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Spain:Support Measures for Learners in 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

Definition of the Target Group(s)

In University Higher Education and according the 2001 Organic Act on Universities (LOU), the target groups of these support measures are:

  • Students with special or particular needs related to disability.
  • Highly gifted students
  • Economically disadvantaged students. 

Likewise, special attention is paid to:

  • People with family responsibilities.
  • Victims of gender-based violence.
  • Victims of terrorism.

Regarding Non-University Higher Education, for detailed information on the attention to diversity measures aimed at those students taking Advanced Vocational Training, see article Special Education Needs Provision within Mainstream Education.  

Specific Support Measures

Financial aids for students

In order that no-one is excluded from university studies due to economic reasons, the Ministry of Education, Culture and Sport (MECD), the Autonomous Communities and the universities themselves organise a policy of grants and financial support for students. In any case, special attention is paid to people with family responsibilities, victims of gender violence and people with dependence and disability, assuring on this manner their entrance and permanence in university studies.   

Grants and financial support for students

Kind of grant or aid
Concept

University and non-university education general grants and aids, both at State level (published by theMinistry of Education, Culture and Sport) and regulated by the different Autonomous Communities.

  • Compensation of the lack of work incomes because of being studying.
  • Expenses resulting from the students' residence out of the family home (mobility grants).
  • Expenses on academic material and/or registration in publicly-funded institutions.

Special grants and aids, specific for any higher studies. 
  • Prizes and grants for special academic achievement. 
  • Wage grants for university studies.
  • Grants for young people at risk of academic drop-out for them to continue their studies and have a degree.
Final dissertation grants
  • They include the expenditure on registration and school material.

Aids for non-university post-compulsory education students with the specific need for education support related to any kind of disability or a high intellectual capacity, requiring complementary activities to formal education.

  • Teaching aids: Payment of the expenses resulting from the student registration and attendance to an educational institution.
  • Transport aids.
  • Residence aids.
  • Pedagogical re-education or language aids. 

Source: Drawn up by Eurydice Spain-REDIE from the regulations in force.

For detailed information on grants and financial support in higher education, as well as on the changes introduced in the system of grants and financial support since 2012, see article Higher education funding.

Organisational options and alternative structures

  • Distance university education, provided by the national University of Distance Education (UNED), public state university. The goal is to facilitate the access to studies and the continuity to those people who cannot regularly attend university due to work, economic, residence or any other reason.
  • Distance Advanced Vocational Training: The MECD has created the platform Vocational Training via Internet with the purpose of approaching Vocational Training to every citizen, facilitating information on these studies and giving access to on-line training.

Specific measures for disabled students

The 2007 Organic Act Modifying the LOU (LOMLOU) has a set of measures aimed at including disabled people, as well as at assuring their access, entry, stay and exercise of the academic degrees. These measures are:

  • Equal opportunities for students and other disabled member of the university community, removing any form of discrimination and establishing positive action measures aiming at assuring their full and effective participation in the university field.
  • Total tax and public prices exemption in those studies leading to the obtaining of a university degree for disabled students.
  • The buildings, equipments and rooms of universities, including web spaces, as well as services, procedures and information provision, must be accessible to everybody, so that no member of the university community, due to their disability, will be prevented from exercising his/her right to enter, move, stay, communicate, obtain information or other, in real and effective conditions of equality.
  • Every curricula proposed by universities must take into account that training in any professional activity must be carried out on the basis of respect and promotion of human rights and the principles of universal accessibility and design for everybody.

The 2010 University Student Statute states that all students have the right to not be discriminated because of disability, among other conditions.

It underlines that universities have to establish the necessary resources and adaptations for students with disabilities to exercise their rights on equal conditions as the rest, without incurring a reduction in required academic level.

Regarding access and admission processes, universities must take into account the specific needs of people with disabilities in order to ensure equal opportunities and full integration into university. They must make accessible spaces and buildings, including virtual spaces, and must make available to students with disabilities the material, human and technical resources to ensure equal opportunities and full integration into the university community.

As for evaluations, university institutions and departments must make the necessary methodological, temporary and spaces adaptations.

Finally, the Statute encourages the creation of care services for the educational community with disabilities

Specific programmes for victims of terrorism and victims of gender-based violence

Public Authorities, in coordination with universities, are in charge of providing these people with the necessary aid, the support and adaptations in the teaching regime.