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Information edited and published by the Eurydice European Unit – Avenue Louise 240 – B- 1050 Brussels 1 Structures of Education, Vocational Training and Adult Education Systems in Europe SPAIN 2003 Information provided by: Eurydice Unit Ministry of Education, Culture and Sport CIDE – Centro de Investigación y Documentación c/General Oraá, 55 E – 28006 Madrid – Spain Member of the CEDEFOP Documentary Network Instituto Nacional de Empleo Ministerio de Trabajo y Seguridad Social c/Condesa de Venadito, 9 E – 28027 Madrid – Spain If you wish any further information on education systems in Europe, please consult the EURYBASE database (http://www.eurydice.org ) and the CEDEFOP monographs (http://www.cedefop.eu.int ). EURYDICE EURYDICE

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Information edited and published by the Eurydice European Unit – Avenue Louise 240 – B- 1050 Brussels

1

Structures of Education, Vocational Training and Adult

Education Systems in Europe

SPAIN

2003

Information provided by:

Eurydice Unit

Ministry of Education, Culture and Sport

CIDE – Centro de Investigación y Documentación

c/General Oraá, 55

E – 28006 Madrid – Spain

Member of the CEDEFOP Documentary Network

Instituto Nacional de Empleo

Ministerio de Trabajo y Seguridad Social

c/Condesa de Venadito, 9

E – 28027 Madrid – Spain

If you wish any further information on education systems in Europe, please consult the EURYBASE database (http://www.eurydice.org) and the CEDEFOP monographs

(http://www.cedefop.eu.int).

EURYDICEEURYDICE

Structures of Education, Vocational Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP/ETF 2003

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TABLE OF CONTENTS

INTRODUCTION.......................................................................................................................................5 1. RESPONSIBILITIES AND ADMINISTRATION ...............................................................................................8

1.1. Background......................................................................................................................................8 1.2. The education system: principles and legislation ..................................................................................8 1.3. Allocation of responsibilities for the organisation and administration of the education and training system 9 1.4. Quality assurance ...........................................................................................................................10 1.5. Financing .......................................................................................................................................11 1.6. Advisory and consultative bodies ......................................................................................................11 1.7. Private schools ................................................................................................................................12 1.8. Statistics .......................................................................................................................................13

2. PRE-PRIMARY EDUCATION....................................................................................................................14 2.1. Organisation ..................................................................................................................................14 2.2. The curriculum................................................................................................................................15 2.3. Assessment .....................................................................................................................................15 2.4. Teachers ........................................................................................................................................15 2.5. Statistics .......................................................................................................................................16

3. COMPULSORY EDUCATION .................................................................................................................17 3A PRIMARY EDUCATION......................................................................................................................17 3A.1. Organisation of schools .............................................................................................................17 3A.2. The curriculum...........................................................................................................................17 3A.3. Assessment/Certification .............................................................................................................18 3A.4. Promotion/Guidance/Transition agreements ................................................................................18 3A.5. Teachers ...................................................................................................................................18 3A.6. Statistics ....................................................................................................................................18 3B COMPULSORY SECONDARY EDUCATION .......................................................................................18 3B.1. Organisation of schools..............................................................................................................19 3B.2. The curriculum...........................................................................................................................19 3B.3. Assessment/Certification .............................................................................................................20 3B.4. Movement of pupils to the next level, guidance and transition agreements ......................................20 3B.5. Teachers ...................................................................................................................................20 3B.6. Statistics ....................................................................................................................................21 3C SPECIALISED EDUCATION: ART COURSES......................................................................................21

4. GENERAL AND VOCATIONAL POST-COMPULSORY SECONDARY EDUCATION.....................................22 4A GENERAL UPPER SECONDARY EDUCATION.....................................................................................22 4A.1. Organisation of schools .............................................................................................................22 4A.2. The curriculum...........................................................................................................................22 4A.3. Assessment/Certification .............................................................................................................23 4A.4. Promotion/Guidance/Transition agreements ................................................................................23 4A.5. Teachers ...................................................................................................................................23 4A.6. Statistics ....................................................................................................................................23 4B VOCATIONAL UPPER SECONDARY EDUCATION ..............................................................................23 4B.1. Organisation of schools..............................................................................................................24 4B.2. The curriculum...........................................................................................................................24 4B.3. Assessment/Certification .............................................................................................................24 4B.4. Promotion/Guidance/Transition agreements ................................................................................25 4B.5. Teachers ...................................................................................................................................25 4B.6. Statistics ....................................................................................................................................25 4C SPECIALISED EDUCATION .............................................................................................................26

5. INITIAL VOCATIONAL TRAINING AND WORK-LINKED TRAINING ...........................................................28 5A SOCIAL GUARANTEE PROGRAMMES: INITIAL VOCATIONAL TRAINING ............................................28 5B WORKSHOP SCHOOLS, CRAFT CENTRES AND EMPLOYMENT WORKSHOPS: INITIAL/ON-THE-JOB VOCATIONAL TRAINING..................................................................................................................29 5B.1. Organisation .............................................................................................................................29 5B.2. Initial/on-the-job vocational training centres or organisations ........................................................29 5B.3. Admission requirements ..............................................................................................................29 5B.4. Financing ..................................................................................................................................29 5B.5. The curriculum...........................................................................................................................30

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5B.6. Assessment/Certification .............................................................................................................30 5B.7. Guidance ..................................................................................................................................30 5B.8. Teachers/Trainers.......................................................................................................................31 5B.9. Statistics ....................................................................................................................................31 5C. TRAINING CONTRACTS..................................................................................................................31 5C.1. Organisation.............................................................................................................................31 5C.2. Vocational/Initial training establishments .....................................................................................32 5C.3. Admission requirements .............................................................................................................32 5C.4. Financing..................................................................................................................................32 5C.5. The curriculum ..........................................................................................................................32 5C.6. Assessment/qualifications ...........................................................................................................33 5C.7. Guidance .................................................................................................................................33 5C.8. Teacher/training personnel.........................................................................................................33 5C.9. Statistics..................................................................................................................................33

6. HIGHER EDUCATION............................................................................................................................34 6A NON-UNIVERSITY HIGHER EDUCATION: SPECIFIC HIGHER-LEVEL VOCATIONAL TRAINING .............34 6A.1. Admission requirements..............................................................................................................34 6A.2. Tuition fees/Financial assistance for students ................................................................................34 6A.3. Academic grades .......................................................................................................................34 6A.4. Courses ....................................................................................................................................35 6A.5. Assessment/Certification .............................................................................................................35 6A.6. Teaching staff ............................................................................................................................35 6B UNIVERSITY HIGHER EDUCATION ....................................................................................................35 6B.1. Admission requirements ..............................................................................................................35 6B.2. Tuition fees/Financial assistance for students ................................................................................35 6B.3. Academic year ...........................................................................................................................36 6B.4. Courses.....................................................................................................................................36 6B.5. Assessment/Certification .............................................................................................................36 6B.6. Teachers ...................................................................................................................................36 6C NON-UNIVERSITY HIGHER EDUCATION: SPECIALISED COURSES.....................................................37 6C.1. Admission requirements .............................................................................................................37 6C.2. Tuition fees/Financial assistance for students................................................................................37 6C.3. Academic year ..........................................................................................................................37 6C.4. Courses ....................................................................................................................................37 6C.5. Assessment/Certification.............................................................................................................38 6C.6. Teachers ...................................................................................................................................38 6D STATISTICS ....................................................................................................................................38

7. ADULT EDUCATION AND CONTINUING TRAINING..............................................................................41 7A ON-THE-JOB TRAINING ..................................................................................................................41 7A.1. Specific legislative framework......................................................................................................41 7A.2. Administration............................................................................................................................42 7A.3. Financing ..................................................................................................................................42 7A.4. Human resources.......................................................................................................................42 7A.5. Organisation .............................................................................................................................42

7A.5.1. Types of training agencies.......................................................................................................42 7A.5.2. Admission requirements ..........................................................................................................42 7A.5.3. Objectives of the programmes ................................................................................................43 7A.5.4. Place and time.......................................................................................................................43 7A.5.5. The curriculum.......................................................................................................................43 7A.5.6. Quality assurance ..................................................................................................................43

7A.6. Assessment and advisory agencies...............................................................................................43 7A.7. Assessment, accreditation and recognition ...................................................................................44 7A.8. Statistics ....................................................................................................................................44 7B CONTINUING TRAINING.................................................................................................................44 7B.1. Specific legislative framework ......................................................................................................44 7B.3. Financing ..................................................................................................................................45 7B.4. Human resources .......................................................................................................................45 7B.5. Organisation .............................................................................................................................45

7B.5.1. Types of training agencies.......................................................................................................46 7B.5.2. Admission requirements ..........................................................................................................46 7B.5.3. Objectives of the programmes.................................................................................................46 7B.5.4. Place and time .......................................................................................................................46 7B.5.5. The curriculum .......................................................................................................................46 7B.5.6. Quality assurance ..................................................................................................................46

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7B.6. Assessment and advisory agencies ...............................................................................................46 7B.7. Assessment, accreditation and recognition ...................................................................................46 7B.8. Statistics ....................................................................................................................................47 7C TRAINING PROVIDED BY THE EDUCATION SERVICES.......................................................................48 7C.1. Specific legislative framework .....................................................................................................48 7C.2. Administration ...........................................................................................................................48 7C.3. Financing..................................................................................................................................48 7C.4. Human resources ......................................................................................................................48 7C.5. Organisation.............................................................................................................................48

7C.5.1. Types of training agencies ......................................................................................................49 7C.5.2. Admission requirements..........................................................................................................49 7C.5.3. Objectives of the programmes ................................................................................................49 7C.5.4. Place and time ......................................................................................................................50 7C.5.5. The curriculum ......................................................................................................................50 7C.5.6. Quality assurance..................................................................................................................50

7C.6. Assessment and advisory agencies ..............................................................................................50 7C.7. Assessment, accreditation and recognition ...................................................................................51 7C.8. Statistics....................................................................................................................................51

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INTRODUCTION

Europe is characterised by a very wide variety of education and training systems. In order that this diversity should be fully appreciated, EURYDICE, the information network on education in Europe, the European Centre for the Development of Vocational Training (CEDEFOP) and the European Training Foundation (ETF) regularly update a set of national monographs entitled Structures of Education, Vocational Training and Adult Education Systems in Europe.

Descriptions relating to individual countries in turn include basic information on the administration and structure of their systems of education and initial vocational training at all levels (from pre-primary to tertiary). Also included are descriptions of initial vocational education and training in alternance and adult education and training within provision for lifelong learning. The initial and in-service training of teachers and their status are also considered.

The information is set out in accordance with a common structure to facilitate inter-country comparisons while ensuring that special features peculiar to each system are duly emphasised.

The description for each country is preceded by a diagram of its education system. Here again, the way the diagrams are presented has, as far as possible, been standardised so that common – and differing – features of the various systems can be more easily identified and compared.

The first chapter within each country section is devoted to a short presentation of the country concerned, together with the basic principles governing its education and training, the division of responsibilities and then more specific information (relating to administration, inspection, financing, private schooling and advisory bodies). The major reforms of education systems are also considered.

The other chapters deal in turn with pre-primary education, compulsory and post-compulsory education (general, technical and vocational provision entirely within schools). The way these chapters are structured depends on each national context. Where pre-primary education is not in reality separate from primary education, or where compulsory education spans different levels, no artificial division has been created. In the case of all countries, a brief description of the aims and structure of the level of education concerned is followed by further headings devoted to the curriculum, assessment, teachers and statistics.

Initial vocational education and training in alternance is the subject of a chapter in its own right. It includes all education and training for young people that is not essentially school-based, and thus covers for example apprenticeships based on the ‘dual system’ pattern, sandwich course training and any other initiatives and experiments with major elements of ‘on-the-job’ experience.

This is followed by a chapter on tertiary education, in which a summary description is supplemented by sections on admission, tuition fees, the academic year, courses, qualifications and assessment. The chapter includes any initiatives implemented as part of the Bologna process.

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The last chapter deals with continuing education and training for adults (whether in or outside the labour market, employed or unemployed). It provides information on the political, legislative and financial framework of this kind of education, on the authorities concerned and their responsibilities, as well as on the general organisation of training for adults (types of institution, access requirements, programme objectives, the curriculum and quality assurance). There is also a brief description of guidance/counselling services, as well as of questions relating to assessment and accreditation including the recognition of non-formal kinds of learning.

The situation regarding teachers is dealt with in a specific section for each level of education discussed. Also provided are national statistics on the number of pupils, students, teachers and educational institutions and, where figures are available, on pupil or student/teacher ratios, attendance and attainment rates or, yet again, on the choice of branches of study or areas of specialisation.

The National Units in the EURYDICE Network have drafted the descriptions for their countries, each using the same proposed outline of content as a common framework. The information on initial vocational education and training in alternance, and on adult education has been prepared in close collaboration with members of the CEDEFOP REFER Network (in the case of the European Union and EFTA/EEA countries) and the National Observatories of the European Training Foundation (ETF) in the case of the 12 candidate countries. We are extremely grateful to them and to all those who were involved in this project in the EURYDICE European Unit in Brussels, CEDEFOP in Thessaloniki, and the ETF in Turin for their invaluable contribution to this fundamental source of information which is vital to a better understanding of education and training systems in Europe.

Given the number of countries now covered (1) and the amount of data available, the description of each system of education and training may be consulted solely electronically on the website of the EURYDICE Network (http://www.eurydice.org), which brings it to the attention of the largest possible number of people and enables it to be updated on a more regular basis. Patricia Wastiau-Schlüter Head of the EURYDICE European Unit

Johan van Rens Director of CEDEFOP

Peter de Roij Director of the ETF

June 2003

(1) The 30 European countries taking part in the EU Education Programme, Socrates.

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Organisation of the education system in Spain, 2003/04

41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27100

EENSEÑANZAS UNIVERSITARIAS

FORMACIÓN PROFESIONAL DE GRADO SUPERIOR

ENSEÑANZAS ARTÍSTICAS DE GRADO SUPERIOR

FORMACIÓN PROFESIONALDE GRADO MEDIO

BACHILLERATOEDUCACIÓNSECUNDARIA OBLIGATORIA

EDUCACIÓN PRIMARIAEDUCACIÓN INFANTIL

>>

Pre-primary (school settings) - ISCED 0

Upper secondary general - ISCED 3

Compulsory full-time education

Primary - ISCED 1

Upper secondary vocational - ISCED 3

Compulsory part-time education

Single structure - ISCED 1 + ISCED 2

Post-secondary non-tertiary- ISCED 4Lower secondary general -ISCED 2 (including pre-vocational)

Pre-primary education(non-school settings) - ISCED 0

Tertiary education - ISCED 5A

Part-time or combined schooland workplace courses

Lower secondary vocational - ISCED 2

Tertiary education - ISCED 5B Additional year

Study abroad Source: Eurydice.

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1. RESPONSIBILITIES AND ADMINISTRATION

1.1. Background

Spain is located in South-Western Europe. It has a total surface area of 505,990 km2. In 2001, the population was 41,116,842.

