Law 2/2006 Of 3 May, Education.

Original Language Title: Ley Orgánica 2/2006, de 3 de mayo, de Educación.

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JUAN CARLOS I King of Spain to all that the present join together and act.

Know: That the Cortes Generales have approved and I come in to sanction the following law.

PREAMBLE the current societies attached great importance to the education given to their young, in the conviction that it depends on both the collective and individual well-being. Education is the most appropriate means to build his personality, develop their abilities to the fullest, shape their own personal identity and set their understanding of reality, integrating the cognitive dimension, the emotional and the axiological. For society, education is the means of transmitting and, at the same time, renew the culture and the heritage of knowledge and values that underlie it, extract the maximum possibilities of their sources of wealth, foster democratic coexistence and respect for individual differences, promote solidarity and prevent discrimination, with the ultimate goal of achieving the necessary social cohesion. In addition, education is the most appropriate means for ensuring the exercise of democratic, free and critical, responsible citizenship that is essential for the creation of advanced, dynamic and just societies. For this reason, a good education is the greatest wealth and the main resource of a country and its citizens.

This concern by offering an education capable of responding to the changing needs and demands posed by individuals and social groups is not new. Both those and they have historically placed in education their hopes of progress and development. The conception of education as an instrument for improvement of the human condition and of collective life has been a constant, though not always that aspiration has become reality.

The historical interest in education was reinforced with the emergence of contemporary educational systems. These structures dedicated to the education of citizens were conceived as fundamental instruments for the construction of national Governments, at a crucial time for its configuration. Since then, countries have paid increasing attention to their education and training systems, in order to adapt them to changing circumstances and expectations that they were deposited in each historical moment. Consequently, their evolution has been very remarkable, reaching today possess characteristics that are clearly different from those that had at the time of its Constitution.

In every phase of their evolution, education systems have had to respond to a few priority challenges. They faced the need to ensure the right of all citizens to education in the second half of the 20th century. The universalization of primary education, which already had been reached in some countries by the end of the 19th century, would be completing along the following, incorporating also the widespread access to the secondary stage, which so happened to be considered an integral part of basic education. Priority consisted in making effective schooling longer and with more ambitious goals for all young people of both sexes.

In the final years of the 20th century, the challenge consisted of getting that widely-held education was offered in conditions of high quality, with the requirement that such profit to reach all citizens. In November 1990 the Education Ministers of the countries of the Organization met in Paris for cooperation and economic development, to address how could become effective education and training of quality for all. The challenge was ever more pressing and educational leaders of the countries with the highest level of development is ready to give you a satisfactory answer.

Fourteen years later, in September 2004, more than 60 Ministers meeting in Geneva, on the occasion of the 47.ª International Conference on education, convened by UNESCO, showed the same concern, thus showing the validity of the challenge posed in the previous decade. If in 1990 were responsible for most developed countries who called attention to the need to combine quality with equity in the educational offer, in 2004 were those of a much larger States, features number and very diverse levels of development, who raised the same question.

Ensure that all citizens can receive education and quality training, without leaving the good limited only to some people or social sectors, is pressing at present. Countries very different systems with different politicians and Governments of different orientation, are considering this objective. Spain cannot in way whatsoever constitute an exception.

The generalization of basic education has been late in our country. Although the school requirement was enacted in 1857 and in 1964 it was extended from six to fourteen years, we had to wait until the middle of the Decade of the eighties of the last century for this prescription became reality. The General Education Act of 1970 marked the start of the overcoming of the great historical delay that endured into the Spanish educational system. The organic law of the right to education provided new and strong impetus to the process of education modernization, but the full achievement of that goal had to wait even quite a few years.

Law 14/1970, General education and financing of the educational reform, and the organic law 8/1985, regulation of the right to education, declaring education as a public service. The organic law of education follows and fits into this tradition. The public service of education regards this as an essential service of the community, which should make school education affordable to all, without distinction of any kind, in conditions of equality of opportunity, with guarantee of regularity and continuity and adapted progressively to the social changes. The public service of education can be provided by the public authorities and the social initiative, as a guarantee of the fundamental rights of citizens and freedom of education.

In 1990, the organic law on the General Organization of the educational system established in ten years the period of compulsory school and provided impetus and social and professional prestige to vocational training which would eventually equate to Spain with the more advanced countries of their environment. As a result of that expressed in the law will, at the end of the 20th century had been achieved all Spanish young people of both sexes to attend schools at least between six and sixteen years old and many of them started their schooling before and then devising it. A critical distance with the countries of the European Union, in which Spain had integrated in 1986 has had so shortened.

Despite these unquestionable achievements, attention to the need to improve the quality of education that our young people receive is call since the mid of the nineties. Various evaluations about experimental teaching reform mean that developed in the 1980s and Spain's participation in some international at the beginning of the 1990s studies showed levels insufficient performance, no doubt explainable, but which demanded resolute action. As a result, the organic law for the participation, evaluation, and the Government's educational centers, in order to develop and modify some of the established in the LOGSE provisions aimed at improving the quality was approved in 1995. In the year 2002 is wanted to go one step further towards the same goal, through the enactment of the organic law of education quality.

At the beginning of the 21st century, Spanish society is convinced that it is necessary to improve the quality of education, but also that this benefit should reach all young people, without exclusions. As it has emphasized many times, is today considered that quality and equity are two inseparable principles. Some recent international assessments have clearly demonstrated that it is possible to combine quality and equity, and that should not be considered conflicting objectives.

No country can waste the pool of talent that have each and every one of its citizens, especially in a society that is characterized by the increased value that acquire information and knowledge for social and economic development. And recognition of that challenge it derives the need to propose the goal of getting the school success of all young people.


The magnitude of this challenge requires that the objectives to be achieved are assumed not only by the educational administrations and members of the school community, but by the whole of society. For this reason and in order to encourage social debate on education, prior to promote any legislative initiative, the Ministry of education and Science issued in September 2004 the document which is entitled "Quality education" for all and all, which were a set of analysis and diagnosis on the current educational situation and a series of proposals submitted to debate. Both autonomous communities and organizations represented at the State school councils and autonomous community were formally invited to express their views and express their position at such proposals. In addition, many other people, associations and groups made to the Ministry of education and science his thoughts and his own proposals, which were disseminated through various means, thus responding to the will of transparency that must govern any public debate. As a result of this process of debate, has been published a summary document, which contains a summary of the contributions made by the various organizations, associations and groups.

The development of this process of debate, which has been prolonged for six months, has allowed contrasting positions and points of view, discussing the existing problems in the Spanish educational system and seek the maximum degree of agreement on possible solutions. This period has been instrumental to identify the principles that should govern the educational system and to translate them into policy formulations.

There are three fundamental principles that preside over this law. The first is the requirement of providing a quality education to all citizens of both sexes, at all levels of the educational system. It has already alluded to the challenge this demand for the current educational systems and in particular to the Spanish. After having achieved that all young people are attending school up to sixteen years of age, the aim is now on improving general outcomes and reduce the still high rates of completion of basic without qualifications education and early abandonment of studies. It is for all citizens to achieve the maximum possible development of all its capabilities, individual and social, intellectual, cultural and emotional for what they need to receive an education of quality adapted to your needs. You must be at the same time, an effective equality of opportunities, providing the necessary support, both to students who need it and the centers that are in school. In short, it's improving the educational level of all the students, reconciling the quality education with equity of its cast.

The second principle is the necessity that all members of the educational community to collaborate to achieve that goal as ambitious. The combination of quality and equity involving the foregoing principle inevitably requires the realization of a shared effort. It comes frequently emphasizing the efforts of students. It is a fundamental principle that should not be ignored, because without a personal effort, fruit of a responsible and committed to the own training attitude is very difficult to get the full development of individual capacities. But the academic success of all students not only responsibility of students individually considered, but also their families, teachers, educational institutions, administrations, educational and, ultimately, on the society as a whole, responsible of the quality of the educational system.

