Spanish Education System -...
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Transcript of Spanish Education System -...
Spanish Education System
KEY FEATURES, CHALLENGES AND STRUCTURES
2013: Act on the Improvement of the
Quality of Education (LOMCE)
Key stages of the Spanish Education System
Early Childhood Education and Care
TEACHER TRAINNING, RATIO, CURRICULUM AND ORGANIZATION
School year 2014/15
22,7% of all non-university students are into de ECE system: 1.836.606 pupils
“La finalidad de la Educación Infantil es la de contribuir al desarrollo físico, sensorial,
intelectual, afectivo y social de los niños”
Access: Year of birth
Same criteria to enter the cycle (after selection of school)
Teacher and group go hand in hand during the cycle
Three same curricular areas
1st
CY
CL
E
2nd C
YC
LE
Advanced Technician certificate
Ratio per unit / regulated by each
Autonomous Community
School Teacher degree can be also supported by school teachers in
other specialities
Regulated by the Ministry of Education
(MAX. 25 pupils)
1st CYCLE 2nd CYCLE
School teacher is free to choose the methodology
Non-free school place Free school place
Ratio per unit / regulated by each Autonomous
Community. FIRST CYCLE.
Depending on the needs of families, inner
organization or educational staff
Regulated like the rest of other
educational stages
Whole stage is usually 35 hours per week
Period of adaptation during the month of September
Breakfast and other extra-activities not included
Lunch, rest, naps, included
Ranges between 10 - 11 mounths (sept-june)
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1st CYCLE 2nd CYCLE ORGANIZATION
Curriculum by the Autonomous
Communities
Ministry of Education, Culture and
Sport sets the curriculum
Based on experiences and playing activities Curricular materials and didactic resources
no specific number of hours has been set for the different curricular areas
“Additional” grants
Educational contents
Self-knowledge and personal autonomy
Knowledge of the environment
Languages, communication and representation:
CURRICULUM
“Schooling” and “additional” grants
GRANTS AND PUBLIC FUNDS
221.467 grant beneficiaries (20,7%) of the total of grant beneficiaries in Compulsory Education+Pre-Primary Education and Special Education
124.592.900 euros (30,9%) of the total amount provided to Compulsory Education+Pre-
Primary Education and Special Education
School year 2013/14
Objetivo de Barcelona de atención a la infancia para 2010
Attention to student diversity in the education system
PRINCIPLES, EDUCATIONAL NEEDS MEASURES, PROCEDURES …
Principles of our education system
Equity
Quality
The principle of equity ensures that the system provides for attention to all the students’ educational needs and
diversity throughout the whole education process.
These measures are implemented by:
the teachers
the education centres
the regional administrations
Teachers encourage a type of education that is inclusive by using all the resources available to them, such as:
appropriate methodological approaches
reinforcement of curricular contents
teaching and learning strategies and so on.
STUDENTS WITH A SPECIFIC NEED FOR EDUCATIONAL
SUPPORT
Special education needs related to physical, psychic or sensory disability or
serious conduct disorder
Specific learning difficulties
Attention Deficit Hyperactivity Disorder (ADHD)
High intellectual capacities
Needs resulting from a late entry into the education system
TYPES OF MEASURES TO BE IMPLEMENTED IN ORDINARY EDUCATION CENTRES:
They have an impact on the general organisation of
the school and focus on:
The organisation of the student groups
The strategies that favour universal
accessibility and allow students’ active
participation in their learning process
Tutor and guidance action
The use of spaces
The coordination and teamwork between the
different professionals and collaborator at school
and in the classroom
The participation of external stakeholders in
social and educational actions
The guidance, training and family mediation
actions that favour the involvement of families in
their children’s education process.
The implementation of these measures requires a
previous process of needs detection and diagnose of
the students education needs followed by:
A psycho-pedagogic assessment report that will
lead to:
more specific actions
the use of more specialized resources, not
only by the classroom teacher but also with
the support of specialized teachers.
Students with a specific need for educational support
can be schooled in:
an odinary educational centre
an educational centre that gives priority to the
schooling of students with specific educational
needs
special education centres
Ordinary measures
Extraordinary measures
ATTENTION TO DIVERSITY IN PRE-PRIMARY EDUCATION
The methodology regarding Pre-Primary
Education is inclusive and preventive
oriented, with the following features:
• Highly experiential and visual
• It encourages hands-on activities through
games, songs, rhymes and workshops in a
motivating way
• It may implement project-based work
focusing on a specific topic that is usually
prevention-oriented, such as:
identification of emotions
phonological awareness
basic skills for coexistence, etc
Whenever tutors detect a student with any kind of
special education needs, the following procedure is
applied:
The student is transferred to the Education and
Psychopedagogic Guidance Body for Early
Childhood
An assessment report is carried out which usually
stipulates “slow maturity development” since
children before the age of five cannot undergo any
type of psychopedagogic assessment
A meeting is held with the tutors and the families
Guidelines are provided to work with the child both
at home and in the classroom
Specialized teachers, such as the Therapy teacher
or the Auditory and Speech teachers
More specific educational measures Ordinary measures
For further information, please, visit our webs
Thanks very much for your kind attention
SPANISH UNIT: Elena Vázquez Aguilar/ Ana Prados Gómez/ José Luis Fajardo López/ Rocío Arias-Bejarano
http://www.mecd.gob.es/servicios-al-ciudadano-mecd/estadisticas/educacion/indicadores-publicaciones-sintesis.html
http://www.mecd.gob.es/servicios-al-ciudadano-mecd/estadisticas/educacion/indicadores-publicaciones-sintesis/cifras-educacion-espana/2013-14.html
Early Childhood Education and Care Systems in Europe: National Information Sheets – 2014/15 Key data on early childhood education and care in Europe. Eurydice and Eurostat report : 2014 edition (2014) Eurydice Policy brief
Early childhood education and care in Europe. Tackling social and cultural inequalities (2009)
Eurydice Countries: Description of national education systems 4 Early Childhood Education and Care 4.1 Organisation of Early Childhood Education and Care 4.2 Teaching and Learning in Early Childhood Education and Care 4.3 Assessment in Early Childhood Education and Care 4.4 Organisational Variations and Alternative Structures in Early Childhood Education and Care