Since the adoption of the 1978 Constitution, Spain has been under social and democratic rule of law, with a parliamentary monarchy as its form of government. Legislative power is vested in the Cortes Generales (Spanish Parliament), which is composed of two Houses: the Congress and the Senate. The Government of the State, for its part, exercises the executive authority that has been occupied by various political parties. Since 1996, the party which has been in power is the liberal-conservative Popular Party.

The Spanish Constitution defined a new model of a decentralised State that created a separation of powers between the State administration and the Autonomous Communities. Since it was promulgated and developed, the Spanish education system has been through a process of transformation. In fact, between 1980 and 1999 the State administration transferred a number of functions, services and resources to the different Autonomous Communities. This decentralised model of administration of the education system divides educational powers between the State, the Autonomous Communities, the Local Authorities and the schools.

Spanish is the official language of the State. Certain Autonomous Communities have a second co-official language.

There is no official religion in Spain, although the vast majority of Spanish citizens profess to be Catholic. There is a concordat with the ‘Holy See’ that governs relations between the Catholic Church and the Spanish State. The public authorities also maintain cooperation links with other religious persuasions such as Evangelicals, Jews and Muslims.

The gross domestic product (GDP) per inhabitant was 15,031.85 euros in 2000. In the second quarter of 2002, approximately 11.09% of the working population was unemployed.

1.2. The education system: principles and legislation

The Constitution lays down the basic legislative principles on education. It recognises education as a fundamental right that the State must guarantee. It also establishes other basic rights related to education, and distributes educational powers between the services of the State and of the Autonomous Communities.

At the present time, the legislative framework that governs and directs the Spanish education system, in addition to the Spanish Constitution of 1978, is formed by the Organic Laws that develop the principles enshrined therein: Organic Law 6/2001 on Universities (LOU), which repealed Organic Law 11/1983 on University Reform (LRU); Organic Law 8/1985 regulating the right to education (LODE); Organic Law 1/1990 on the general organisation of the education system (LOGSE); Organic Law 9/1995 on the participation, assessment and management of schools (LOPEG) and Organic Law 10/2002 on the quality of education (LOCE).

In recent years, a new process of reform has been set in motion with the passing of three laws. The first is the Organic Law on Universities (LOU), which was passed in 2001 (see section 6B). Then, in 2002, the law on qualifications and vocational training was passed. The purpose of this law is to organise the entire system of vocational training, qualifications and accreditation, which aims to meet social and economic needs through the various forms of training: initial vocational training (which includes specific vocational training), in-service training in undertakings and on-the-job vocational training aimed at the integration and reintegration of workers in the world of work. Also, the Organic Law on the quality of education (LOCE) was passed in 2002. This law partially amends three previous laws, the LODE, the LOGSE and the LOPEG. The different aspects governed by this law are underpinned by five principles, as set out in its Preamble: encouraging the values of personal effort and rigour; boosting the processes of pupil

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assessment; reinforcing the system of equal opportunity; recognition and encouragement for the work of teachers; and greater autonomy for schools. Following consultations with the Autonomous Communities, the Government adopted the calendar of implementation of this law, which will cover a five-year period.

1.3. Allocation of responsibilities for the organisation and administration of the education and training system

The State administration has been adapting to the decentralised model established under the 1978 Constitution. This decentralised model divides educational powers into those reserved for the State, those vested in the Autonomous Communities and those assigned to municipalities.

The Ministry of Education, Culture and Sport (MECD) is the State body that has the following powers: setting of basic standards underpinning the constitutional right to education through the general organisation of the education system; the laying down of minimum requirements for educational establishments; the setting of minimum educational standards together with the regulation of academic and vocational diplomas and certificates which are valid throughout Spain; and the basic education required to guarantee the right and duty to master the Spanish language, without prejudice to the powers of the Autonomous Communities to lay down rules that guarantee the right of their citizens to convey and acquire a knowledge of their own linguistic heritage. The State has an Educational Inspectorate Service.

General investment planning for education and, more specifically, the policy of educational grants paid by the State Budget are also powers reserved for the State. These responsibilities also include defining the status and administration of public schools abroad, the Centre for the Innovation and Development of Distance Learning (CIDEAD), determining the legal status of foreign educational establishments in Spain and arranging for international cooperation in educational matters. The Autonomous Communities have regulatory powers and are responsible for the development of basic State standards and the regulation of non-basic aspects of the education system, as well as for the executive and administrative duties involved in administering the education system in their respective regions. Nowadays, all

the Autonomous Communities (with the exception of Ceuta and Melilla) have already undertaken educational responsibilities and have designed their own education policy. The government of each Community has administrative authority over the establishments in its region and the functions deriving from it and is empowered to create, authorise and administer public and private educational establishments and to administer the personnel, construction, infrastructure and reform of such establishments. Moreover, the pupil support services are organised by each Community. They also develop the State provisions regarding educational curricula and the regulation of levels, arrangements, courses and specialities, implement pedagogical research and development plans, process and grant subsidies for free attendance at private educational establishments, administer study scholarships and grants and regulate the composition and functions of the School Council at regional level within each Autonomous Community.

The responsibilities that the legislation assigns to the local corporations do not grant them Education Authority status, but rather recognise their capacity to cooperate with the State and the Autonomous Communities in the field of education. There is no common body in all Town Councils in charge of such tasks. They generally assume powers related to the following: granting land for the building of public establishments, the payment of expenses for the maintenance, repair, monitoring and upkeep of pre-primary and primary education establishments, the monitoring of compulsory education and educational services and the provision of complementary services and activities.

The decentralisation process has not only affected the various administrative levels, but it has also granted autonomy to non-university public schools and centros privados concertados schools (private establishments funded with public resources) to define their own model of organisational and pedagogical administration which is essential for their proyecto educativo (document setting out the basic principles identifying the establishment). The public establishments have some autonomy for economic management.

Administrative, economic management and pedagogical organisation matters are the responsibility of the governing bodies: the Consejo Escolar de centro (the School Council), the Claustro de Profesores (the Teachers’ Committee), the head teacher, the head of studies and the secretary or the administrator, as

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individual officers that together form the management team. The term of office of all officers appointed by the Education Authority is four years.

The Consejo Escolar in public primary and secondary schools comprises the head teacher, who chairs it, the head of studies, one municipal council member or representative and a number of representatives of teachers, pupils, parents and administrative and service staff, which varies in each Autonomous Community. Every two years half of the Council is elected by the educational community. This body sets out the guidelines for formulating the proyecto educativo and adopts and assesses it; elects the head teacher; adopts the reglamento de régimen interior (house rules); adopts and assesses the school’s draft budget and its implementation; recommends the renovation of school facilities and teaching materials; adopts and assesses the establishment’s annual programme and extracurricular activities; and analyses and assesses the results of the Education Authority’s evaluation of the school.

In higher education, universities enjoy autonomy in the areas of financial and economic administration and also for staff management. The statutes of each university must provide for at least the following governing and representation bodies: the social council, the Consejo de Gobierno (governing body), the university assembly, the consultative board, the board of the facultad (university centre where all cycles of non-technical education may be studied), the Escuela Técnica Superior (university centre where all cycles of technical education may be studied), the Escuela Politécnica Superior (higher polytechnics) the Escuela Universitaria (university education centre where first cycle studies are taught) or the Escuela Universitaria Politécnica (polytechnic university schools) and the department councils, as collegiate bodies. The individual officers include the rector, the deputy rector, the general secretary, the manager, the deans of the university faculties and the heads of the Escuelas Técnicas Superiores, Escuelas Politécnicas Superiores, Escuelas Universitarias or Escuelas Universitarias Politécnicas and the heads of departments and university research institutes.

1.4. Quality assurance

The normal tasks of the State Education Inspectorate are the responsibility of the Ministry of Education, Culture and Sport through the General Sub-Department of the Inspectorate (Alta Inspección), which has a number of technical bodies and the central and peripheral units required for the exercise of its functions.

Its main activities are: to ensure that plans, curricula and pedagogical guidelines, as well as teaching materials, are suitably adapted to the core curriculum and that such curriculum is taught in accordance with State regulations; to ensure compliance with the requirements set out with regard to educational levels, types, stages, cycles and specialities, the number of courses, the duration of compulsory education, admission requirements for passing from one educational level to the next, conditions for the awarding of diplomas and certificates and the academic and professional significance of such distinctions; to ensure that the fields of study conform to State legislation governing the awarding of academic and vocational diplomas and certificates which are valid nation-wide; to ensure compliance with the provisions on the basic content of the compulsory administrative documentation for each level; to ensure compliance with the basic conditions guaranteeing equality for all Spanish citizens in the exercise of their rights and duties in educational matters, of their linguistic rights and of the right to be taught in the official State language; to ensure that State provisions are respected in the awarding of subsidies and scholarships, and to submit reports to the competent bodies in relation to material resources and personnel expenses; to compile information for drawing up educational statistics for State purposes; and to submit to the State Authorities an annual report on education in the various Autonomous Communities.

The Technical Inspectorate depends on the authorities in each of the Autonomous Communities and has a dual purpose: to provide advice and support for the educational community and the administrative bodies; and to inspect and assess the education system to ensure that the set objectives are met.

The Inspectors carry out these tasks. To join the Inspectorate, candidates must be civil servants with at least 10 years of teaching experience, hold the degree of licenciado (obtained after successfully completing the second cycle of

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university studies), engineer or architect and successfully complete a series of competitive exams and be accepted by the merit system.

Under the principle of autonomy, universities are responsible for their own functioning.

In universities, the inspection work is carried out by the Inspectorate of Services. The regulations establish that in each university there must be an Inspectorate to supervise the functioning of the services and to cooperate in the tasks connected with disciplinary records and for the general monitoring and inspection of academic discipline. Its structure and organisation of this service depends on the Rector, who appoints and dismisses the Chief Inspector (the overall head) and the Inspectors of Services. Members of the teaching staff can be appointed to the post of Inspector of Services, in which case they are exempted from some teaching duties.

In order to introduce in the university system an external mechanism for the assessment of quality, the LOU set up the Agencia Nacional de Evaluación de la Calidad y Acreditación (the Spanish Agency for Quality Assessment and Accreditation).

1.5. Financing

Education is financed with public and private funds. The public funds are provided mainly by the Ministry of Education, Culture and Sport and by the Education Authorities in the Autonomous Communities with educational responsibilities. Public spending is not only earmarked for public education, but it is also allocated to finance student scholarships and grants and subsidise private establishments (centros concertados). There are two types of subsidy arrangements: general, by which they must provide compulsory education free of charge, and special, whereby the public funds cover only part of their costs. In order to receive public financing, establishments must meet certain minimum requirements. In Spain, the schools supported by public funds account for 72.62% of all compulsory level schools.

Educational establishments have autonomy in the management of their resources, but they must prepare an annual budget which is approved by the School Council. The public funds cover the salaries of teaching and non-teaching staff and the maintenance of facilities.

In compulsory and non-compulsory education, families must pay for teaching materials and textbooks and for the use of additional services such as transport and school meals (there is also assistance for less well-off families). They can contribute towards improving the equipment of the school and the organisation of extramural activities through voluntary contributions by the parent-teacher associations.

Given the fact that education is free of charge in the compulsory levels in public and private concertados schools (establishments funded with public resources), scholarships are mainly geared towards allowing less well-off pupils to gain access to the education system (in the non-compulsory levels) and to attend courses. Also, assistance is provided to cover the additional services of the education system (boarding, school meals, transport and the purchase of materials) in the non-compulsory levels.

The public universities enjoy economic and financial autonomy. Accordingly, they must have sufficient resources to fulfil their functions. Each university can freely have the resources assigned to it to draw up and manage its budget. Nonetheless, it must include in its planning an annual budget that must be approved by the Social Council of the university.

1.6. Advisory and consultative bodies

The Consejo Escolar del Estado (State School Council), which advises the competent authorities on the general education programme and the setting of the core curriculum, also provides advice on legislation. This council is made up of a chairman, a general secretary, who is entitled to speak but not to vote (both appointed by the Minister), a vice-chairman (elected by the council itself from among its members) and 80 council members (teachers and owners of public and private schools and universities, representatives of parents, pupils, the administrative and service personnel and the education authority, representatives of employers’ federations and trade unions, and well-known personalities in the field of education).

There is another interministerial consultative body, the General Council for Vocational Training, which advises the government on vocational training. This Council consists of the President (the Presidency alternates annually between the Minister of Education, Culture and

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Sport and the Minister of Labour and Social Affairs), four Vice-Presidents and the members of the Council. This Council includes an equal number of representatives of the general State administration and of the Autonomous Communities, as well as the most representative employers’ federations and trade union organisations.

There is also a Consejo Escolar Autonómico Territorial o de Zona (Regional School Council), as well as provincial, county, municipal and in some cases community or district councils in each Autonomous Community with educational responsibilities.

The types of School Councils and their scope of action are different in each Autonomous Community. Also, the Autonomous Communities are creating their own Vocational Training Councils.

In educational establishments, in addition to the Consejo Escolar (see section 1.3.), other avenues have been developed through which parents and pupils can participate in the management of the education establishment. Pupil participation is channelled through class delegates, who are directly elected by the pupils, the Council of Delegates (only in secondary schools) and pupils’ associations. Parents may cooperate and participate in school educational tasks through parents’ associations (at school level), federations and confederations.

At university level, the Consejo de Coordinación Universitaria (University Council) is the body that permits participation in the management and academic organisation within the framework of the State. Its responsibilities are as follows: consultation on university policy and coordination, planning, reporting and providing advice and proposals on matters relating to the university system. It is chaired by the Minister of Education, Culture and Sport and includes the following members: persons responsible for university education in the Consejos de Gobierno of the Autonomous Communities; the rectors of the universities; and 21 members who are appointed for a period of four years, including personalities from academic, scientific, cultural, professional, economic and social life.

Each university has its own Consejo Social (Social Council) which is the vehicle through which society participates in the university.

Its main function is to adopt proposals and to supervise the economic activities and the effectiveness of its services. The Autonomous Communities regulate the composition and functions of the Social Council and the

appointment of its members from among personalities from cultural, professional, economic, industrial and social fields (who cannot be members of the university community itself). Nonetheless, the members of the Social Council include the Rector, the General Secretary and the Manager, as well as a professor, a student and a representative of the administration and service personnel elected by the Consejo de Gobierno from among its members. The President of the Social Council is appointed by the corresponding Autonomous Community.

1.7. Private schools

Non-university educational establishments which are not public may be owned by private natural or legal persons. There are two kinds: the centros concertados, which are financed with public funds and generally provide compulsory-level education; and those which are not concertados. Both can provide education at any of the established educational levels or stages. Private establishments must meet the minimum legal standards, which are the same for all schools.

The centros concertados have many features in common with public schools, such as free education, teacher, parent and pupil participation in the administration and management of the establishment, the admission system, the non-profit nature of their extracurricular activities and services and the optional nature of religious education. Private non-concertados schools are free to set their own internal rules, select their teaching staff, set out admission procedures, lay down their own rules and regulations and determine tuition fees. For further information see section 1.3.

Private universities are defined as those which are owned by a private natural or legal person. Like public universities, they are autonomous.

