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Spanish Educative System
EI. Los Arcos
EI. Los Puertos
26 noviembre,2013
Pilar Ricote
DISTRIBUTION OF RESPONSIBILITIES IN EDUCATION
CENTRAL GOVERNMENT• General organization of the Education system.
• Minimum requirements for schools.
• Establishment of common educational
standards.
• International cooperation in education
AUTONOMOUS COMMUNITIES• Own education authorities.
• Creation and authorization of institutions.
• Staff management.
• Curriculum development.
• Student guidance and support
• Financial support and aids.
LOCAL ADMINISTRATION• Creation of new centres.
• Maintenance and refurbishment of schools.
• To enforce compulsory education.
• To offer educational services.
SCHOOLS• Schools are autonomous in organisational,
educational and financial matters.
• Better adaptation and better use of allocated
resources
• To facilitate a model of educational action which
best meets the students´needs and the
characteristics of the school environment.
LOE 2006
We are working under the LOE ( Ley Orgánica de Educación)
The Organic Act of Education began in May 2006
This Act rests upon three basic principles
• To improve the educational standards of all pupils, by finding a balance between
the quality of education and equity in its distribution.
• The collaboration of all sectors of the educational community in order to achieve
the objectives in education
• A determined comminment to the educational objectives set out by the European
Union for the next few years
The act was gradually implemented over five years, starting in 2006-2007 and
finishing in 2009-2010
LOMCELey Orgánica para la Mejora de la Calidad Educativa
Organic Act to Improve Quality in Education
The approval of the LOMCE aims
• To reduce school dropout rates
• To promote employability and
• To increase the autonomy of schools
EDUCATION SYSTEM
Infant Education
1st Cycle
2nd Cycle
1st Cycle
2nd Cycle
3rd Cycle
Primary
Education
1st Cycle
2nd Cycle
ESO
Compulsory
Secondary
Education
1
2
3
4
5
6
1
2
3
4
0 - 3
3 - 6
6 - 8
8 - 10
10 - 12
12 - 14
14 - 16
Basic
Compulsory
Education
Elementary
Studies of
Dance and
Music
Professional
Studies of
Dance and
Music
Other
Studies
Arts
Language
Sport
4º ESOInitial Professional
Qualification Programme
I want to Work
(16 years)
LABOUR MARKET
I want to study
With graduation Without graduation
University
Adult
Education
Other
Studies BachilleratoFP
Grado medio
FP
Grado superior
An examination Specific studies
Pre-primary education
10 jj
1st Cycle
0 -3 years
2nd Cycle
3-6 years
S hhhl jjjjjjj
Infant Schools
Municipality
or
Comunity
Little House
Schools
Municipality
running
Private centres
jjjjjjj
Primary
Schools
State Centres
D
Direct administrationEducator contract, substitutions
Maintenance of the School Equipment
Administration of families and Administrative
payments
Indirect Administration
A company runs the center
Characteristics
• Infant school• Headmaster (and Secretary )
• A tutor by classroom plus a helper for each six
classrooms (normally each two)
• 0-3 years old
• Timetable: 9.00 – 16.00
• Enlargement: 7.30 – 9.00 16.00-17.30
• Payment: it depends on the income of the
parents
• Calendar: from September to July
• Little House School• Headmaster of the Area conducts three or four
Nursery Schools and collaborates with City
Council in order to have good running
• An educator by classroom plus a helper for the
whole Center
• 1-3 years old (some of them from 0-3 years)
• Timetable: 9.00 – 1300
• Enlargement 8-17:30
• Payment: a fixed amount plus extra services
• Calendar: Official calendar to Infant and Primary
Institutions
• Great importance the work with families:
training, workshop, classroom activities
(storytelling…)
Through the activities, games and experiences
First knowledge and
experiences about:
Themselves: its body,
movements, feelings, skills.
Others: children, adults
Objects: materials, toys
Natural surroundings
Global development of
all capacities:
• physical,
•Affective
•Intellectual
•Social
They observe, explore,
experiment, imagine,
invent, speak and
communicate in
different ways. They
listen and understand to
others
Consctruction of
its own
learnings.
Adquisition of
attitudes,
norms, values
and habits.
Through the activities, games and experiences
Attention to Diversity
EAT (Equipos de Atención Temprana)
Infant Education
EOEP (Equipos Orientación Educativa y Psicopedagógica)
Infant, Primary and Special education
Specific teams
Attention to diversity programmes
Pupils with the specific need of educational support includes, among others, three types of pupils:
A. Pupils with special educational needs
B. Highly gifted pupils
C. Pupils incorporate late into the Spanisheducation system
A. Pupils with special educational needs
Educational compensation
• Students with a curricular gap of at least two academic years.
• Inside or outside the classroom but in the scholar centre.
PROA (Programa de Refuerzo y Orientación Académica )
• Students with a curricular gap of at least two academic years.
• External aid outside the schoolar timetable
Hospital attention
• Hospital classrroms (School units in hospital for hospitalized children)
• SAED (Servicio de Apoyo Educativo Domiciliario)
Domiciliary provision for children in the process of recovering from anillness
In coordination with the Institutios to have a parallel programm
B. Highly gifted pupils
Educative Enrichment Programm
(Programa de Enriquecimiento Educativo)
• Complementarie activities for children with and IQ of 130 or
more and a developed creativity
• Two Saturdays a month
• 17 students maximum in the class
• In coordination with teachers and counselors at school
• Family personal assesment and in group meetings
C. Pupils incorporated late into the
Spanish education system
Link Classroom (Aula de enlace)
• Foreign students without knowledge of the Spanish language
and/or
• Curricular gap for their age.
SAI (Servicio de Apoyo Itinerante al Alumnado Inmigrante)
• External Aid to immigrants pupils who do not know Spanish
language
• Assesment to teachers
Manzanares el Real Castle
Beech wood of Montejo
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