekly schedule is organized in 5 full days from Monday to Friday. The number of
hours per day is 5, which is equivalent to 25 weekly lessons. Therefore, the normal school
day consists of 5 one-hour classes. Based on their autonomy, the educational centers will
distribute sessions that best fit their needs and can be distributed in periods of hour or
forty-five minutes and a half-hour break.
The knowledge areas of Primary Education are structured into three groups:
- Block of core area.
- Block of specific are.
- Block of areas of free autonomic configuration.
There is an internal evaluation in the third course, in this way the degree of acquisition of
the competences in linguistic and mathematical communication will be verified. If a pupils do
not pass the test, the teaching team will take the most appropriate exceptional measures,
including in this case the repetition of the third course.
There is another evaluation at the end of the sixth grade, this is an external one, "without
academic effects" to verify the degree of acquisition of core competencies and compliance
with both the objectives of the stage and the viability of the student's transit through the next
stage. The result will be informative and guiding for centers, teaching staff, families and
students. This test is done in the center of the student, and will be applied and qualified by
specialists from outside the center.
It can only be repeated once during the stage, with a specific plan of reinforcement or
recovery.

Compulsory Secondary Education (ESO)


In conjunction with primary education, it comprises the basic education, it is compulsory
and free. It covers four academic courses, divided into two stages, the first of three academic
years (1st, 2nd and 3rd), being the fourth year the second stage, the corresponding age is
usually between 12 and 16 years.
Students may only repeat the same year once and at most twice within the stage. If this
second repetition takes place in 3rd or 4th year, this age limit is extended until the age of 19,
so that students who start ESO with a repetition in Primary Education are not forced to leave
basic education without reaching the degree.
Exceptionally a student can repeat twice the 4th course if he has not repeated in any
previous course.
This second stage has a guiding character, they will have to choose one of two options,
since it will be a preparation for upper secondary education, or for basic training.
In the 3rd course, they can choose between two types of Mathematics, Mathematics
oriented to the academic teachings, or the ones for the initiation to Vocational Training, but it
does not determine the selection of the next stage.
The duration of the school year and the holidays as well as the distribution of areas, are the
same as in Primary Education (core, specific and autonomic free configuration), in relation
with subjects, It is worth to highlighting, that the LOMCE has replaced the subject
Education for Citizenship and Human Rights to introduce as a specific subject Initiation
to entrepreneurial and business activity, this subject appears in all courses but not in the
modality of academic teaching for the initiation to the upper secondary education of the
fourth academic year.
The weekly schedule consists of 30 to 32 lectures of 55 minutes each, that is, 6 or 7 daily
lectures, from Monday to Friday.
The school day runs from 08:30 to 15:00, with an intermediate rest of 30-40 minutes.
The corresponding educational administration must ratify the organization of school hours.
If not, return it to the high school for review and correction.
The numerical ratio teacher / pupil per unit (ratio) is regulated by the Ministry of
Education, Culture and Sport (MECD), establishing a maximum of 30 students per unit. in
2015, the Ministry of Finance and Public Administration raised the percentage to 50%, but
this decision is the responsibility of each Autonomous Community.
Those who finish the fourth course stage having passed all the subjects studied receive the
title of Graduate in Compulsory Secondary Education.
The students who complete the 4th year with negative evaluation in one or two subjects,
and exceptionally in three, can also obtain the degree, if the teaching team considers that the
nature and the weight of these subjects have not prevented them from reaching the basic
competences and General objectives of the stage.
Beginning in the 2017/18 academic year, the qualification is conditioned to the successful
completion of the stage and to the passing of the final evaluation. Therefore, the ESO final
grade will be weighted:
- With a weight of 70% the average of the numerical grades obtained in each of the
subjects studied in ESO.
- With a weight of 30%, the grade obtained in the ESO final evaluation.
This final individual evaluation is an external one, its purpose is to evaluate the
achievement of the objectives of the stage and the degree of acquisition of the corresponding
competencies.
Students must obtain a positive evaluation in all subjects, or negative in a maximum of
two, provided they are not simultaneously Spanish Language and Literature, or Co-Official
Language and Literature in those Autonomous Communities that have a Co-Official
Language, and Mathematics. It can be done by either of two options: academic teaching for
the initiation to the upper secondary education or applied teaching for the initiation to
Vocational Training, regardless of the option taken in the 4th year of ESO, or by both options
on the same occasion, there are two annual calls, one ordinary and one extraordinary. The
educational ministry in collaboration with the educational administrations are in charge of the
contents and the evaluation criteria of this evaluation.
It is passed with a score equal to or greater than 5 points out of 10.
The students can repeat the evaluation in successive calls in case they have not previously
passed or to improve the results obtained, taking into account the highest grade of the
obtained in the calls presented.
The title of Graduated in Compulsory Secondary Education allows the access to the upper
secondary education and Vocational Training of medium degree, as well as to the labour
world.
The students of ESO who do not obtain the degree receive an official certification in which
the number of years studied is recorded, as well as the degree of achievement of the
objectives of the stage and acquisition of the corresponding competences.

Vocational Training
Vocational Training of the Educational System includes, Basic Vocational Training,
Medium Vocational Training and Upper Vocational Training. These studies lead to the
obtaining of an official degree.