The beginning of the effort, which is indispensable to achieve quality education, must apply to all members of the educational community. Each of them will have to make a specific contribution. Families should work closely and must engage with the daily children's work and the life of schools. Schools and teachers should strive to build rich, motivating and challenging learning environments. The educational administrations will have to facilitate the performance of their duties, to all members of the school community by providing them with the resources they need and claiming them at the same time their commitment and effort. Society, in short, must support the education system and create a favorable environment for the personal training throughout life. Only the commitment and effort sharing will allow the achievement of such ambitious goals.

One of the most relevant of the principle of the shared effort consequences is the need to provide equitable schooling of students. The Spanish Constitution recognized the existence of a double network of school, public, and private schools, and the organic law of the right to education made a set of concerts to get a provision effective public service and social education, free, equal and in the framework of general education programming; This model, that respects the right to education and freedom of education, has been operating satisfactorily, in general terms, although with the passage of time, new needs have been expressed. One of the main refers to the equitable distribution of students between different schools.

With the expansion of the age of compulsory schooling and the access to education of new student groups, conditions that centres develop their task has been made more complex. It is, therefore, necessary to respond to the diversity of the student body and contribute equitably to the new challenges and difficulties which this diversity generates. It is, ultimately, of that all facilities, both those of public ownership as a concerted private, assume its social commitment to education and made schooling without exclusions, thus accentuating the complementary nature of both school networks, although without losing its uniqueness. In return, all the centres sustained with public funds must receive the material and human resources to fulfil its tasks. To provide the public service of education, society should give them properly.

The third principle that inspires this law consists of a compromise decided with the educational objectives set out by the European Union for years. The process of European construction is carrying a certain convergence of systems of education and training, which has resulted in the establishment of common educational goals for the beginning of the 21st century.

The pretension of becoming the next decade in the economy based on the most competitive and dynamic knowledge, able to achieve sustained economic growth accompanied by quantitative and qualitative improvement in employment and greater social cohesion, has resulted in the formulation of common educational goals. In view of the rapid evolution of science and technology and the impact of this evolution on social development, it is more necessary than ever that education should prepare properly to live in the new knowledge society and to deal with the challenges arising from this.

Is why so first of all, the European Union and UNESCO have been proposed improving the quality and effectiveness of education and training systems, which implies improving the training of teachers, develop the necessary skills for the knowledge society, ensuring access for all to information and communication technologies increase enrolment in scientific, technical and artistic studies and take advantage of available resources, increasing investment in human resources. Secondly, has been facilitating widespread access to systems of education and training, what it means to build an environment of open learning, make learning more attractive and to promote active citizenship, equal opportunities and social cohesion. Thirdly, has set the goal of opening these systems to the outside world, which requires strengthening the links with working life, research and society in general, to develop entrepreneurship, improve the learning of foreign languages, increase mobility and exchanges and strengthen European cooperation.

The Spanish educational system must accommodate performances in the coming years to achieve these goals shared with its partners in the European Union. In some cases, the Spanish educational situation is close to the set objective for the end of this decade. In others, however, the distance is remarkable. Active participation by Spain in the European Union requires the improvement of educational levels, to place them in a position consistent with its position in Europe, which requires a commitment and a determined effort, also assumed by this law.


To achieve these principles to become in reality, should act in various complementary directions. First, you must conceive training as an ongoing process, which takes place throughout life. If learning is designed traditionally as a task that corresponds to the stage of childhood and adolescence, at present this approach was clearly insufficient. Today we know that the ability to learn is maintained over the years, even if change the mode in which you learn and the motivation for further education. It is also known that needs arising from economic and social changes are forcing citizens to permanently expand its training. As a result, attention to the education of adults has increased.

Lifelong learning implies, above all, provide a complete education to young people, encompassing knowledge and core competencies that are necessary in today's society, enabling them to develop the values underpinning the practice of democratic citizenship, life in common and social cohesion, which will encourage in them the desire to continue learning and the ability to learn for themselves. Moreover, it is offer opportunities to young people and adults to combine the study and training with work or other activities.

To allow the formation to work and vice versa, or transit of these other activities, it is necessary to increase the flexibility of the educational system. Although the Spanish educational system has been losing part of its initial rigidity with the passage of time, has not generally favored the existence of paths of return towards the study and training. Allow young people who dropped out of school early to return to them and complete them and that adult persons to continue their lifelong learning requires to conceive the education system in a more flexible manner. And that flexibility implies connections between different types of teaching, facilitate the passage of a few others and allow the configuration of pathways training adapted to the needs and personal interests.

The flexibility of the educational system carries necessarily granting its own autonomy to schools. The need arises to provide a quality education to all students, taking into account the diversity of interests, characteristics and personal situations, at the same time forces to give a capacity of decision that affects your organization as well as its mode of operation. Although administrations should establish the general framework in which the educational activity should develop, the centres must have a margin of autonomy that allows them to adapt their performance to their specific circumstances and characteristics of their students, with the aim of achieving school success for all students. Responsible for education must provide the centers resources and means they need to develop their business and achieve such a goal, while they should be used with rigour and efficiency to accomplish its task in the best possible way. It is necessary for the regulations to combine both aspects, establishing common rules that all must respect, as well as the space of autonomy that is granted to schools.

The existence of a legislative framework that is able to combine objectives and standards with the necessary pedagogical autonomy and management of educational institutions on the other hand, requires to establish evaluation and accountability mechanisms. The importance of the challenges facing the education system demand as compensation a public and transparent information on the use which is made of the means and resources at your disposal, as well as an assessment of the results that are achieved with them. The evaluation has become a valuable instrument of monitoring and assessment of the results obtained and improvement of processes which allow to obtain them. For this reason, it is essential to lay down procedures for evaluation of different areas and agents of the educational activity, students, faculty, centers, curriculum, administrations, and commit to the corresponding authorities to account of the existing situation and development experienced in the field of education.

The activity of educational institutions rests, ultimately, on teachers who work in them. Get all young people to develop their capacities to the fullest within a framework of quality and equity, convert the overall objectives into concrete achievements, adapt the curriculum and the educational action to the specific circumstances in workplaces are involved, get the parents to be involved in the education of their children, is not possible without a faculty committed to their task. On the one hand, the changes that have occurred in the education system and the functioning of educational institutions obligated to review the initial teacher training model and adapt it to the European environment. On the other hand, professional development requires a commitment by the educational administrations for the continuous training of teachers linked to educational practice. And all this is impossible without the necessary social recognition of the role of teachers and the task to develop.

A final condition that must be met to allow the achievement of educational goals as ambitious as those proposed is to undertake a simplification and clarification of regulations, within a framework of full respect to the distribution of powers that set the Spanish Constitution and laws that develop it in education.

Since 1990 there has been a proliferation of educational laws and their relevant regulatory developments, which have partially been repealing the previous, resulting in a lack of clarity as to the rules applicable to the academic and the functioning of the educational system. As a result, should simplify the existing legislation, in order to make it more clear, simple and understandable.

In addition, the completion in 2000 of the process transfers in education has created new conditions, very different from those existing in 1990, which advised to review the whole of the current regulations for other than the University teachings. When it has already fully developed the framework of distribution of powers, which in the field of education established the Spanish Constitution, new laws that are approved must reconcile respect for the competence deal with the necessary territorial structuring of the educational system. The State regulations, of commonality, and autonomous, applicable to the relevant territory, regulations must combined with new cooperation mechanisms that allow the concerted development of educational policies of supracomunitario field. This law ensures necessary basic uniformity and unity of the educational system and highlights the broad regulatory and Executive field available to bylaws the autonomous communities to meet the purposes of the educational system. The law contains a proposal of territorial cooperation between administrations to develop projects and programs of general interest, to share information and learn from best practices.

