Spain - Ventura de Miguel Muñoz

Profile of second-level education

Structure of the system

The Spanish educational system and its reform are governed by the General Law 14/1970 on Education of 4 August 1970.

The educational system consists of the following levels: (a) pre-primary education, of a voluntary character, comprising two levels: nursery school: 2-3 years of age, and 4-5 years of age; (b) primary education, compulsory, comprising two levels: first level: 6-10 years, and second level: 11-13 years; (c) secondary education, with two distinct options: baccalaureat and University Orientatia Course (UOC) programmes: 14-16 and 16-17 years, vocational education programme: first stage: 14-15 years, and second stage: 16-18 years; (d) University education: higher schools: 18-20 years, and higher technical faculties and schools: first stage: 18-20 years, second stage: 21-22 years, and third stage: doctorate.

General primary education (GPE) consists of two levels as shown in Figure 1. At the first level, emphasis is on general education; at the second level, there is a slight diversification by fields of knowledge in which vocational activities are reinforced.

Completion of general primary education leads to a Graduado escolar Certificate which allows entrance into secondary education leading to either the Baccalaureat or the vocational education programme. Those who have not completed their studies may repeat a course twice. A school certificate is delivered to those who do not succeed and to those who are 14 years of age and who do not wish to repeat the courses; this Certificate offers access to the vocational education programme and, to those aged 15, direct access to the world of work.

To enter a university it is necessary to follow the University Orientation Course (UOC) and to pass the selection tests established since 1974/75.

Entrance to the secondary level involves no examination. The UOC gives direct access to university schools. As in the case of post-secondary faculties and schools, it is also necessary to pass a selection competition.

TABLE 1.

Education level	Percentage of the total
Primary education (GPE)		67
First level	43
Second level	24
Secondary education		15
Baccalaureate	10
Vocational education	5
Higher education		6
University schools	2
Faculties and post-secondary schools	4
Other studies		12

Of a total of more than 8 million students, distribution by level is as shown in Table 1.

Students passing from primary to secondary level represent 87 per cent of all GPE students. The remaining 13 per cent either repeat the last course - the eighth - or abandon their studies.

At secondary level, the distribution is as follows: baccalaureat or general studies - 75 per cent of all students at this level; vocational education - 25 per cent of students.¹

^1. Statistics for the school year 1976/77.

Administration

Secondary education, known as enseñanza media, comes under the responsibility of the General Directorate of Secondary Education (Enseñanzas medias). This directorate consists of three assistant-directorates, each having baccalaureat and vocational training services (see Fig. 2). All receive the same guidelines but the education offered differs, takes place in different centres and is carried out by teachers of different orientations. Inspection is carried out by different organisations.

There is an advisory body for vocational education - the ‘Junta Coordinadora de Formation Profesional’ - where the different ministries concerned are represented (education, labour, industry, agriculture, commerce, etc.) as well as unions, parents’ and workers’ organizations, enterprises, etc. Its job is to advise the Ministry of Education on new plans for studies, new educational trends and on vocational education centres.

FIG. 1. Diagram of the educational system. VTL = vocational training level. SER = specialized education regime (stream).

Key to Figure 1

	Indicates separate categories of institutions within the education system
	Indicates presence of technical and vocational subjects within the general education curriculum
	Indicates comprehensive institutions
	Indicates institutions exclusively for technical and vocational education
	Indicates institutions for technical and vocational education outside the formal education system
	Indicates normal routes through the system
	Indicates second or unusual routes through the system
	Indicates examinations required to obtain recognition of successful completion of one level of education before proceeding to the next level
	Engineering or professional qualification
	Technician or middle-level qualification
	Skilled worker or craftsman qualification
T	Teacher qualification
X	No qualification

Co-ordination between the Ministry of Education and the Ministry of Labour (labour policy) is carried out on an informal basis.

In 1978, the budget accorded to the Ministry of Education represented 17.27 per cent of the general state budget. For the same year, 5.2 per cent of the total allotted to the Ministry of Education was accorded to the General Directorate of Secondary Education.