Basic vocational training (FPB)


It appears with LOMCE, was created to facilitate the permanence of students and offer
greater possibilities for personal and professional development, replacing the PCPI (Initial
Professional Qualification Programs), but has very distinctive characteristics.
It is a formative stage associated to a accreditation with academic and professional
validity. The degree obtained, allows the progression in the Educational System and, at the
same time, prepares for the qualified performance of a profession.
Currently there are different degrees in Basic Vocational Training (27), and its access
requires a Guidance Board in which it is valued that it is the most appropriate option for the
student to obtain better results. To be able to access these studies, the students must have a
proposal from the teaching team, must be at least 15 years of age, or reach that age during the
calendar year, and not exceed seventeen years of age at the time of access, or during the year
Natural, and have completed the first cycle of ESO (first, second and third courses) or,
exceptionally, have completed the second year of ESO.
They have a duration of 2 academic courses (2,000 hours). The training is theoretical and
practical, all FPB stages have a mandatory period of training in workplaces (FCT) lasting
approximately six weeks, equivalent to about 240 hours of training.
The Basic Professional Title will have the same labour effects as the Graduate Degree in
ESO for access to public and private jobs.
Students who pass, receive the corresponding Basic Professional Degree, this title is at the
same level as the Degree in Compulsory Secondary Education for access to public and
private employment.
Academically, it allows the access to Medium Vocational Training.
The numerical ratio teacher / pupil per unit (ratio) is regulated by the Ministry of
Education, Culture and Sport (MECD), establishing a maximum of 30 students per unit.
It shares the same time organization that the ESO has.
In general, the weekly schedule consists of 30 lectures of 55 minutes each, that is to say, 6
lectures daily from Monday to Friday.

Medium and Upper Vocational Training (CFGM & CFGS)


The Vocational Training, both in the medium and upper levels, can be taken in a
non-classroom model.
E-Learning: is a distance learning in which the contents and activities to be developed by
the students are published on a computer platform that is accessed through the Internet.
Through this platform, students can get in touch with teachers and tutors.
In addition to these teaching modalities include a modular offer, so that it is possible to
enrol in certain modules without having to enrol in a full course. This allows to adapt the
schedules of students who need it.
The lessons are structured in Formative areas, whose main characteristics are theoretical
and practical knowledge depending on the different professional fields.
The duration of 2000 hours distributed in two academic courses. They include a period of
practical training in work centers (FCT) that takes place in companies or work centers in a
real productive environment. Its objective is to complete the training acquired in the
educational center and it is realized in the second course, of obligatory character, with a
duration of 370.
With the title of Technician, you can directly access all the modalities of the upper
secondary education.
The organization of the school calendar, the school day and weekly schedule.
To get to this educational stage we need some preparation.
To be in a CFGM you need at least one of the following: an ESO degree, pass the exam to
enter this kind of education, have passed the FPB.
To be in a CFGS you need at least: the title of technician of vocational course of the same
area, an upper secondary education degree or pass the test of access to higher-level training
stages or the university entrance test for those over 25:
Once you have finish the vocational training, you get your title, Technician for CFGM, and
Senior technician for CFGS, but if you are in a CFGS, you need something else to get your
accreditation (apart from pass all the modules, and pass the FCT), you will have to do a final
project, where you will have to show all that you have learnt during that years, you cannot get
your title if you do not pass this step.
Having the upper vocational training title, gives the right to direct access to the university
studies, in accordance with the current regulations of access to the university, as well as to the
validation of the credits of the corresponding university studies. The admission note is
obtained by making the average grade of the modules studied in the training cycle.
Recently the MECD has regulated the recognition of studies between the different
teachings that constitute Higher Education, establishing the relations between the different
titles of Higher Education, as well as the validation of ECTS credits between them. It is the
responsibility of the educational administrations to recognize officially accredited
undergraduate degrees, in order to take courses leading to the qualification of a Higher
Technician.