The principles above statements and the courses of action mentioned constitute the Foundation on which this law is based. Your ultimate goal consists of the foundations that allow to the important challenges that faces the Spanish education and achieve the ambitious goals proposed for the coming years. Therefore the law part of the advances made by the educational system in recent decades, incorporating all structural and management aspects that have proven their relevance and effectiveness, and proposing changes in those others that require review. He fled from the temptation of trying to change throughout the educational system, as if it is just zero, and has chosen, instead, to take into account the experience gained and the progress achieved. Ultimately, law is based on the conviction that education reforms should be gradual and continuous and that the role of legislators and education officials is none other than the favour the continuous and progressive improvement of education that the citizens receive.

In accordance with these base assumptions, the law is structured into a preliminary title, eight titles, thirty-one additional provisions, eighteen transitional provisions, a repealing provision and eight final provisions.

The preliminary title begins with a chapter dedicated to the principles and the aims of education, which constitute central elements in lathe to which the whole of the educational system should be organised. Prominently displayed formulated the fundamental principle of the quality of education for all students, in conditions of equity and equal opportunities guaranteed. The participation of the educational community and shared effort that must be students, families, teachers, workplaces, administrations, institutions and society as a whole constitute the complement necessary to ensure equitable quality education.


It also occupies an important place, in the relationship of early education, transmission of values that promote personal freedom, responsibility, democratic citizenship, solidarity, tolerance, equality, respect and justice, which are the basis of life in common.

The full development of personality and emotional abilities of the students, training in respect of rights and fundamental freedoms and the effective equality of opportunities between men and women, the recognition of sexual diversity, as well as the critical appraisal of inequalities, which allow overcoming sexist behaviors are highlighted between the aims of education. So is assumed in its entirety the content of the organic law 1/2004 of 28 December on measures of Integral Protection against gender-based violence.

In addition, intends to exercise tolerance and freedom, within the democratic principles of coexistence and conflict prevention and the peaceful resolution of the same. It also insists on the importance of the preparation of students for the exercise of citizenship and participation in the economic, social and cultural life with critical and responsible attitude. The complete list of principles and purposes will allow to settle on firm foundations, the whole of the educational activity.

In accordance with the guiding principles underlying law, education is conceived as a lifelong learning, which takes place throughout life. As a result, all citizens must have the possibility of being inside and outside the educational system, in order to acquire, update, complete, and expand their skills, knowledge, abilities, skills and competences for their personal and professional development. The law grants to lifelong learning such importance that, together with the Organization of the teachings, a specific chapter of the preliminary title.

In that same chapter establishes the structure of the teachings, recovering early childhood education as a unique stage and consolidating the rest of the teachings of currently existing, to understand that the educational system has found in that organization a solid base for their development. Also regulates the basic education, in accordance with the provisions of the Constitution, having character compulsory and free for all children and young people of both sexes and whose duration is set to ten courses, comprising primary and compulsory secondary education. Attention to diversity is established as a fundamental principle that should govern all basic education, with the aim of providing all students an education appropriate to their characteristics and needs.

The definition and organization of the curriculum is one of the central elements of the education system. Preliminary title devotes a chapter to this topic, its components and the distribution of powers in its definition and its development process. Special interest is the inclusion of the basic components of the curriculum skills, as you must allow to accurately characterize the training that students should receive. In order to ensure a common training and the recognition of the qualifications, is entrusted to the Government fixing the objectives, basic skills, content and criteria of evaluation of basic aspects of the curriculum, which constitute the minimum teaching, and educational administrations the establishment of the curriculum of different teachings. In addition reference is made to the possibility of establishing mixed curriculum of teachings of the Spanish education system and other systems educational, conducive to the respective titles.

He is addressed in the preliminary title, finally, cooperation territorial and between administrations, in order to, on the one hand, achieve greater efficiency of resources destined to education, and on the other, the objectives laid down in General, promote knowledge and appreciation of the diversity of cultural and linguistic of the different autonomous communities and contribute to the territorial solidarity and territorial compensation for inequalities in balance. It also has the availability of students of the educational resources needed to ensure the achievement of the purposes set forth in the Act and permanent improvement of education in Spain.

Title I provides management of the teachings and their stages. Conceived as a single-stage, early childhood education is organized in two cycles which respond both to an educational, not necessarily school intentionality, and which obliges centres to count from the first cycle with a specific pedagogical proposal. The second cycle will encourage a first approach to literacy, to initiation into logical-mathematical abilities, to a foreign language, the use of information and communication technologies and the knowledge of the different artistic languages. It urges Governments to progressively develop sufficient capacity bidding in the first cycle and available that they can establish concerts to guarantee the gratuitousness of the second cycle.

The teachings that are mandatory are primary and compulsory secondary education. In the primary stage place the emphasis on attention to the diversity of the student body and the prevention of learning disabilities, acting as soon as they are detected. One of the novelties of the law consists in the realization of a diagnostic assessment of basic skills attained by students at the end of the second cycle of this phase, which will be a training and guidance, will provide information on the situation of students, schools and the educational system and will allow the relevant measures to improve any deficiencies. Another similar assessment will take place at the end of the second year of compulsory secondary education. To facilitate the transition between elementary school and high school, students will receive a personalized report of your evolution to finish primary education and incorporated into the next stage.

Compulsory secondary education should combine the principle of a common education with attention to the diversity of the student body, allowing centers the curricular and organizational measures that are most appropriate to the characteristics of their students, in a flexible manner and use of their pedagogic autonomy. To achieve these objectives, proposes a conception of the teachings of most common character in the three first courses, programs of reinforcement of the basic capacities for students who need it, and a fourth course guiding character, both for postobligatorios studies the incorporation into working life. The first two courses provides a limitation on the maximum number of subjects that are taken and offered possibilities for reducing the number of teachers that give class to a group of students. The last course is conceived with a flexible organisation of common and matters optional, offering greater choice to students depending on their future expectations and interests.

To assist students with special learning difficulties curricular diversification programmes are included from the third year of this stage. In addition, in order to prevent early school leaving, open expectations of further qualification and training, and access to working life establishes initial professional qualification programmes for students over the age of sixteen years who have not obtained the title of graduated in obligatory secondary education.

Secondary education comprises two courses and develops in three different ways, organized flexibly, in different ways, which will be the result of free choice by students in matters of modality and optional. Students with positive assessment in all subjects will receive the degree of Bachelor. After obtaining the title, may join the working life, enroll in higher-level vocational training or access to higher education. Access the University will require overcoming a unique test approved to which may be submitted up to those who are in possession of a Bachelor's degree.


In regards to the curriculum, one of the novelties of the law is to locate the concern by the education for citizenship very prominently of all the educational activities and the introduction of some new content related to this education, with different names, according to the nature of the content and the ages of the students It is taught in some courses the compulsory education primary, secondary and high school. Its purpose is to offer all students a space for reflection, analysis and study on fundamental characteristics and performance of a democratic regime, of the principles and rights set out in the Spanish Constitution and the treaties and universal declarations of human rights, as well as the common values that form the substrate of democratic citizenship in a global context. This education, whose contents cannot be considered in any alternative or substitute of religious teaching, does not fall in contradiction with democratic practice that must inspire the whole of school life and that has to be developed as part of the education values with transverse character all school activities. New matter will allow to deepen some aspects of our life in common, helping to form the new citizens.

