Law Of Law Of The Andorran Education System, From 9-6-94

Original Language Title: Llei d'ordenament del sistema educatiu andorrà, de 9-6-94

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Law of law of the Andorran education system since the General Council in its session of June 9, 1994, has approved the following: law of law of the Andorran education system Preamble the qualified law of education, adopted by the General Council at the meeting on 2 and 3 September 1993, regulates the general framework of education in Andorra and recognize the co-existence of various educational systems. Article 5 of this law of education makes mention of the existence of the Andorran education system. In article 6, mentioned the need to regulate the Andorran education system by means of a specific law that develop. The law regulates, in title III, the classification of schools according to their ownership and the level of education that teach. In this context it is necessary to place the present law, the purpose of which is to develop the aspects mentioned above and give legal cover to the educational offer of the Andorran School.

The function of cultural transmission that has identified education, almost exclusively from the school until very recently, it has had to extend its field of application in other fields. In modern societies, in which the pace of transformation is very fast, education has to play in a wide range of institutions and centres are highly qualified and ready to adapt to it quickly. Currently, one recognizes the educational role of other institutions in the training of citizens.

The growth expectations in education for adult persons and the increase in the demand for university education, especially among young people are symptoms of this evolution. To clarify the educational scene, one gives a predominant role in school education, a large part of which is mandatory for children and young people. URParal.lel in this process, the company creates other courses for groups of specific interests, among which include lifelong learning for adults, the Andorran education, special education and higher education.

The will, the ambition of a State should be giving each person the most complete training, compatible with their talents and aspirations. The arrangements can be very diverse: the studios have a great variety and the indeterminacy of the future discourages rigid moulds. The dimension of the country we impose limitations, but not resignation.

In every society the Education ensures the survival and the development of civilization and, at the same time, responds to a single law and inalienable of the person. In our humanist civilization the person must be raised above all by herself: it is offered to each the full development of his personality, in the physical, intellectual and moral aspect triple. It is a human imperative and a national imperative: our wealth is the person, forged by a culture and a history multiseculars.

The guarantee of quality is, in any case, a duty of the State to the responsible authorities, both in front of families as in front of the rest of the citizens, and it corresponds also to the authorities to articulate the necessary mechanisms in order to ensure the training of qualified personnel, without the participation of which is not possible for a quality education.

The preliminary title of the Act defines the aims of the Andorran education system as the backbone of education in Andorra and establishes the powers of the Government in the field of education.

The title and outline the Andorran education system, defines the programs as a basic instrument for its implementation, establishes the different teachings that understands and affirms the principles of control and constant improvement of their quality.

The title II, the true core of the law, develops, along eight chapters, the various teachings of the Andorran education system: maternal education, basic education, secondary education, vocational training, higher education, lifelong learning for adults, Andorran training and special education.

In particular, the chapters from the first to fourth refer to the maternal education, basic education, which includes the first and second education, at school and in vocational training. For each of these levels of education, the law defines the objectives, structure, areas of content, methodology and certification of studies.

The fifth chapter to. ludeix in higher education. In set in a very wide the purposes and establishes the possibility of establishment in Andorra of centres of higher education.

The sixth chapter is about lifelong learning for adults, which is defined as the permanent supply of a basic education that ensures the equality of educational opportunities, the extension of the personal qualification and training in the proper and specific cultural elements of Andorran society, and at integrating work and civic stands out.

The seventh chapter refers to the Andorran education as a tool that allows you to make sure the training in the basic features of the identity, culture, language, institutions and geography and the history of Andorra, in the framework of the centers settle in the Principality that follow different educational systems of the Andorran. The law defines the content and complementary activities.

The eighth chapter refers to special education. Highlights the integrative philosophy that encourages the education system, set the guiding principles of integration, and regulates the inclusion of pupils with special educational needs in the centres and the attention on the part of specialized teachers.

Title III includes the services that allow you to improve the quality of teaching, a concern as seen in the title and, talking about the service of pedagogical resources, psychopedagogical attention, school and University guidance, and inspection and evaluation.

Finally, in order that the provisions contained in this law can develop properly, the additional provisions envisage a set of measures to ensure the quality and effectiveness of the education system.

