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

At non-university education levels, the mechanisms for control and administrative inspection fall within the responsibility of the respective Inspection Services of the Autonomous Communities. These duties are carried out by the Body of Education Inspectors.

Although their general responsibilities are defined at a State level, the Autonomous Communities are the ones in charge of establishing their specific duties. Generally, Education Inspectors are responsible for the monitoring, supervision, enforcement of regulations, and the provision of advice, support and information to both public and private educational institutions as for the programmes in which they are developed. They also contribute to the evaluation of the Education System and of the elements that comprise it, including, among others, teaching assessment and school management. They ensure that the institutions comply with the laws and regulations governing education, and that constitutional principles and values are observed, including those aimed at the promotion of real equality between men and women. Further they also advise, guide and inform the educational community about their rights and duties and account for the educational initiatives implemented by the Autonomous Communities. Inspectors do not teach at any institution.

In order to carry out these duties properly, Education Inspectors must have direct knowledge of the activities carried out at educational institutions, to which they have free access; assess and check the academic and administrative documentation thereof, and receive from the various members of the educational community the necessary collaboration to carry out their activities.

For detailed information on the bodies responsible for the evaluation of the education system and of the institutions included in these educational levels, see the article on Quality Assurance in Early Childhood and School Education.

Requirements for appointment

Education Inspectors are civil servant teachers, which means that their initial training is similar to that of the rest of civil servant teachers. For detailed information on initial teacher training see the article on Initial Education for Teachers Working in Early Childhood and School Education.

Candidates take a competitive examination in order to access the Body of Inspectors of the Autonomous Communities. Likewise, there is a practical period which is part of the selection process.

Furthermore, candidates must meet the following requirements to take part in the publicly announced competitive recruitment:

  • Hold a Doctoral degree, Bachelor degree or equivalent degrees previous to the implementation of the Bologna structure.
  • Belong to any of the civil servant teacher bodies.
  • Accredit a length of service as a career civil servant and a teaching experience of six years.
  • Accredit their competence in the co-official language of the corresponding Autonomous Community:

The selection process comprises the following three stages:

  • A Competitive examination stage, where pedagogical, administrative and legislative knowledge is assessed, being this knowledge adapted to the applicants’ inspection function. Further, specific knowledge and techniques related to the post of inspector which the candidates must also possess are also valued at this stage.
  • A merits assessment stage which assesses the candidate’s career and specific teaching merits, positive evaluation in management posts and belonging to any of the bodies of Senior professor. The final mark of this phase is only applicable if the candidate has passed this initial stage.
  • A practical period lasting between a trimester to one school year and for which the Education Authority is responsible for its organisation. Successful candidates who passed the first stage of the competitive examination are arranged according to their overall score from higher to lower of the total number of available positions. They are appointed as trainee inspectors and are obliged to take the provisional position that is offered to them. During this practical period they keep their former civil servant teacher post until the selection process is over and they become civil servants belonging to the Inspectorate Body of Education. The evaluation of this practical period must guarantee that all candidates have the adequate training in order to carry out their assigned duties.

Once the practical period is over, and once the candidates have been declared apt and meet the required requisites of the publicly announced competition, the board approves the list of applicants that have passed all the selective process and a diploma from the civil servant Body of Inspectors is issued. Once they are appointed they are obliged to take part in the competitions for the inspector post provision that are announced, until they achieve a final post in their Autonomous Community.

The Education Authorities may reserve up to a third of the posts that are announced for those teachers meeting the above mentioned general requirements and, who have also held the post of school head with a positive evaluation of at least three terms of office. In this case, the access to the Body of Education Inspectors is realised through a merits competition.

Conditions of service

As Education Inspectors are career civil servants, they have an indefinite contractual relation with the Education Authority and their working conditions are the equivalent to the rest of the civil servants, with a few exceptions.

Primary Education teachers (group A2 and level 21) that access the Body of Inspectors acquire a professional group and higher level (A1 and level 26). Teachers of Secondary Education (A1 and level 24) remain in the same professional group and access a higher professional level (level 26).