Upper Secondary Education


Are non-compulsory studies, they can study those that have the title of "Graduated in
Compulsory Secondary Education" in the academic education modality.
The numerical ratio teacher / pupil per unit (ratio) is regulated by the Ministry of
Education, Culture and Sport (MECD), establishing a maximum of 35 students per unit.
The duration of vacations, school year and weekly schedule, is the same as ESO.
It includes two academic courses, which are usually taken by pupils between 16 and 18
years, and consists of modalities: Arts; Sciences and technology; And Humanities and Social
Sciences.
Core subjects are divided into general and optional, general are compulsory for all
students, as core subjects are associated with the chosen mode.
Physical Education is still compulsory in the fists course although it belongs to the block
of specific subjects, in the second course appears as a subject of free configuration.
There are different options to do the upper secondary education, the usual is going during
the day to that offers this education, but there are other ways like night schools or on-line.
- Nightly: Mainly aimed at adults and people who are in exceptional circumstances, for
which they cannot go to ordinary centres and during daytime. (Can be done in two
ways, or in three courses, with 20 hours a week (Monday-Friday), with classes of 55
min, or in 2 courses, 30 hours a week)
- Distance: Students have the possibility of attending collective (face-to-face) and
individual (telematic or face-to-face) tutoring.
- In the ordinary distance upper secondary education, the student has digitized
materials or free didactic guides according to the subjects and the
recommendation of a suitable bibliography for the different subjects that
compose the curriculum.
- In the distance baccalaureate through Internet, the students will be guided by
virtual tutors and will have access to the materials and the different tools of
communication through a virtual platform of learning.
Until the application of the regulations resulting from the Social and Political Pact for
Education, it will not be necessary to pass a final external evaluation, to obtain the degree of
upper secondary education, so once students have approved all the subjects of the two
courses that make up the upper secondary education, they will obtain the degree of upper
secondary education, which includes the course and the final grade, but from the 2017/2018
academic course, they will have to.
To obtain the upper secondary education's degree, it will be necessary to pass a final
assessment, which only students who have obtained a positive evaluation in all subjects are
allowed to do it.
The final grade of the stage will be deducted from the following weighting:
- The average of the numerical grades obtained in each of the subjects studied in high
school. (60%)
- The grade obtained in the final upper secondary education assessment. (40%)
The positive evaluation in all subjects of the upper secondary education without having
passed the final evaluation of the stage will entitle the students to obtain a certificate that will
have labour and academic effects, among them the access to the higher vocational training
stage and to the sports education.
Students who have not passed this evaluation, or who wish to raise their final
qualifications, may, upon request, repeat the final evaluation in successive calls, the highest
grade of those obtained in the calls to which it has been attended will be taken into
consideration.
Access to university
There are many ways to join the university, but the most common was through exams, has
the EvAU (Assessment for University Access).
It will deal exclusively with the general subjects taken from the block of the second course
core subjects. The students who wish to improve their qualification can be examined of a
maximum of four subjects of option of the block of the main subjects of their modality of
second course.
Each test will consist of a minimum of 2 and a maximum of 15 questions and will last 90
minutes. A minimum rest of 30 minutes shall be established between the completion of one
test and the start of the next one, and will be applied in a maximum of four days.
But the access from the 2017-2018 academic year will be different, and you will be able to
join the university following one of the next:
- Declaring your upper secondary education degree or equivalent, (Universities will be
able to determine the admission based exclusively on the criterion of the final
qualification obtained in the upper secondary education, and also can do their own
evaluation, but the weighting of the final grade obtained in the upper secondary
education or equivalent studies must have a value of at least 60% of the final result of
the admission procedure).
- Accreditations of international character or obtained foreign educational systems.
- Certificate that you are an official senior technical.
- Also, if you have another university studies.
- Doing the access tests for persons over the age of twenty-five, access tests for persons
over the age of forty-five, and accreditation of professional work experience in
relation to education for persons over the age of forty.

Adult Education
Adult education refers to education offered to old people relatively older than the widely
accepted on regularly education levels and degrees of the current educational service,
addressed to supplement and complement their professional training or validate their studies.
(Zarate, 2010).
From my point of view, these centers are indispensable for those, who for some personal
reasons, left the education system prematurely, depriving them of the necessary training in
order to achieve a position of quality employment.
Adult education in the field of educational administration incorporates various training
activities: a curricular option that allows all adults to receive training in all levels and
programmes of the education system; an extracurricular option which includes a
heterogeneous serie of training programmes; and finally, a serie of specific tests or
extraordinary exams that allow adults to get academic and professional qualifications with
which they can access to certain training programmes.
It is structured in three levels which include all the learning processes, from how to learn,
read and write (basic level) until the graduate in secondary education. In most of the
autonomous communities, adult basic education is configured in this form. The first and
second level provide initial education and the third one (level III) is specially oriented to
obtain the graduate in secondary education. (SEPE, 2016)
One of the key points, as we have seen in Education and Society, is to form free people,
for this purpose, it is essential to have at least the basics such as reading, writing and basic
elementary operations, therefore, this second opportunity to get them is essential for these
people.
However, despite the fact that of the numerous centres that there are, the variety of
activities, and the flexibility of schedules, currently, the participation remains low. Moreover,
according to data collected by the MEC Statistical Office in 2012, only 4.3% of the
participants were over the age of 20. (MEC,2012)
So, for those who have more than 20 years, this education is not a viable option, I think it
may be by thoughts like "I can not learn anymore" or " what I need is to work", without
seeing that are related things because training is essential to be able to work.
There is also a professional training for unemployed people. It is composed of a serie of
training actions aimed to the unemployed to achieve the qualifications which require the
productive system, with the aim of reintegrating them into the active workforce of the
profession where they previously worked. By contrast, these programs have had an increase
in participation in recent years.(SEPE,2015)
In addition, there are similar programs directed to professionals who are working. In this
case, it intends to equip them with the necessary knowledge related to their work in order to
continue being the most effective as possible; these programs are usually focused on new
techniques and the use of ICTs.
There are currently more than 1.873 education adult centers distributed throughout Spain
in 51 provinces. Here in the province of Albacete, there are 27 localities that have these
centers. (Todoeduca.com, 2017)
Qualification and training of teachers
The teacher selection system (historical evolution)
Taking a look at the different regulations of the selection systems of teachers throughout
the history of teacher training in Spain, it can be inferred that these have had few
modifications, despite the many years elapsed. (Requena, 2006)
The important thing about the test has always been the written development of a topic
related to the profession, an oral part, and a practical part. Around this there have been slight
variations since the year 1588, the oldest of which there is reference (Garca y Barbarn,
1917). Some of the most striking are the following:
- Almanac of the year 1745, which establishes the requirements for "Examinations of
teachers." It required, among other things: "Present your faith of baptism", know
Christian Doctrine (this would be usual for several centuries), know how to read
Loose, both in the book of the mold and the choir, Bula and handwriting ancient and
difficult, you must know how to write the six forms of letters, which are: italics, grifa,
italian, romanilla, chorus and round.
- In 1910, at the end of the oral exercise, each opponent had to translate a piece of
French without preparation or dictionary. In the case of women, and since sewing was
a compulsory subject in their curricula, they would also perform a labor exercise.
(Ministerio de Instruccin Pblica y Bellas Artes, 1910)