Preliminary title Article 1 1. The Andorran education system as the backbone of education in Andorra ensures, from a perspective of its own, the unit of the educational process. It is based on the rights, freedoms and principles set out in the Constitution and in the law of education and wish to continue the European educational orientations.

2. In accordance with the provisions of article 28 of the law of education, the public schools of the system


the Andorran education, except for higher education, receive the generic denomination of "school Andorra".

Article 2 aims of the Andorran education system Are: to promote the development of cultural, intellectual, social, physical and moral of the people.

Promote the universal creative and critical spirit as well as the behaviors of adaptability and autonomy.

Develop integration and social and civic participation.

Form in respect of diversity and the rights and fundamental freedoms, in the exercise of tolerance within the democratic principles of coexistence and pluralism.

Promote the acquisition of intellectual habits and work techniques.

Make sure the use of the Catalan language in the different fields of communication, through the knowledge of their diversity and levels of use.

To promote the knowledge of several languages in order to favour the opening to the universal culture and fluent communication with citizens of other countries.

To transmit scientific knowledge, humanistic, artistic, technical and ethical.

Training for the exercise of professional activities.

Contribute to the formation and enrichment in their own cultural elements and specific of the Andorran society.

Address the differences between persons for reasons of origin, social, economic, cultural, ethnic and geographical, and compensate for the possible inequalities.

Promote the education for peace, solidarity and cooperation among peoples.

Meet the integration of pupils with special educational needs.

Encourage the participation of all the sectors of the school community, parents, students and teachers.

Establish and strengthen the relations of coordination and collaboration with the educational systems of the neighbouring countries.

Working in conjunction with Andorran institutions of cultural and sports.

Article 3 in relation to the Andorran education system corresponds to the Government: 1. Fix the programs of the different teachings, the levels, cycles, the courses and educational options.

2. Plan investments, taking into account the needs and resources.

3. To evaluate the education system and supervise the educational centres.

4. Issue academic titles corresponding to the different teachings and levels referred to in this law.

5. Manage the teaching staff and administration of the Andorran education system.

6. To approve the agreements with private centres who wish to qualify in the Andorran educational system and authorize the opening and operation.

7. Prepare the academic equivalents boxes with other school programs.

8. Regulate the management mechanisms and participation in schools by the different agents of the educational community.

9. Regulating working conditions and professional obligations of the teaching staff of the Andorran education system.

10. Take all necessary measures for the implementation of the provisions of the present law.

Title i. General provisions Article 4 is part of the Andorran education system any teaching that regulates, for a given program, the Government.

Article 5 the programme shall be understood as the set of objectives, contents, teaching methods, guidance and criteria of evaluation, each of the teachings, the levels, cycles, of courses and of the options involved in the Andorran educational system.

Article 6 In the preparation and the application of the programmes should be taken into account: the adoption of a methodology that will ensure the active participation of the students in the learning process.

The diversification and individualization of educational aid.

The educational psychology service.

The educational and professional orientation.

The integration of pupils with special educational needs.

The evaluation of the students, the educational project and the global educational centre.

The relationship with the social, economic and cultural environment.

The development of creative capabilities and the critical spirit of the person.

The training in respect for and defence of the environment.

Article 7 the education system comprises the following levels of education: maternal Education teaching secondary vocational secondary education higher education First each of these levels is organized at the same time in cycles and courses.

Also form part of the educational system special education, Andorran training, lifelong learning for adults as well as any other teaching that the Government sees fit to create.

Article 8 the Ministry in charge of family education in a special way for the quality of teaching and its constant improvement.

The Government should determine the requirements provided by this Act for the staff that must be taught in each of the teachings.

The different teachings are taught by teachers with appropriate training and expertise. To this end, the Government: should monitor and facilitate the necessary qualification of the teaching staff, who have the right and the obligation to continually improve their education.

Should encourage the proposals for educational research and innovation centres.

Must promote the custom tracking of the student and the tutorial as a crucial element of the teaching practice.

Ensure an effective educational inspection of teachers, of the programme, and centres of the same education system.

Title II. Of the different teachings chapter. Maternal education Article 9 the maternal education includes children between 3 and 6 years of age, parents or guardians of which so request request.