The training includes a set of middle-grade and high-grade training courses intended to prepare the students and pupils for performance qualified diverse professions, access to employment and active participation in the social, cultural and economic life. The law introduces greater flexibility in access, as well as the relations between the different subsystems of vocational training. In order to increase the flexibility of the educational system and to promote lifelong learning, establishes several connections between general education and vocational training.

Special mention deserve artistic teachings, which are intended to provide the students with quality artistic training and whose management had not been reviewed since 1990. The law regulates, on the one hand, professional art teachings, which grouped the teachings of music and dance of grade medium, as well as those of middle-grade and high-grade design and fine arts. On the other hand, it sets the so-called superior artistic teachings, which grouped the higher education of music and dance, lessons of dramatic art, the teachings of conservation and restoration of cultural property and the College of Arts and design. These latest teachings have character of higher education and your organization conforms to the corresponding requirements, which implies some peculiarities in regards to the establishment of its curriculum and organization of the centres which taught them.

The law also regulates the teaching of languages, provided that they shall be organized by the official schools of languages and will be adapted to the levels recommended by the Council of Europe and sports lessons, which for the first time are sorted in a law of education.

Finally, the title I pays special attention to the education of adults, with the aim that all citizens have the possibility to acquire, update, supplement or expand their knowledge and skills for personal and professional development. To do so, it regulates the conditions in which teachings leading to official degrees, must provide at the time that establishes an open and flexible framework for other learning and provides for the possibility of validating the experience acquired in other ways.

In order to ensure equity, title II deals with groups of students requiring educational attention different from the ordinary by any specific need of educational support and establishes the necessary resources to undertake this task with the goal of full inclusion and integration. Specifically included in this title the educational treatment of students and students requiring specific support and specific attention derived social circumstances, physical, mental disability or sensory or expressing serious behavior disorders. The Spanish educational system has made major advances in this area in recent decades, that it is necessary to continue driving. Also require specific treatment students with high intellectual abilities and which were later integrated in the Spanish educational system.

The appropriate educational response to all students is conceived from the principle of inclusiveness, understanding that only in this way ensures the development of all, favoring equity and contributes to greater social cohesion. Attention to diversity is a necessity that encompasses all educational stages and all students. I.e., it's see the diversity of the students and students as principle and not a measure that corresponds to the needs of the few.

The law is also compensation for inequalities through specific programs developed in schools teaching or in geographical areas where a compensatory educational intervention is necessary, and through grants and study assistance, which are intended to guarantee the right to education to students with unfavorable socio-economic conditions. The programming of public centres and private Charter schooling must ensure an appropriate and balanced distribution between the schools of students in need of educational support.

The role of teachers must acquire develops in title III of the Act. It is paid priority attention to its initial and ongoing formation, whose reform should be conducted in the coming years, in the context of the new European space of higher education and in order to respond to the needs and the new demands that receives the educational system. Initial training must include, in addition to proper scientific preparation, pedagogic and didactic training which will be completed with mentoring and advice to new teachers by experienced colleagues. On the other hand, the title deals with the improvement of the conditions in which teachers carried out their work, as well as the recognition, support and social assessment of the teaching function.

Title IV is schools, their type and their legal status, as well as the programming of the network of centres since the consideration of education as a public service. Also establishes the possibility of holders of private establishments to define the character of the same respecting the constitutional framework. Private establishments offering free declared teachings shall benefit from the regime of concerts, establishing the requirements that must be met concerted private centers.

The law conceives the participation as a basic value for the formation of autonomous, free, responsible and committed citizens, and therefore the educational administrations shall ensure the participation of the educational community in the Organization, Government, operation and evaluation of educational centres, as established in title v Particular attention to the autonomy of educational institutions, in the pedagogical, through the development of its educational projects, both in regard to economic resources management and the development of their rules of organization and operation. The law gives greater prominence to the colleges of control and government centers, which are the School Board, the Faculty and the teacher coordinating bodies, and deals with the powers of the direction of public centres, the procedure of selection of the directors and the recognition of the leadership role.

The title VI is devoted to the evaluation of the educational system, which is considered a key element for the improvement of education and the increased transparency of the education system. The importance attached to evaluation are highlights in the treatment of the various areas in it should be applied, covering the learning processes of students, the activity of the faculty, educational processes, the directive function, the operation of educational institutions, inspection and own educational administrations. The overall evaluation of the educational system is attributed to the Institute for evaluation, which will work in collaboration with the relevant bodies laying down the autonomous communities. For the purpose of accountability concerning the functioning of the educational system, has the presentation of an annual report to Parliament, which synthesize the results that shed assessments General diagnostic, the other tests that are carried out, the main indicators of Spanish education and highlights of the annual report of the State School Board.

Title VII is entrusted to educational inspection support the development of educational projects and self-assessment of schools, as a key element for the improvement of the educational system. High inspection corresponds to the State. The functions of educational inspection and your organization, as well as the powers of inspectors are collected.


Title VIII discusses the allocation of economic resources and the increase in public expenditure on education to meet the objectives of this law whose detail is collected in economic memory that goes with it. This memory contains the commitments of expenditure for the period of implementation of the law, increased in the parliamentary process.

The additional provisions refer to the timetable for implementation of the law, the teaching of religion, the textbooks and curriculum materials and the school calendar. An important part of the additional provisions has to do with the teaching staff, establishing the basis of the statutory regime of teaching public function, the functions of educational bodies, requirements of income and access to the respective bodies, the teaching career and the performance of the Inspector function.

Other additional provisions relate to the cooperation of the municipalities with the educational administrations and the possible cooperation agreements that can be established between those and the local corporations as well as the consultation procedure to the autonomous communities.

In relation to the centers extending the current regime applicable to the requirements that must comply with the private high school centers that impart the modality of nature and health sciences and technology mode, are established functions of the teaching staff in the centers reached and referred to the grouping of public centres of a particular territorial area the specific name of the School Board, the conventions with which impart vocational training cycles, as well as other aspects relating to Charter schools.

Finally, referred to foreign students, victims of terrorism and acts of violence against women, the regime of the personal data of students, to the incorporation of credits for the second cycle of pre-school education free and the promotion of effective equality between men and women.

Transitional provisions deals with, inter alia, the voluntary retirement of teachers, the mobility of officials of the teaching bodies, the duration of the mandate of the governing bodies and the exercise of guidance in public schools, pedagogical and didactic training, adaptation of the centers to teach early childhood education, the modification of the concerts and access to the teaching of languages to minors under sixteen years.

Contains a single repealing provision. Final provisions address, inter alia, the amendment of the organic law of the right to education and enforcement of measures for the reform of the public function, competence which corresponds to the State under the protection of the Constitution to enact this law, competition for its development and its organic nature.

PRELIMINARY title chapter I principles and aims of education article 1. Principles.

Educational Spanish, configured in accordance with the values of the Constitution and based on respect for the rights and freedoms recognized therein, the system is inspired by the following principles: to) the quality of education for all students, regardless of their conditions and circumstances.

(b) fairness, ensuring equal opportunities, educational inclusion and non-discrimination and acting as compensator element of personal, cultural, economic and social inequalities with special attention to those derived from disability.

(c) the transmission and implementation of values that promote personal freedom, responsibility, democratic citizenship, solidarity, tolerance, equality, respect and justice, as well as help to overcome any kind of discrimination.

(d) the concept of education as a lifelong learning, which takes place throughout life.

(e) the flexibility to adapt education to the diversity of skills, interests, expectations and needs of the students, as well as changes experienced by the students and society.

(f) the educational and professional orientation of students, as necessary means for the achievement of a customized training, enabling a comprehensive education in knowledge, skills and values.

(g) the individual effort and motivation of the students.

(h) the effort shared by students, families, teachers, centers, administrations, institutions and the whole society.

(i) the autonomy to establish and adapt organizational and curricular activities within the framework of the powers and responsibilities which correspond to the State, the autonomous communities, local corporations and schools.