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1.8. Statistics

Number of schools and units/groups, teachers and pupils by type of school. School year 2001/02. Provisional data:

Number of establish-

ments

Number of units

or groups

Teachers Pupils

Private schools

5,810 92,404 142,129 2,216,786

Public schools

15,417 217,574 399,045 4,614,203

TOTAL 21,227 309,978 541,174 6,830,989

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

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2. PRE-PRIMARY EDUCATION

Pre-primary education in Spain is referred to as Infant Education. Infant education is the first level of the education system, although it is not compulsory. The prime objective of this stage is to foster the physical, intellectual, emotional, social and moral development of the child. This stage is divided into two cycles: from 0 to 3 years and from 3 to 6 years.

The LOCE has established a new organisation for this stage: preschool education (from 0 to 3 years) is designed to provide child education and care, and infant education (from 3 to 6 years) is designed to achieve the above objectives (there are differences in timetabling depending on the type of school and its administrative dependence).

The public authorities ensure that a sufficient number of school places are available for all pupils. The only admission requirement is the age of pupils entering education at this level. Children with special educational needs may be enrolled, wherever possible, in mainstream pre-primary schools that have sufficient human and material resources.

2.1. Organisation

Pre-primary schools can be public or private. Public establishments are referred to as escuelas de educación infantil. They can be incorporated in colegios de educación primaria. In the LOCE, the centros públicos de educación infantil are referred to as escuelas infantiles. Private establishments which offer pre-primary education under the competent education authority are referred to centros de educación infantil. In public establishments, the second cycle of pre-primary education is free of charge. The admission criteria are legally regulated when the demand for places exceeds supply. The priority criteria for public and subsidised private schools (concertados) include distance from home, annual family income and presence of siblings at the school. Private pre-primary education establishments can set their own admission requirements.

Pre-primary establishments may offer the first or second cycle or both. They must have at least

three class units to teach the first or second cycle. In order to teach both cycles, establishments must have a minimum of six units (three for each cycle). Schools must always comply with the minimum standards. The maximum number of pupils per class must be as follows: eight for children under the age of 1, 13 for children from 1 to 2, 20 for children from 2 to 3, and 25 for children from 3 to 6.

In public establishments, the parents or guardians of pupils must pay for school meals, transport and teaching materials, but they can receive some assistance depending on their income. In private schools, parents pay all the costs.

Public schools are co-educational. Private schools are only exceptionally single-sex.

The school calendar varies depending on the kind of establishment and is set by each education authority. In first-cycle escuelas de educación infantil, the school year usually begins in the first week of September and ends in the last week of July. In establishments where only the second cycle of pre-primary education is offered, the school year begins between the 2nd and 16th of September and ends between the 20th and 30th of June. The total number of school days is 180, spread over 36 five-day weeks. The timetable for public schools which enrol children only for the first cycle or all cycles is usually 35 hours a week (there are differences in timetabling according to the type of school and the administration on which it depends). This includes lunch breaks, rest or nap periods and recreation periods. The number of hours can be increased to accommodate the working hours of parents or guardians. Nonetheless, children are not usually allowed to remain on the school grounds for more than 9 hours a day. Private establishments adapt their schedules to family requirements. Schools offering only the second cycle have the same timetable as primary schools. The school day lasts five hours, usually divided into morning and afternoon sessions of three and two hours respectively, with a two-hour interval between the two. Meals are provided in many public and private schools, and some schools are beginning to offer breakfast service from 7:30 a.m.

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2.2. The curriculum

The content of pre-primary education revolves around three areas of experience: personal identity and independence; physical and social environment; and communication.

While maintaining the integrated nature of this level, the approach to areas or fields of experience is different in each of the two cycles. In the first cycle, the emphasis is on the development of motor skills, control of the body, initial communication and language, discovery of personal identity and elementary patterns of interpersonal relations. The second cycle stresses the development of language as a tool for understanding and the child’s involvement in the environment, the development of a positive and balanced self-image, and the acquisition of social habits as a means of achieving personal independence. The specific number of hours has not been set for the different areas.

In the LOCE, the emphasis is on the initiation to reading, writing and arithmetic and the promotion by the education authorities of the inclusion of one foreign language at pre-primary level (from 3 to 6 years of age).

The educational methodology at this level should be based on experiences, activities and play in an environment of affection and trust. These methodological principles must take on a global perspective in order to foster the achievement of significant learning. Another characteristic of this stage is the need to be flexible when conducting activities and to adapt to the children’s pace to devote the necessary time for affection, activity, relaxation, rest, eating, etc.

2.3. Assessment

Assessment in pre-primary education must be overall, continuous and educational. The staff should establish certain assessment indicators or criteria to be able to reach a qualitative appraisal of how well the skills taught in each cycle have been learned. Assessment of the pupils’ learning progress is essentially incumbent upon the form teacher. He/she should also consider the information provided by other professionals. The most appropriate assessment techniques during this stage are parent-teacher interviews and direct and systematic observation of the child by teachers. Assessment results should also include

the progress made by pupils and, where appropriate, any reinforcement and adaptation measures taken.

The teacher must also evaluate his/her own work programme as a measure of its suitability and the extent to which it is being implemented.

Pre-primary education must be closely coordinated with primary education, in order to guarantee a smooth transition from one to the other.

2.4. Teachers

Initial training of pre-primary teachers is given in Escuelas Universitarias de Profesorado and in teacher training colleges attached to the education faculties. Initial training consists of a three-year first cycle of university-level studies. The major characteristics of the study arrangements nationwide are that the overall course load ranges from 20 to 30 hours per week including practical and theoretical training. At the end of these studies, the Maestro diploma can be obtained in different specialities: pre-primary education, primary education, foreign language, physical education, music, special education and hearing and speech. In order to teach at pre-primary level, Maestros must have specialised in infant education. During the first cycle, pre-primary schools may employ other teaching staff, such as senior technical specialists in infant education (técnicos superiores en educación infantil) or its equivalents. Attempts should be made to ensure that, throughout the entire cycle, the same form teachers teach the same group of pupils.

The LOCE lays down that preschool education (0-3 years) will be given by professionals with proper qualifications, and infant education (3-6 years) by Maestros who have obtained the corresponding speciality.

There are two groups of teachers in pre-primary education and in primary and secondary education: those who teach in public schools, who usually have civil servant status, and those who teach in private schools, subsidised or otherwise, who are employed by a company. Those who wish to teach in the public sector must pass a competitive examination set for the relevant official public teaching corps.

Teachers in private schools are subject to the normal rules which govern employment contracts. A contract of employment is signed by the owner

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of the establishment in question and can be of variable duration.

In-service training is a right and an obligation for teachers at all levels. The education authorities must plan the necessary activities to make such cost-free courses possible. Teachers must attend periodic scientific, didactic and professional activities in the education centres, in specific training institutions and in universities. Attendance certificates are issued for refresher courses. Certificates may be considered as giving merit for competitive examinations or as a requisite, in the case of some public official teachers to be eligible for sexenios, or ‘six-year periods’ (specifically designed to supplement teachers’ salaries).

2.5. Statistics

Number of pupils per unit in pre-primary education by type of school. School year 2001/02. Provisional data:

2001/02 RATIO

Total 19.7

Public 19.1

Private 20.9

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

Number of pupils in pre-primary education and percentage in public establishments. School year 2001/02. Provisional data:

TOTAL 1,211,826

% in public establishments

65.89

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

Net rate of schooling in pre-primary education by age. School year 1999/2000

TOTAL RATE

Under 1 year 1.5

1 year 6.8

2 years 15.9

3 years 84.0

4 years 99.1

5 years 100.0

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport) Number of pre-primary schools and units, and percentage of public establishments. School year 2001/02. Provisional data:

2001/02 TOTAL % Public

Establishments 15,819 71.61

Units 64,177 69.16

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

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3. COMPULSORY EDUCATION

In Spain, full-time compulsory education lasts 10 years (from the age of 6 to the age of 16). It is divided into compulsory primary and secondary education (ESO). There are also specialised education courses that can be attended at the same time as compulsory education.

3A PRIMARY EDUCATION

Primary education is divided into three two-year cycles corresponding to ages 6 to 8, 8 to 10 and 10 to 12 respectively.

The purpose of primary education is to provide all children with a common education, giving them the opportunity to acquire a basic cultural background and a command of oral expression and to learn reading, writing and arithmetic. Also, they learn gradual autonomy in their environment.

The LOCE also sets as the objectives of primary education the task of facilitating the acquisition of habits of civic behaviour, study and work to prepare pupils to benefit from compulsory secondary education.

3A.1. Organisation of schools

Schools may be public or private. Public schools which provide primary education are called colegios de educación primaria (primary education schools). The facilities and their maintenance depend on the local municipality. All establishments must comply with the minimum requirements established by the Ministry of Education, Culture and Sport (MECD). They must have for each course at least one class unit with a maximum of 25 pupils, and they must offer all three cycles of education. Pre-primary second-cycle level teaching (public sector) is usually given in primary education establishments (see section 2.1). Private establishments are subject to the principle of administrative authorisation and

usually also offer pre-primary education and/or compulsory and post-compulsory secondary education. They can be granted authorisation only if these minimum requirements are met.

All pupils must be admitted to this level. The only restriction is age. Admission criteria are necessary when the demand for places in publicly funded schools exceeds the number of available places. In such cases, these criteria, which are set for the entire State, are the same as in pre-primary education in public schools. In addition to these criteria, there is also the legislation of each Autonomous Community.

Each cycle constitutes a unit of time. Each group of pupils is based on the year of birth and should be assigned to a form teacher, who will be the same throughout the cycle.

Publicly funded establishments are co-educational, while private establishments are only exceptionally single-sex.

The school calendar is similar to the one described for the second cycle of pre-primary education.

Assistance measures are provided to cover services which are complementary to education (see section 2.1.).

3A.2. The curriculum

Teaching is organised around six compulsory areas of knowledge. The enseñanzas mínimas (minimum core curriculum requirements), which have been set by the Ministry of Education, Culture and Sport (MECD) and must be met nationwide, include the objectives, the basic curricular aspects for each subject area, guidance on assessment and the amount of time to be devoted to each subject area. The core curriculum should never account for over 55% of total teaching hours in the Autonomous Communities which have an official language other than Spanish, or 65% for those that do not. The minimum number of hours in each subject area is as follows: natural, social and cultural environment (175 h in the first cycle, 170 h in the second, 170 h in the third); art

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education (140 h, 105 h, 105 h); physical education (140 h, 105 h, 105 h); mathematics (175 h, 170 h, 170 h); foreign languages (compulsory from second cycle, 170 h, and third, 170 h); Spanish language and literature (350 h, 275 h, 275 h); religion (compulsory for schools but voluntary for pupils) or alternative activities (105 h, 105 h, 105 h). The LOGSE has also established the need to introduce cross-curricular subjects.

The LOCE has changed the objectives and the name of various fields of knowledge at this educational level. For example, knowledge of the natural, social and cultural environment is now called science, geography and history, and religion is now referred to as society, culture and religion. The LOCE also states that the curriculum must include activities that stimulate pupils’ interest in reading and the habit of reading.

Based on the minimum course requirements that the Spanish Government sets for the entire State, each Autonomous Community develops its own official curriculum. Educational establishments, in turn, adapt these curricula to their social, economic and cultural context and define methodological criteria and assessment processes.

Methodology is integrated and interdisciplinary. The different fields of knowledge should each be reinforced by the others within an integrated approach. The level of education is the same for all pupils, but if they do not attain the overall objectives, the teaching should be adapted to each child’s learning pace, providing additional teaching and, where necessary, adapting the curriculum. Teaching processes should be guided by the ‘learning to learn’ principle. Play activities are suitable during this stage.

The teaching materials are selected by each school.

3A.3. Assessment/Certification

No academic certificates are awarded at the end of this level, and the assessment process must be overall and continuous.

The LOCE states that the education services will carry out a general diagnostic assessment of the acquisition of the basic skills which are part and parcel of this level of education. This test will have no academic effects. Instead, it will be formative and will provide guidance for the

schools, the teachers, the families and the pupils.

3A.4. Promotion/Guidance/Transition agreements

The pupils move on from one cycle to the next provided they have attained the corresponding objectives. The decision is taken by the form teacher. If the pupil does not attain the objectives, he can follow one more course in the same cycle. This decision can be taken only once during this stage.

3A.5. Teachers

The teacher is responsible for teaching most subjects. There are specialists teachers for physical education, foreign languages and all other subjects for which these arrangements are made. A form teacher is assigned to each group of pupils. The team of teachers in each cycle organises the teaching, learning and assessment activities.

Initial and in-service training and conditions of service for primary teachers are similar to those of pre-primary teachers (see section 2.4.).

3A.6. Statistics

See section 3B.6.

3B COMPULSORY SECONDARY EDUCATION

Educación secundaria obligatoria (ESO – compulsory secondary education) consists of four school years divided into two two-year cycles, corresponding to ages 12 to 14 and 14 to 16, and marks the end of compulsory education. The purpose of this stage is to give all pupils basic cultural skills, to train them to assume their responsibilities and exercise their

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rights and to prepare them either for work or for post-compulsory secondary education.

The reform of secondary education was initiated in 2001. This reform affects the minimum courses in compulsory secondary education. It will be progressively implemented until school year 2003/04.

For its part, the LOCE sets a series of measures which will affect the courses to be taught in compulsory secondary education.

3B.1. Organisation of schools

ESO establishments teach both cycles and must have at least one class unit per course with no more than 30 pupils per teacher. At the present time, by way of exception, it is possible to teach the first cycle in primary establishments attached to a secondary establishment. ESO establishments may teach Bachillerato (Baccalaureate) and specific vocational training courses.

These schools can be publicly or privately funded. Public schools are called institutos de educación secundaria (secondary education schools). Publicly funded establishments are co-educational, while private schools can be single-sex.

Distance learning can be offered to guarantee the right to education for those who cannot attend an educational establishment on a regular basis. Distance learning centres have been set up for this purpose in the Autonomous Communities.

The school calendar varies slightly from one Autonomous Community to another. In 2002/03, the school year for ESO began between the 2nd and the 23rd of September and ended between the 13th and the 30th of June. The total number of school days is 175, divided into 35 five-day weeks. The weekly timetable for ESO consists of thirty 60-minute periods, i.e. 6 classes a day, from Monday to Friday.

3B.2. The curriculum

Pupils who successfully complete primary education can go on directly to attend ESO schools. Pupils from primary education schools

attached to such establishments are given priority. If there are not enough places, the admission criteria are the same as for primary education. The groups are based on the year of birth.

Two principles govern this stage: comprehensive education and a commitment to diversity. ESO is divided into fields of knowledge which branch out into disciplines which are compulsory for all pupils, with no fields of specialisation. The curriculum also comprises optional subjects, which are given increasing emphasis during this stage. ESO also includes basic vocational training. The LOCE organises this education level into years and not into cycles and sets in the third and fourth years different course options referred to as itinerarios formativos. In the third year, there are two course options (technological and scientific-humanist). There are three course options in the fourth year (technological, scientific and humanist). Also, the fourth year is referred to as the year for post-compulsory academic and vocational guidance. It will provide preparation for post-compulsory studies and the entry into the world of work.

