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Spain:Organisational Variations and Alternative Structures in Primary 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

The education system guarantees the right to education of those who cannot attend school on a regular basis by developing an adequate distance education provision or, where appropriate, specific educational support.

Among the main organisational variations and alternative structures in primary education, the following would seem to be particularly noteworthy:

Rural schools

Type of provision
Purpose Target groups
Organisation
Gathered Rural Schools (CRA)
Provide educational services in geographical areas with small centres of population.
Pre-primary and primary education students living in geographical areas with small centres of population. 
  • each CRA brings together several schools of nearby towns and villages, forming one single school
  • there is one single management team and all peripatetic school teachers teaching in these schools are members of the Teachers’ Assembly
  • the school development plan and the yearly general programme are the same for all the schools grouped together in the area
  • each school may be structured in a small number of classrooms, so there might be students of different ages and years in the same group.
Rural Centres for Educational Innovation (CRIE)
Collaborate in the development of educational innovation and teacher training, and promote coordination among schools and the involvement of the educational community. 
Pre-primary and primary education students enrolled in CRAs and incomplete schools.
They draw up annual action plans taking into account the documents for pedagogical and curricular organisation of participating schools. 

Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education (National Centre for Educational Innovation and Research, Ministry of Education, Culture and Sport).

Itinerancy and non-regular schooling

Type of provision
Purpose Target groups
Organisation
Itinerant education  services

Offer services and to provide itinerant companies and temporary workers, as well as circus and fair workers, with units of education support, during the school year, with enough pupils at compulsory schooling age.

  • pupils at compulsory schooling age who cannot attend school due to a continuing itinerancy of their families
  • pupils at compulsory schooling age who have to move from their habitual residence during the school year because of their families' temporary job or because they are circus or fair workers and, due to this reason, they cannot attend the school where they are enrolled.
  • the Ministry of Education, Culture and Sport (MECD) formalizes agreements with companies whose itinerancy is permanent during the school year
  • pupils can enrol the modality of distance education, and keep this situation while the condition of itinerancy remains.
Hospital teaching Provide pupils non-regularly attending school with education attention, and through the competent services, to coordinate home teaching programmes.
Pupils at compulsory schooling age hospitalised for a long term.
During the hospitalisation period, they are enrolled in the ordinary school where their education process is developed. Supporting school units are created in hospitals, as well as the corresponding mechanisms for monitoring and evaluating them.
Home teaching programmes
Pupils at compulsory schooling age who cannot attend school due to a prolonged stay at home by medical prescription. 
 These pupils can enrol the modality distance education and keep this situation while the condition that created it remains.

Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education (National Centre for Educational Innovation and Research, Ministry of Education, Culture and Sport).

Bilingual education

Type of provision
Purpose
Target groups
Organisation
Bilingual schools - Ministry of Education, Culture and Sport and British Council Agreement
Provide students with an education which enables them to obtain Spanish and British certificates at the end of compulsory secondary education, so that they can continue their studies in any of the two countries. 
Students enrolled in public pre-primary, primary and compulsory secondary education schools.
  • bilingual schools implement an integrated Spanish-British curriculum
  • lessons are taught by teachers specifically engaged for the project and English specialist teachers of the bilingual schools.
Spanish-Moroccan Programme for teaching Arabic language and Moroccan culture
  • teach Arabic language and Moroccan culture
  • promote the school integration of Moroccan pupils in the Spanish education system 
  • promote intercultural education. 
Moroccan pupils attending public Primary and Secondary schools in Spain. 
Depending on the number of Moroccan pupils in the schools, classes are offered within or without the teaching hours and the teachers attend one or several schools.
Portuguese Language and Culture Programme 
  • that the children of Portuguese workers and immigrants may retain their linguistic and cultural references
  • encourage Spanish students’ interest and respect for the Portuguese culture.
Students coming from Portugal or Portuguese speaking students, and Spanish students enrolled in public pre-primary and primary schools and, to a lesser extent, secondary schools.
Portuguese language learning activities are part of the teaching activities of the school. In addition, there are student exchanges and study visits in both countries, as well as cultural weeks and Portuguese clubs.

Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education (National Centre for Educational Innovation and Research, Ministry of Education, Culture and Sport).

Distance education 

Type of provision
Purpose Target groups
Organisation
Distance education
Offer education services to those who cannot take teaching through the ordinary in-class education, due to personal, social, geographic or other exceptional circumstances.
Primary Education pupils. 
  • pupils must require a special authorisation to the Education Inspectorate Service of the province where they live in order to be able to take these studies through this branch
  • the tutorial role is mainly developed through the Internet, by means of an education platform or a Virtual  Centre on Education, with the communication tools available for individual and group attention. 
Flexible Studies in Primary Education

Reduce the workload of those students doubly enrolled.

Primary Education pupils living abroad and enrolled in the Education System of the country of residence through the Innovation and Development Centre for Distance Education (CIDEAD).
Pupils only take some of he subjects of the official curriculum in the Spanish Education System.

Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education (National Centre for Educational Innovation and Research, Ministry of Education, Culture and Sport).