EDUCATION SYSTEM IN SPAIN

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María Francisca Soto HernándezServicio de Inspección de AlmeríaOctober 6th 2023

EDUCATION SYSTEM IN SPAIN

Training offer in the Education System

Stages of the Spanish education system

Pupil assessment

Key features of the education system

Political, social and economic background and trends

Political, social and economic background and trends

• SOCIAL and DEMOCRATIC rule of law, advocates JUSTICE, EQUALITY

and POLITICAL PLURALISM

• Its political structure: parliamentary monarchy.
• The King is Head of State
• Division between the LEGISLATIVE, EXECUTIVE and JUDICIAL powers.
• The 1978 Constitution is the supreme law of the Spanish legal order, which sets out the right to education and academic freedom in its ARTICLE 27.
• Territorial organisation: decentralization, which implies the entitlement to autonomy, recognised by the Constitution of the autonomous communities, provinces and municipalities.

• 17 Autonomous Communities an the Autonomous cities of Ceuta and Melilla
• Local administrations: provinces and localities
• Spain is a multilingual country

SPAIN

Key features of the education system

Principles purposes

Pupils’ and families' rights and duties in compulsory education

DISTRIBUTION OF POWERS: Spanish governmentautonomous communitIESlocal authoritiesEducational institutions

Important challenges of the education system

Training offer in the Education System

Early childhood education

Organisation of the school day and week

Organisation of the school year

Distribution of educational powers in the design of the curriculum

Teaching staff characteristics

Home education

Educational institutions

Specialised education

Adult education

Higher education

Upper secondary education

Basic education

stages of the education system in spain

• first stage of the Spanish education system
• applies to children aged 0–5 years. Participation is voluntary.
• ECEC is divided into two 3-year cycles:
• the first cycle covers from 0 to 2 years of age
• the second cycle covers from 3 to 5 years of age

• Spanish legislation guarantees that every child over 3 years of age

has the legal right to a place in an Early Childhood Education institution

Early childhood education and care

Info

ORGANISATIONAim and general objectives CURRICULUM

Primary education

E.S.O

Info

ORGANISATIONAim and general objectives CURRICULUM

Secondary and post-secondary education

bachillerato

Info

ORGANISATIONAim and general objectives CURRICULUM

post-secondary education

ORGANISATION

VOCATIONAL TRAINING

ORGANISATION

Info

SPECIALISED EDUCATIONADULT EDUCATION

higher educationand adult education

pupil assessment

communication of assessment results

Aim: check the degree of acquisition of competences and their progress in all the learning processes

Formative and summative assessment

pupil assessment

thanks for your attention

¿Qué es el Tangram?

Se dice que el juego proviene de China y que probablemente fue inventado durante la dinastía Song. Todo parece indicar que fue el capitán M. Donnaldson quien lo llevó por primera vez a América en su barco, en 1815.El Tangram también llegó a Inglaterra, desde donde se extendió a toda Europa. A inicios del siglo XIX, todavía se exportaban muchos de estos juegos directamente desde China fabricados con diferentes materiales, desde el vidrio y la madera hasta caparazones de tortuga.En Alemania el Tangram se popularizó de la mano de la marca de juguetes Richter, que creó las piezas con piedra y barro.

Los orígenes del juego

+ info

Alba Caraballo Folgado - periodista

El tangram es un juego ancestral chino que mejora el rendimiento intelectual del que lo utiliza, ya sea adulto o niño.

+ info

El Tangram consta de 7 piezas geométricas denominadas 'tans'. Posee un cuadrado, un rombo y 5 triángulos, dos de ellos grandes, otros dos pequeños y uno de tamaño medio. El objetivo del juego es formar formas específicas con las piezas, sin superponerlas.

El juego del tangram

En el Tangram siempre se deben utilizar las 7 piezas, no se pueden superponer ni dejar fuera. Para los niños más pequeños existen moldes o plantillas con el contorno de cada figura, lo cual les facilitará la resolución de la tarea. Cuando se desee incrementar la dificultad, se muestra solo el contorno de la imagen, de manera que sea el pequeño quien encuentre la manera idónea de encajar las piezas. Sin embargo, también se le puede pedir que forme una figura libremente, para estimular su creatividad.

¿Cómo se juega al Tangram?

El Tangram es la opción perfecta para pasar un buen rato con los más pequeños, y tú ¿A qué estás esperando para enseñarles a jugar?¡Disfrutad juntos!

