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Spain:Management Staff for Higher Education

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Overview Spain

Contents

Spain:Political, Social and Economic Background and Trends

Spain:Historical Development

Spain:Main Executive and Legislative Bodies

Spain:Population: Demographic Situation, Languages and Religions

Spain:Political and Economic Situation

Spain:Organisation and Governance

Spain:Fundamental Principles and National Policies

Spain:Lifelong Learning Strategy

Spain:Organisation of the Education System and of its Structure

Spain:Organisation of Private Education

Spain:National Qualifications Framework

Spain:Administration and Governance at Central and/or Regional Level

Spain:Administration and Governance at Local and/or Institutional Level

Spain:Statistics on Organisation and Governance

Spain:Funding in Education

Spain:Early Childhood and School Education Funding

Spain:Higher Education Funding

Spain:Adult Education and Training Funding

Spain:Early Childhood Education and Care

Spain:Organisation of Early Childhood Education and Care

Spain:Teaching and Learning in Early Childhood Education and Care

Spain:Assessment in Early Childhood Education and Care

Spain:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Spain:Primary Education

Spain:Organisation of Primary Education

Spain:Teaching and Learning in Primary Education

Spain:Assessment in Primary Education

Spain:Organisational Variations and Alternative Structures in Primary Education

Spain:Secondary and Post-Secondary Non-Tertiary Education

Spain:Organisation of General Lower Secondary Education

Spain:Teaching and Learning in General Lower Secondary Education

Spain:Assessment in General Lower Secondary Education

Spain:Vocational Lower Secondary Education: Basic Vocational Training cycles

Spain:Organisation of General Upper Secondary Education

Spain:Teaching and Learning in General Upper Secondary Education

Spain:Assessment in General Upper Secondary Education

Spain:Organisation of Vocational Upper Secondary Education

Spain:Teaching and Learning in Vocational Upper Secondary Education

Spain:Assessment in Vocational Upper Secondary Education

Spain:Post-Secondary Non-Tertiary Education

Spain:Higher Education

Spain:Types of Higher Education Institutions

Spain:First Cycle Programmes

Spain:Bachelor

Spain:Short-Cycle Higher Education

Spain:Second Cycle Programmes

Spain:Programmes outside the Bachelor and Master Structure

Spain:Third Cycle (PhD) Programmes

Spain:Adult Education and Training

Spain:Distribution of Responsibilities

Spain:Developments and Current Policy Priorities

Spain:Main Providers

Spain:Main Types of Provision

Spain:Validation of Non-formal and Informal Learning

Spain:Teachers and Education Staff

Spain:Initial Education for Teachers Working in Early Childhood and School Education

Spain:Conditions of Service for Teachers Working in Early Childhood and School Education

Spain:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Spain:Initial Education for Academic Staff in Higher Education

Spain:Conditions of Service for Academic Staff Working in Higher Education

Spain:Continuing Professional Development for Academic Staff Working in Higher Education

Spain:Initial Education for Teachers and Trainers Working in Adult Education and Training

Spain:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Spain:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Spain:Management and Other Education Staff

Spain:Management Staff for Early Childhood and School Education

Spain:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Spain:Education Staff Responsible for Guidance in Early Childhood and School Education

Spain:Other Education Staff or Staff Working with Schools

Spain:Management Staff for Higher Education

Spain:Other Education Staff or Staff Working in Higher Education

Spain:Management Staff Working in Adult Education and Training

Spain:Other Education Staff or Staff Working in Adult Education and Training

Spain:Quality Assurance

Spain:Quality Assurance in Early Childhood and School Education

Spain:Quality Assurance in Higher Education

Spain:Quality Assurance in Adult Education and Training

Spain:Educational Support and Guidance

Spain:Special Education Needs Provision within Mainstream Education

Spain:Separate Special Education Needs Provision in Early Childhood and School Education

Spain:Support Measures for Learners in Early Childhood and School Education

Spain:Guidance and Counselling in Early Childhood and School Education

Spain:Support Measures for Learners in Higher Education

Spain:Guidance and Counselling in Higher Education

Spain:Support Measures for Learners in Adult Education and Training

Spain:Guidance and Counselling in a Lifelong Learning Approach

Spain:Mobility and Internationalisation

Spain:Mobility in Early Childhood and School Education

Spain:Mobility in Higher Education

Spain:Mobility in Adult Education and Training

Spain:Other Dimensions of Internationalisation in Early Childhood and School Education