Policy of secondary education: its formulation and trends

Underlying philosophy

The 1970 General Law on Education established the following educational objectives: access to education for all; complementing general education with vocational education to better equip individuals in their working life; provision of the same educational possibilities to all with no restriction other than scholastic capacity; establishment of a coherent educational system, through unity, flexibility and interrelation and, at the same time, provision of a wide range of possibilities for lifelong education, taking into account needs imposed by the country’s economic and social evolution. What in fact is involved is the construction of a lifelong education system, not conceived on the basis of selection of students and permitting maximum development of the capacities of each and every Spaniard.

FIG. 2. Ministry of Education

Among the educational goals cited are: ‘integral human education, the harmonious development of the personality and preparation for the responsible use of liberty’; ‘acquisition of study and work habits and capacities to exercise professional activities that permit broadening of the social, cultural, scientific and economic development of the country’.

The educational policy adopted for secondary level is specified in two articles. Article 21.1 of the Law, covering the Baccalaureat, states:

The Baccalaureat, which constitutes the level which continues General Primary Education, besides furthering the human education of students, seeks to intensify their education in order to prepare them for access to higher studies or for Vocational Education at the Second Stage and for active life at the heart of society.

With regard to vocational education, Article 40.1 stipulates that:

Vocational education’s specific goal will be to supply students with an adequate capacity to exercise their chosen profession and also to continue to give them an integral education. It will seek to keep, in its organization and output, a close relationship with the structure and the forecasts of the world of employment.

Article 41.1 establishes that vocational education will inform students in specific techniques of their chosen profession while taking into consideration the social order and the various enterprises and labour unions in the world of work.

Changes and prospects

The General Law on Education of 1970 was designed to establish compulsory general education until the age of 14. Preceding application of this law, common studies lasted only until 10 years of age, becoming more diversified later on, with the option of continuing primary studies until 14 years of age or of entering the baccalaureat programme after having successfully passed an entrance examination.

The new General Law on Education assumes different planning according to educational levels: primary and secondary in its two aspects of the baccalaureate and vocational training. In a general aspect (this is discussed in detail later), the changes introduced are the following:

Four years of study (ages 10-13) have been added to primary education and will be taught by teachers of primary education in primary education centres. The goal is the diffusion of an integral training for all in a spirit of equality, adapted, wherever possible, to the aptitudes and capacities of each student. A new subject has been added - Introduction to Technology - in which students are grounded in technical knowledge and skills.

The baccalaureate has been reduced to three years and a subsequent University Orientation Course. Its objective is to continue the humanistic formation of students and also to intensify their preparation for higher studies. A new subject - Technical Vocational Education and Activities - gives students the possibility of applying their theoretical knowledge and facilitating their vocational orientation.

Vocational education has as its objective the forming of students for the exercise of their chosen profession while, at the same time, continuing the development of their integral education. Subjects of a formative character that were introduced into vocational education signify an innovation compared to the former educational systems of apprenticeship and industrial training, which sought to train industrial workers and foremen and give them the necessary capacity to integrate themselves into industry. The new Vocational Education Programme deals not only with the industrial sector but also with the agricultural sector and its services.

For the last two years, the sectors concerned have shown interest in having compulsory education prolonged to the age of 16. At present, the Ministry of Education is undertaking consultations on secondary education through which it hopes to show the need for integration of various types of education affecting students of the baccalaureat and of vocational education at the first stage. This integration would concern young people of 14 to 16 years and instruction would be compulsory and free of charge. Starting at this level, two routes appear: the baccalaureat (upper-secondary education with several open technical options), which prepares students for higher education, and technical education proper, designed to train middle-level technicians. For those who do not wish to continue their studies or who leave the educational process at a given moment, different entries into the world of work have been established.

Major issues

Economic needs

The present system, which permits a choice of studies, does not offer real mechanisms for articulation between the educational system and the economic needs of the country. As a result, unemployment, high in all sectors, is becoming more pronounced in certain specialities, academic or vocational.

Social aspects:

1. The Ministry of Labour provides a series of vocational courses that train young people for easy access to the world of work. The same ministry, especially conscious of youth unemployment, also offers a series of advantages (exoneration from taxes, etc.) to facilitate young people’s entry into enterprises.

2. It is possible to resume studies through evening courses covering the vocational education, baccalaureat and university programmes. Non-formal education courses are also organized by the Ministry of Labour.