The teacher selection system (nowadays)


With the change of the times, these types of requirements have been left behind, being at
present a selection process that, keeping the written-oral-practical structure, remains as
follows:
- Requirements (VIU, 2017): to be Spanish, to be 18 years of age, not to suffer illness
or limitation incompatible with the performance of the corresponding functions, to
have no disciplinary record, to prove (if applicable) knowledge of the co-official
language of the Autonomous Community, be in possession of the corresponding title.
- Process (BOE, 2015):
- Phase of competitive exams:
- First test:
- (A) Practical test.
- (B) Written part (a topic from the temary).
- Second test:
- (A) Presentation and defense (oral) of a didactic programme.
- (B) Preparation and oral presentation of a didactic unit
- Phase of contest (a merit scale of 10 points maximum):
- Previous experience: Maximum 5 points.
- Academic training: Maximum 5 points.
- Other merits: Maximum 2 points.
The weighting of the scores of the competitive exams and contest phases to form
the overall score will be two-thirds for the opposition phase and one-third for the
competition phase.

The teacher selection system in other countries


The selection process of teachers is a key point in determining the quality of an education
system. According to a report by the consulting firm McKinsey & Company (2007), the best
performing countries have based their performance on three keys: 1) getting the best people
to teach, 2) developing them into efficient trainers, and 3) ensuring that the system is capable
of providing the best possible instruction to all children. In order to achieve great teachers,
the answer is a good selection process which attracts the most brilliant and vocational young
people, and creating a career with the best incentives.
According to Soriano (2013), the selection process of teachers must be demanding and
attractive. The best performing systems recruit candidates "in the first third of every graduate
promotion in their education systems: the top 5% in South Korea, the top 10% in Finland and
the top 30% in Singapore and Hong Kong". That is, the best students of these countries want
to be teachers. It is a demanded profession and highly valued by society.

Figure 3. Trends in the ratio of salaries after 15 years of experience/minimum training to


GDP per capita (2000, 2005, 2009) (from OECD, 2011)
As can be seen in the figure above, Spain does not have the worst ratio in terms of teacher
salary per capita, rubbing shoulders with the best, and well above the successful Finland. It is
also striking the increase in salaries of Portuguese teachers in the last years, which may be
related to their good results in PISA 2015.
As society changes, the process of teacher selection in Spain has hardly changed in the last
few centuries. I believe that this should make politicians rethink the situation. As for
attracting the best professionals, the salary is a good incentive, but from my point of view this
is not enough. The status of the teaching profession, which is not comparable in Spain with
the Scandinavian countries or the Eastern countries, seems to be even more important.
Casually these countries where the profession of teacher is valued in a fair way by society
obtain the best PISA results year after year.

Teacher training
Note: Regarding teacher training, all information is taken in relation to what we seen in
the subject of Management and Innovation this same year in the first quarter taught by
Professor Jesualdo E. Moreno Snchez and elaborated and written by myself.
Until 2012, teachers could acquire new knowledge and learn other teaching methodologies
in the so-called "centres of teachers'. These centers were places where teachers were trained
(they were a copy of the British model). However, during this year, the Government of that
time decided to remove them.
In its place appeared the "training figure", who under the supervision of the Head of
studies and Headmaster, is the responsible for directing the formation of teachers currently.
In particular, he must organize the seminars that have to do in the Center (because it must be
one for each school) during the academic year.
The seminars to be done, primarily online, are decided by the Faculty cloister: at least 50%
of the teachers have to agree to make that project. Then, it should be approved by the
delegation of education.
As a reward for this work, the training figure have two free hours per week for the
organization of these projects and has merits in the course of transfers. It must be a definitive
professor appointed by the director for 1 year.
Before even the training centres, until its appearance in 1982, universities were responsible
for teacher's training. However, in that time there was no internet, it was all face-to-face, with
the disadvantage that most rural teachers did not have access to this training.
Nowadays, universities are returning to have an important role due to they are preparing
courses for the renewal of the methods used by teachers.
In a personal conclusion, the teacher training must be as continuous as possible, in a
changing and globalized world like this one, we should be aware of new resources and
methodologies that can appear in order to do our teaching quality as best as possible.