Lo mejor del tangram

Estimula el pensamiento analítico

Fomenta la creatividad

Facilita la memoria

Mejora la atención infantil

Desarrolla la capacidad espacial

ventajas de jugar al tangram para niños

Tangram en negro

Tangram en blanco y negro para colorear

Tangram a color

Plantillas de Tangram para imprimir

Tangram con figuras

A continuación tienes algunas plantillas del Tangram para que puedas imprimirlas, plastificarlas (si quieres) y recortarlas, ¡así tendrás el juego desde ahora mismo para empezar a jugar con los más pequeños!

Los Tangram más vendidos

tangram battle

tangram montessori

Tangram multicolor

tangram kids

Precio: 23,56 €

Precio: 12,99 €

Precio: 9,40 €

Precio: 6,99 €

Para dos o en grupo

Puedes jugar con una pareja ideal para competir y ver quién hace más figuras, o quién las hace en el menor tiempo posible o en grupo, un plan perfecto para la familia al completo.

Magnético

La mejor opción para llevar de viaje, por su base imantada. La opción más apta para los peques de la casa.

De Madera

El típico que a todos se nos viene a la mente; podría llamarse también el 'Tangram original'.

tipos de tangram

vídeo

¿Quieres construir tu propio tangram sobre una cartulina, un cartón o sobre una caja de zapatos?Construiremos el TANGRAM utilizando un cuadrado de cartulina o cartón fuerte de 120 milímetros de lado de la siguiente manera:

• Dibujaremos las diagonales del cuadrado.
• Haremos en dos de sus lados unas marcas que los dividan en 30, 30 y 60 milímetros.
• Uniremos estas marcas según muestra el vídeo.
• Borramos las líneas innecesarias.
• Y por fin cortamos las piezas.

Cómo construir tu propio tangram en casa

gracias

Families duties

Families rights

Article 4 of the LODE recognises that families have the rights in relation to the education of their children to:

• receive a quality education in accordance with the purposes established in the Constitution, the corresponding Statute of Autonom y and education laws;
• choose an educational institution, either public or different from those created by public authorities;
• ensure the religious and moral education of their children in conformity with their own convictions;
• be informed about their children’s progress in learning and social and educational integration; etc

• Article 4 of the LODE, as amended by the LOMLOE, states that families, as those primarily responsible for the education of their children, have the duties to:
• adopt the necessary measures, or ask for help in the event of difficulty, so that their children study compulsory education and attend classes regularly;
• learn about, participate and support the evolution of their educational process, in collaboration with teachers and schools;
• respect and enforce the rules established by the school, and respect teachers’ authority, guidance and instructions; etc

Decentralization

Educational competences are shared between

• the General State Administration (Ministry of Education and Vocational Training)
• the authorities of the autonomous communities (Departments for Education):
• the central education administration executes the general guidelines of the Government on education policy and regulates the basic elements or aspects of the system;
• regional education authorities develop the State regulations and have executive and administrative competences for managing the education system in their own territory.

• Schools have pedagogical, organisational and managerial autonomy for their resources.
• Participation of the education community in the schools’ organisation, governance, running and evaluation

• integrated by:
• university education
• some non-university education
• advanced vocational training
• the majority of artistic education. These are all part of the specialised education programmes.

HIGHER EDUCATION

The minimum qualification level for basic education teachers in Spain: - a bachelor's degree or equivalent (ISCED 6) for pre-primary and primary education - a master's degree or equivalent (ISCED 7) for secondary education

Political, social and economic background and trends Spain is a State under social and democratic rule of law, which advocates justice, equality and political pluralism as the highest values of its legal system. Its political structure is that of a parliamentary monarchy. The King is Head of State and there is division between the legislative, executive and judicial powers. The 1978 Constitution is the supreme law of the Spanish legal order, which sets out the right to education and academic freedom in its article 27. One of the features of the territorial organization of the State is decentralization, which implies the entitlement to autonomy, recognised by the Constitution of the autonomous communities, provinces and municipalities. Spain is a multilingual country, where apart from Spanish as the official language, certain Autonomous Communities have other languages with co-official status: Catalan, Occitan (Aranese), Valencian, Galician and Basque. The Autonomous Communities Spain is made up of 17 Autonomous Communities and the Autonomous Cities of Ceuta and Melilla. Their Statutes of Autonomy constitute their basic institutional law, which the State recognises and upholds as an integral part of its legal system. The different Autonomous Communities have their own model of education administration. Local administration The bodies that make up the local administration are municipalities and provinces. Municipalities: are the immediate means by which the civil population participates in public affairs;. Provinces: are determined by the grouping of municipalities and territorial division; The Spanish education system comprises: the education authorities, education professionals and other public and private actors who perform regulatory, financing or service provision functions for the exercise of the right to education included in the 1978 Spanish Constitution; those entitled to the right to education; the set of relations, structures, measures and actions being implemented in order to ensure it.