Each subject area is assigned a minimum number of compulsory hours of teaching, which must not exceed 55% of the school timetable in Autonomous Communities with two official languages, or 65% in other Communities. The minimum number of hours allocated for compulsory subject areas by cycle is as follows: natural science (140 h for the first cycle and 90 h for the second), technology (125 h, 70 h), music (35 h, 35 h), plastic and visual education (35 h, 35 h), social studies, geography and history (140 h, 160 h), foreign languages (210 h, 240 h), Spanish language and literature (245 h, 240 h.), mathematics (175 h, 160 h), physical education (70 h, 70 h), and religion (compulsory for schools but voluntary for pupils) or study activities (105 h, 105 h). In the final year, pupils must choose two subjects (170 h total) from the first four subject areas mentioned above. In the first cycle, optional subjects must account for approximately 10% of the school timetable. In the second cycle, the time devoted to optional subjects is increased to 25-35%.

Among the optional subjects, it is compulsory for schools to offer a second foreign language throughout the cycle and classical culture for at least two years in the second cycle. Cross-curricular subjects are also included, as in primary education.

The system of adaptation of the core curriculum by the schools is similar to primary education.

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The different subjects are taught to all pupils at the same level, taking into account that ESO teaching methods must be adapted to each pupil’s needs. They must foster their ability to learn on their own, as well as to work in teams.

In addition to the subject areas mentioned above, the LOCE includes in compulsory secondary education Latin and society, culture and religion. The latter entails two options: a denominational option and a non-denominational option. It states that the education services will provide the necessary measures so that in the different subjects activities are developed that stimulate interest in reading and the habit of reading and the ability to express oneself correctly in public.

The teaching materials are selected by each school.

3B.3. Assessment/Certification

Assessment must be continuous and integrated. The LOCE stipulates that the education services will carry out a general diagnostic assessment of the acquisition of the basic skills which are part and parcel of this level of education. This test will have no academic effects. Instead, it will be formative and will provide guidance for the schools, the teachers, the families and the pupils.

Pupils who successful complete ESO are awarded the secondary school leaving certificate (graduado en educación secundaria). At the end of this stage, all pupils receive a certificate stating the years of attendance and the qualifications obtained in the various areas and subjects.

The LOCE states that pupils who pass all the subjects at this educational stage will be awarded the secondary school leaving certificate.

3B.4. Movement of pupils to the next level, guidance and transition agreements

The decision regarding the movement of pupils to the next level is decided at the end of the first cycle and at the end of each of the years in the

second cycle. All the teachers of each pupil decide collectively on whether the pupil can move on to the next year or cycle. Pupils who have not attained the objectives of the first cycle of a particular educational level can follow one more year at that level and another year in any of the years of the second cycle (subject to the limitations and conditions set by the different Autonomous Communities), provided they have not had to do an extra year at primary level. In all, they can remain only two years more than the number set for the entire duration of compulsory education. The LOCE states that the decision to allow a pupil to move to the next level must be taken at the end of each of the years at that particular level. The pupil can repeat a given year only once.

The form teacher is responsible for coordinating the personal guidance of pupils with the support of the Guidance Department. At the end of the level, guidance must be given on the pupil’s academic and vocational future. The guidance is not prescriptive and must be confidential.

The secondary school leaving certificate gives pupil access to the Bachillerato course and to specific vocational training (intermediate level).

The special measures for pupils include the adaptation of teaching to their individual needs. Also, there are special social guarantee programmes (see chapter 5) for the group of pupils who do not attain the objectives set for compulsory secondary education.

3B.5. Teachers

To teach at secondary level, prospective teachers must hold the degree of licenciado, ingeniero (engineer), arquitecto (architect) or its equivalent. The establishments where they receive their initial training are the escuelas técnicas superiores or esculeas politécnicas superiores. These are first- or second-cycle courses which last four, five or six years.

In addition, pupils must have a specialised didactic qualification, which can be obtained after following a course in teacher training.

In-service training for secondary school teachers is similar to that of primary school teachers. Their conditions of service are similar to those of primary education teachers, except that the salary is based on professional group and category.

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A form teacher is assigned to each group of pupils. There is a specific teacher for each subject area.

3B.6. Statistics

Number of schools and units which offer primary education and compulsory secondary education, and percentage of public establishments. School year 2001/02. Provisional data:

Primary education ESO

N % public

N % public

Establish-ments

13,700 75.2 8,750 63.8

Units 116,419

70.9 74,471 68.30

Mixed units (1)

2,533 98.34 - -

(1) Primary Education Units that can take pre-primary pupils.

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

Number of pupils by unit in primary education and by group in compulsory secondary education, according to type of school. School year 2001/02. PROVISIONAL DATA:

Primary education

ESO

TOTAL 20.8 25.5

In public establishments

19.4 24.5

In private establishments

24.3 27.7

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

Number of pupils in primary education and compulsory secondary education, and percentage in public schools. School year 2001/02. Provisional data:

Primary education ESO

TOTAL 2,475,027 1,901,238

% in public

establishments

66.66 65.6

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

3C SPECIALISED EDUCATION: ART COURSES

Specialised education courses provide adequate training for the various professions involved and are compatible with the compulsory courses of the mainstream education system. See section 4C.

Establishments providing art education vary widely, but they are always governed by national regulations. Music and dance schools (public and private) differ in their requirements and designation, depending on whether or not they offer official certificates.

Conservatorios are public establishments that teach music and dance. Elementary conservatorios teach the elementary level (four grades) and must have at least 80 pupils.

Centros integrados (integrated schools) may simultaneously offer primary education and elementary music or dance courses. They must meet the same standards as mainstream schools, plus a series of requirements for specialised courses. Private schools may also provide this type of education.

The education authorities are responsible for setting the criteria for admission to elementary music and dance courses. Usually, the ideal age is considered to be around 8 years.

The curriculum must comply with the principles established for the other levels of mainstream education and is organised into subject areas. Pupils spend five years in elementary level and can repeat a year only once.

Assessment must be continuous and integrated. The results of the final assessment of the different subjects are expressed in terms of ‘pass’ or ‘fail’. At the end of this level, pupils are awarded the corresponding certificate.

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4. GENERAL AND VOCATIONAL POST-COMPULSORY SECONDARY EDUCATION

Post-compulsory secondary education is divided into an academic or general branch and a vocational branch. There are also enseñanzas de régimen especial (specialised education courses) that can be studied alongside these post-compulsory secondary education courses.

4A GENERAL UPPER SECONDARY EDUCATION

The general branch comprises the Bachillerato (Baccalaureate), which is a two-year course for pupils from 16 to 18 years of age. In order to qualify for the Bachillerato, pupils must have a graduado en educación secundaria certificate. Those who have obtained the qualification of Técnico are immediately eligible for certain types of courses after following the specific vocational training course (intermediate level).

Admission to these courses is also open to those who have the first-level técnico auxiliar qualification and who have successfully completed the common courses in applied arts and crafts.

This general branch has a threefold purpose: to prepare pupils for university education, for specific advanced vocational training and, finally, for the job market.

Links with the local community usually depend on the organisation of each municipal council and the services which it offers.

4A.1. Organisation of schools

The Bachillerato course is offered by secondary education establishments, which may be privately or publicly funded and are called institutos de educación secundaria (secondary education schools) if they are publicly owned. These establishments must also have adequate equipment and premises to accommodate the

different kinds of Bachillerato offered. In these establishments, classes are organised by age, and there can be no more than 35 pupils per class. All schools must meet a series of minimum standards, which are compulsory nationwide. Public establishments are co-educational, while private schools are only exceptionally single-sex.

The school calendar is the same as in compulsory secondary education; see section 3B.1.

The teaching materials are selected by each school.

4A.2. The curriculum

There are 4 different types of Bachillerato (art, natural science and health, humanities and social science and technology). The LOCE defines 3 types of Bachillerato: arts, science and technology, and humanities and social sciences.

The different subjects are taught to all pupils at the same level. The curriculum is divided into common subjects, subjects which are specific to each type of Bachillerato and optional subjects. Basic vocational training is part of the Bachillerato.

The 1991 Royal Decree lays down the structure of the Bachillerato, specifying the enseñanzas mínimas (the minimum core curriculum, the subject areas to be covered in each type and the minimum hours for each subject). The core curriculum for all these subject areas has been established nationwide. Each Autonomous Community must adapt the curriculum to its particular social, economic and cultural context, set the methodological and assessment criteria and offer optional subjects. In 2000, the structure and the core curriculum of the Bachillerato were changed. However, the new organisation will not be fully implemented until 2003/04, while the only course that will change in 2002/03 will be the first-year course. The core curriculum should never exceed 55% of the school timetable in the Autonomous Communities with two co-official languages, or 65% in other Communities. This

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explains why there are certain differences in the timetables and in the range of optional subjects offered in the different Autonomous Communities. Optional subjects are allocated a minimum of 70 hours. The core curriculum is taught in both types for one or two years and includes: physical education (35 h), philosophy (140 h), history (70 h), Spanish language and literature and official language of the corresponding Autonomous Community and literature (210 h), foreign language (210 h) and religion/study activities (70 h).

The teaching methods used in the Bachillerato courses are intended to foster pupils’ capacity to learn on their own, to work in teams and to employ appropriate research methods. It should also stress the relationship between the theoretical and practical aspects of knowledge. Teachers are free to choose the teaching materials because it is they who decide in the teachers’ assembly which materials they want to use in their classes. The LOCE stresses the importance of developing activities that stimulate interest in reading and the habit of reading and the ability to express oneself correctly in public.

4A.3. Assessment/Certification

The essential characteristics of pupil assessment are applicable nationwide, although each Autonomous Community establishes its own assessment criteria as part of its curriculum, and these criteria are defined in more detail in each school. Assessment is continuous and must take into account all the subjects in the grade or level concerned, pupils’ academic maturity in relation to the Bachillerato objectives and their ability to undertake higher education.

The examinations are single-subject, and the grades are given on a scale of 1 to 10 (no fractions), with 5 or over being considered a pass. If pupils do not pass a subject in June, they may sit a special repeat exam in September. Pupils are assessed by a group of teachers under the coordination of the form teacher and under the supervision of the Guidance Department.

Pupils who successfully complete the Bachillerato are awarded the Bachiller diploma. To obtain this, pupils must pass all subjects. In addition, the LOCE stipulates that to obtain the qualification of Bachiller the pupil must pass a general Bachillerato test.

4A.4. Promotion/Guidance/Transition agreements

Pupils in the first year who have more than two subjects which they have not yet passed must repeat the year. Also, pupils who at the end of the second year have more than three subjects which they have not yet passed must repeat this year in its entirety. However, if they have failed three or less they take only these particular subjects. Pupils can spend a maximum of four years on the Bachillerato course.

The form teacher and the Guidance Department are also responsible for giving pupils advice and guidance on their future academic and vocational career.

The qualification of Bachiller gives pupils entitlement to follow specific vocational training (higher level), other higher education courses and university.

4A.5. Teachers

See section 3B.5.

4A.6. Statistics

See section 4B.6.

4B VOCATIONAL UPPER SECONDARY EDUCATION

This section will discuss only specific vocational training. Specific vocational training as established by the LOGSE is divided into two levels: intermediate and advanced level, which are also referred to as intermediate- and advanced-level ciclos formativos (the latter level will be discussed in chapter 6). Specific intermediate-level vocational training is open to pupils over 16 years of age. The duration of the course varies depending on the ciclo formativo (from 1,300 to 2,000 hours, spread over eighteen months or two years; the course generally lasts eighteen months).

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The graduado en educación secundaria (secondary education certificate) is required for enrolment in this intermediate-level vocational training course. However, pupils may also enrol even though they do not meet the established academic requirements, provided they are able to prove through a special test that they have the required aptitude to benefit from the course.

The main objectives of this level are to ensure that pupils acquire the vocational skills which are characteristic of each qualification, that they understand basic legislation including their rights and obligations and that they acquire the knowledge and skills required to work safely, with self-confidence and professional maturity.

4B.1. Organisation of schools

Vocational training establishments may be privately or publicly funded. Intermediate-level vocational training may be offered by: a) schools which offer educación secundaria obligatoria (compulsory secondary education – ESO), those which offer Bachillerato courses and both (in the case of public schools, institutos de educación secundaria). In the latter case, vocational training must constitute a separate organisational unit within the educational establishment, although the two kinds of schooling may share certain common facilities; b) schools devoted exclusively to teaching specific vocational training. In these establishments, the classes are organised by age, and there can be no more than 30 pupils per class. As in the general branch, all establishments regardless of their status must meet minimum standards, which are compulsory nationwide. Public establishments are co-educational, while private schools are only exceptionally single-sex.

The school calendar is the same as in compulsory secondary education; see section 3B.1.

The teaching materials are selected by each school.

4B.2. The curriculum

The basic general guidelines and the corresponding core curriculum for the entire State are set by the Ministry of Education, Culture and Sport. The education authorities have supplemented these basic regulations and established the ciclos formativos curriculum

corresponding to the various certificates available in the region or area under their aegis.

The core curriculum set for each ciclo formativo leading to a vocational certificate specifies the total duration of the ciclo formativo and the minimum number of hours required for each módulo. This timetable, which is established nationwide, may not under any circumstances exceed 55% of the total timetable established for the ciclo formativo concerned (in Autonomous Communities that have two co-official languages) or 65% (in those that do not).

The ciclos formativos are organised into theoretical-practical módulos profesionales, of which the duration depends on the nature of the professional skills required for each certificate. These ciclos formativos are divided into 20 different occupational families. Furthermore, all the ciclos formativos include a módulo on placement training and counselling. All ciclos formativos curricula include on-the-job training that usually lasts 300-700 hours. Subjects are taught at the same level to all pupils.

Teaching methods in specific vocational training in general should offer a suitable combination of scientific, technological and organisational course content to provide pupils with a coordinated overview of the production processes in which they will be called upon to participate. They should also encourage teamwork and pupils’ abilities to learn on their own.

4B.3. Assessment/Certification

Assessment is continuous and is carried out through módulos profesionales, although the overall aspects of such training should be taken into account. The person appointed by the educational establishment to supervise on-the-job training participates in assessing pupils’ progress in these modules.

The final assessment is single-subject and is expressed in grades from one to ten, with the exception of the on-the-job training módulo, where it is expressed in terms of ‘pass’ or ‘fail’. Pupils must obtain a pass grade in all the módulos of the training cycle in question. The assessment and academic accreditation of pupils enrolled in specific vocational training have been regulated at different times by each Autonomous Community.

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Pupils who successfully complete intermediate-level vocational training are awarded a técnico certificate in the corresponding trade.

4B.4. Promotion/Guidance/Transition agreements

With the qualification of técnico, pupils can have access to certain types of Bachillerato relating to the cycle they have followed, subject to the appropriate course validations. Also, it is possible to enrol for other specialised or complementary courses.

Remedial activities are arranged for the modules which the pupils have not passed.

The types of vocational guidance and the person responsible for this task and for assessment are the same as for the general branch of education; see section 4A.4.