Teaching Degree
In relation to the degree, the main objective of it is to train professionals who will be
competitive in all areas of teaching in childhood and primary education.
It is evident that the training required to be a primary teacher in Spain is taught at
university, where we find ourselves right now.
After the regularization of the degrees in 2009, it changed from being a Bachelor to a
Degree which consists of 4 years divided in 240 credits in total (according to the Bolonia
Plan), of which 60 are basic training, 102 are from compulsory subjects, 24 optional subjects,
48 practices carried out in schools and 6 for the realization of the final degree thesis.
(Echeverra, 2010)
There are pints still collected in the previous law, as in relation to specific
matters/subjects: according to the LOE in its article 93, "the teaching of music, physical
education, foreign languages or those other courses determined by the Government, after
consultation with the autonomous communities, will be taught by teachers with specialization
or corresponding qualification". (BOE, 2006)
The aim is that these professionals, enabled for the exercise of the regulated profession of
teacher in primary education, achieve the proper training to meet the challenges of the
educational system, to adapt teaching to new training needs and to perform their functions
under the principle of collaboration and work as a team. (UCLM, 2017)
Students who want to be teachers must learn which are the criteria for assessment, related
with the procedures of teaching-learning training: they must be able to design, plan, and
evaluate them, both individually and in collaboration with other teachers and professionals of
the centre, as well as being effective in situations of multicultural and multilingual contexts.
Also they have to be able to foster reading and critical commentary of texts of the different
scientific domains and cultural content in the school curriculum among the students.
Finally, they must be able to teach in different contexts (rural and urban, multicultural and
monocultural, regional, national and international, etc.); able to adapt to the changing social,
cultural, scientific, technological and educational environment; dominating the subjects and
their interdisciplinary relation; be critical; with initiative; able to reflect on their practice;
ultimately, committed to their profession. (UCLM, 2017)
As we have seen previously, generalist training is complemented with specialised offered
statements through training. Because, as it is said in LOEs article 93.2., primary education
will be given by teachers, who will have competition in all areas of this level; and the
teaching of music, physical education, foreign languages or those other courses determined
by the Government, after consultation with the autonomous communities, will be taught by
teachers with specialization or corresponding qualification. (LOE, 2006)
It will also be necessary to know how to instill values of respect, tolerance in order to have
a good environment both in the classroom and with the rest of the teaching staff, to promote
respect for human rights...
In a general view and from my point of view, although the legislative framework of the
LOMCE with respect to training seems very complete, when it comes to implement it does
not seem enough.
The theory, in the two years that we have been in this degree, rarely is accompanied by
sufficient practice to deal with problems that may arise in our classes.
We must foster situations in class that will allow us to develop skills in teaching since,
ultimately, it will be our main function. It is clear that we need a base that sustains our
practice but this second part I think is the most important and however, lessons are not
always focused on their development.

Educational Innovation
Educational innovation is a multidimensional process: it involves political, economic,
ideological, cultural and psychological factors and affects different contextual levels.
(Vogliotti & Macchiarola, 2003). According to Fidalgo (2015), teachers in Spain usually
participate in three types of educational innovation:
- Institutional educational innovation is usually based on content. The first
applications consisted of the digitization of content and the use of e-learning
platforms. The last two applications in this line have been the OCW and MOOC
subjects. This modality is usually financed by the institutions themselves. Apart from
ICT, we have the well-known bilingualism program, which is also carried out by
many other countries.
- R&D (research and development) projects are usually based on the latest
technologies. The feasibility of applying the latest technological advances is studied
and pilot projects are carried out, which usually last several years and involve a large
number of people and institutions. This modality is usually financed by different calls
for R+D projects or in collaboration with companies.
- The educational innovation carried out in the classroom is based more on the
methodologies and activities carried out by the teachers with their students. It is a
question of improving processes (eg getting students to participate actively during a
master lesson), reducing the effort to implement them (eg proposing a personalized
training plan for each student) or exploring new processes (eg Flipped Classroom). As
this type of innovation is usually done individually and in the small context of the
subject, there is a wide variety of applications.
As i see it, teachers have to be aware about the different types of educational innovation,
but the one which is carried out by teachers themselves is the one which is carried out in the
classroom, and should be applied by them, or maybe also by families who want to get
involved (another of the latest trends). I am of the opinion that this is the type of innovation
that we can perform as individuals and on which we have to direct our efforts in most cases.

Educational counselling
Academic and professional guidance
According to the LOE (2006), the orientation should promote an integral education in
students knowledge, skills and values. In short, it must play a fundamental and inseparable
part of the persons educational process. It is the educational administration which has the
responsibility of facilitating access to the necessary information.
With the Organic Law 2/2006, of May 3, on Education (BOE of 04/05/2006), where the
recommendations of the European Union on orientation are collected, this service receives a
new impetus in all its dimensions.
The organization of the guidance system in Spain responds to the same model, which is
based on the constitution of three levels of intervention: the tutorial action, the guidance
departments and the sector teams.
Currently, the most common distribution in almost all the territory usually consists of
"Sector Teams" working in a zonal way in Primary and Secondary Education, and the
"Departments of Orientation" working internally in the Institutes of Secondary Education.
In comparison to LOE with LOMCE, the term counselling and educational guidance
appears more often in the LOE.
To verify this, we have done a search and we have found that unlike in the LOE, the term
advice and educational guidance only appears once in the LOMCE:
Article 2.bis. Spanish Education System.
3. In order to achieve the purposes set in article 2, the Spanish Educational
System will have, among others, the following instruments:
a) The School Council of the State, as a body for the participation of
the educational community in the general programming of teaching
and advice to the Government.
"Article 42. Content and organization of the offer.
The pedagogical criteria with which the training programs of these cycles will
be developed will be adapted to the specific characteristics of the students and
will encourage teamwork. In addition, tutoring and educational and
professional guidance will be given special consideration."
(Picked up from LOMCE, 2014)

Inclusive education and attention to diversity (everyone's success as a goal)


According to LOMCE, all students have the right to achieve their maximum personal,
intellectual, social and emotional development as well as educational objectives according to
their abilities. That is why the Education Administrations have the responsibility to have the
necessary means, specialized teachers and resources so that students who require an
educational attention different to the ordinary, can meet their special educational needs.
Educational Administrations have to establish the different procedures and resources to detect
those pupils with specific educational needs. As soon as it is detected, an intervention
program has to be carry out based on inclusion, non discrimination and normalization
principles which enables their maximum skills development and their integration into the
educational system.
Pupils with a specific need for educational support are: pupils with special educational
needs, high- capacities students, pupils with late integration into the Spanish education
system and pupils with specific learning difficulties and TDAH.