3. It may be observed that there has been no change in attitude concerning the value of educational certificates. They are still important in terms of access to employment, particularly for high-level social and economic jobs.

Democratization

The possibilities of access to education, at all levels, are increasing, but studies carried out show that students having access to universities often belong to the upper economic levels. Evening courses facilitate study for people in active employment.

Primary education and vocational education at the first stage are free of cost. On the other hand, the baccalaureat and vocational education at the second stage are not, nor are studies at university level; a moderate enrolment fee is required in the state centres. Scholarships and grants from the state also exist, through the Patronato para el Fomento del Principio de Igualdad de Oportunidades (Foundation for the Support of the Principal of Equality of Opportunity). This financial aid is allocated as follows: 39 per cent to primary education, 18 per cent to baccalaureat, 16 per cent to vocational education, 24 per cent to university education and 3 per cent to other types of education.

The traditional system of examinations was replaced by a system of continuing evaluation at primary and secondary levels, and a system of recuperation has been included for students who fail to receive a positive evaluation. This system functions in spite of certain difficulties.

Integration strategy

Since the application of the Law on Education, pilot centres have been created for the testing of new means of education and, in particular, new methodologies. These centres function at present with difficulty. With a view to planning the new reform which is to be undertaken, the ministry has developed a survey on the ‘Integración de las Enseñanzas Medias’ (secondary), which will be submitted to the public for a general evaluation.

Integration at the first stage of secondary education

Students of 12 to 15 years are divided between two levels, with three options, as shown in Table 1.

1. From 11 to 13, students follow primary studies that are common at second level, but, there is a ‘slight diversification by fields of knowledge and a reinforcement of vocational activities in order to facilitate the student’s subsequent study and work options’ (Article 15.2). Table 1 shows that the subject ‘pre-technology’ has been included in the planning of studies; this implies the primary intention of establishing a relationship between general education and technology in the education system.

2. From the age of 14, with the title of Graduado escolar, students may commence the baccalaureate programme. These studies last three years, from 14 to 16 (Table 3). Their objectives are indicated on page 248. At this level, in addition to general and optional subjects, students can follow the subject ‘Theoretical-vocational Activity’, which covers agricultural, industrial and commercial, fishing and nautical, administrative, artistic and other sectors. The centres should offer at least two specialities and students pick one of them. This activity only exists in the second and third years for two hours a week. This subject, of a technological nature, is included in the general secondary curriculum. Its introduction into education, due to administrative difficulties, has not given the expected results.

3. Vocational education is made up of two stages: the first stage (Table 4) and the second (Table 5). The first stage (14-15 years) is open to those holding the title of Graduado escolar or having a scholastic certificate. The aim at this level is to orient students’ personal aptitudes without as yet giving them a work speciality, while continuing their integral education. To this effect, the relationship between formative and scientific subjects and technical and practical subjects is 50 per cent each. The second stage tends toward specialization, as can be seen in the study plan, and students may enter it after completing the first stage and having followed a supplementary course, or after completing the first cycle of secondary education. Its duration is of two years (16-18 years).

The studies under this system are those of the ‘general stream’. The same types of education may follow the ‘stream of specialized education’ (Table 6).

These types of education - baccalaureate and vocational education - come under the responsibility of the General Directorate of Secondary Education of the Ministry of Education. They are not compulsory and there is no pre-selection procedure for entrance, except that corresponding to entrance into the first cycle of the baccalaureate.

Curricula

The subjects within the various educational curricula are compulsory (Tables 2-7). All students - girls and boys - receive the same education.

A plan of equivalencies has been established for the baccalaureate and for vocational education which affects only subjects in general education.

Education material utilized in the baccalaureate programme is that normally used for general studies - science laboratories, audio-visual aids, etc. For vocational education, workshops exist that are equipped for practical work with appropriate machines and materials.

Manufacture of equipment for use outside the centre is prohibited in the workshops. Collaboration sometimes exists with outside parties for maintenance activities.

With regard to secondary education, no significant differences exist between rural and urban education situations.

Teachers

The quality of teachers is guaranteed by the academic certification required in different branches: letters, sciences, technology and practical experience. Since 1970, pedagogical training has been the responsibility of the institutes of educational sciences, which have as their task the training and the further training of teachers. These institutes give 300 hours of pedagogical aptitude courses - theoretical and practical.

