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

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1st Cycle

0 -3 years

2nd Cycle

3-6 years

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Infant Schools

Municipality

or

Comunity

Little House

Schools

Municipality

running

Private centres

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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