(j) the participation of the educational community in the Organization, Government and operation of educational institutions.

(k) education for conflict prevention and for the peaceful resolution of the same, as well as the non-violence in all areas of personal, family and social life.

(l) the development of equality of rights and opportunities and the promotion of effective equality between men and women.

(m) consideration of the teaching function as an essential factor of the quality of education, the social appreciation of teachers and homework support.

(n) the promotion and the promotion of research, experimentation and educational innovation.

(n) the evaluation of the whole of the educational system, both in their programming and organization and processes of teaching and learning and its results.

(o) cooperation between the State and the autonomous communities in the definition, implementation and evaluation of education policies.

(p) the cooperation and collaboration of the educational administrations with local governments in the planning and implementation of educational policy.

Article 2. Purposes.

1 system educational Spanish will be oriented to the achievement of the following goals: to) the full development of the personality and the capabilities of the students.

(b) education in the respect of the rights and fundamental freedoms, equality of rights and opportunities between men and women and the equality of treatment and non-discrimination of persons with disabilities.

(c) education in exercise tolerance and freedom within the democratic principles of coexistence, as well as in conflict prevention and the peaceful resolution of the same.

(d) education in individual responsibility and merit and personal effort.

(e) training for peace, respect for human rights, life in common, social cohesion, cooperation and solidarity among peoples as well as the acquisition of values that favour respect for human beings and the environment, in particular to the value of the forest areas and sustainable development.

(f) the development of the ability of the students to regulate their own learning, rely on their skills and knowledge, as well as to develop creativity, personal initiative and entrepreneurial spirit.

(g) training in respect for and recognition of the plurality of linguistic and cultural of Spain and interculturality as an enriching element of society.

(h) the acquisition of intellectual habits and techniques of work, scientific, technical, humanist, historical and artistic expertise, as well as the development of healthy habits, physical exercise and sport.

(i) training for the exercise of professional activities.

(j) training for communication in the language of official and co-official, if any, and in one or more foreign languages.

(k) preparation for the exercise of citizenship and participation active in the economic, social and cultural life with critical and responsible attitude and adaptability to changing situations of the knowledge society.

2. the public authorities shall give priority attention to the set of factors that favor the quality of education and, in particular, the qualification and training of teachers, their teamwork, educational resources, research, experimentation and educational renewal, the promotion of reading and the use of libraries, autonomy pedagogical, organizational and management the directive function, educational and vocational guidance, educational inspection and assessment.

Chapter II Organization of the teaching and learning throughout life article 3. The teachings.

1. the educational system is organized in stages, cycles, degrees, courses and levels of education in such a way that it ensures the transition between them and, where appropriate, within each of them.

2 teachings offered by the educational system are the following: to) early childhood education.

(b) primary education.

(c) compulsory secondary education.

(d) high school.

(e) vocational training.

(f) teaching of languages.

(g) artistic teaching.

(h) sports lessons.

(i) adult education.

(j) University education.

3. the primary education and compulsory secondary education constitute basic education.

4. the secondary education is divided into compulsory secondary education and post-compulsory secondary education. Constitute the post-compulsory secondary education secondary education, intermediate vocational training, professional teachings of plastic arts and design of middle-grade and sports teaching of middle-grade.


5. University education, higher artistic education, training of top grade, professional teachings of plastic arts and design of top grade and sports teachings of top grade is higher education.

6. the teaching of languages, art education and sports will be considered special teachings.

7. University education is regulated by their specific rules.

8. teachings referred to in paragraph 2 shall be adapted to students with specific needs of educational support. Such adaptation shall ensure access, permanence and progression of this student in the educational system.

9. in order to guarantee the right to education for those who cannot attend in way regular educational institutions, will develop an adequate offer of education distance or, where appropriate, support and specific educational attention.

Article 4. Basic education.

1. the basic education referred to in article 3(3) of this Act is compulsory and free for all people.

2. the basic education comprises ten years of schooling and develops, on a regular basis, between six and sixteen years of age. However, students are entitled to remain in ordinary regime pursuing basic education to eighteen years of age, met in the year in which end of the course, under the conditions laid down in this law.

3. without prejudice to that throughout basic education to ensure a common education for students, attention to diversity as a fundamental principle will be adopted. When required by such diversity, relevant organizational and curricular measures, according to the provisions of the present law shall be adopted.

Article 5. Learning throughout life.

1. all people should have the possibility to form throughout life, inside and outside the educational system, in order to acquire, update, complete and expand their skills, knowledge, abilities, skills and competences for their personal and professional development.

2. the educational system has as a basic principle to promote lifelong learning. For this purpose, prepare students to learn by themselves and facilitate adult people joining different teachings, favoring reconciliation of learning with other responsibilities and activities.

3. in order to ensure permanent and universal access to learning, the different public administrations will identify new skills and facilitate the training required for purchase.

4. in addition, corresponds to public administrations promote, flexible learning offerings that enable the acquisition of basic skills and, where appropriate, the corresponding degrees, young people and adults who have left the education system without any qualifications.

5. the educational system should facilitate and public administrations should encourage the entire population to reach to acquire training in post-compulsory or equivalent secondary education.

6 corresponds to the public administrations facilitate access to information and guidance about lifelong learning offerings and the possibilities of access to them.

Chapter III article 6 curriculum. Curriculum.

1. for the purposes of the provisions of this law, curriculum means the set of objectives, basic skills, content, teaching methods and criteria of evaluation of each one of the lessons regulated by this law.

2. with the aim of ensuring a common training and ensure the validity of the corresponding titles, the Government shall, in relation to the objectives, basic skills, content and evaluation criteria, the basic aspects of the curriculum which constitute minimum teachings that refers the first additional provision, paragraph 2, point (c)) of the Organic Act 8/1985 of 3 July Regulating the right to education.

3. the basic contents of the minimum teachings will require 55 per cent of the school schedules for the autonomous communities that have co-official language and 65 per cent for those who do not have it.

4. the educational administrations shall establish the curriculum of different teachings regulated in the present law, which comprise the basics outlined in previous sections. Schools will develop and complete, where appropriate, the curriculum of the different stages and cycles in use of its autonomy and such as set out in chapter II of title V of this law.

5 titles corresponding to the teachings regulated by this law will be approved by the State and issued by the educational administrations under the conditions provided for in the legislation and the basic and specific rules which, in effect, handed down.

6. within the framework of international cooperation in the field of education, the Government, in accordance with paragraph 4 of this article, may establish mixed curriculum of teachings of the Spanish education system and other systems educational, conducive to the respective titles.

Chapter IV cooperation between educational administrations article 7. Conclusion of educational policies.

The educational administrations may agree to the establishment of criteria and objectives in order to improve the quality of the education system and ensuring equity. The sectoral Conference on education will promote such agreements and shall be informed of all those who are adopted.

Article 8. Cooperation between administrations.

1. the educational administrations and local governments shall coordinate their action, each in the field of its competences, to increase efficiency of the resources allocated to education and contribute to the purposes set forth in this law.

2. the educational offerings aimed at people in age of compulsory schooling performing administrations or other public institutions, as well as actions that have educational purposes or consequences on the education of children and young people, should be made in coordination with the corresponding educational administration.

3. the autonomous communities may agree the delegation of management skills of certain educational services in municipalities or groups of municipalities that are configured for the purpose, in order to promote greater efficiency, coordination and social control in the use of resources.

Article 9. Territorial cooperation programmes.

1. the State will promote programmes of territorial cooperation in order to achieve the educational objectives of a general nature, strengthen basic skills of students, encourage knowledge and appreciation by students of the cultural and linguistic richness of the different autonomous communities, as well as contribute to the territorial solidarity and territorial balance in compensation for inequalities.