Students with Special Educational Needs


They are students who require some specific educational support or attention through a
period of their schooling due to disability or severe disruptive behaviours.
They must have the same opportunities to access and being in the Educational System. If it
is necessary, curricular adaptations, flexibilization measures (curricular or organizational)
would be adopted, having into account the different learning rhythms and to promote
autonomy and teamwork.
Their schooling in special education centers (until 21 years old), will only be done if their
needs can not be met in ordinary schools. Their assessment will be based on the evaluation
criteria established on the Curricular Adaptations, always trying to achieve the maximum
development of the basic skills.
Educational Administrations have the responsibility to facilitate their schooling in every
educational stage, as well as their social and labour integrity.

Students with high capacities


To achieve their maximum development, Educational Administrations have to promote
curricular enrichment programs adapted to the special needs of these students.
According to their schooling, the length of educational stages can change regardless of age,
children can learn contents and skills of a higher level or contents of their level can be
extended.
Late integration in Educational System
According to their life circumstances history, age, educational level and knowledge, the
Educational Administrations have to guarantee their schooling in the most appropriate level
with the necessary support to achieve their best performance. In the case of those who
present a lag of more than two year in their level of curricular competence, they will enroll in
a lower course to that corresponding to them by age. To recover this lag, different
reinforcement measures will be taken If this gap is exceeded, they will join the course
corresponding to their age.
In the same way Educational Administrations have to develop language programs to those
students who come from a different country and to inform parents about their childrens
rights, duties and opportunities in the educational system.

Students with Specific Learning Difficulties


In Secondary Education these students can take part in Programs of Learning and
Performance Improvement if they have repeated course in any educational stage or if once
they have done 1st year of ESO, they haven't acquired the necessary skills to pass.
These programs are only for students who have learning difficulties not related with lack of
effort or study. In these programs a specific methodology is used, modifying
contentsorganization, practical activities.. The aim is that the student can study 4th year of
ESO by the ordinary way.
To achieve the best academic performance of all these students, both Educational
Administrations and schools have to work together, both are responsible for their students
development. For that reason, The Commission for Pedagogical Coordination has to
proposed the criteria and procedures to do the curricular adaptations for students with
Specific needs for educational support. They have to plan Intervention Programs which
adequate to the different pupilsneeds enabling them have the same opportunities and success
in their learning career.
(Retrieved from LOMCE, 2014)

Equity and equality in education


The educational compensation and grants policy
To guarantee equality and equity in education, the Spanish Autonomous Communities
have agreed an aid policy and subsidies for those who cannot afford a quality education.
In pre-school education, the offer of free school places has been expanded and some
programs have been developed for those students who cannot attend the school.
In compulsory education (primary and secondary education), complementary services are
offered free of charge to those students who, due to their social level or economic capacity,
cannot afford to attend the school.
There are different educational compensation programs directed to:
- Students who cannot follow a common system of schooling for work reasons of their
family.
- Students that cannot attend school by medical prescription or hospitalization.
- Students from disadvantaged social environments.
- Students of minority groups.
According to the MEC (Ministry of Education and Science), there are series of grants
carrying out actions aimed at the attention of students with a specific need for educational
support and compensation for inequalities in complementary education.
1. The subsidies will be used to favour series of actions, for example: the schooling,
monitoring and control of school absenteeism, accessibility to curriculum and
educational resources, promoting the integral development of students, educational
support and reinforcement, etc.

Educational administration

Table. administrative structure of the education system


Administration is the process of planning, organizing, directing and controlling the efforts
of members of the organization and using its other resources to achieve the goals set (Stoner,
Gilbert & Freeman, 1997).
Managers require their skills, abilities and attributes to perform certain activities,
interrelated in order to achieve the desired goals (Castillo, 2000).
The educational administration in Spain, since the constitution, has had to be modified, so
it is currently organized in three levels:
- Central administration: it is the MEC (Ministry of Education and Science). It has
competences at the national level and is responsible for managing education in the
Autonomous Communities which have not yet assumed their own competences.
- Autonomic administration: education counselling. It has full competences.
- Local administration: it is the town hall and the department of education. It has local
skills and the competencies of the local administrations are:
- Legally regulated obligations
- Voluntary services, either as an initiative or as a substitute, are carried out by
the municipalities to collaborate and improve the educational dynamics of
their locality.
According to this book, there is coordination and cooperation between the central
administration and the regional and local administration, which is achieved through
collaborations.

The educational administration peripheral


The peripheral services are carried out in each Autonomous Region with full competences
by a government delegation, which extends its competence to the entire autonomous territory,
and in each province by a subdelegate on which the education office depends, without
prejudice to its functional dependence on the ministry of education, and at the head of the
delegation and subdelegation are representatives of the state government. All of this is
regulated by the law of organization and operation of the central administration of the state
(LOFACE, 14/1997 of April 14).