The institutes function in an irregular fashion, generally due to administrative problems. At present, an inquiry is being made with a view to creating teacher-training schools.

The certificates delivered to teachers of the baccalaureat and of vocational education are different and, in general, not equivalent.

Curricula for the training of general and vocational teachers are relatively close, except in certain very specialized areas, and equivalence may exist in accordance with decisions taken by the institutes.

The CAP courses claim to have the following goals: preparation of teachers for administrative techniques, planning, evaluation and methodology; knowledge of didactic resources and their application; in-service training of teachers through closed-circuit television; general knowledge of psychology relating to the learning process and, in general, other subjects related to the functioning and the organization of the educational centres.

Other in-service courses for teachers exist on educational methods, specific themes of a pedagogical nature and managerial functions.

Teachers of the baccalaureate programme may be qualified at one of two levels: titular or assistant. For both levels, certificate requirements are the same - a university teaching licence. The economic situation of the titular teacher is slightly better than that of the assistant.

Vocational-education teachers may teach theoretical and practical subjects. A university degree is required of theoretical teachers; in the centres, teachers in the fields of science and technology are qualified engineers.

Practical work is given by industrial teachers who acquire their certificates in vocational schools.

The economic situation of the theoretical teacher is the same as that of the assistant, or slightly inferior to that of the titular. The workshop teacher has an inferior economic position.

Guidance and selection

No established guidance projects exist for teachers although the institutes of educational sciences propose courses for the directors and on teaching methods for the various subjects.

Promotion from one year to the next takes place if all subjects have been successfully completed. Nevertheless, it is possible to begin a new year even if two subjects have not been passed on the understanding that they are passed during the year.

Reform

We have already mentioned the reform at present under consideration with the object of making the final stage of primary education compulsory until 16 years of age.

Integration at the second stage of the secondary level

This stage is not divided into two levels. Depending on the age of the student, it includes students of the University Orientation Course and students of vocational education at the second stage.

Curricula

The following refers in particular to UOC and vocational education at the second stage.

University Orientation Course

Certain subjects are compulsory for all students (Table 7), such as foreign language, philosophy and Spanish language. In the sciences, mathematics and physics are required subjects and in letters, literature and contemporary history. There are also optional subjects.

The course is given in the baccalaureate centres and is followed by 30 per cent of all students matriculating in the baccalaureate programme. This figure would be increased if students repeating a year were included. The ratio of girls to boys is 50:50.

Vocational education

To pursue these studies, the acquisition of cultural and scientific knowledge related to that of the baccalaureate is necessary. This basic knowledge allows 80 per cent of the two-year curriculum to be devoted to technical and vocational studies and only 20 per cent to general subjects.

Cultural and scientific knowledge can be acquired through the baccalaureate and in this case it is necessary to enter the first year of the second stage directly (year 12).

Students from the first stage may acquire this knowledge while following the Complementary Education Course for access to the second stage (Tables 5 and 6) or by studying the subjects of this course at the same time as the technical and vocational courses of the second stage curriculum; in this case, attendance is prolonged from two to three years. This, in effect, is the system called the ‘Stream of Specialized Education’ (Regimen de Enseñanzas Especializadas) (Table 6). If we consider the total as three years, the percentage destined for scientific and cultural knowledge is approximately 50 per cent. These studies permit students to continue at higher levels if they so desire.

Of the total number of students following the vocational education studies, 35 per cent belong to the second stage, boys representing 23 per cent and girls, 12 per cent.

Level of programmes

The level of programmes in technical education, drawing, technologies and practice corresponds in general to technician-level technical and vocational education.

The level of cultural and scientific subjects in vocational education, since it is the same as that in higher secondary education, permits access of students to higher academic studies.

All subjects are compulsory and the level is the same for those wishing to enter the world of work as for those who continue their studies.

Curricula and percentages at this level will be found in Tables 5 and 6.

TABLE 2. Curriculum outline. Education: primary, second level. Level/grade: primary. Section: 6-7-8.

Subject group

Subject

Periods weekly

First year

Second year

Third year

Class.

Lab.

Workshop

Class.

Laboratory

Workshop

Class.

