The Spanish educational system is decentralized, with regional authorities responsible for curriculum. It consists of infant school, primary school, secondary school, and university. Secondary school has both general and vocational tracks. The educational system faces challenges like high dropout rates, integrating immigrant students, lack of resources, and loss of teaching as a prestigious profession.

1. SPANISH EDUCATIONAL SYSTEM
Jesús Mañá. IES FRAY PEDRO DE URBINA

2. Teaching a child needs
not only a teacher, but
all the tribe.
African proverb

3. SPANISH EDUCATIONAL SYSTEM
Age Special Studies UNIVERSITY
UNIVERSI PROFESSIONAL
TY STUDIES
Postgrade: Doctorate
Long Cycle: Degree 5 years W
Short Cycle: Diploma 3 years O
Univ. Entrance Exam or 25 HIGH GRADE R
School years + Special Exam 1-2 K
of Lan- Exam + 18
18 guages HIGH SCHOOL MEDIUM GRADE
17 Crafts Arts Humanities Science 1-2
16 SECONDARY Exam
15 Music Job learners Course
14 4+6+4 SCHOOL (1st to 4th)
13
12
11
PRIMARY SCHOOL
10
9 (1st to 6th)
8
7
4-6 Infant
school
0-3 Nursery

4. A DECENTRALIZED SYSTEM
• Only the basic laws from National
Government.
• Curriculum depends on 17 Regional
Authorities:
– 45% in historical regions (with own language)
– 35% in the other regions
• Money (very little) for budget from Reg.
Authorities.

5. EDUCATIONAL INSTITUTIONS
CENTRES
S ta te c e n tre s
P u b lic ( p r iv a t e ) c e n t r e s :
w it h fin a n c ia l h e lp fr o m t h e s t a t e / w it h o u t
N U R S E R IE S P R IM A R Y S C H O O L S SECO NDARY SCHO O LS P R O F E S S IO N A L S P E C IF IC C E N T R E S
(G u a rd e ría s ) ( C o le g io s ) ( I n s tit u t o s ) 1 7 -2 0
0 -3 7 -1 2 1 3 -1 6 W o r k e r s ( C o n t in u o u s le a r n in g )
3 -6 T o w n C o u n c ils lo o k a ft e r t h e b u ild in g s 1 3 - 1 8 / 2 0 ( H ig h o r P r o fe s s io n a l S c h o o ls )
S P E C IA L C E N T R E S A D U L T 'S C E N T R E S O P E N L E A R N IN G C E N T R E S U N IV E R S IT Y
L a n g u a g e S c h o o ls C o m p u ls o r y le v e ls C o m p u ls o r y le v e l S t a t e o r p u b lic c e n tr e s
C r a f t s S c h o o ls N o n a c a d e m ic s t u d ie s H ig h ( A ) le v e l A u to n o m o u s m a n a g e m e n t
C o n s e r v a t o ir e s ( M u s ic S c h o o ls ) U n iv e r s it y a n d c u r r ic u la
8 in C a s tilla & L e ó n
4 S t a t e / 4 p u b lic o n e s
S a la m a n c a , 1 2 1 8

6. THE HIGH SCHOOLS:
Management responsibilities
• WITH THE PREVIOUS • WITH THE ISSUED LAW:
BASIC (ORGANIC) LAW: • The Headmaster...
• School Council
• Staff meeting
• Headmaster
• The team in charge

7. TEAM-IN-CHARGE’S TASKS
• 1 SECRETARY:
• 3 DIRECTORS OF • The money and,
STUDIES: mainly, the lack of
• Timetable changes money
• Supply teachers • The fight with all kind
• Supervision of tutors’ of workers: civil
tasks servant teachers,
• Interviews with supply teachers, not
parents teaching employees,
trade workers...
• Handling discipline
• Resources
• Accounts

8. ACADEMIC AND ECONOMIC
MANAGEMENT VIA INTRANET

9. THE SCHOOL COUNCIL/BOARD OF
GOVERNORS:
Team in charge, 7 teachers, 3 parents, 4 pupils, 1 ntp,
1 from town council.
• BEFORE: • NOW:
• Elects the headmaster • Approves the final
• Approves his/her team account
• Approves the Annual
• The headmaster
Planning and the Final
Report (selected by the
• Approves the budget and Administration)
the final account reports these items to
• Approves disciplinary
measures

10. COORDINATION STRUCTURES
• Heads of Departments • 15/16 DEPARTMENTS
meeting • Organized by
• Level tutors meeting knowledge areas
• Also, one for Psycho-
pedagogy and
vocational guidance
and another one for
Out-of-school
Activities

11. CURRICULA IN COMPULSORY
LEVELS
3 0 h o u rs a w e e k
8 :3 0 -1 4 :1 5
S p a n is h
M a t h e m a t ic s
F o r e in g L a n g u a g e
E n g lis h / F r e n c h
S o c ia l S c ie n c e
G e o g r a p h y / H is t o r y
S c ie n c e
B io lo g y / P h y s ic s /
C h e m is t r y
A r t s / D r a w in g
M u s ic
T e c n o lo g y / C o m p u t e r s
P h y s ic a l E d u c a t io n
R e lig io n /
A lt e r n a t iv e A c t iv it ie s
O p t io n s
C la s s ic C u lt u r e
L a b o ra to ry
C ra fts
P h o to g ra p h y /
R a d io / S c h o o l m a g a z in e

12. CURRICULA IN PROFESSIONAL
STUDIES AND A LEVELS
P R O F E S S IO N A L S T U D IE S A LE V E L C O M M O N S U B JE TS
M e d iu m G ra d e (2 y e a rs ): W e l d in g S p a n is h a n d F o re i n g L a n g u a g e
H i g h G ra d e (2 y e a rs ): M e ta l i c S tru c tu re s P h y s ic a l E d u c a ti o n
O n e te rm w o rk i n g in a fa c to ry P h i l o s o p h y / S p . H i s to ry / R e li g i o n o r A .A .
O P T IO N S (2 )
C o m p u te rs
P s y c o l o g y / L i t e ra tu re / G e o l o g y
S c .& T e c h . H i s to ry /P h o to g ra p h y
H U M A N IT IE S S O C IA L S C IE N C E S E N G IN E E R IN G H E A L T H S C IE N C E S A R TS
C o n te m p o ra ry H is to ry C o n te m p o ra ry H i s to ry M a th e m a ti c s C h e m i s try T e c n i c a l a n d A rti s tic D ra w i n g
L a ti n / G re e k M a th s fo r S .C . / G e o g ra p h y P h y s ic s B io l o g y S c u l p tu re / V o lu m e
A rt H i s to ry E c o n o m i c s o r L a ti n T e c n ic a l D ra w in g o r B i o l o g y E n v i r o n m e n t S c ie n c e o r M a th s A rt H i s to ry / D e s in g / Im a g e

13. ALWAYS THE SAME PROBLEMS
• Changing laws and rules
• School dropout (30%): any interest, lack of
habits of studying...
• Immigrant pupils’ integration
• Not enough educational resources
• Loss of prestige of our profession
• Families dont help us
• Social and TV opposite values...

14. And so on...