Organisation of the school day and week

The weekly timetable is organised from Monday to Friday,The school day, on the other hand, has the following characteristics: In schools with a split school day, the teaching activity with students is usually not less than three hours in the morning and not more than two hours in the afternoon. In schools with a continuous school day, the teaching activity with students is carried out in the morning.The weekly and daily timetable must be approved by the School Council and ratified by the Education Administration.After school hours, they offer remedial courses and extracurricular activities related to educational issues of interest: languages, ICT, sports, arts, reading and writing, directed study activities, etc.

PRINCIPLES

• the effective fulfilment of children's rights as established in the Convention on the Rights of the Child
• equity, educational inclusion, equal rights and opportunities, and universal accessibility to education;
• the transmission and implementation of values encouraging personal freedom, responsibility, democratic citizenship, solidarity, tolerance, equality, respect and justice, as well as values that will help overcome any kind of discrimination;
• flexibility in order to adapt education to the diversity of students’ skills, interests, expectations and needs

Organic Law 3/2020 amending Organic Law 2/2006 on Education (LOMLOE),

• children's rights among the guiding principles of the system;
• gender equality through co-education, Equality between women and men, the prevention of gender violence and respect for affective-sexual diversity,
• a cross-cutting approach aimed at ensuring that all students have guarantees of success in education
• focus on sustainable development in line with the 2030 Agenda;
• the digital transformation

HOME EDUCATION

According to national legislation full-time compulsory education cannot be provided at home. Home education is authorized only in exceptional circumstances for health reasons. It concerns only pupils who cannot attend school due to a prolonged stay at home by medical prescription. It can be carried out at home or at the hospital, remaining so until the health condition leading to it ends.

PRIMARY EDUCATION

BASIC, COMPULSORY and COST-FREE educationSpecial attention to:

• ensuring educational inclusion,
• individualised attention,
• prevention of learning difficulties and
• implementation of reinforcement mechanisms as soon as these difficulties are identified.

LOCAL AUTHORITIES

• the conservation, maintenance and monitoring of the buildings for public institutions of ECEC, primary and special education;
• the collaboration with the corresponding education authorities in obtaining the necessary site to build the new public educational institutions;
• the management of certain educational services, in order to promote greater efficiency, coordination and social control in the use of resources, by delegation of the departments of education of those autonomous communities that so agree.

• The aim of adult education is to offer people over 18 the possibility to acquire, update, complete or expand their knowledge and skills for their personal and professional development.

ADULT EDUCATION

• Artistic education: advanced professional studies in plastic arts and design
• Artistic education: advanced artistic education
• Advanced sports education

SPECIALISED EDUCATION

16 General Objectives

Aim

• assume their duties in a responsible way and know and exercise their rights respecting others, practise tolerance, cooperation and solidarity among people and groups, practise dialogue strengthening human rights as the values of a plural society, and prepare for the exercise of democratic citizenship;
• develop and consolidate discipline, study and individual and team work habits as a necessary condition for successfully performing their learning tasks and as means of personal development;
• appreciate and respect gender difference and equality of rights

• acquire basic cultural elements, especially in its humanistic, artistic, scientific-technological and motivational aspects;
• develop and consolidate study and work habits, as well as healthy lifestyle habits;
• prepare them for further studies or access to the labour market;
• train to exercise their rights and duties in life as citizens.

levels of curricular development

1.- The Central Administration establishes the basic aspects of the curriculum2.- The autonomous communities (regional level) establish the official curriculum, which must include the minimum teaching requirements set by the MEFP. 3.- Based on the curricular specification of the educational centre, teachers create the classroom annual plan, adapted to the characteristics of their classroom and the needs of their students. 4.-The fourth level of curricular specification is the adaptation of teachers' classroom annual plans to the students with specific educational support needs

• the legislation development of State rules;
• the executive and administrative competences for managing the education system in its own territory;
• the definition of the curriculum for their territorial area
• the regulation of the structure and functioning of the bodies they establish for the performance of educational inspection in their respective territorial areas;
• the necessary regulations for the development of the system of educational agreements with private institutions.
• the technical inspectorate service