4B.5. Teachers

The teachers who work in vocational training are subject specialists and are qualified to teach specific vocational training and, in certain cases, some subjects of ESO and Bachillerato. The qualifications required of these teachers are the diplomado, the ingeniero técnico or the arquitecto técnico. These qualifications are obtained in faculties, escuelas técnicas superiores, escuelas politécnicas superiores and escuelas universitarias politécnicas. Those who do not have a Maestro diploma and those who do not have a Licenciado degree in education must have a specialised educational training diploma.

Their conditions of service and in-service training are the same as those of teachers in mainstream secondary education; see section 3B.5.

4B.6. Statistics

Number of schools that offer post-compulsory secondary education and percentage of public schools. School year 2001/02. Provisional data:

Number of establishments

% of public establishments

Bachillerato 4,224 67.5

Vocational training

3,176 66.9

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

Number of pupils in post-compulsory secondary education and percentage in public schools. School year 2001/02. Provisional data:

Number of pupils

% in public establishments

Bachillerato 677,554 74.7

Intermediate-level vocational training

213,541 72.14

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

Number of schools, teaching staff and pupils in specialised education courses: art courses. School year 2001/02

No. of estab.

% public

No. of teachers

No. of students

% in public estab.

Plastic arts and design (1)

180

87.77

3,133

20,919

92.02

Music (2)

761 68.59 13,032 118,842

82.13

Dance (2)

146 30.82 950 11,853 43.06

(1) The number of schools and teachers is the total number which offer art courses (intermediate and higher level).

(2) Data for the elementary and intermediate levels.

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

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Number of schools, teaching staff and pupils in specialised education courses: official language schools. School year 2001/02

No. of

estab.

% public No. of

teachers

No. of pupils

199 100.0 3,563 306,393

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

4C SPECIALISED EDUCATION

The intermediate level of specialised education covers the teaching of foreign languages, art (divided into music and dance, and plastic arts and design) and the subjects leading to the degree of sports technician. Art education (elementary level) is discussed in section 3C.

Foreign languages are offered by the escuelas oficiales de idiomas (official language schools). These schools teach foreign languages and the co-official languages of Spain. These courses are compatible with the courses in the rest of the education system, and students must be at least 14 years of age. There are two cycles: elementary and advanced. The elementary cycle lasts three years, with a minimum teaching time of 360 hours. The only subject taught is the language. The advanced cycle lasts two years, with a minimum teaching time of 240 hours. The Government sets the core curriculum. Also, distance language learning is available through public educational establishments.

In order to enrol in the elementary cycle, pupils must have followed the first cycle of compulsory secondary education or have the old qualification of the graduado escolar, the certificado de escolaridad or the certificado de estudios primarios. to qualify for the advanced cycle, pupils must have the academic certificate stating that they have successfully completed the elementary cycle. Once they have completed the elementary cycle and passed the corresponding examination, pupils are awarded an academic certificate that attests to their having achieved the set objectives. After completing the advanced cycle and demonstrating that they have mastered the language to the extent set out in the set objectives, pupils are awarded an aptitude certificate. Both certificates may be obtained either by students attending school classes or by

independent students. The latter group can take a special annual examination.

To teach in official language schools, prospective teachers must hold the degree of licenciado, ingeniero (engineer), arquitecto (architect) or its equivalent. They must also have been selected through the standard selection process.

Music and dance education (intermediate level) is offered by professional conservatorios, which must have at least 180 pupils in music and 90 in dance. Pupils may enrol in any course without having completed the previous course, provided they pass the corresponding exam. A core curriculum is defined for intermediate-level music and dance education. Evaluation is similar to that of elementary level.

Pupils can be enrolled for a maximum of eight years in intermediate level, but no more than three years in any cycle and no more than two years in any one course. Pupils passing this level receive a professional certificate in the corresponding course and speciality.

To teach the various types of art, prospective teachers must hold the degree of licenciado, ingeniero (engineer), arquitecto (architect) or its equivalent.

Courses in plastic arts and design are divided into two levels (intermediate and advanced), which are considered as ciclos formativos. These courses are organised into cycles, with theoretical and practical módulos.

Public establishments that offer these courses are referred to as escuelas (schools), followed by the corresponding level and the courses taught. These courses can also be taught in authorised private schools. Both types of schools must comply with the minimum standards.

To enrol in this level, pupils must hold the certificate of graduado en educación secundaria or its equivalent and demonstrate that they have the necessary abilities by passing a test.

Evaluation may be initial, continuous and final. When pupils pass the intermediate ciclo formativo and submit an end-of-term project, they receive the técnico certificate in plastic arts and design in the corresponding speciality.

To teach plastic arts and design, prospective teachers must hold the degree of diplomado, arquitecto técnico or ingeniero técnico or its equivalent.

The courses leading to the degree of sports technician are organised into two levels: intermediate level (which is subdivided into two levels) and higher level (see section 6C).

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The schools where these courses are offered can be public or private and must meet a series of requirements as regards premises, equipment and number of students per classroom.

At the present time, the Ministry of Education, Culture and Sport regulates the core curriculum, the tests and the requirements as regards access to the various specialities, i.e. mountain sports and climbing, winter sports, football and indoor football, creating a total of 17 qualifications for sports technicians.

For access to these courses, pupils must have the secondary school leaving certificate or the equivalent and must pass a special entrance examination. They can enter the second level of the course if they have successfully completed the first-level courses in the same type of course or sport speciality. However, pupils can have access to these courses without having the secondary school leaving certificate if they can demonstrate that they have the necessary knowledge and abilities to benefit from these courses based on a maturity test. Pupils must be 18 years of age to be eligible to enter the course by this route.

The curriculum of the courses leading to the qualification of sports technician is divided into theoretical-practical modules which include: a common part, a special part devoted to the type of course or sport speciality according to the qualification to be obtained and further complementary and practical training, which the pupils follow once they have completed the common, specific and complementary parts.

After successful completing all the modules that make up these courses (of which the duration varies between a minimum of 950 hours and a maximum of 1100 hours of training), pupils are awarded the qualification of sports technician in the corresponding option. This qualification is equivalent to the qualification of técnico in specific vocational training.

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5. INITIAL VOCATIONAL TRAINING AND WORK-LINKED TRAINING

Initial vocational training in Spain is divided into vocational upper secondary education (intermediate-level vocational training), which is discussed in section 4B, and specific advanced vocational training and specialised art education, which are discussed in section 6A and 6C respectively. These vocational training courses depend on the Ministry of Education, Culture and Sport and on the education services of the Autonomous Communities. Some other programmes should be mentioned, such as the social guarantee programmes (discussed in section 3B.3.) and others such as the employment and training programmes referred to as Escuelas Taller (workshop schools), Casas de Oficios (craft centres) and Talleres de Empleo (employment workshops), as well as training contracts which depend on the Ministry of Labour and Social Affairs.

5A SOCIAL GUARANTEE PROGRAMMES: INITIAL VOCATIONAL TRAINING

The programas de garantía social (social guarantee programmes) are an alternative means of enabling adults who have left the education system with no qualifications to become reintegrated into society and education. These programmes are financed and regulated by the Ministry of Education, Culture and Sport or the Autonomous Communities responsible for education. Sometimes the local administration takes some responsibility for these programmes.

Social guarantee programmes are developed in secondary education centres, art colleges and adult education centres. Special social guarantee programmes are developed in special centres.

The objective of these programmes is to provide basic and vocational education for pupils between 16 and 21 years of age who left the education system with no qualifications, so they can be integrated into education or the world of work.

There are different kinds of programmes, and, although they vary in the different Autonomous Communities, in most of them they consist of the following: vocational initiation, training-employment, vocational workshops and programmes for pupils with special educational needs. In addition, there are social guarantee programmes targeted at specific groups, such as the Armed Forces, people in prison and young people from disadvantaged ethnic and cultural minorities.

The social guarantee programmes share a common structure divided into five areas: specific vocational training (usually between 15-18 hours a week), job training and counselling (between 2-3 h/week), basic education (usually between 6-9 h/week), complementary activities (between 2-3 h/week) and counselling (between 1-2 h/week). The duration of these programmes ranges from six months (720 hours) to two years (1,800 hours). The maximum number of pupils is 20 per classroom. Continuous assessment is carried out, and when pupils complete these courses, they are awarded certificates that specify the subject areas and módulos they have taken, with the number of hours and the marks obtained. The certificate is accompanied by a guidance report. Through a process of module validation, pupils can enrol in intermediate-level specific vocational training.

The LOCE of 2002 replaced the social guarantee programmes with the vocational initiation programmes, which, like the previous programmes, will offer a vocational qualification and develop basic general skills. Pupils from 15 years of age are eligible for these programmes, and those who successfully complete them receive the secondary school leaving certificate.

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5B WORKSHOP SCHOOLS, CRAFT CENTRES AND EMPLOYMENT WORKSHOPS: INITIAL/ON-THE-JOB VOCATIONAL TRAINING

5B.1. Organisation

The employment and training programmes, i.e. on the one hand, the workshop schools and craft centres and, on the other hand, the employment workshops, are the responsibility of the Ministry of Labour and Social Affairs and of the corresponding departments in the Autonomous Communities.

The Ministerial Order of 14 November 2001 regulates the workshop schools and the craft centres, and Royal Decree 282/1989 of 22 February and the Ministerial Order of 14 November 2001 establish the employment workshops.

The workshop schools and the craft centres endeavour to offer unemployed young people (between 16 and 25 years of age) on-the-job work-linked vocational training with practical experience to enable them to work in the trade they are learning with a view to their professional integration.

The employment workshops are designed to provide work-linked training for unemployed persons who are over 25 years of age.

The programmes are in two phases: a training initiation phase (planning and training) and a phase which complements their work-linked training with professional practice.

In the three course options, work-linked training with professional practice is based on a training contract.

The projects are implemented through a promoting agency which receives a subsidy for the personnel and the training equipment. These agencies are public or private non-profit organisations.

This is a full-time (morning) course.

A perfect balance is struck between professional practice and training, since the on-the-job training is developed around a work project, support services, rehabilitation, etc. The place of work and the place of training are either the same place or are very close to each other.

The training that is imparted starts from basic levels and can in some cases go as far as a certain specialisation. No prior knowledge is required of the profession in which the trainee is to be trained. The educational level of the students is very heterogenous.

In workshop schools, the duration of the project and the training course is minimum one year and maximum two years, whereas in craft centres and employment workshops the course lasts one year.

The duration of work-linked training in workshop schools and craft centres is 6 months devoted exclusively to training, with the remainder (1.5 years and 6 months respectively) in industry with contract-based work.

However, from start to finish the employment workshops provide work-linked training.

5B.2. Initial/on-the-job vocational training centres or organisations

The main organisations involved in this field are, on the one hand, the Instituto Nacional de Empleo (National Employment Institute – INEM) or the competent labour administration authority, according to the case, and, on the other hand, the promoting agencies. A high percentage of these agencies are municipalities, autonomous bodies that depend on the Autonomous Communities or local agencies. There are also supraregional bodies such as the Ministry of Defense, the Ministry of the Environment and the autonomous body Patrimonio Nacional, which are promoting agencies set up to promote projects managed by the INEM and are not subject to transfer of powers.

5B.3. Admission requirements

See section 5B.1.

5B.4. Financing

The students do not pay to receive the training, but they receive an amount that varies according to the type of project or based on the stage

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(training or work-linked training). See section 5B.1.

Pupils who are under 25 years of age (in workshop schools and craft centres) receive a grant amounting to 6.01 euros per day during the training stage (the first six months) and 75% of the minimum interprofessional wage (Salario Mínimo Interprofesional – SMI) during the work-linked stage. The SMI for 2003 is 15.04 euros a day or 451.20 euros a month

Pupils who work in the employment workshops are entitled to 1.5 times the SMI.

The expenditure is part-financed by the European Social Fund and the INEM or the competent employment service, in the following areas:

- On-the-job vocational training and further education during the project, including: costs of management personnel, teachers and support services; teaching materials; course materials and consumables.

- Other operating costs that the INEM or Autonomous Community deems justified.

The subsidy received is calculated by hour/pupil and in six-monthly phases. The hour/pupil cost for 2002 for personnel salary costs was 2.50 euros and 0.70 euros for the other training and operating costs.

The pupil’s salary expenses based on work contracts represent an annual increase of 3% on the previous year.

5B.5. The curriculum

The workshop schools, craft centres and employment workshops do not distinguish between compulsory and optional training. The curricula must be in line with the contents set by the certificates of vocational aptitude published in Royal Decrees.

Given their long duration and specificity, the different projects develop on-the-job vocational training in different ways based on the actions for which the corresponding subsidies were approved and granted.

The regulations governing them point to the need to provide training to allow trainees to acquire knowledge that enables them to obtain minimum qualifications (secondary education). Although it is not compulsory, pupils normally prepare and take examinations to obtain some vocational training qualification, a professional certificate or

a certificate from a competitive examination for a job in the trade which they are learning.

Also, it is essential to give the pupils a module of at least 30 hours in basic computer literacy.

Training courses have been developed for more than 135 certificates of vocational aptitude, covering at least the following aspects: professional role of the trade; practical and theoretical content of the training action; training courses organised in sequential vocational modules with their own particular duration; training objectives and criteria for the course.

Most of the training methods are practical.

The pupils work in small groups; the recommended teacher/pupil ratio is 1 to 8.

5B.6. Assessment/Certification

The teachers are responsible for assessing and measuring progress in theoretical and practical training. Tests of theoretical knowledge are set periodically, and practical tests are given continuously.

At the end of the training course, the promoting agency and the INEM award a diploma or certificate that includes the training modules and the hours of theoretical-practical training.

These certificates can be partially or wholly validated with the certificates of vocational aptitude if they meet the requirements of Royal Decree 797/1995 and comply with the Royal Decrees that regulate the certificate of vocational aptitude for each occupation.

5B.7. Guidance

The regulations governing the curricula state that students must be given guidance, advice, vocational information and company-based training throughout the training process. In addition, once the training process is completed, the promoting agencies must offer technical assistance to help the pupils look for employment or help them set up business as self-employed operators or within the framework of social economy projects. This can be done through the agency’s own guidance and advice units or in cooperation with the INEM.

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5B.8. Teachers/Trainers

The professional profile of the teaching staff varies according to the occupation for which the students are being trained and the characteristics of the work which is to be done. For that reason, one comes across trainers with a relatively low educational level but with considerable professional experience and impressive job qualifications, as is the case in some parts of the construction industry. In other occupations, there is a high level of specialised vocational training and a wide range of intermediate-level and high-level university graduates.

Generally speaking, the theoretical part of the training is provided by teaching staff with a high educational level, while in some cases qualified professionals with an intermediate or low educational level are in charge of the practical part.

Within the workshop schools, the craft centres or the employment workshops, there is a person who is responsible for methodological aspects such as the syllabus, the teaching materials, training assessment, etc. This work can be done by the teachers in ‘second-chance’ education, the coordinator of workshops, the deputy director or director or any of the teaching technicians with knowledge of teaching methodology.

The teachers can be part-time or full-time, depending on the training course and the needs of the project. They can be assisted occasionally by a professional technician for a complete training module or part of a module. Their responsibilities include vocational training, directing the work and the tasks of the project and providing advice in the search for employment or self-employment.