Autonomy and management of schools


Types of schools
In relation to the types of schools, there has been no significant changes between LOE and
LOMCE because the general regulation of them remains the same.
As it happens in other countries, in Spain we find different types of schools if we classify
them according to the type of owner - public or private - and the source of their funding -
public or private-. In the Spanish case, schools can be divided into three categories: state,
public and concluded (concertated schools).
State centers are publicly owned and financed by public budgets. Therefore,
they depend entirely on the State. so the government is the responsible to
guide and coordinates all its activities.
Concluded School, on the other hand, are owned by private institutions but
receive public funding, provided that they comply with criteria established by
the State.
Finally, the public schools depend entirely on private institutions.
It should be noted that, in Spain, 32% of students are in public schools, twice the OECD
average.(PISA, 2015)
But... What kind of students do we found in each of the schools? According to different
reports as PISA 2015, they conclude that the selection of a type of school is clearly
influenced by the economic level of the family.
According to the report: a student of a high socioeconomic status has a chance of 19.5%
more of going to a public school than a student of a lower socio-economic status. A boy of
low socio-economic status has a 32.8% to be more likely to attend a state school than a
student of a higher socioeconomic status (PISA, 2015)
Some facts:
Here in Spain, the score in Mathematics of the students enrolled in public schools is
39 points higher than in state schools.
In general terms, in all the Spanish autonomous communities, students in public
schools get better results than in state schools, although in many cases the differences
are not statistically significant. (PISA, 2015).
However, if we delete the socioeconomic and cultural variable, the impact of ownership
decreases in some countries, even disappears or changes direction, here in Spain the
difference is reduced to only 10 points. (UNIR,2016)
In my opinion, we tend to think that in private and Charter schools, children are "taught
better" or "in a more individualized manner" and as a result our son gets better academic
results and is more prepared for working in life.
But we also have to think that our public education system has a good quality too, because
not only good workers (in their respective fields) have studied in public school but also and in
a more generally way, there are a lot of good teachers who have studied in state schools.
In first instance, I think that academic results depends more on one's own, like the ability
we have to learn and the desire to do it, rather than the college where we go by our economic
level.
From my personal experience, state schools have a good quality with well trained teachers;
there are always things to improve but that happens both in state and in public schools.

Management team
The main task or role of the management team could be summarized in creating the
conditions where teaching and learning take place. Putting in other words: they should work
with the aim of "building" a good school: a school of quality, inclusive and improving
constantly. It involves working in multi-tasking and dimensions:
According to the article V of Chapter 2 of this organic law:
- The management team of the Center will be composed by: the Headmaster, the Head
teacher and the College secretary. Moreover, if the centre is big enough, it will also
have a Deputy Director and a Head of studies attached to help to the rest of the
members.

Functions:
- The management team will have the following functions:
- To ensure the proper functioning of the Centre.
- To study and to do proposals to the Faculty cloister and the School Board to
facilitate and encourage the participation of the educational community in the
life of the Center.
- To promote activities for assessment procedures and collaborate in external
evaluations
- To propose preventive actions that favour the relations of the educational
community between the various groups that comprise it and improve the
coexistence in the Institute.
- To adopt the necessary measures for the coordinated implementation of the
decisions of the School Board and Faculty cloister in the field of their
respective competencies.
- To establish the criteria for the preparation of the draft budget.
- To coordinate the development of the Centre project, the annual Plan of
Center and the Final memory of the course.
- To develop the proposed regulation of organization and operation.
- To collaborate with the educational administration in those organs of
participation which, for this purpose, they are established.
According to the following article (article 5), the management team should meet at least
once per week, being the Headmaster the responsible for organising the meetings. Addressing
the issues based on the documents of the center and adopting the measures in a consensual
way.
In addition, it is important to note that there must be at least one member of the
management team during school hours and that everyone should dedicate some of their hours
for the rest of the educational community (including parents and students).
Competencies:
Headmaster:
In relation to the competencies of the Headmaster, he must be the person who represents
the centre to educational administration as it is his highest representative, direct and
coordinate all activities done in the center, approves various documents such as the annual
general programming and education project, boost the collaboration of the entire educational
community
Ultimately, the Headmaster is the most responsible of the Center, he has to know
everything that happens and with the LOMCE, he has the final word in the decision-making.
As we will see later, this has changed in relation to LOE.
Head of study
The Head of study is the closest person to the Headmaster within the management of the
Centre, even this can take the competencies of the director when he can't do.
Its main functions include, to coordinate all activities,to take part in decision-making, to
coordinate the tasks of the training figure, to participate in the preparation/elaboration of
certain documents, to organize the calendar and school schedule... He can also adopt other
powers entrusted by the director within his own competences.
As a curiosity, it is responsible for the care of the students in the periods of recess and not
teaching activities.
Center secretary
Secretary, is the main responsible for the staff of services of the Centre, under the
Headmaster's guidelines, he must carry all the administrative regime of the center, custody
the documents and materials of the Center, made the proceedings of the incentives, perform
the required certificates
He is also responsible for ordering the economic regime, is in charge of renewing the
Center material
Finally, he works with the rest of the management team in the development of the
documents of the Centre.
Deputy Headmaster and Head of studies attached
In relation to the rest of the management team (where fitted), their main functions can be
defined as the help to the three previously mentioned. When the Center is large enough, the
management team needs more people to carry out its function properly.
In particular, the Deputy Headmaster is responsible to take care /carry on of some
functions of the Headmaster by delegation of him while that in the case of the Deputy Head
of studies, as happened in my school, levels are spread so that each is responsible for a group
of them, for example, what was happening in my school is that there were three heads of
studies : two for the secondary levels and another one for the baccalaureate education, thus
the task of carrying out the schedules, etc. were easier for them.
In relation to the previous law, the School Board had more power in decision making as
for example in the approval of documents which is currently carried out by the director.
It is clear that bodies as the School Board have lost "power", what I think it is not
beneficial, these bodies serve to foster decision making in a cooperative way but if we take
them off, will not they lose capacity of decision within the center??
Appointment and dismissal of the management team:
Its appointment, and in particular the election of the Headmaster, is performed by a contest
of merits, among the professors of the Centre, however, such and as laid down in the lomce,
they need to have a series of requirements.
The main requirements that need to meet are: he must have an antiquity of at last 5 years
teaching at the Centre itself, to have made and passed a course of formation of the function
directive and having a project of direction to do in the center during the next years. However,
if it is a special education center, center of adults education, or very small centres of primary
and secondary schools, may be exempt from some of these requirements.
Subsequently, the election is carried out by a Commission consisting of 7 members, of
whom 3 are from the Center (two teachers and a person of the services of the Center) and 4
people of educational administration (1 is the inspector of the Center and 3 nominated freely).
When they have chosen the best candidate, this one will become the Headmaster for four
years and can be renewed for periods of the same duration previously with a positive
evaluation during the years he has been director.
In relation to the Head of studies, and the Secretary are appointed by Headmaster, it is not
necessary to have any prerequisite, in case that the Administration has no problems with
appointments, it will be the person that the director decides.
On the other hand, the removal of the management team, will be:
Headmaster: when 2/3 of the School Board (COnsejo escolar) are okay, they can ask
for his dismissal.
In the case of the rest of the management team, is the director who proposed to the
School Board and administration dismissal providing supporting reasons for this.
(Retrieved from LOMCE, 2014)