14 General Objectives

Aim

• know and appreciate the values and rules for coexistence, to learn and act accordingly in an empathetic way, to prepare to actively exercise citizenship and to respect human rights and the pluralism of a democratic society;
• develop individual and team work habits, respect and responsibility with regards to their studies, as well as attitudes of self-confidence, critical sense, personal initiative, interest and creativity in learning, and entrepreneurial spirit;
• acquire skills for the peaceful resolution of conflict and the prevention of violence, which enables them to autonomously get by within the school and domestic context and within the social groups they interact with

• facilitate learning of oral expression and comprehension, reading, writing and arithmetic;
• acquire basic notions of culture, coexistence, study and work habits, artistic sense, creativity and affection;
• guarantee a comprehensive education that contributes to the full development of the students' personality;
• prepare students to successfully complete compulsory secondary education.

SPANISH CONSTITUTION

Article 27 of the Spanish Constitution:

• everyone has the right to education. Teaching freedom is recognised;
• the purpose of education will be the full development of human personality respecting the democratic principles of coexistence and the fundamental rights and freedoms;
• public authorities guarantee parents' right to ensure that their children will receive a religious and moral education in line with their own beliefs;
• basic education is compulsory and free

Educational Institutions

• public schools: they are owned by the public education administration and publicly-funded;
• private schools: they are owned by a private natural or legal person and privately funded;
• publicly-funded private schools: they are owned by a private individual or legal entity, but they can be publicly-funded through a regime of agreements.
• Their names
• E.I: (Escuelas Infantiles):

• primary education schools (CEP), attended by primary school pupils;
• pre-primary and primary schools (CEIP), attended by pre-primary and primary school pupils;
• secondary education institutions (IES), compulsory secondary education and/or bachillerato studies;

• vocational training institutions, which only offer vocational training programmes;

• special education centres, which provide schooling for pupils with special educational needs
• adult education centres
• SPECIALISED INSTITUTIONS

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It comprises the following types of provision:

• compulsory secondary education (ESO) carried out on a regular basis until the age of sixteen.
• basic vocational training (also known as basic training cycles), correspond to a professional profile system;
• bachillerato and intermediate vocational training both constitute post-compulsory secondary education

• specialised education programmes. These are language programmes, artistic vocational training programmes and intermediate sports vocational training programmes.

Organisation of the school year

• The educational authorities are responsible for establishing the annual school calendar in their respective administrative areas. (minimum 175 school days).
• Activity in schools starts on September 1st and ends at least on June 30th.
• For students, the teaching activity begins during the month of September and ends at the end of June. There are 3 terms.
• School holidays
• around eleven weeks of summer holidays;
• at least 2 weeks of Christmas holidays,
• approximately 10 days at the end of March or beginning of April (Easter holidays),
• one to six days for Carnival;
• around twelve days declared as public holidays or non-school days by the MEFP or the local or regional authorities.

Different modalities, organised in a flexible way and in different itinerariesThe modalities of bachillerato studies: Science and Technology; Humanities and Social Sciences; Arts; General.Bachillerato is organised into common subjects, modality subjects and elective subjects

ADULT EDUCATION

SPECIALISED EDUCATION

Specialised education that composes higher education includes the majority of artistic education (in particular, advanced professional studies in plastic arts and design, and advanced artistic education), and advanced sports education.

• Artistic education: advanced professional studies in plastic arts and design
• Artistic education: advanced artistic education
• Advanced sports education

• The aim is to offer people over 18 the possibility to acquire, update, complete or expand their knowledge and skills for their personal and professional development.

• people over the age of 16 who are in circumstances that prevent them from attending ordinary educational institutions and which are duly accredited and regulated, and for those who have not been enrolled in the Spanish educational system.

Bachillerato

• post-compulsory secondary education
• it lasts two school years, generally between the ages of 16 to 18.
• Students may remain in these programmes under the ordinary system up to a maximum of 4 years.Upon completion of high school, students receive the Bachiller's diploma

• It is made in writing to the families.
• It has no official academic value, but is key to deciding whether the student's progress is adequate.
• Whoever is tutoring each class group, as class teacher, is responsible for informing the families regularly about the students’ progress and any difficulties identified.
• The results of the evaluation are expressed in terms of the following.:
• Fail (IN - Insuficiente) (negative assessment)
• Pass (SU - Suficiente);
• Good (BI - Bien);
• Very Good (NT - Notable);
• Excellent (SB - Sobresali

COMMUNICATION

COMPULSORY SECONDARY EDUCATION (E.S.O.)