The recruitment of staff begins on the first day of work in the workshop schools, the craft centres or the employment workshops and ends on the last day, that is, it lasts at most one or two years, depending on the curriculum. The contract is concluded by the promoting agency after a selection process involving a mixed group from the INEM or a public employment organisation from the competent Autonomous Community and the agency promoting the project.

Finally, the INEM has an annual technical operating plan that teachers and directors can apply to follow.

5B.9. Statistics

Number of establishments, pupils and teachers in workshop schools, craft centres and employment workshops. Year 2001/02

WORKSHOP

SCHOOLS

CRAFT

CENTRES

EMPLOY-

MENT

WORK-

SHOPS

TOTAL

PUPILS

ENROLLED

18,572 4,799 10,680 34,051

PUPILS

ATTENDING

40,728 8,611 17,687 67,026

PUPILS

PASSING

8,423 3,644 7.232 19,299

DROP-OUTS 7,881 1,560 670 10,111

NUMBER OF

TEACHERS

9,020 3,731 12,751

NUMBER OF

ESTABLISH-

MENTS

899 272 704 1,875

Source: INEM statistics

5C. TRAINING CONTRACTS

5C.1. Organisation

The training contracts are regulated by Royal Decree 488/1998 of 27 March, which implements art. 11 of the ’Statute of workers’ rights’ with regard to training contracts; the Order of 14 July 1998 regulating training aspects of the training contract; and the Resolution of 26 October 1998 of the General Department of the INEM adopting the model contract for training and issuing instructions for the development and application of the Order of 14 July 1998.

The employment services stimulate and manage the training contract and accredit private training establishments to give the theoretical training arising from these contracts. The theoretical training can be given in companies, in training centres set up by companies, employers’ federations or trade union organisations, in public establishments, in private establishments accredited by the employment services or the education services, within the scope of their respective competences.

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If the people who are recruited for training have not completed the education cycles of compulsory education, the prime objective of theoretical training will be to enable them to complete their education. To this end, the education services must guarantee to offer courses.

Through State or sectoral collective agreements, it is possible, based on the size of the staff, to define the maximum number of training contracts to be concluded and the posts covered by this contract. It is also possible to extend the maximum duration to three years, to set workers’ salaries and to determine the number of recruits assigned to each tutor and the time devoted to theoretical training and its distribution.

The purpose of the training contract is to help the recruit to acquire the necessary theoretical and practical training to enable him to work at a trade or a job that requires a certain level of skill, i.e. a level of formal accreditation or, failing this, the basic level of skill of each occupation in the company’s classification system.

The employer is under an obligation to provide the recruit with suitable training and actual work in line with the contract. Furthermore, he must provide or arrange for theoretical training and give the worker the necessary leave of absence to receive this training. Also, he must supervise the development of the training process.

The minimum duration of the contract is six months, and the maximum is two years, except in the case of a collective agreement, when it can be extended to 3 or 4 years for a handicapped person. The time devoted to theoretical training depends on the characteristics of the specific trade or job, and the number of hours allocated for the training module designed for the trade or job. In any case, it cannot be less than 15% of the maximum working time stipulated in the collective agreement or, failing this, the maximum legal working time. One of the requirements is that recruits must not have the required qualifications to complete a ‘practical contract’.

5C.2. Vocational/Initial training establishments

See section 5C.1.

5C.3. Admission requirements

Training contracts are concluded with trainees who are over 16 years of age and less than 21 years of age and do not have the required qualifications to complete a ‘practical contract’ in the corresponding trade or job. The maximum age limit does not apply if the contract is concluded with trainees who belong to any of the following groups: unemployed handicapped persons; foreign workers during the first two years of their work permit; unemployed persons who have been out of work for over three years; unemployed persons who are socially excluded; and unemployed persons who are included in programmes organised in workshop schools, craft centres or employment workshops.

5C.4. Financing

The training actions can receive assistance in the form of a reduction in employers’ social security contributions under the budget for the continuing training for workers employed by the INEM.

The salaries of the trainees recruited for training will be the amount set by collective agreement. In any case, it cannot be less than the minimum interprofessional wage in proportion to the actual working time.

5C.5. The curriculum

The theoretical training that is given during the training contract is closely connected with the trade and the level of qualification. This training is vocational and will, where possible, be linked to the theoretical content of the training modules of the certificate of vocational aptitude for the occupation connected with the particular trade or job, or, failing this, to the content defined by the INEM for the occupations or training specialities connected with the trade or job to which the contract relates.

The theoretical training cannot be less than 15% of the maximum working time stipulated in the collective agreement, or, failing this, the maximum legal working time.

The theoretical training is always given outside the company. If on the premises where the work is

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being done there is not a suitable centre or training facility connected with the contract or the schedule is not compatible, the training can be provided through distance learning centres accredited by the education or employment services, within the scope of their respective competences. In this case, the actual working time is reduced by the time that the trainee must devote to theoretical training, although it is not on-site training.

5C.6. Assessment/qualifications

The company tutor and the training centre are responsible for monitoring and assessment. Within one month from the end of the courses, the employer must issue a certificate stating the duration of the theoretical training and the level of practical training acquired. Also, the centre where the theoretical training has been provided must issue a certificate stating the training content and the trainee’s performance.

5C.7. Guidance

The employer must inform the workers of the existence of vacant posts, and this information can be given through a public announcement posted in an appropriate place on the premises.

5C.8. Teacher/training personnel

The employer is under an obligation to offer training to the workers and to give them tasks in line with the particular profession, job or post agreed in the contract. The training process is supervised by the employer, either personally or through a tutor, but in either case they must have the appropriate qualifications.

The tutor is a professional with wide experience in the work to which the trainee’s training relates.

5C.9. Statistics

Number of establishments and pupils enrolled in social guarantee programmes. School year 2001/02. Provisional data:

Number of establishments

Number of pupils (1)

Social guarantee programmes

1,326 42,027

(1) Includes the pupils in social guarantee programmes offered by educational establishments and through external actions.

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

Number of training contracts with theoretical training and without theoretical training. School year 2001/02.

Training contracts

no. of contracts with theoretical training

year total without theoretical training

total distance-learning

attending classes

1998 147,415 22,112 125,303 112,772 12,530

1999 154,000 23,100 130,900 117,810 13,090

2000 119,091 17,864 101,227 91,105 10,123

2001 121,207 18,181 103,026 92,723 10,303

2002 126,568 18,985 107,583 96,825 10,758

TOTAL 668,281 100,242 568,039 511,235 56,804

Source: INEM

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6. HIGHER EDUCATION

In Spain, higher education includes all post-secondary education. University education is the largest segment (see 6B). The rest is made up of a series of courses that can be subsumed into three categories: courses which offer a qualification equivalent to university level but which, due to their specific nature, are not taught at university (advanced art education, the courses leading to the qualification of higher-level sports technician – see section 6C – and higher-level military courses); specific advanced vocational training (see section 6A); and, finally, a series of specialised courses that are essentially professional-oriented which, whenever possible, are incorporated into the university system.

These specialised courses are governed by specific legislative provisions and offer a qualification that has no equivalent in the other courses mentioned. Foremost among such courses are interior design, private investigation, design and fashion, marketing, civil aviation, public relations, etc. In many cases, courses can be attended only in private establishments. The most common admission requirement is the Bachillerato or its equivalent and the university entrance examinations.

To enrol in higher-level military academies (Army, Navy and Air Force), students must, among other things, have reached a certain age and have passed the university entrance examinations. Eligibility is attained through free competitive examinations.

6A NON-UNIVERSITY HIGHER EDUCATION: SPECIFIC HIGHER-LEVEL VOCATIONAL TRAINING

In general, the establishments responsible for offering specific higher-level vocational training are the same as those which are responsible for offering specific intermediate-level vocational training (see section 4B.1.), although in some Autonomous Communities establishments are being set up to offer specific higher-level vocational training.

6A.1. Admission requirements

There are two routes to specific higher-level vocational training: direct admission and admission based on a test. For direct admission, the prospective trainee must have the qualification of Bachiller. For admission based on a test, the pupil must be 18 years old or over. If there are not enough places, priority is given to those who have followed the Bachillerato course which is determined in each case. Once this criterion is applied, first and foremost the pupil’s average marks are examined and, secondly, the course followed and the subjects chosen.

6A.2. Tuition fees/Financial assistance for students

The tuition fees of the establishments responsible for offering university education are set by the Autonomous Community to which the university belongs. For further information, see section 1.5.

There are two types of scholarships and assistance for higher education courses. General scholarships and assistance include travelling expenses, residence fees, course materials and exemption from tuition fees. The students who receive the scholarships or assistance must meet certain economic and academic requirements. The other category consists of special scholarships and assistance for students who have an outstanding academic record.

6A.3. Academic grades

The academic grade of specific higher-level vocational training corresponds to secondary education; see section 3B.1.

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6A.4. Courses

The duration of a higher-level training cycle is between 1,300 and 2,000 hours. On-the-job training consists of 350-750 hours of training and activities. The longer cycles of specific higher-level vocational training are generally divided into two academic years. These courses are divided into 22 professional ‘families’.

The teaching methods are the same as those applied in the context of specific intermediate-level vocational training; see section 4B.2.

6A.5. Assessment/Certification

Assessment is the same as in specific intermediate-level vocational training; see section 4B.3.

Pupils who successfully complete the courses in specific higher-level vocational training are awarded the qualification of técnico superior. Having obtained this qualification, students can be admitted without an entrance examination to first-cycle university courses relating to the vocational training courses followed. Also, with the qualification of técnico superior they can be admitted to other specialised or further education courses. In addition, there are arrangements for validation between the vocational modules of different training cycles.

6A.6. Teaching staff

In specific higher-level vocational training courses, the teachers have the same titles and categories as at intermediate level; see section 4B.4. Their conditions of service and training are the same as in secondary education; see section 3B.4.

6B UNIVERSITY HIGHER EDUCATION

The Organic Law on Universities (LOU) of 2001 regulates the university system, repealing the previous University Reform Law (LRU) of 1983. Without modifying the structure of the courses,

the LOU regulates the aspects relating to university organisation, administration and management, academic organisation and research and examines the competences of the Autonomous Communities in the field of higher education. The establishments responsible for offering education at this level are the universities, which may be public or private. At the present time, there are 50 public universities and 19 private universities in Spain. The universities work through certain administrative units according to the type of courses they offer: facultades (university faculties), escuelas técnicas superiores (higher technical colleges), escuelas politécnicas superiores (higher polytechnics), escuelas universitarias (university schools) and escuelas universitarias politécnicas (polytechnic university schools).

6B.1. Admission requirements

Pupils from Bachillerato courses must pass the admission examination (which is regulated at State level) to be able to follow a university course which is divided into two cycles.

To be admitted to first-cycle courses, prospective students do not have to sit such examinations. Nevertheless, taking into account the fact that almost all courses have limited places and that students who have taken these examinations have priority over those who have not, in practice applicants must take these examinations. Once an applicant fulfils the academic requirements, the admission procedures are the responsibility of each university.

The sections of the LOU governing the university admission procedure will not enter into force until the existing admission procedure is expressly repealed. When this happens, the universities will be responsible for laying down the procedures for the admission of students who apply for admission to their courses.

6B.2. Tuition fees/Financial assistance for students

See sections 1.5. and 6B.2.

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6B.3. Academic year

In Spanish universities, the academic year usually begins in the last week of September and ends at the end of June or the start of July. The dates are set by the Consejo de Gobierno. According to the legal calendar, the academic year lasts 220 days, with a break of approximately two weeks at Christmas and 10 days at Easter.

6B.4. Courses

University education is divided into first-cycle courses, first- and second-cycle courses, second-cycle only courses and third-cycle courses. Generally speaking, first-cycle courses last three years and students must obtain from 180 to 270 credits (a credit is defined as a unit of the academic activity, which corresponds to ten hours of theoretical and practical teaching, and other academic activities specified in the teaching plan). The establishments responsible for offering these courses are the escuelas universitarias, the escuelas universitarias politécnicas and the facultades. The first- and second-cycle courses can last four or six years; each cycle lasts at least two years. During these four, five or six years, students must obtain 300 to 450 credits. Second-cycle only courses last two years, and each year accounts for a total of 60 credits. The third cycle is divided into levels that account for a total of 32 credits. These two cycles are offered by facultades, escuelas técnicas superiores, escuelas politécnicas superiores, escuelas universitarias or escuelas universitarias politécnicas.

University courses can be subsumed into five branches: humanities, experimental science, health science, social and legal science and technical education. Each branch comprises the following courses: first-cycle, first- and second-cycle, second-cycle only and third-cycle (doctorate). The teaching methods used in university education depend on each university, as the universities enjoy sufficient autonomy to make all the academic arrangements. The departments are the bodies responsible for organising courses in the respective disciplines.

6B.5. Assessment/Certification

Student assessment is the responsibility of each university department and its staff. The number of times students are allowed to take the necessary exams to pass a given subject may be limited to anywhere from four to six; the final exam for a subject may only be taken twice per academic year. Finally, as there are four-month courses, student performance can be assessed during examinations in February. Students who successfully complete the first cycle of university studies are awarded the qualification of diplomado, arquitecto técnico or ingeniero técnico, those who complete the second cycle the qualification of licenciado, arquitecto (architect) or ingeniero (engineer), and those who complete the third cycle and who successfully defend their thesis (original research work evaluated by a board of examiners) are awarded a doctorate. These degrees are full academic degrees that qualify the holder to practise the profession in question.

6B.6. Teachers

The LOU defined the following corps of academics with civil servant status: catedráticos de universidad (university professors), profesores titulares de universidad (tenured university lecturers), catedráticos de escuela universitaria (professors of university schools) and profesores titulares de escuela universitaria (tenured university school lecturers). In private universities, lecturers have an employment contract, although in general they retain the same titles and categories as in public universities. Also, various categories of educational and research personnel can be recruited under an employment contract: ayudante, profesor ayudante doctor, profesor colaborador, profesor contratado doctor, profesor asociado (associate professor), profesor emérito (emeritus professor) and profesor visitante (visiting professor). In public universities, the number of contracted personnel cannot exceed 49% of the university’s total teaching and research personnel.

Second- and third-cycle university teaching staff must have a doctorate, although in certain cases the qualification of licenciado, arquitecto or ingeniero is sufficient. Also, in certain specific fields of knowledge, the University Coordination

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Council has decided that the qualification of diplomado, arquitecto técnico or ingeniero técnico is sufficient. These members of staff do not need to have any additional specific pedagogical training.

Lecturers are not obliged to attend in-service training. Continuing training is not subject to an overall plan, because the universities themselves are responsible for updating the training of their teaching staff. The continuing training of the staff is one of the merits which is taken into consideration when assessing their teaching and research activities. The LOU stipulates that this assessment must be carried out by the Agencia Nacional de Evaluación de la Calidad y Acreditación (the Spanish Agency for Quality Assessment and Accreditation).

6C NON-UNIVERSITY HIGHER EDUCATION: SPECIALISED COURSES

The 1990 LOGSE provides for certain kinds of art courses within enseñanzas de régimen especial, which may lead to certificates that are equivalent to university degrees: advanced-level music and dance, dramatic arts, conservation and restoration of cultural artefacts and advanced studies in ceramics, design and glasswork.