4. CONCLUSIONS
Throughout this project we have analysed how our Spanish Educational System is. We
have also checked if there have been any differences from changing from one law (LOE) to
another law (LOMCE) and how this change could have influenced in our Education System.
We have seen that with the new law, more competencies are attributed to the management
team of schools. However, other aspects like Attention to Diversity are maintained in the
same way as it was with the previous law. Our Education System guarantees an education
which satisfies the educational needs of every student, specialy for those who require specific
need for educational support.
Although LOE was considered an insufficient law to achieve a quality education and the
generated controversy led to the imposition of the new law LOMCE, PISA 2015 results
carried out with LOE revealed that Spain improved slightly while the OECD average
worsens. These results dismantles many of the arguments used to impose LOMCE, especially
those based on poor educational outcomes. However, after having done this project we realise
that although Spain is improving and politicians may think that changing Education laws is
the solution to get better results, there are some factors which have a great influence on
education quality. These factors could be affecting our education in a bad way, not getting as
good results as other countries which perform better than us. The main factors are the
performance gap between regions, gender gap in performance, socioeconomic level among
families and teacherstraining and qualification.
In our point of view, teachers training and qualification is a crucial variable to improve
the quality of education. Nevertheless, Spanish teachers and we as future teachers agree that
the training received at university is not enough to prepare us to teach in schools, because
there is a lack in relation with pedagogical and practical contents.
In addition, Teaching Profession is not considered like a prestigious job in our country, so
we dont give to teaching the importance that it has, and as a consequence those countries
which give more importance to teachers quality and teacher is valued in a fair way by
society, obtain the best PISA results year after year, because it is essential to get a quality
education.
All professions are important in life but as Nelson Mandela said: Education is the most
powerful weapon we can use to change the world. Lets give to teaching the importance it
has, because a Doctor could save a life, but a teacher could create new ways of life.
QUESTIONS
T/F
1. According to the last PISA reports (2015), the performance gap between some regions of
Spain is smaller than the gap between Spain and other countries. False.
2. Reducing class size is not by itself a sufficient guarantee to improve the quality of
education systems. True.
3. According to LOMCE, I can access to upper secondary education if I have passed all my
subjects in the 4 course. False, you need to pass an exam to have your degree of secondary
education, and it is only worth it, if you have done the academic modality in that exam.
4. In the Spanish Education System: The head of studies is the responsible of the children
during the break. True.
5. In the Spanish Educational System, there are different educational compensation programs
directed to a wide diversity of students because they come from a minority group or students
that cannot attend school by medical prescription or hospitalization, between others. True.

MULTIPLE CHOICE
1. According to the last PISA reports (2015), in Spain girls perform much better than
boys in:
a. Reading.
b. Math.
c. Science
Answer: a.

2. Which students can participate in Programs of Learning and Performance


Improvement?
a. Special Education Needs.
b. Late Integration in the Educational System.
c. Students with specific learning difficulties.
Answer: c.

3. What can i do if I have a technician qualification (CFGM)?


a. Access upper secondary education.
b. Access university studies.
c. Access Basic Vocational Training.
Answer: a.

4. According to the teaching training:


a. It was always done in the centres of teachers.
b. Firstly it was done in the universities, then in the centres of teachers and now the
training figure is the responsable of it.
c. It has always been the training figure.
Answer: b.

5. In the Spanish Educational System, the central educational administration is:


a. LOMCE
b. MEC
c. The educational department
Answer: b.
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