2. the programmes referred to in this article may carry out through agreements or agreements between the different competent educational authorities.

Article 10. Dissemination of information.

1 corresponds to the educational authorities facilitate the exchange of information and the dissemination of good educational practices or management of educational institutions, in order to contribute to the improvement of the quality of education.

2. the educational administrations shall provide the necessary information for the elaboration of national and international education statistics that is carried out for the State, which contribute to the management, planning, monitoring and evaluation of the education system, as well as to educational research. Also, the educational administrations make public data and indicators that contribute to facilitate transparency, good management of education and educational research.

Article 11. Offer and educational resources.

1. the State will promote actions to encourage all students to choose educational options who want to regardless of their place of residence, in accordance with the academic requirements in each case.

2 corresponds to the educational administrations, in application of the principle of cooperation, facilitate access to scarce offer teachings and bordering areas to students who did not have such offerings in next centers or centers in your same autonomous community. To that end, procedures of admission of pupils in this circumstance be taken into account.

3. for the same purpose, and in application of the principle of collaboration, corresponds to the educational administrations facilitate access to its facilities with educational value and the use of its resources to students and teachers of other autonomous communities.

Title I the teachings and their management chapter I education article 12. General principles.

1. early childhood education is the educational stage with its own identity that serves children from birth to six years of age.

2. pre-school education is voluntary and its aim is the contribute to the physical, emotional, social and intellectual development of children.

3. with the aim of respecting the primary responsibility of mothers and parents or guardians at this stage, early childhood education centres shall cooperate closely with them.

Article 13. Objectives.

Early childhood education will contribute to develop in children the capabilities that allow them to:


to) know your own body and that of the others, their po-basis of action and learn to respect differences.

(b) observe and explore your family, natural and social environment.

(c) progressively acquire autonomy in their usual activities.

(d) develop their emotional abilities.

(e) relating to others and acquire shown-vely basic guidelines of coexistence and social, as well as exercise in the peaceful resolution of conflicts.

(f) develop communication skills in different languages and forms of expression.

(g) initiate logical-mathematical skills, in literacy and in movement, gesture and rhythm.

Article 14. Management and teaching principles.

1. the stage of early childhood education is arranged in two cycles. The first comprises up to three years, and the second, from three to six years of age.

2. the educational character of one and another cycle will be collected by schools in a pedagogical proposal.

3. in both cycles of the early childhood education will attend progressively affective development, movement and bodily control habits, manifestations of communication and language, to basic guidelines of coexistence and social, as well as to the discovery of the physical and social characteristics of the environment in which they live. Also will be given to boys and girls develop a positive and balanced image of themselves and acquire personal autonomy.

4. the educational content of early childhood education will be organized in areas corresponding to the experience and child development areas and will be addressed through global activities that have interest and meaning for children.

5 corresponds to the educational administrations encourage a first approximation to the foreign language in the learning of the second cycle of pre-school education, especially in the last year. Also, encourage a first approach to reading and writing, as well as experiences of early initiation in basic numerical skills, information and communication technologies and in the visual and musical expression.

6. the methods of work in both cycles will be based on the experiences, activities and play and will be applied in an environment of affection and confidence, to enhance their self-esteem and social integration.

7. the educational administrations shall determine the educational content of the first cycle of pre-school education in accordance with the provisions of this chapter. They also regulate the requirements that have to comply with the centers that impart this cycle, relating, in any case, the numerical relationship alumnado-profesor, facilities and the number of jobs school.

Article 15. Squares and gratuity offer.

1. the public administrations shall promote a progressive increase in the supply of public squares in the first cycle. Also coordinate the policies of cooperation among them and with other agencies to ensure the educational offer in this cycle. To do so, determine the conditions in which may establish agreements with local governments, other Governments and private non-profit entities.

2. the second cycle of pre-school education will be free. In order to meet the demands of families, the educational administrations shall ensure one offer sufficient capacity in public and concluded with private facilities, in the context of its educational programming.

3. the centers may offer the first cycle of early childhood education, the second, or both.

4. in accordance with that established the educational administrations, the first cycle of education may offer centres covering the complete cycle or a part of it. Those centres whose offer is at least one full year of the aforementioned cycle shall include in their educational project the pedagogical proposal referred to in paragraph 2 of article 14 and must have the qualified staff in the terms set out in article 92.

Chapter II education primary article 16. General principles.

1. primary education is an educational stage which comprises six academic courses, which they will attend usually between six and twelve years of age.

2. the purpose of primary education is to provide all children an education that allows secure their personal development and their own well-being, acquire cultural skills relating to the expression and listening comprehension, reading, writing and calculation as well as develop social skills, work and study habits, artistic sense creativity and affection.

3. the educational action at this stage will seek the integration of the different experiences and learning of students and will adapt to their work routine.

Article 17. Objectives of primary education.

Primary education will contribute to develop in children the capabilities that allow them to: to) know and appreciate the values and norms of coexistence, learn to act in accordance with them, prepare for the active exercise of citizenship and respect human rights, as well as the pluralism of a democratic society.

(b) develop habits of individual work and equipment, effort and responsibility in the study, as well as attitudes of confidence in itself, meaning critical, personal initiative, curiosity, interest and creativity in learning.

(c) acquire skills for the prevention and for the peaceful resolution of conflicts, allowing them to act with autonomy in the family and domestic sphere, as well as in the social groups to which they relate.

(d) know, understand and respect different cultures and the differences between people, equality of rights and opportunities for men and women and non-discrimination of people with disabilities.

(e) meet and use appropriately the Castilian language and, if it has, the co-official language of the autonomous community and develop reading habits.

(f) acquire, at least one foreign language basic communicative competence that allows them to express and understand simple messages and engage in everyday situations.

(g) develop basic math skills and engage in solving problems that require elementary operations of calculus, geometric knowledge and estimates, as well as be able to apply them to situations of everyday life.

(h) meet and assess your environment natural, social and cultural, as well as the possibilities of action and care of the same.

(i) engage in the use, for learning, information technologies and communication to develop a critical spirit to messages that receive and produce.

(j) use different representations and artistic expressions and started the construction of Visual works.

(k) assess the hygiene and health, accept own body and that of the others, respect differences and use physical education and sport as a means to foster the personal and social development.

(l) meet and rating closer to human animals and adopt modes of behavior which favor their care.

(m) develop their emotional abilities in all areas of personality and their relationships with others, as well as a contrary attitude to violence, prejudice of any type and gender stereotypes.

(n) promote the driver education and attitudes of respect that impact on the prevention of traffic accidents.

Article 18. Organization.

1. the stage of primary education comprises three cycles of two academic years each and is organized in areas that will have a global character and integrator.

2. the areas of this educational stage are as follows: knowledge of the natural, social and cultural environment.

Artistic education.

Physical education.

Spanish language and literature and, if it has, co-official language and literature.

Foreign language.

Math.

3. in one of the courses of the third cycle of the stage, the areas included in the previous section will be that of education for citizenship and human rights, which will pay special attention to equality between men and women.

4. in the third cycle of the stage, the educational administrations may add a second foreign language.

5. areas that are instrumental for the acquisition of other knowledge will receive special consideration.

6. on the set of the stage, tutorial action will guide individual and collective educational process of students.

Article 19. Pedagogical principles.

1. at this stage will be special emphasis on attention to the diversity of the students in the individualized attention, in the prevention of learning difficulties and the implementation of mechanisms for reinforcement as soon as these problems are detected.

2. without prejudice to its specific treatment in some areas of the stage, reading comprehension, oral and written expression, audiovisual communication, information technologies and communication and education in values will work in all areas.

3 in order promote the habit of reading will be devoted a daily time to it.

Article 20. Evaluation.