It also provides for ciclos formativos in plastic arts and design. The advanced level of these courses is equivalent to the higher-level ciclos formativos in specific vocational training.

The conservatorios superiores are the public establishments responsible for offering advanced-level music and dance courses. The other art education courses take place in escuelas superiores (higher schools) and authorised private higher education establishments. These authorised private establishments can also provide advanced-level music and dance courses.

The courses leading to the degree of higher-level sports technician were created in 1997 and are currently being defined and developed.

6C.1. Admission requirements

In order to enrol in advanced-level art courses, applicants must have a Bachiller and pass a

special examination, as in the other types of courses. It is only for advanced-level music and dance courses that students must also have successfully completed the courses of the third cycle of intermediate-level music and dance. Those who wish to follow courses leading to the degree of higher-level sports technician must have the qualification of sports technician of the corresponding type or speciality.

6C.2. Tuition fees/Financial assistance for students

See sections 1.5 y 6B.2.

6C.3. Academic year

The academic year is the same as that of compulsory secondary education; see section 3B.1.

6C.4. Courses

Advanced-level music courses comprise one single cycle. Its duration varies depending on the characteristics of the different specialisation. These courses include 35 specialities covering the four main fields of musical expression (composition, interpretation, musicology and pedagogy). Each specialisation has four grades, with the exception of courses in composition, choral conducting and orchestral conducting, for which the education services can arrange five grades.

Advanced dramatic arts studies comprise one single level, which is divided into three specialities (stage management and playwriting, stage design, and performance). The various subject areas, course content and timetables are based on these specialities.

The overall duration of advanced plastic arts and design courses is around 2,000 hours, spread over a two-year period. This course comprises 13 specialities.

The courses in conservation and restoration of cultural artefacts, ceramics, design and glasswork are organised into one single cycle. The first course in conservation and restoration

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is common to the five specialities into which these studies are divided (conservation and restoration of archaeological artefacts, painting, sculpture, graphic documents and textiles). The qualification of ceramicist can be obtained through two courses: ceramic art and design and science and technology. The qualification of designer can be obtained through four course options: graphic art, products, interiors and fashion. For the qualification of glass artist, when establishing the corresponding curricula the education services provide diverse academic course options.

The teaching methods applied in art courses vary according to the type of art concerned. In general, basic theory is reinforced by a predominantly practical approach. In music courses, personalised education is stressed, while in courses relating to the study of the conservation and restoration of cultural artefacts teamwork among future professionals is encouraged.

Courses leading to the qualification of higher-level sports technician include between 750 and 1,100 hours of training, and they are divided into theoretical-practical modules which include a common part, a special part devoted to the type of course or sport speciality and further complementary and practical training.

6C.5. Assessment/Certification

Assessment is continuing and integrated, but the procedure varies according to the different subjects on the curriculum. It should take account of the set assessment objectives and criteria. As in courses in mainstream education, the assessment should cover both pupil performance and teaching processes and practice.

After completing advanced-level music and dance courses, students are awarded a higher-level certificate, which is to all intents and purposes equivalent to a university Licenciado degree, which is required to teach these subjects at the various levels.

Students who complete these courses are awarded a higher-level certificate in dramatic arts, which is to all intents and purposes equivalent to a university Licenciado. It qualifies the holder to practise his/her profession either in the theatre, in cinema or in television. There are also openings in the teaching profession in the

advanced schools of dramatic arts, in theatre workshops and in secondary schools.

Students who complete the advanced-level ciclos formativos in plastic arts and design are awarded the qualification of técnico superior de artes plásticas y diseño for their respective speciality.

After completing the higher-level courses in conservation and restoration of cultural artefacts, ceramics, design and glasswork, students are awarded an advanced degree in the discipline concerned. These qualifications are to all intents and purposes equivalent to a university Diplomado.

Students who successfully complete the courses in higher-level sports technician are awarded the corresponding qualification.

6C.6. Teachers

See section 3B.4.

6D STATISTICS

Number of university education establishments and percentage of public establishments by type. Year 2001/02

Type of establishment Total number of establishments

% public

Total 1,263 87.33

Faculties and higher technical colleges (escuelas técnicas superiores)

618 82.20

Colegios universitarios 8 100

Escuelas universitarias 347 93.37

Institutos universitarios 266 90.22

Source: University Coordination Council Number of university teachers and percentage of women. Year 1999/2000

TOTAL % WOMEN

Total 93,002 33.61

Public universities 83,043 33.06

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Private universities 9,959 38.18

Source: National Statistics Institute

Number of establishments and students enrolled in non-university higher education by type of establishment and gender. Year 2001/02

No. of estab.

% public

No. of students

% public

Advanced-level plastic arts and design ciclos formativos

103 83.49 14,168 92.92

Dramatic arts 9 77.77 1,481 94.39

Conservation and restoration of cultural artefacts

4 100.0 441 100.0

Advanced-level music studies

30 93.33 7,437 89.21

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

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Number of non-university level teachers. Year 2001/02

Number

Dramatic arts 384

Conservation and restoration of cultural artefacts

74

Source: Statistics Office

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7. ADULT EDUCATION AND CONTINUING TRAINING

Adult education is underpinned by the principle of lifelong education, and compensatory measures are provided. One of the objectives of adult education is to enable students to follow basic training that facilitates admission to the various educational levels, to improve on or acquire a vocational qualification and to develop their ability to participate in social, cultural, political and economic life.

The National Vocational Training Programme 1998-2002 has put together a system which incorporates all the actions that facilitate the vocational and continuing training of adults. Thus, vocational training is defined as a system divided into three subsystems: regulated/initial vocational training (see sections 4B, 5 and 6A), on-the-job vocational training and continuing vocational training. The actions arising from the application of the regulations are undertaken by the education and employment services, as well as by other departments of the general State administration, by the Autonomous Communities, by the employers’ federations and by the trade union organisations.

7A ON-THE-JOB TRAINING

On-the-job training is aimed primarily at facilitating the professional integration and reintegration of job-seekers by means of training and retraining or by updating the student’s vocational skills.

The specific characteristic of this subsystem is that the training course offered directly matches the available vacancies. On-the-job training is the responsibility of the employment services, whereas the implementation of the annual programmes or plans is the responsibility either of the general administration or the autonomous administration, depending on the transfers of powers that have taken place. To date, all the responsibilities for on-the-job vocational training have been transferred to the Autonomous Communities, with the exception of the Basque Country and the cities of Ceuta and Melilla.

7A.1. Specific legislative framework

The Basic Employment Law states that the Instituto Nacional de Empleo (National Employment Institute – INEM), an autonomous body under the aegis of the Ministry of Labour and Social Affairs, will draw up an annual programme of on-the-job vocational training which will provide suitable vocational training free of charge to those who wish to be integrated in the world of work or, in the case of those who are already integrated, those who wish to change their occupation or who seek to attain a more advanced professional specialisation. Also, it states that the Government will adopt programmes designed to encourage the employment of workers who are having difficulties becoming integrated in the job market, especially young first-time job-seekers, workers who receive unemployment benefit, women with dependent families, workers who are 45 years of age or over and handicapped persons.

Royal Decree 631/1993 of 3 May regulates the National Training and Vocational Integration Plan (the FIP Plan). The objective of this plan is to reorganise the on-the-job vocational training actions, putting greater emphasis on the professional reintegration of unemployed persons. Royal Decree 797/1995 of 19 May lays down directives on certificates of vocational aptitude and the corresponding core curriculum of on-the-job vocational training.

Finally, Law 5/2002 of 19 June on qualifications and vocational training is aimed at organising an integrated system of vocational training, qualifications and accreditation. It states that vocational training includes all the actual initial training courses, the actions aimed at facilitating the integration and reintegration of workers in the world of work and those geared towards continuing training within companies that allow workers to acquire and continuously update their vocational skills.

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7A.2. Administration

The Ministry of Labour and Social Affairs, together with the INEM and the Autonomous Communities which exercise its authority, are responsible for the vocational training actions of the employment services geared towards adults.

Although generally speaking responsibility for the implementation of the FIP Plan has been transferred to the Autonomous Communities which have competence for on-the-job vocational training, the State administration reserves some powers for cases in which the territorial scope extends beyond a Community, such as the creation of State programme contracts and the approval of centros colaboradores (participating establishments) which are active in more than one Autonomous Community.

7A.3. Financing

On-the-job vocational training is financed from the general State budget (the annual amount is reflected in the budget of the INEM), the European Social Fund and the vocational training quota, which is intended for unemployed workers who are beneficiaries of the FIP Plan.

7A.4. Human resources

On-the-job vocational training courses are given by vocational trainers, but there are also guidance and non-teaching staff.

Vocational trainers are trained directly by the INEM, by the competent administration of the Autonomous Communities and by participating establishments which are recognised and accredited.

This training can take two forms: initial training and technical updating and upgrading.

The range of types of trainer is very varied: teachers who have civil servant status or who work under contract, contracted experts and teachers from participating establishments and companies.

Royal Decree 1646/97 of 31 October regulates the certificates of vocational aptitude of on-the-job vocational trainers and lays down the

requirements for admission to initial training courses and the teaching methods. As regards the technical updating and upgrading of teachers, the initiatives are divided into annual programmes consisting of approximately 125 courses. Most of these are specific to a trade, and the rest are transversal, i.e. they apply to all trades or to several trades.

Guidance staff receive continuing training on job-seeking techniques and Community information and networks to direct specific groups of people towards training and employment: immigrants, young people, women returning to the job market, etc.

Finally, non-teaching staff in the national on-the-job vocational training centres are trained through the internal training plans for State-employed personnel.

7A.5. Organisation

7A.5.1. Types of training agencies

On-site on-the-job vocational training courses are given in INEM training centres or in the corresponding departments of the Autonomous Communities. Also, they can be given on the premises of accredited participating establishments, employers’ federations or trade union organisations or public or private training agencies that have concluded an institutional cooperation agreement.

The training centres authorised to provide only distance learning have premises in the management territory to which their action is confined.

7A.5.2. Admission requirements

The courses of the FIP Plan are geared towards unemployed workers who are registered with the public employment services and who require this training to improve their employability.

In each of the course programmes, there is a section on student admission requirements. This section stipulates the required academic level, work experience or physical requirements for access to the training and subsequently to the trade they will do.

The academic qualifications which are required for admission to the courses vary according to the training content, although most of the

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qualifications range from the basic certificate of education to the qualification of Bachiller.

7A.5.3. Objectives of the programmes

The INEM offers three types of courses depending on the objectives and purpose for which they are given:

a) Vocational courses are training actions that instruct trainees to perform a complete professional activity. The purpose of these courses is to help them take their place in the job market.

b) Specific courses enable students to perform an important aspect of a job or give them more in-depth insight into a particular technique, work process, etc. The objective is to update, upgrade or adapt the vocational content of the professional activity.

c) Complementary training courses are training actions that complement occupational training by making the student more employable. These courses usually include aspects relating to the work environment.

7A.5.4. Place and time

The courses can be given on-site or through distance learning and include a practical part that must be followed in the classroom-workshop or in companies with which appropriate cooperation agreements have been concluded.

The teaching schedule is not subject to rigid conditions, since these courses are for the unemployed and the duration of the training actions is correlated to the objective of the module and its level (basic, intermediate or advanced).

7A.5.5. The curriculum

On-the-job vocational training courses are organised according to a modular system, i.e. in recognised training units, which means that each adult can follow his own learning curve.

Training courses have been developed for more than 135 certificates of vocational aptitude covering the following aspects:

- professional role of the trade;

- theoretical-practical content of the training action;

- training itineraries organised sequentially in vocational modules of varying length;

- learning based on training objectives and criteria.

7A.5.6. Quality assurance

On-the-job vocational training for unemployed adults considers employment integration as an indicator of the quality of the training action. Within the INEM the rate of employment integration is recorded for each course.

Furthermore, the training of trainers is seen as a strategic factor in the drive to improve the quality of the on-the-job vocational training that is imparted. For example, the training course on didactic methodology for the certificate of on-the-job vocational trainer includes a module of 30 hours entitled ‘Innovation and updating in teaching’. Also, the course includes another 40-hour module on independent learning, which employs the strategies and techniques of individualised learning.

Finally, in the Autonomous Communities there are programmes to monitor the quality of the training imparted. This includes an assessment of the objectives achieved and an assessment of the human and material resources used in connection with the training.

7A.6. Assessment and advisory agencies

The National Employment Action Plan provides for the implementation of individualised employment or guidance actions for young persons and adults who have been looking for a job for six to twelve months. If due to excess numbers this course cannot be offered directly with public resources, it can be arranged by subsidising non-profit organisations and establishments.

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7A.7. Assessment, accreditation and recognition

The certificates of vocational aptitude accredit the vocational skills acquired through on-the-job vocational training actions, programmes undertaken in workshop schools and craft centres, apprenticeship contracts, continuing training actions or professional experience.

7A.8. Statistics

Students participating in the National Training and Vocational Integration Plan, by gender – 2002

Number of students

Male 100,212

Female 153,048

TOTAL 253,260

Source: INEM statistics Students participating in the National Training and Vocational Integration Plan, by age group – 2002

Age Number of students

Age unknown 5

16 -19 26,124

20-24 69,536

25-29 64,667

30-34 33,538

35-39 22,936

40-44 16,404

45-49 10,856

50-54 5,836

54-59 2,736

> 59 622

TOTAL 253.260

Source: INEM statistics

Students participating in the National Training and Vocational Integration Plan, by academic level – 2002

Academic level Number of

students

No qualifications 753

Primary-level studies (CINE 1) 2,494

School leaving certificate (CINE 1) 23,785

1st-level vocational training (CINE 1) 6,866

EGB/Bachiller elemental/Graduado Escolar (CINE 2)

83,696

2nd-level vocational training (CINE 3) 27,508

Bachiller/BUP/ COU (CINE 3) 56,123

Intermediate-level vocational training (CINE 3)

22,985

Higher-level vocational training (CINE 5) 29,050

TOTAL 253,260 Source: INEM statistics

7B CONTINUING TRAINING

Continuing training includes all the training actions which are developed by companies, workers or their respective organisations and which are geared towards improving skills and qualifications and the retraining of workers who are already in employment.

7B.1. Specific legislative framework

Continuing vocational training is provided under the National Continuing Training Agreements (ANFC) concluded between the Government, a number of employers’ federations and trade union organisations and the social services for periods of 4 years from the launch in 1993. The III Continuing Training National Agreements (III ANFC) are currently in force. These agreements were concluded on 19 December 2000 for the period from 2001 to 2004.

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In addition, Law 5/2002 of 19 June on qualifications and vocational training lays down the legal framework for this subsystem.

7B.2. Administration

The Tripartite Foundation for Training in Employment is the organisation responsible for the management of the public assistance intended for the continuing training of workers in employment. It is made up of employers’ federations, trade union organisations and the administration. The Foundation is under the aegis of the Ministry of Labour and Social Affairs. Its responsibilities include, among other things, the task of organising and administering the resources and managing the training plans.