The school ensures the training of children to recognize, however, the basic responsibility of parents or guardians in this level of education.

The level of maternal education is integrated into the whole of the school and you have to deal with especially its specificities.

Article 10 the maternal education is structured in a single cycle divided into three courses which host children of three, four and five years.

Each course can, for specific activities, be divided into groups.

Article 11 the maternal education tends to develop in children the following capabilities: recognition of one's own body and of the physical elements that set it apart from the other children and adults.

Acquisition of security and bodily autonomy.

Acquisition of autonomous behavior patterns in relation to other children and adults.

Development of oral language, as a means of communication with each other, and recognition of the first graphic signs of the written language.

Observation and recognition of the immediate environment, natural and social.

Article 12


The educational content of maternal education are organized into areas of experiences that have in mind the time evolution of the child and that are grouped in: body and aspects of personal identity forms of physical and social environment representation Article 13 The educational methodology is essentially active in order to develop the spontaneity, creativity and responsibility. Has as its starting point the experience of each child and their usual language of expression, whenever possible, in order to create an environment of affection, of work and of dialogue in which each child can construct their own knowledge. However, it tends towards a privileged use of Catalan as a language of communication.

Article 14 promotion of the students at the top level is carried out automatically. The evaluation of the students is training and is used to detect possible developmental disorders. In this case, when the student is promoted to another level you need to receive a support and a personalized attention.

Article 15 The maximum number of students per class does not have to be, usually, higher than 25.

Article 16 The teachers assigned to this level of education must have a university degree in the first cycle the syllabus which contains an important part of raw materials of didactic and educational field.

It is necessary also that faculty follow the educational training programmes for this purpose established by the Ministry of education.

Second chapter. Article 17 of the basic education basic education corresponds to the compulsory education guaranteed by article 4 of the law of education.

Hosts, usually students between 6 and 16 years old.

Article 18 the basic education is organized in two levels of teaching: teaching secondary First Article 19 during the basic education, the centres have to offer the teaching of the Catholic religion. This teaching is a voluntary option for students.

First section. First teaching Article 20 the first teaching is the first level of compulsory education. Hosts usually children between 6 and 12 years of age.

Article 21 the first teaching is divided into three cycles of two years each. The first cycle includes children between 6 and 8 years; the second cycle, between 8 and 10 years; the third cycle, between 10 and 12 years old.

Article 22 the first education tends to develop in children the following capabilities: We appropriate and correct oral and written communication mechanisms in the Catalan language and use oral and written, at least a foreign language.

Observation and reflection on the events and situations of the social and natural environment.

Developing attitudes of respect for coexistence and collective identity.

Recognition of the mechanisms of social and political organization of the Andorran society.

Creativity, mental agility and ability to transfer the knowledge learned in various situations.

Acquisition, development and use of learning techniques and habits.

Acquisition of rudiments of expression in plastic and musical terrain and development of artistic sensitivity in general.

Body maturation and recognition of one's own abilities and physical limitations.

Article 23 The educational content of the first schools are organized into the following areas of learning: social sciences science and technology Mathematics physical education Music Plastic Languages Article 24 the construction of knowledge on the part of the child, the attention to the individual educational needs, the significance of learning and the facilitator role of the teacher are the main factors that must guide the educational methodology.

Article 25 evaluation is formative and global. Is integrated into the teaching-learning process as an instrument of reorientation.

Are the aims of the evaluation provide information on the effectiveness of the teaching action, and tools to guide the student and the teaching-learning process.

In exceptional circumstances, and after having exhausted other educational resources, you can anticipate the possibility that the child remain a year in the same cycle. In any case, the student may not subtract another year on the set of the first teaching.

Article 26 at the end of the first teaching all students get a certificate of studies that leads to the secondary schools.

In the transcript of each student has the specific curriculum that has continued throughout the first teaching.

Article 27 The number of students per class does not have to be, usually, higher than 25.

Article 28 1. The groups-first class teaching have assigned teachers-tutors who are responsible for the monitoring of students and the coordinators of the educational activities of his group, in accordance with our support.

2. Teachers assigned to this level of education must possess, at a minimum, a first cycle University degree the curriculum which contains an important part of raw materials of didactic and educational field.