• Compulsory Secondary Education (ESO),:
• provided in secondary schools between the ages of 12 and 16.
• At the end of this stage, students receive their first official qualification, the Compulsory Secondary Education Graduate diploma (Graduado en Educación Secundaria Obligatoria), which gives them access to upper secondary education or to the labour market.

Article 6 of the LODE sets out the basic duties of students to:

• study and make an effort to achieve the maximum development according to their skills;
• participate in training activities and, particularly, in school and complementary cost-free activities;
• follow teachers’ guidelines;
• attend lessons punctually;
• respect the school rules on organisation, coexistence and discipline;
• take care and make good use of school facilities and learning materials, etC

PUPIL´S DUTIES

PUPIL´S RIGHTS

Article 6 of Organic Law 8/1985 regulating the Right to Education (LODE)

• receive comprehensive instruction ensuring the full development of their personality;
• receive academic and professional guidance;
• be protected against bullying, discrimination and situations of violence or harassment at school;
• express their opinions freely,;
• receive the necessary assistance and support to compensate for personal, family, financial and social and cultural disadvantage,et

• Two assessments of this type are carried out in primary education:
• a diagnostic evaluation at the end of the 4th year;
• an evaluation at the end of the stage. Additionally, at the end of the stage, each pupil receives a report on his or her progress and the development degree of key competences.

SUMMATIVE ASSESSMENT

FORMATIVE ASSESSMENT

• it is comprehensive and continuous;
• it takes into account the development of key competences and their progress in all the learning processes;
• Three moments throughout such process: initial assessment, continuous assessment and final assessment.
• At the end of primary education, all pupils shall have a report drawn up by their tutor on their progress and the degree of skills acquisition developed, which shall be specified by each educational authority.

Autonomy to :

• draw up,
• approve and
• implement:
• their educational project;
• their management plan;
• their organisational and operational rules.

Educational institutions

• general planning for education;
• the establishment of the basic aspects of the curriculum;
• the regulation of the conditions for the obtaining, issuing and recognition of academic and vocational qualifications,
• the evaluation and innovation of the studies
• the High Education Inspectorate;
• the regulation, as a minimum, of the modalities and amounts of the general system of scholarships and study grants,
• the promotion of equality, non-discrimination and universal accessibility policies in the field of their competences;
• the creation or withdrawal of teaching specialities,
• the basic aspects which educational agreements with private institutions must be subject to.

PURPOSES

• the full development of students’ personality and capabilities;
• the education in the respect for fundamental rights and freedoms, in equal rights and opportunities for men and women, and in equal treatment and non-discrimination against others on the basis of any condition or circumstance;
• the education in the exercise of tolerance and freedom within the democratic principles of coexistence, as well as in conflict prevention and their resolution;
• the education in individual responsibility and in merit and personal effort;
• the education for peace, respect for human rights, social cohesion, cooperation and solidarity among peoples, as well as the acquisition of values favouring respect towards all living creatures and the rights of animals and the environment, and particularly the potential of forests and sustainable development; etc

organisation

• six grades, grouped into three cycles of two academic years each,
• between the ages of 6 and 12. Students begin the 1st year of the stage in the calendar year in which they reach the age of 6.
• Each grade is organised in areas, These areas can be organised into fields.
• It is delivered by teachers with a “primary school teacher” qualification who have competence in all areas of this level, except in the teaching of music, physical

19 General Objectives

Aim

• exercise democratic citizenship from a global perspective, and acquire responsible civic awareness, inspired by the values of the Spanish Constitution and human rights, which promotes joint responsibility as to the creation of a fairer society;
• consolidate personal, affective-sexual and social maturity so that they may act in a respectful, responsible and autonomous manner and develop their critical spirit

• provide students with intellectual and humane education, as well as the knowledge, skills and attitudes through which they may develop social functions and actively participate in life with responsibility and aptitude;
• to enable the acquisition and achievement of the essential skills for a future training and professional life;
• enable access to higher education.

CHALLENGE OF EDUCATION

• improving the level of competence of the entire student body, compensating for any initial disadvantages;
• modernising Vocational Training and improving its enrolment and qualification rates;
• reducing early school drop-out and facilitating reintegration into the education system;etc