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Spain:Teachers and Education Staff

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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

Teachers can be non-university and universitydepending on the type of provision they teach.

Apart from common regulations, mainly the Act on the Basic Statute of Public Employment (2015), each group has different reference framework acts:

  • non-university: the requirements for accessing the teaching public service, initial and continuing training, and the conditions for recognition, support and value of teachers are regulated by the 2013 Act on the Improvement of the Quality of Education and the 2006 Education Act, modified by the former
  • university: the 2001 Act on Universities and the 2007 Act modifying the Act on Universities.

Non-university teachers

Initial teacher training required

At this moment, the new university degrees (Bachelor), already fully implemented, coexist with the study programmes previous to the European Higher Education Area (EHEA), practically extinct. A university degree is required, although the type of degree and the specific number differ according to the education level:

  • pre-primary and primary education: 1 degree
  • compulsory secondary education, Bachillerato and vocational training: 2 degrees
  • specialised education: 1 or 2 degrees, depending on the type of provision.

Continuing professional development

It constitutes a right and a duty for teachers of non-university education.

The Ministry of Education, Culture and Sport, through the National Institute for Education Technologies and Teachers Training, establishes every year the priority lines to which the Teachers Continuing Professional Development plans must adapt. It also offers State Continuing Professional Development programmes and it establishes the appropriate agreements with other institutions to this end.

The Education Act and the Act on the Improvement of the Quality of Education set a series of guidelines that must be respected by the Continuing Professional Development programmes offered by the Education Authorities, responsible of planning and organising them in their jurisdiction. They must provide teachers with a diversified offer of activities and attend their training needs, also establishing other training priority guidelines.

Working conditions

They vary depending on:

  • the ownership of the workplace: public or private
  • the employment status: civil servants, temporary civil servants or working staff
  • and the educational level they teach.

As for public educational institutions, there can be differences between the various Autonomous Communities.

  • civil servant teachers

Their conditions are regulated by the specific regulations from the State and the Autonomous Communities in their respective jurisdiction, but also by the provisions of the Basic Statute of Public Employment, establishing:

  • the rights and duties for public staff
  • the acquisition and loss of the service relationship
  • the management of the service
  • administrative situations
  • disciplinary regime
  • cooperation between authorities.

Remuneration

It adapts to the provisions in:

  • the Act on Measures for Public Service Reform (1984)
  • the Act Modifying the Act on Measures for Public Service Reform (1988)
  • later regulations developing the Acts mentioned.

Rights

  • academic freedom
  • right to unionisation
  • right to participate in the control and management of publicly-funded schools
  • right to assembly
  • this Act also establishes the selection and dismissal criteria for teachers of publicly-funded private schools.

(The 1985 Act Regulating the Right to Education develops the rights recognised by the Spanish Constitution).

Other aspects

The Act on the Improvement of the Quality of Education, which modifies certain aspects of the Education Act, and the regulations developing it establish:

  • the entrance system
  • mobility between the teaching bodies
  • the reorganisation of teaching bodies and scales and their features
  • the provision of places through State transfer competitions.

The Autonomous Communities organise the teaching public civil service within the framework of their competences, respecting the rules that assure a common framework.

The working conditions in private schools are regulated by the general regulations for employment contracts.

University teachers

Initial teacher training required

Initial teacher training can be different between civil servants and hired staff.

Continuing professional development

Universities themselves are in charge of organising continuing professional development activities, elective but necessary for receiving some specific additional remuneration.

Working conditions

The conditions of university civil servant teachers are governed in the same way as those for non-university civil servant teachers.

Other aspects

  • the different work schemes of civil servant teachers and hired teachers
  • teaching organisation
  • the payment system
  • teachers' mobility
  • the disciplinary regime, among other aspects.

(2001 Act on Universities and 2007 Act modifying the Act on Universities).

Their legislative development considers aspects as:

  • the national accreditation system for accessing university civil servant teaching bodies
  • competitions for the provision of places in the said bodies
  • rewards
  • full-time contracts for associate teachers
  • the procedure for evaluating research activity.

Since 2011, the economic situation has forced measures aimed at assuring the budgetary stability and rationalising the public expenditure in the education field, having an impact on the working conditions of teachers.