3. The teaching staff that provided the areas of plastic and musical training and physical education and sport must have the corresponding expertise. Likewise, for the teaching of the foreign language you need specialized teaching staff.

4. It must be equally that faculty follow the educational training programmes for this purpose established by the Ministry of education.

Second section. Article 29 The secondary secondary complete compulsory education. Hosts usually children between 12 and 16 years of age.

Article 30 the second teaching is organized in two cycles of two years each. The first cycle, for students from 12 to 14 years; the second cycle, for students from 14 to 16 years.

Article 31 this level completes basic training of the students defined in article 22, both in aspects such as cultural, civic and professional training. Should allow the continuation of studies through high school or professional training or immediate incorporation into the working world.

The second cycle of this level should include, therefore, professional type options.

Article 32 the second education tends to develop in young people the following capabilities: correct and appropriate Expression, orally and in writing, of the Catalan language in all the diversity of records and communication situations.

Correct and appropriate expression, orally and in writing, at least, a foreign language in formal and colloquial registers.

Correct and appropriate speaking, at least, of a second


foreign language in the colloquial register.

Formation of a set of values and beliefs that enable them to analyze with precision and impartiality are social facts.

Relationship with other people, participate in group relations and engage responsibly in collective decisions.

Understanding and assessment of the most outstanding elements of the scientific, technological and cultural development, with regard to the course of human history.

Identification and analysis of the mechanisms that govern contemporary societies and recognition of the prevailing values.

Recognition and assessment of their own abilities and intellectual skills, and social body.

Identification of one's own concerns and planning of actions to auto-orient the personal and professional future.

Article 33 educational methodology follows the following pedagogical principles: the construction of knowledge on the part of the child, the attention to the individual educational needs, the significance of learning and the facilitator role of the teacher. Promotes also the ability of the student to learn for yourself and to work in a team.

Article 34 the teaching and learning of the secondary schools are organized around the following areas: languages, literature, and Mathematical communication codes Humanities and social sciences physical sciences and nature of musical and artistic Education Technology physical education and sports Article 35 the evaluation must be individual and global training.

The student who has not achieved the objectives of the first cycle you will stay one more year. With regard to the two years of the second cycle, students will have also have another year to achieve the established objectives, within the limits set out in art. 7.3 of the qualified law of education.

Article 36 students who achieve the objectives of the secondary schools receive the degree in secondary schools.

The student receives, in any case, a certificate of studies and a basic guide.

Article 37 The number of students per class does not have to be higher, typically, 30.

Article 38 1. The class groups of secondary schools have assigned teachers-tutors who are responsible for the monitoring of students and the coordinators of the educational activities of his group, in accordance with our support.

2. The teachers at this level have to be a specialist in your area. You must be in possession of a university degree in the second cycle in the specialty concerned.

3. For certain areas, you can hire, depending on their qualifications and demand the education system, professionals from different areas that are considered of professors specialists.

4. It must be equally that faculty follow the educational training programmes for this purpose established by the Ministry of education.

Third chapter. Article 39 baccalaureate high school comprises two academic years. The purpose of this level of education is to provide the proper training that allows the attainment of intellectual and civic maturity on the part of the learner and enables to follow the courses of higher level.

It is necessary to access the secondary have obtained the degree in secondary schools.

Article 40 The high school must tend to develop in young people the following capabilities: rich and nuanced Expression of the Catalan language in all the diversity of records and formal communication situations, with a mastery of the standard variety and a recognition of the other varieties of the Catalan linguistic area.

Correct and appropriate expression, orally and in writing, at least two foreign languages in formal records and colloquial.

Understanding and application of the fundamental elements of the investigation and of the scientific method in all areas of academic activity.

Discernment and reasoning of the essential features of modern and contemporary thought, exponents of the universal culture.

Settling of the intellectual, physical and moral maturity.

Deduction of causes and consequences of the historical facts of the contemporary world.

Development of the reasoning, creativity and the transfer of knowledge to other areas of the personal reality.

Article 41 1. The high school offers three options: technical, humanistic and scientific.

2. The different courses, as well as the specific issues of each option, are set by the Government, which may vary if advised to do so by the adaptation of the education system in the future demands in the field of education.

Article 42 assessment of students must be summative and individual training.

