Organization of Spanish educational system in Secondary levels

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...