1. the evaluation of the learning processes of students will be continuous and comprehensive and will take into account your progress in all areas.


2. students will enter the educational cycle or next stage whenever deemed that he has reached corresponding basic skills and the appropriate degree of maturity.

3 nevertheless stated in the preceding paragraph, students who have not reached any of the objectives of the areas they can advance to cycle or next stage whenever this circumstance does not prevent them from continue leveraging the new course. In this case you will receive the supports necessary to recover these objectives.

4. in the event that a student has not achieved basic skills, may remain a course more in the same cycle. This measure may be adopted only once throughout primary education and with a specific plan of reinforcement or recovery of their core competencies.

5. with the aim of ensuring the continuity of the process of training of students, each student will have at the end of the stage of a report on their learning, the objectives achieved and the basic competencies acquired, as they have the educational administrations. Also the educational administrations shall establish relevant coordination mechanisms.

Article 21. Diagnostic evaluation.

At the end of the second cycle of primary education centres will be a diagnostic assessment of basic skills attained by their students. This assessment, competence of the educational administrations, shall be training and guidance for centres and information for families and for the whole of the education community. These assessments will have as a framework of reference general assessments of diagnosis set out in article 144.1 of the Act.

Chapter III education compulsory secondary article 22. General principles.

1. the stage of compulsory secondary education comprises four courses, which will ordinarily be followed between twelve and sixteen years of age.

2. the purpose of the compulsory secondary education is that the students acquire the basic elements of culture, especially in humanistic, artistic, scientific and technological aspects; develop and consolidate in them habits of study and work; prepare them for incorporation into later studies and for their labour insertion and train them for the exercise of their rights and obligations in life as citizens.

3. in compulsory secondary education will pay special attention to the educational and professional orientation of students.

4. the compulsory secondary education will be organized in accordance with the principles of common education and attention to the diversity of the student body. It corresponds to the educational administrations regular measures of attention to diversity, organizational and curricular, allowing the centers, in the exercise of their autonomy, flexible teaching arrangements.

5. among the measures referred to in the preceding paragraph is will include adaptations of the curriculum, the integration of materials in areas, flexible groupings, the consequences of groups, the offer of elective subjects, programmes of reinforcement and treatment programs customized for students with specific needs of educational support.

6. within the framework of the provisions of paragraphs 4 and 5, the schools will have autonomy to organize groups and materials in a flexible manner and to adopt appropriate to the characteristics of your students attention to diversity measures.

7. measures of attention to diversity which take the centers must be directed to the achievement of the objectives of compulsory secondary education by all students and not may, in any case, assume a discrimination that prevents them from achieving such objectives and corresponding certification.

Article 23. Objectives.

Compulsory secondary education will contribute to developing the students capabilities that allow them to: to) responsibly assume their duties, know and exercise their rights in respect to others, practice tolerance, cooperation and solidarity among individuals and groups, to practice dialogue strengthening human rights as common values of a pluralistic society and prepare for the exercise of democratic citizenship.

(b) develop and strengthen habits of discipline, study and individual work and teamwork as a necessary condition for an effective learning tasks realization and as a means of personal development.

(c) value and respect the difference of gender and equality of rights and opportunities between them. Reject stereotypes involving discrimination between men and women.

(d) strengthen their affective capacities in all areas of personality and their relationships with others, as well as reject violence, prejudice of any kind, the sexist behaviors and resolve conflicts peacefully.

(e) develop basic skills in the use of information sources for, critical sense, acquire new knowledge. Acquire a basic preparation in the field of technology, especially the information and communication.

(f) develop the scientific knowledge as an integrated knowledge, which is divided into different disciplines, as well as know and apply the methods to identify problems in the various fields of knowledge and experience.

(g) develop an entrepreneurial spirit and confidence in itself, participation, critical sense, personal initiative and the ability to learn to learn, plan, make decisions and take responsibility.

(h) understand and express with correction, orally and in writing, in the Spanish language and, if any, the co-official language of the autonomous community, texts and complex messages, and engage in e knowledge, reading and the study of literature.

(i) understand and express themselves in one or more foreign languages properly.

(j) know, value and respect the basic culture and history and other aspects, as well as the artistic and cultural heritage.

(k) know and accept the functioning of body's own and that of others, respect differences, strengthen the bodily care and health habits and incorporate the practice of sport and physical education to promote personal and social development. Know and appreciate the human dimension of sexuality in all its diversity. To assess health-related social habits, consumption, the care of living beings and the environment, contributing to its preservation and improvement.

(l) appreciate the artistic creation and understand the language of the different artistic manifestations, using various means of expression and representation.

Article 24. Organization of the first, second and third courses.

1. materials of the first courses to third of the stage are as follows: natural sciences.

Physical education.

Social Sciences, geography and history.

Spanish language and literature and, if it has, co-official language and literature.

Foreign language.

Math.

Plastic and visual education.

Music.

Technologies.

2. in addition, in each of the courses the students will attend the following matters: natural sciences.

Physical education.

Social Sciences, geography and history.

Spanish language and literature and, if it has, co-official language and literature.

Foreign language.

Math.

3. in one of the three first courses all students will study for citizenship and human rights education which will pay special attention to equality between men and women.

4. in the third year the subject of natural sciences can unfold in biology and geology, on one side, and physics and chemistry on the other.

5. in addition, in the set of three courses, students may attend any elective. The supply of materials in this optional field should include a second foreign language and classical culture. The educational administrations may include the second foreign language among the matters referred to in paragraph 1.

6. in each of the courses first and second students will attend a maximum of two subjects than in the last cycle of primary education.

7. without prejudice to its specific treatment in some of the subjects of the stage, reading comprehension, oral and written expression, audiovisual communication, information technologies and communication and education in values will work in all areas.

8 schools will organize, in accordance with the regulating the educational administrations, programs of reinforcement of the basic capacities for those students who, under the report referred to in article 20.5, required to follow the teachings of secondary education with exploitation.

Article 25. Organization of the fourth course.

1. all students must study in the fourth year the following matters: physical education.

Ethical education.

Social Sciences, geography and history.

Spanish language and literature and, if it has, co-official language and literature.

Math.

First foreign language.

2. in addition to the matters listed in the preceding paragraph, the students must pursue three subjects from the following: biology and geology.

Plastic and visual education.

Physics and chemistry.

Computing.

Latin.

Music.

Second foreign language.

Technology.


3. students may take one or more optional courses in accordance with the framework established the educational administrations.

4. in the field of ethical education will pay special attention to equality between men and women.

5. without prejudice to its specific treatment in some of the subjects of this fourth year, reading comprehension, oral and written expression, audiovisual communication, information technologies and communication and education in values will work in all areas.

6. this fourth course will be guiding character, both for postobligatorios studies the incorporation into working life. In order to guide the choice of students, groups of these materials in different options may be.

7 centres must provide all materials and options referred to in the preceding paragraphs. Only the choice of materials and options of the students may be limited when there are an insufficient number of them for some of them from objective criteria previously established by the educational administrations.

Article 26. Pedagogical principles.

1 centres develop their pedagogical proposals to this stage since consideration of the attention to diversity and all the students access to common education. They shall also provide methods that take into account the different rhythms of student learning, promote the ability to learn by themselves and promote work in team.

2. at this stage will be paid special attention to the acquisition and development of core competencies and will encourage the correct oral and written expression and the use of mathematics. In order to promote the habit of reading, will be devoted time to the same in the practice teaching of all subjects.

3. the educational administrations shall establish the conditions that will allow that, in the first stage courses, teachers with appropriate qualifications given over one matter to the same group of students.

4 corresponds to the educational administrations promote measures for personal tutoring of students and educational, psycho-pedagogical and professional orientation constitute an essential element in the management of this stage.