Article 43 The number of students per class does not have to be, usually greater than 30.

Article 44 The baccalaureate methodology is geared to develop in the student the ability to auto-learning initiative and the use of scientific methodology and team work.

Article 45 students who live the high school received the title of Bachiller.

Article 46 1. The upper-class groups have assigned teachers-tutors who are responsible for the monitoring of students and the coordinators of the educational activities of his group, in accordance with our support.

2. The teachers at this level have to be a specialist in your area. You must be in possession of a university degree in the second cycle in the specialty concerned.

3. For certain areas, you can hire, depending on their qualifications and demand the education system, professionals from different areas that are considered of professors specialists.

4. It must be equally that faculty follow the educational training programmes for this purpose established by the Ministry of education.

The fourth chapter. Professional training Article 47 professional training has as its aim the training of students for activity in a particular professional field, and so their addition to the active life.

Article 48 the professional training is divided into variable-duration training programmes where the theoretical-practical knowledge areas depend on the different professional fields.

Article 49 1. Can access to vocational training for young people who are in possession of the degree in secondary schools.

2. Students who have the certificate of the secondary schools have access to vocational training, provided they satisfy the requirements of access that your case be determined.

3. In any case, there are options to professional teaching during the second cycle of the secondary schools.


Article 50 vocational training includes a set of different teachings that, insisting on the development of the ability to learn for yourself and continuous training on the part of the student, the capable to develop in the world of work.

Article 51 the design and planning of vocational training must have the participation of social agents and include mandatory a phase of practical training in companies.

Article 52 students who live the teachings of vocational training receive the title according to the degree of training of the relevant profession.

Article 53 the Government has to envisage mechanisms for students who have passed the professional training and who wish to continue their studies, they can insert in a secondary school or higher education program.

Article 54 1. The class groups of professional training have assigned teachers-tutors who are responsible for the monitoring of students and the coordinators of the educational activities of his group, in accordance with our support.

2. The teachers at this level have to be a specialist in your area. Must be in possession of at least a university degree of first cycle in the specialty concerned.

3. For certain areas, you can hire, depending on their qualifications and demand the education system, professionals from different areas that are considered of professors specialists.

4. It must be equally that faculty follow the educational training programmes for this purpose established by the Ministry of education.

Chapter five. Of higher education Article 55 higher education ensures the scientific and cultural instruction than required for the training of highly-qualified professionals.

Higher education keeps a close relationship of dialogue and co-operation with the different sectors of the production system.

Higher education is offered at specific centres to which correspond to the functions of teaching, research and dissemination of culture.

Article 56 Are aims of higher education: scientific and cultural education of the students, which enables for the exercise of professional activities and the immediate incorporation into the working world.

The development of creativity, critical analysis and the ability and the desire to continue learning for themselves.

Scientific research, in its various facets.

The social mobilization by means of proposals for cultural dissemination and debate.

The collaboration with the production system, with the possibility of establishing cooperation agreements, training and research.

The establishment of programmes of cooperation and exchanges with universities abroad.

Article 57 is part of the structure of higher education all those legally implemented centres in Andorra and that follow a specific training programme by the Government and approved by this.

Article 58 can access higher education all those students who have obtained the degree of Bachelor or equivalent and have passed the entrance examinations that may be determined.

Can also access higher education students who meet the conditions agreed and that exceed the entrance exams that are established for this purpose.

Chapter six. Of lifelong learning for adults Article 59 adult lifelong learning contributes to improving the cultural level of the population, in order to achieve a single statement and to facilitate the integration into the collective development.

Article 60 Are aims of lifelong learning for adults: Provide a basic training that ensures equal learning opportunities.

Contribute to the formation and enrichment in their own cultural elements and specific of the Andorran society.

Provide media and civic participation and social integration.

Expand the professional qualifications of those people that are already part of the world of work.

Article 61 1. Lifelong learning for adults has a basic training program which includes: The Catalan, the official language of the State and means of communication and integration.

The history, geography, culture and institutions of the country.

Complementary basic teachings that contribute to personal, cultural and civic development of the individual.

2. In order to achieve a permanent training and adjust the supply to the demand, the Government can determine the other teachings according to the needs of each moment.