The Education Authorities regulate the organisation and the functioning of the Education Inspection, assign the management areas depending on the criteria related to training and the previous experience of Inspectors and value the merits related with the participants in competitions for the provision of work posts. Likewise, these competitions are periodically held in which they may take part, voluntarily, and in which the candidates are from any Body belonging to the Education Authority they depend on in which they may have entered.

The salary for inspectors is established, as in the case of the other career civil servant teachers, according to their adscription to the Body or Scale they belong to, to a certain professional classification Subgroup or Group; and the work post they carry out (Specific Complement). For detailed information on career civil servant teachers see the article on Conditions of Service for Teachers Working in Early Childhood and School Education.

In addition to a ‘general component’ and a ‘singular component’, Inspectors receive a  Specific Complement, both in their ordinary payments as in the additional payments of June and December for carrying out their post. The State establishes the minimum amount of these components and the Education Authorities of the Autonomous Communities set their own amount. As a result, the amounts established at a State level are generally increased.

Complementary minimum retributions for Inspectors in education

CONCEPT

GROUP A

(Level 26)

 ORDINARY MONTHLY PAYMENTS

General component of the Specific Complement for the civil servant post for Inspector of Education

447.64

Specific singluar Component for the civil servant post of Inspector of Education

497.57

ADDITIONAL PAYMENTS

(June and December)

Additional payment to the 'general component' for the civil servant post for Inspector of Education 

447.64

Additional payment to the "singular component" for the civil servant post for Insepctor of Education

497.57

Source: Compiled by Eurydice Spain-REDIE from current legislation.

The working hours for Education Inspectors in most of the Autonomous Communities are of 35 hours per week. These work hours are carried out from Monday to Friday, depending on the timetables of the assigned institutions. Education Inspectors’ timetables are organised in such a way that they are able to carry out their duties. Working hours are included in the Whenever the inspection service is carried out away from the seat, the working hours include the transfer to the location(s).

In order to value the results of the duties entrusted on Education Inspectors, the Education Authority establishes an evaluation plan for Education Inspection. The results of these evaluations concerning the professional exercise and their experience may be taken into account for the professional and administrative career of inspectors, especially when appointing responsibility posts within the Inspectorate.

There are transfer competitions for the provision of vacant posts among civil servants belonging to the Body of Inspectors. Every two years, the Education Authorities publicly announce State competitions for the provision of vacant posts within their territorial areas and also guaranteeing the chance for other civil servant teachers to take part in the competition if they come under a different Education Authority. In school years in which no State competitions are held, the Education Authorities may develop procedures for the provision of vacant posts within the national territory where they are required. However, at any time the Education Authorities may carry out processes of redistribution or repositioning of the inspectors. These public announcements include at least, two types of posts, the indispensible requisites to carry them out and the scale of merits. In all cases, the appointment of vacancies is carried out taking into account the score that the candidates obtained once the scale has been applied. 

The betterment and the updating in the professional practise is a right and obligation for all Education Inspectors, as it allows for a better practise in their functions. It is up to the Education Authorities to set up the necessary training plans, always linked to the practise of the inspector function: postgraduate courses, study leaves, inspection days organised by the Education Authority, specific training courses, individual or group training projects proposed by the persons concerned, etc. The participation in these types of activities may be compulsory. In order to carry out some training projects, the Education Authority may establish collaborative agreements with other institutions, as with universities. However, inspectors, as in the case of any other career civil servant teacher, have access to continuous development programmes that, generally, are offered by all Education Authorities. For more information on see the article on Continuing Professional Development for Teachers Working in Early Childhood and School Education.

The dismissal of inspectors, as in the case of the rest of civil servant teachers, as in the case of any of the rest of civil servant teachers, takes place whenever there is a serious offense, a loss of Spanish nationality or disqualification of a public post. The management of such processes corresponds to a commission of administrative infractions and is managed through a common process for all public civil servants.

Retirement conditions for school heads are the same as those corresponding to other civil servant teachers. The compulsory age for civil servant teachers to retire is 65 years of age. The amount of each pension varies depending on the years served. For more information on the retirement conditions of inspectors see the article on Conditions of Service for Teachers Working in Early Childhood and School Education.