Other bodies that manage these training actions include the Joint State Committee on Continuing Training, which is made up of representatives of the employers’ federations and trade union organisations (they define the general criteria for the definition of training plans according to the scope of their competence), the Joint Sectoral Committees, which are made up of the most representative employers’ federations and trade union organisations from each sector of activity, and the Joint Territorial Committees, which are made up of the most representative employers’ federations and trade union organisations in each of the Autonomous Communities.

7B.3. Financing

There are three sources of funding for the subsystem of continuing training: the general budget of the State (of which the annual amount is reflected in the budget of the INEM), the European Social Fund and the additional contribution provided by the budget of the INEM for the groups of workers who receive training and are not obliged to contribute according to the ‘FP quota’ (vocational training quota).

These funds are supplemented by investments in training by the companies themselves.

7B.4. Human resources

In principle, there are no objective criteria that can be used to determine control parameters for the trainers, tutors or teachers who participate in the activities. In some cases, in the phases of monitoring of the training actions it is possible to assess their performance through the required documentation or through direct observation of the activities. In addition to the qualifications, for actions closely related to the acquisition of specific qualifications the trainer’s experience in the profession or his performance as a trainer is taken into account.

7B.5. Organisation

The initiatives provided for by the III ANFC are as follows:

1. Training plans, i.e. initiatives that cover the training requirements of companies and workers in all fields of employment. They can be based on supply or demand. For each of these two types of plans, there is an annual public call for proposals, with the different training modalities offered by each of these initiatives.

The call for proposals covers three types of training plans:

- the training plan for companies and groups of companies, which is managed and requested by the companies that draw up their own plan (generally large companies);

- the sectoral training plan. This allows greater access to training for small companies which have no training structures and allows them to share the same sectoral training plan;

- the special social economy training plan, which is intended for two or more cooperatives or employee-owned companies from different sectors of activity that have common training needs for their workers.

The call for proposals provides for the possibility of developing training plans that cover the general and transferable training needs of companies and workers in any field of employment. Within the framework of this call, intersectoral plans can also be presented that include training actions based on supply and demand and which are valid for any company and worker in all the sectors or branches of activity. These training plans are requested by

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employers’ federations and/or trade union organisations at national, autonomous or provincial level.

2. Individual Training Leave (PIF)

This training initiative also involves a special call for proposals. The assistance is requested by the workers. The training actions for which this assistance is requested do not have to be included in the training plan for companies or the group training plan and must be geared towards the development or adaptation of the technical qualifications of the worker. In addition, they must be recognised by an official qualification and must involve on-site training.

7B.5.1. Types of training agencies

On-site continuing training courses are usually organised in companies that have suitable infrastructures or in academies or on the premises of the consultants contracted to impart the training.

7B.5.2. Admission requirements

Within the subsystem of continuing training, the admission criteria are not centred on the educational level of the participants but on their professional classification. For this reason, the assessment of elements connected with nonformal learning is of primary importance when it comes to admitting workers to training plans.

Furthermore, to be granted Individual Training Leave (PIF), for which they will be paid, the workers concerned must have worked for at least a year in the company and must obtain the company’s authorisation.

7B.5.3. Objectives of the programmes

See section 7B.5.

7B.5.4. Place and time

There are three main training approaches: on-site training, distance learning and mixed training. Most participants receive the first type of training. The average duration of training is 40 hours per participant. The training imparted is normally based on the needs of the companies concerned, and sessions can be arranged in the morning, afternoon or evening.

Individual Training Leave (PIF) lasts a maximum 200 hours, based on the characteristics of the particular training initiative.

7B.5.5. The curriculum

There are no records in many cases of the teaching methods used.

7B.5.6. Quality assurance

The quality assurance mechanisms are yet to be fully developed, especially those geared towards ensuring the efficacy and impact of the training in relation to their results (including the results as regards the satisfaction of the participants).

7B.6. Assessment and advisory agencies

The complementary and training support actions are another initiative of the ANFC and include a series of studies and research projects aimed at: detecting training needs; creating tools and/or methodologies applicable to continuing training; developing proposals geared towards helping specific groups (immigrants, women, the disabled, etc.); etc.

7B.7. Assessment, accreditation and recognition

Within the subsystem of continuing training, a general assessment is made of the application of the training funds. This assessment is geared towards carrying out a study of the characteristics of the population who benefit from the actions.

As this is a system based on nonformal learning, there is not yet an accredited and standardised system for the accreditation and recognition of the acquired training. Nevertheless, certificates are issued which attest to the student’s attendance at and progress in the courses. In most cases, the agency that issues these certificates is the body that developed the training course, and the certificate is officialised by the training organisations (the FTFE, social agencies, the INEM).

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7B.8. Statistics

Workers participating in training actions within the framework of the training plans (certified by year)

Year Participants

1993 294,149

1994 780,578

1995 1,242,641

1996 1,266,049

1997 1,336,740

1998 1,343,658

1999 1,421,873

2000 1,565,508

Source: INEM statistics

Registered participation in the call for training assistance – 2000

Joint Sectoral Committees 67

Joint Territorial Committees 16

Number of participants in training plans

1,565,508

Certified training plans 4,429

Certified training actions 33,515

Certified hours of training 59,107,450

Hours of training/participant 40.37

Number of companies and groups of companies with their own training plan who receive a subsidy

1,825

Total number of companies participating in training plans

115,631

Rate of training completed (FTFE data – Survey of Active Population, 2nd quarter of 2000)

12.9%

Number of beneficiaries of Individual Training Leave

5,794

Male: 36.5% Typical profile of participating skilled workers Female: 40.4%

The age group in which most of the participants are concentrated (44.4% of the total number of participants)

26 to 35 years

Female: 41%

No qualifications: 31.9%

Participation of priority groups defined by the European Social Fund

> 45 years: 16.2%

Source: INEM statistics

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7C TRAINING PROVIDED BY THE EDUCATION SERVICES

The education system guarantees the supply of training for adults. This includes different activities that allow adults to attend all the levels and courses of the education system and a series of specific tests that allow them to acquire academic and vocational qualifications, as well as admission to certain courses. Furthermore, one course that should be mentioned, given the high number of participants, is the official teaching of languages by distance learning (see section 4c). The unregulated training courses include a heterogenous series of training offerings relating to sociocultural activities, leisure training and courses in Spanish for foreigners. This training offering is specifically regulated and developed by the different Autonomous Communities.

7C.1. Specific legislative framework

Since 1990, the actions of the Ministry of Education, Culture and Sport have been regulated by the LOGSE. Section III of this law is devoted to adult education, which is thus given equal status to the other levels of education. This Law lays down the guidelines for the organisation of these courses for the entire State. These courses are considered as standardised training by means of which the education system guarantees to the entire population the right to education at all levels and grades and adapted to the different needs. Most of the Autonomous Communities have passed laws on adult education within their field of management.

The LOCE was approved in 2002. Title III of this law is devoted to courses for adults within the framework of ongoing education.

7C.2. Administration

The Ministry of Education, Culture and Sport (MECD) is responsible for the general organisation of adult education within the education system, the minimum requirements for education establishments and the general planning of courses for adults. The Autonomous

Communities, within the scope of their powers, are responsible for managing these courses. They have administrative control of the establishments in their territory, set up and authorise centres, manage the staff, develop the course curricula and manage distance learning arrangements. The specific nature of adult education is such that local authorities are very much involved in the organisation of courses. They organise activities, grant financial aid and assume responsibility for certain establishments.

Other specific public services are developed in cooperation with the Ministry of Justice, the Ministry of Foreign Affairs and the Ministry of Defence, for example training for convicts and for young people who enrol in the professional army.

7C.3. Financing

The Ministry of Education, Culture and Sport (MECD) concludes agreements with the Autonomous Communities and with provincial councils to enable municipal councils to develop their own educational provision. To this end, the MECD finances specific actions organised by different public or private non-profit bodies, as well as the staff required to give the courses.

7C.4. Human resources

The teaching staff of the public schools network for adult education is made up of State-employed persons from the different teaching corps, based on the levels and programmes they develop.

7C.5. Organisation

The training provided by the Ministry of Education, Culture and Sport (MECD) is structured as follows:

- Basic education courses for adults, in three levels: the first two correspond to initial education, and the third corresponds to secondary education for adults;

- Courses leading to the Bachillerato for adults in distance learning and in evening classes;

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- Specific vocational training courses for adults;

- Tests leading to official qualifications and admission to university for people over 25 years of age.

The different education services develop each of these courses within the scope of their competences.

7C.5.1. Types of training agencies

The range of public classroom-type courses for adults is offered in mainstream establishments, that is, in public primary and secondary schools, in ‘adult education classrooms’, where courses are part-time and usually in the evening. These courses are also taught in certain adult education establishments which offer full-time courses and are also available for social and cultural activities. Each educational authority regulates the functioning of these schools. Distance learning functions along the same lines in centres set up by the different authorities, which may be primary schools or secondary schools.

Among the training facilities offered by the private sector we can mention the private non-profit agencies which are funded with public subsidies. These agencies include the universidades populares (people’s universities), which are closely linked to the local administration, and the escuelas populares de adultos. These schools meet adult education needs and offer a wide range of socio-cultural activities. Private profit-making schools which offer classroom-type courses and distance-learning courses provide essentially vocational and foreign language courses.

The Official Language Schools deserve special mention, since although they were not specifically set up for adult education, they take in a considerable number of adults and offer training in foreign languages and in the co-official languages of the State.

7C.5.2. Admission requirements

The initial basic education courses for adults are geared towards people over 18 years of age who have not mastered the elementary techniques. However, in some Autonomous Communities persons who are over 16 years of age and less than 18 years of age can be admitted to these (distance-learning) courses if, due to exceptional circumstances, they cannot attend them in mainstream schools. Courses in secondary

education for adults can be attended by people over 18 years of age who can demonstrate that they have attended sixth year of primary school or an equivalent level, by those who have passed level II of the basic initial courses or by those who can demonstrate that they have sufficient knowledge through an initial assessment.

The distance-learning Bachillerato and the evening class Bachillerato can be attended by students who have the secondary school leaving certificate and who cannot continue their studies in mainstream schools.

Adults are given admission to specific intermediate-level vocational training if they have obtained the secondary school leaving certificate. Also, they must have the Bachiller to be admitted to higher education courses. However, the LOGSE allows adults who do not meet these academic requirements to have access to these courses. To do this, they must pass a test organised by the education services.

Furthermore, persons over 18 years of age can take the tests to obtain the secondary school leaving certificate, and those who are over 23 years of age can take the test for the Bachiller. The LOGSE also states that adults over 25 years of age can enter university even if they do not have the necessary qualifications, as long as they pass a special test.

7C.5.3. Objectives of the programmes

Basic education for adults spans the educational process from basic literacy to the secondary school leaving certificate. The general objective of initial education is to give pupils the essential knowledge, skills and techniques that will facilitate their personal, social and professional development and continuity with other training processes.

Level I (or literacy) allows the adult population to acquire the three R’s (reading, writing and arithmetic). Level II (or consolidation of knowledge) is designed to allow adults to gain admission to secondary education, to successfully complete vocational training courses and to enable them to play a fuller role in society.

Furthermore, the fundamental aim of secondary education for adults and the Bachillerato courses is to enable students to obtain the corresponding qualifications established by the LOGSE. The specific objectives of the LOGSE are the same as those of the ESO (see section 3b) and those of the Bachillerato (see section 4A).

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Finally, the purpose of vocational training for adults is to prepare students to work in a professional field.

7C.5.4. Place and time

In basic education for adults, level I is divided into 12 weekly periods, and class attendance is required. Level II is divided into 16 weekly periods, and it may involve class attendance or distance learning. At both levels, which can be attended in one or two academic years, each period lasts 45 minutes, and every week a period is devoted to counselling and tutoring activities. The courses of secondary education for adults are developed through four modules, which are divided into two academic courses.

The distance-learning Bachillerato courses for adults are based on specific teaching materials and guidance and training actions. This support is given by computer and by telephone as well as on site (individually and in groups). Also, evening-class Bachillerato courses are based on two organisational models: one that involves teaching the subjects which are part of the three-year Bachillerato course, and one with the same general organisation as in mainstream schools (over two years).

Specific vocational training for adults is organised according to different training modules for each cycle, and its duration varies according to the different cycles. Also, certain distance-learning courses are offered.

The university entrance examinations for students over 25 years of age are held annually by each university between 1 February and 31 March.

7C.5.5. The curriculum

In most Autonomous Communities, in level I of initial basic education courses for adults, the contents as regards concepts, procedures and aptitudes are organised in an integrated form. In level II, the curriculum is organised according to integrated modules which incorporate basic aspects connected with, firstly, the Spanish language and the official language of the corresponding Autonomous Community (within the field of communication) and, secondly, mathematics and the natural and social sciences. The fields of knowledge for secondary-level adult education are divided into four independent módulos: communication, society, nature and mathematics.

The organisation and methodology of the basic courses are based on self-learning, taking into account the student’s experiences, needs and interests. Also, the course promotes participation, dialogue and group work.

The curriculum of the Bachillerato for adults is adapted to the special circumstances of the pupils and of the course, whether it be in distance learning or in evening classes.

The modules of each training cycle of specific vocational training are defined and organised to enable students to acquire the vocational qualification connected with the particular units of aptitude. These units permit the necessary equivalences and validations to be arranged with the professional experience and training acquired outside the education system.

7C.5.6. Quality assurance See section 1.4.

7C.6. Assessment and advisory agencies

Prior to the start of these courses, and especially in initial basic education courses for adults, the Autonomous Communities require that an initial confidential assessment of the students be carried out for the purpose of guidance. To this end, information is compiled on the student’s past educational and training progress, his interests and needs, the time he has available, his employment expectations and other aspects which are important in mapping out a personal training path.

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7C.7. Assessment, accreditation and recognition

In adult education, the assessment of the student is formative, continuous and integrated.

At the end of the courses, and always according to the requirements set by each administration, students can obtain the same qualifications as those that can be obtained in the mainstream education system. Also, students receive a certificate for the courses that they have successfully completed, and if they have not attained the set objectives, the certificate gives the objectives that have been attained and the subjects which the students are yet to pass.

7C.8. Statistics

Number of establishments, classes and other adult education actions. Year 2001/02. Provisional data:

Adult education establishments (1) 1,267

Classes (1) 269

Other adult education actions (1) 606

(1) Data for Catalonia not included (unavailable).

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

Number of adult education teachers. Year 2001/02

Adult education teachers (1) 10,223

(1) Data for Catalonia not included (unavailable).

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

Number of students enrolled in adult education by academic level. Year 2001/02

Initial basic education courses (2) 193,707

Secondary education (2) 56,146

Technical-vocational courses (2) 47,842

Admission to university for students over 25 years of age (2)

4.953

Spanish languages for immigrants (2) 20,368

(2) We have not included students who have enrolled for nonformal courses offered in these establishments.

Source: Statistics Office (MECD – Ministry of Education, Culture and Sport)

Total number of students over 25 years of age in the different on-the-job vocational training actions at State level. 1997

Age of the students Female Total

Over 25 years of age 60,273 105,194

Source: Ministry of Labour and Social Affairs