Article 62 Is necessary condition to exercise the teaching in the lifelong learning for adults to be in possession, for each program of education, of the same qualifications required at various levels of the educational system, as well as having followed the educational training programmes for this purpose established by the Ministry of education.

Chapter seven. The Andorran education Article 63 The Andorran training aims to ensure a basic knowledge of Andorran culture within the framework of educational systems different from the Andorran settle in the Principality.

The Andorran education is taught necessarily in Catalan.

Article 64 The Andorran training includes the study: of the Catalan language.

History, geography, culture and institutions of the country.

Of all those areas that may be determined by agreement.

Article 65 May complement the Andorran education, among others, the subjects and the following activities: artistic education (music and plastics), pre-sporting and dynamic expression that develop aesthetic sensitivity.

School activities and/or cultural, social and sports after school, in addition to its specific purposes, constitute a factor of cohesion and integration of the school community.

Article 66 the teaching of Andorran education is taught in compulsory school hours. The agreements and administrative arrangements that subscribe to the Government with the educational authorities of which depend on the schools that follow the Andorran education systems have not expressly contain this provision.

Article 67 the teaching of Andorran training the teacher will give the Ministry of education.

Eighth chapter. Of special education Article 68 in accordance with the qualified law of education, the principle of integration governed the attention to students with special educational needs.

Article 69 special education includes the set of programs, services and, in general, support actions necessary to meet the educational needs of students with deficits or disorders


significant in development.

Article 70 the schooling of pupils with special educational needs follows the principle of location in the environment less restricted as possible. The situation of pupils with special educational needs should be reviewed periodically in order to encourage, whenever possible, the access of students to a regime of greater integration.

Article 71 the students with special educational needs have an individualized educational program produced by responsible for special education with the participation of the directors involved in the ordinary education, of the parents or guardians and, in accordance with the possibilities and the chronological age, the student. This participation must be regulated by the Government.

Article 72 the centres must ensure the participation of pupils with special educational needs in the educational and teaching activities. The structure of school spaces should be adapted in order to facilitate greater integration.

Article 73 The specialized teaching teams must ensure the monitoring of students and have to advise teachers and teachers and to collaborate in the adaptation of educational programs. The centres must have specialized personnel and specific didactic instruments.

Title III. Services for the improvement of the teaching Article 74 the educational resources of the Ministry of education made the material necessary for the exercise of the teaching practice, offers training proposals and works in conjunction with the faculty.

Article 75 The psychopedagogical services ensure the appropriate psychological and tracking students ' maduratiu, help teachers through the identification of conflicts and collaborate with them in the time to fix them. They have particularly of pupils with special educational needs from the early detection of potential problems and have to guide the students in the school.

Article 76 The school and University guidance service orientated young people throughout the educational system to help them find appropriate training to their personal characteristics and the Andorran market demand of work.

Article 77 The inspection service and educational assessment oversees the improvement of the educational system as well as for the proper compliance with the various provisions. Evaluate the different teachings of the educational system and find out the rights and obligations of the members of the educational community.

Additional provisions In relation to the provisions of article 3 of this law, it urges the Government to: Submit annually to the General Council a general assessment of the Andorran education system.

To approve the academic equivalents boxes for the official recognition of the studies of the Andorran education system.

Review the regulations of the Statute of teaching staff and of regulation of the participation in the Andorran schools, in order to adapt them to the current legislation.

Second, the Government urges because within a period of six months established by an agreement of collaboration with the Board of Trustees of the magnet school our Lady of Meritxell.

This agreement should regulate the respective competences in the field of special education and the mechanisms by which it is carried out the integration programmes in the educational system, according to the eighth chapter of this law Andorran education system arrangement.

Final provisions First abolishes all the previous provisions that contravene the provisions of the present law.

Second The present Law shall enter into force on the day of its publication in the official bulletin of the Principality of Andorra.

Casa de la Vall, 9 June 1994 Josep Dalleres Codina Syndic General Us the co-princes the sancionem and promulguem and let's get the publication in the official bulletin of the Principality of Andorra.

Joan Martí Alanís François Mitterrand and President of the French Republic and the Bishop of Urgell Co-prince of Andorra Co-prince of Andorra

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