Spain:Other Dimensions of Internationalisation in Higher Education

Spain:Other Dimensions of Internationalisation in Adult Education and Training

Spain:Bilateral Agreements and Worldwide Cooperation

Spain:Ongoing Reforms and Policy Developments

Spain:National Reforms in Early Childhood Education and Care

Spain:National Reforms in School Education

Spain:National Reforms in Vocational Education and Training and Adult Learning

Spain:National Reforms in Higher Education

Spain:National Reforms related to Transversal Skills and Employability

Spain:European Perspective

Spain:Legislation

Spain:Institutions

Spain:Bibliography

Spain:Glossary

Requirements for appointment

Out of all the individual governing bodies in public universities, the rector is the highest academic authority at the university and represents the institution. As chair of the university Governing Council, the rector manages and administers this body developing the approved lines of action by the relevant collegiate bodies and executing its agreements. The rector appoints the management team in accordance to the normative in the statutes. The vice-chancellors, the secretary general and manager are members of the rector’s executive team, the former with delegated powers, the secretary general as the officer in charge of certifying the agreements of the Governing Council, and the manager as the person responsible for the finances and the administration of the university.

The rector is chosen by the Assembly or by the university community, through an election and through a universal ballot, from among the senior professors of the university currently teaching in that university. If the Assembly is responsible for the rector election, it is necessary for a candidate to obtain more than half of the valid votes in the first ballot. If no candidate reaches this amount, a second ballot will be carried out, in which only the two most voted candidates in the first ballot may take part. The most voted candidate is elected as the rector. However, in the case where the statutes establish that it is the university community who elects the rector, the vote is weighted throughout the different sectors of the university community. In any case, the majority corresponds to professors holding a doctorate and with a permanent connection to the university. Once elected, the rector is appointed by the competent authority of the Autonomous Community and designates his/her management team as specified in the respective statutes.

The Deans of the University Faculties and the Directors of the University Schools represent their institutions and responsible for the management and administration of the institution. The Faculty or University School Board, presided by the dean or director, is the governing body thereof. The composition and election procedure of its members are determined by the statutes. The majority of its members must be tenured lecturers.

The Heads of department represent the department and are responsible for its management and administration. They are elected by the Department Council in accordance with the statutes, from among tenured PhD lecturers.

In order to carry out any of the posts of the individual governing bodies, university staff wishing to apply must have a fulltime dedication. They may not, however, carry out simultaneous posts. Further the representatives from the different sectors of the university community in the University Assembly, in the Faculty or University School Boards and in the Department Councils are elected by universal, free, equal, direct and secret suffrage. The statutes establish the election rules, which must foster a balanced participation of men and women in the mixed-membership bodies.

In the administration and the governance of public universities the above mentioned collegiate bodies also take part, the Governing Council, Assembly, the Faculty or University School Board and the Department Council. For detailed information on the collegiate bodies that take part in the administration and governance of universities see the article on Administration and Governance at Local and/or Institutional Level.

Individual governing bodies in private universities must be named exactly like those established for public universities. Similarly, in order to access any of these governing bodies, their staff must hold a Doctorate degree.

Private universities’ organisational norms and functions establish the procedures for the appointment, assuring an adequate participation and of the different groups of the university community, so that it favours a balanced presence of men and women. In any case, these norms have to guarantee that academic decisions are adopted by bodies of teaching or research staff has higher representation, and that the teaching or research staff’s have their say in the appointment of the rector.

For detailed information on management staff in institutions teaching in training cycles in Advanced Vocational Training and in Advanced Artistic Education see the article on Management Staff for Early Childhood and School Education.

Conditions of service

In public universities, headship posts have the condition of civil servant teachers, which means that they have an indefinite contractual relationship with the Education Authority. The working conditions for rectors, Faculty deans, University School directors and heads of Department are similar to the rest of the civil servant teachers, with a few exceptions.

The statutes of each university regulate the procedure for the election of the rector, the duration of their office and the possible substitutions in the event of a vacancy due to an absence or illness.

The rector names his/her vice-chancellors among the tenured doctored professors which serve the University; he/she also names the General Secretary among other public civil servants belonging to the Bodies for which it is necessary to possess a Doctorate Degree, a Degree or equivalent; Further the rector also nominates a Manager taking into account the criteria related to professional competence and experience, who is finally appointed by the Social Council of the university. The Manager does not deliver lectures.

Faculty deans, University School directors and heads of Department are also elected according to the university statutes.

Each headship post has a different retribution depending on the degree of responsibility and required dedication. Therefore, the salary is the same as any other civil servant teacher according to the subgroup to which they belong, to the professional level or category and to seniority (triennials), although, additionally, they receive a ‘singular component’ from the ‘specific complement’ for carrying out this position.

For detailed information on the working conditions of civil servant university teachers see the article on Conditions of Service for Academic Staff Working in Higher Education.

Private universities establish the regulations, organisation and functioning for the procedures of designating and removal of its governing bodies and representation, as for its functioning.

For detailed information on the management staff for advanced vocational training cycles and in Advanced Artistic Education see the article on Conditions of Service for Teachers Working in Early Childhood and School Education.