Laboratory

Workshop

Total

%

General

Social sciences

8

Spanish language

14

Foreign language

11

Physical education

7

Plastics and music

5

65

Science

Mathematics

11

Science

7

23

Technical

Pre-technology

5

6

Religion

5

6

Total classroom periods

Total laboratory periods

Total workshop periods

Total practice

Grand total per week

75

100

No mechanisms, in the strict sense of the term, exist for the adaptation of curricula to changes imposed by society. However, it may be observed that in vocational training at the second stage new specialities are being integrated due to social requirements.

There are no special work-study programmes within scholastic education. However, evening courses allow actively employed students to follow secondary-level education.

TABLE 3. Curriculum outline. Education: Baccalaureate. Level/grade: secondary. Section: 9-10-11.

Subject group	Subject	Periods weekly
		First year			Second year			Third year
		Class	Laboratory	Workshop	Class	Laboratory	Workshop	Class	Laboratory	Workshop	Total	%
General	Social sciences	6			5			6			17
	Spanish language	5			5			4			14
	Foreign language	5			7			3			15
	Physical education	2			2			2			6
	Philosophy							4			4	64
Science	Mathematics	5			4			4			13
	Physics and chemistry				5			4*			5&4
	Natural sciences	5						4*			5&4	30
Technical	Drawing	3									3
	Technology
	Workshop - practice
	TVEA				2						2	6
Total classroom periods		31			30			27
Total laboratory periods
Total workshop periods
Total practice
Grand total per week			31			30			27		88	100

*Optional

Methods and materials

Teachers from centres for vocational education are available to carry out vocational education at secondary level, as described.

No such innovations as self-learning packages, module systems, etc., exist. However, equivalency examinations have been established for those who have two or more years of work experience; success in these tests gives access to a first-stage certificate.

Workshops are utilized only for education in the schools, and efforts are made to apply time schedules for their use corresponding to the best interests of studies.

TABLE 4. Curriculum outline. Education: vocational education - first stage. Level grade secondary. Section: 9-10.

Subject Group	Subject	Periods weekly
		First year			Second year			Third year
		Class	Laboratory	Workshop	Technical	Laboratory	Workshop	Technical	Laboratory	Workshop	Total	%
General	Spanish language	2			2						4
	Foreign language	1			2						3
	Civics	4			4						8
	Physical education	2			2						4	32
Science	Mathematics	2			2						4
	Physics and chemistry	2			2						4
	Natural sciences	1			1						2	17
Technical	Drawing	3			3						6
	Technology	3			3						6
	Practice - workshop			9			9				18	51
Total classroom periods		20			21
Total laboratory periods
Total workshop periods				9			9
Total practice
Grand total per week			29			30					59	100

There are no differences between the rural and urban zones in terms of content and implementation of curricula. For certain rural areas, however, a system of alternation between work in the country and in the educational centre is authorized.

Teachers

With regard to vocational education at the second stage, the level being the same as secondary schooling and the education being given in the same centres and by the same teachers as in the stage previously described, information given on page 255 applies here.

Teachers of technical education and practice in the workshops of the vocational education centres often work in industry, teaching in their free hours in the afternoons and evenings; more and more, however, a tendency to devote themselves exclusively to the centres may be observed, with all the advantages and disadvantages that this entails.

TABLE 5. Curriculum outline. Education: vocational education - second stage. Level/grade: general stream secondary. Section: 11-12-13.

Subject group	Subject	Periods weekly										%
		Access			First year			Second year
		Class.	Lab.	Wsh.	Class.	Lab.	Wsh.	Class.	Lab.	Wsh.
General	Social sciences	5			1			2			8
	Spanish language	5									5
	Foreign language	4			3			3			10
	Physical education	1			2			2			5	33
Science	Mathematics	5									5
	Physics and chemistry	5									5
	Natural sciences	3									3	15
Technical	Drawing				5			5			10
	Technology				5			5			10
	Practice - workshop						12			9	21	47
Enterprise organization					1			1			2
Safety and hygiene					1			1			2	5
Total classroom periods		28			18			19
Total laboratory periods
Total workshop periods							12			9
Total practice
Grand total per week			28			30			28		86	100

At secondary level, two inspectorate bodies exist - one for the baccalaureat and one for vocational education. Their task consists of supervising the proper functioning of the centres and of the education provided, of advising teachers on pedagogical questions and of carrying out a series of administrative duties that permit the efficient functioning of this educational level.

TABLE 6. Curriculum outline. Education: vocational education - second stage ‘specialized education stream’. Level/grade, secondary. Section: 11-12-13.

Subject group	Subject	Periods weekly
		First year			Second year			Third year
		Class.	Lab.	Workshop	Class.	Lab.	Workshop	Class.	Lab.	Workshop	Total	%
General	Spanish language	2			2			1			5
	Foreign language	2			2			2			6
	Civics	1			3			3			7
	Physical education	2			2			2			6	27
Science	Mathematics	3			2			2			7
	Physics and chemistry	3			2						5
	Natural sciences							3			3	16
Technical	Drawing	3			3			3			9
	Technology	4			4			3			11
	Practice - workshop			9			9			8	26	51
Enterprise organization					1			2			3
Safety and hygiene		1						1			2	6
Total classroom periods		21			21			22
Total laboratory periods
Total workshop periods				9			9			8
Total practice
Grand total per week			30			30			30		90	100

Guidance and selection

No educational or occupational guidance is offered at this level. As mentioned above, promotion from one year to the next takes place if all subjects have been successfully completed. Nevertheless, it is possible to begin a new year even if two subjects have not been passed, on the understanding that they are passed during the year.

TABLE 7. Curriculum outline. Education: University Orientation Course (UOC). Level/grade: access to university. Section: 12.

Subject group		Subject	Periods weekly
			Course
			Obligatory	Option A	Option B	Optative	Total	%
General		Contemporary world history		4
		Art history				4(A)
		Spanish language	3	4
		Foreign language	3
		Physical education
		Philosophy	3
Science		Mathematics			4
		Physics			4
		Chemistry				4(B)
		Natural sciences				8(B)
Technical		Technical drawing				4(B)
		Technology
		Practice
Classical languages:
	Latin					4(A)
	Greek					4(A)
Total classroom periods
Total laboratory periods
Total workshop periods
Total practice
Grand total per week
(A) Option - letters (B) Option - sciences

To enter a university without having completed the University Orientation Course given in the baccalaureat centres, it is necessary to pass an examination given in the University centres. Entrance into university schools does not require admission tests.

From vocational education at the second stage and onwards, students may enter a university school directly, in the same speciality, without an entrance examination.

Students’ work experience is evaluated without this signifying promotion, although those who possess work experience of more than two years may take the examinations referred to on page 258 which facilitate the obtainment of academic certification.

Transition between school and work

There are no specific measures to facilitate the transition from school to work. However, we may note the existence of evening courses for vocational education which attract numerous workers wishing to improve their situation, and courses of a vocational nature organized by the Ministry of Labour.

Conclusion

Integration of studies in vocational education took place during the 1960s and 1970s; at present, only two sets of students taking the vocational education programme at the secondary stage have completed their studies, and it is therefore difficult to make an evaluation on this basis. In view of the somewhat unsatisfactory results obtained, however, new solutions are being sought, such as integration of general or baccalaureat studies with those of vocational education at the first stage for students of 14 to 16 years.

No close relationship between educational and employment policies yet exists. Success can be noted, however, in respect of steps taken by the Ministry of Labour to accept certificates delivered in vocational education.

Spain is fully conscious of its future integration in the European Economic Community and is anxious to establish a closer relationship with other European countries. For these reasons, our country would like to have at its disposal facts on other educational systems, curricula, technical terminology, etc., particularly in countries belonging to the Common Market. It would also like to have available similar information from various situations such as the socialist, American and Japanese systems, for purposes of comparison.

It would be interesting to learn of new experiments being carried out in certain countries in technical and vocational education, its integration into general education, results of methods and materials utilized, etc.

Dissemination of information is the responsibility of the Assistant General Directorate of International Co-operation. In particular, the Subdirección General de Ordenación Académica de Enseñanzas Medias is directly involved in this regard (see Fig. 2). One of its functions is the study and introduction of methodological innovations. The Inspectorate collaborates in this dissemination, given its close relationship with the centres and the teaching profession.