5. in addition, it corresponds to the educational administrations regular specific solutions for the attention of students who manifest difficulties of learning or integration in the ordinary activity of the centers, students of high intellectual ability and students with disabilities.

Article 27. Curricular diversification programs.

1. in the definition of the minimum teachings of the stage the basic conditions are included to diversifications of the curriculum from the third year of compulsory secondary education, for students who need it after the timely evaluation. In this case, the stage objectives will be achieved with a specific methodology through an organization of content, activities, practical and, where appropriate, of materials, different in General.

2. students who once studied second are not able to promote third party and have been repeated once in high school, can join a programme of curricular diversification, after timely evaluation.

3 curriculum diversification programs are geared towards the achievement of graduating in compulsory secondary education.

Article 28. Evaluation and promotion.

1. the evaluation of the learning process of the students of compulsory secondary education will be continuous and differentiated according to the different subjects of the curriculum.

2. decisions on the promotion of students from one course to another, within the stage, will be taken form collegiate for all teachers of the student respective, attending to the achievement of the objectives. Decisions about obtaining the diploma at the end of the same will be taken form collegiate for all teachers of the student respective, attending to the achievement of basic competencies and objectives of the stage.

3. for the purposes of the provisions of the preceding paragraph, students be promoted of course when they have exceeded the objectives of the courses taken or have negative evaluation in two areas, maximum and repeat course when they have negative evaluation in three or more subjects. Exceptionally, the promotion of a student with a negative evaluation in three matters may be authorized when the teaching team considers that the nature of them does not stop continue successfully the next course, deemed having favorable expectations of recovery and that this promotion will benefit their academic evolution. The educational administrations shall cover performances by the teaching staff responsible for the evaluation.

4. with the aim of facilitating the recovery of materials with negative evaluation students, the educational administrations will regulate conditions so that centres organize timely extraordinary testing conditions that determine.

5. those who promoted without having passed all the subjects will continue programmes of reinforcement which established the teaching staff and must not exceed assessments corresponding to such programmes of reinforcement. This circumstance shall be taken into account for the purposes of promotion and qualifications provided for in the preceding paragraphs.

6. the student may repeat the same course only once and twice within the stage. When this second recurrence should occur during the last stage, will last one year the age limit referred to in paragraph 2 of article 4. Exceptionally, a student may be repeated a second time in fourth year if it has not repeated in the previous courses of the stage.

7. in any case, replays will be planned so that curricular conditions are adapted to the needs of the student and are oriented to the overcoming of the difficulties identified.

8. students who have not obtained the qualifications established in article 31.1 of the Act at the end of the fourth year of compulsory secondary education may be an extraordinary test of materials that have not passed.

9. students who pursue curricular diversification programmes referred to in article 27, shall be evaluated in accordance with the objectives of the stage and the assessment criteria laid down in each of the respective programmes.

Article 29. Diagnostic evaluation.

At the end of the second year of compulsory secondary education centres will be a diagnostic assessment of basic skills attained by their students. This evaluation will be competition of the educational administrations and training and guidance for centres and informative character for the families and for the whole of the education community. These assessments will have as a framework of reference general assessments of diagnosis set out in article 144.1 of the Act.

Article 30. Initial professional qualification programs.

1 corresponds to the educational administrations organize initial professional qualification programmes for students older than sixteen years old by December 31 of the year of the beginning of the program, who have not obtained the title of graduated in obligatory secondary education. Exceptionally, and with the agreement of students and parents / guardians, that age may be reduced to fifteen years for those who comply with the provisions of article 27.2. In this case, the student will acquire the commitment to attend modules referred to them in paragraph 3.c) of this article.

2. the objective of the initial professional qualification programs is that all students achieve skills characteristic of a qualification one of the current structure of the national catalogue of professional qualifications created by the law 5/2002, of 19 June, qualifications and vocational training, as well as that they have the possibility of a successful socio-labour insertion and expand its core competencies to further studies in the different teachings.

3 initial professional qualification programs will include three types of modules: to) specific modules related to the units of competence corresponding to qualifications of level one of the aforementioned catalogue.

(b) training modules of general character, develop basic skills and facilitate the transition from the educational system to the world of work.

((c) modules on a voluntary basis for students, leading to the degree of graduated in obligatory secondary education and that they can be placed simultaneously with the modules them referred to in the previous paragraphs a) and b) or once these.

4. students who pass the mandatory modules of these programs will obtain a certificate issued by the educational administrations. This certification will impact of accreditation of skills acquired in relation to the national system of qualifications and vocational training.

5. the offer of initial professional qualification programmes may adopt different modalities. They may participate in these programs to schools, local governments, professional associations, non-governmental organizations and business and trade unions, others under the coordination of the educational administrations.


6 corresponds to the educational administrations regular programmes of initial professional qualification, which will be offered, in any case, in public centres and private Charter in order to allow students access to such programs.

Article 31. Graduate degree in secondary education.

1. students who have achieved basic skills and objectives of the stage at the end of compulsory secondary education will be graduating in compulsory secondary education.

2. the title of graduated in obligatory secondary education will allow access to secondary education, to the training of middle-grade, to the cycles of average degree of fine arts and design, to the sports teaching of middle-grade and the world of work.

3. students who have compulsory secondary education and do not receive the title to which this article refers will receive a certificate of education stating the completed years.

Chapter IV article 32 high school. General principles.

1. the secondary education aims to provide the students with training, intellectual and human maturity, knowledge, and skills that enable them to develop social functions and joining life active with responsibility and competence. Also, train students to access higher education.

2 have access to studies of high school students who are in possession of graduating in compulsory secondary education.

3. secondary education comprises two courses, will be developed in different ways, will be organized flexibly and, in his case, in different ways, so that it can offer a preparation to students according to their perspectives and interests of training or allow the incorporation to life fires once completing the.

4. students may remain pursuing a Bachelor's degree in ordinary regime for four years.

5. the public administrations shall promote a progressive increase in the supply of public squares in high school in its various forms and ways.

Article 33. Objectives.

Secondary education will contribute to developing the students capabilities that allow them to: to) exercise democratic citizenship, from a global perspective, and acquire a civic consciousness responsible, inspired by the values of the Spanish Constitution and human rights, which fosters stewardship in the construction of a just and equitable society.

(b) consolidate a personal and social maturity that allows them to act responsibly and autonomous and develop their critical spirit. Anticipate and resolve peacefully the personal, family and social conflicts.

(c) to promote the effective equality of rights and opportunities between men and women, analyse and assess the existing inequalities and promote real equality and non-discrimination of persons with disabilities.

(d) strengthen the habits of reading, study and discipline, as necessary conditions for the effective use of learning, and as a means of personal development.

(e) master, both in its oral expression and written, the language and Castilian, in his case, the co-official language in your autonomous community.

(f) expressed with fluency and correctness in one or more foreign languages.

(g) use of information and communication technologies with solvency and responsibility.

(h) to meet and assess the realities of the contemporary world, its historical background and the main factors of its evolution. Participate jointly in the development and improvement of their social environment.

(i) access to basic scientific and technological knowledge and master the basic skills of the chosen mode.

(j) to understand the elements and fundamental procedures of research and scientific methods. Meet and assess critically the contribution of science and technology in the change of living conditions, as well as strengthen the sensitivity and respect for the environment.

(k) strengthen the entrepreneurial attitudes of creativity, flexibility, initiative, team work, confidence in one same and sense critical.

(l) develop literary and artistic sensitivity, as well as the aesthetic criterion, as a source of cultural enrichment and training.

(m) use physical education and sport to promote personal and social development.

(n) strengthen attitudes of respect and prevention in the field of road safety.

Article 34. Organization.

1 high school modalities are as follows: to) arts.

(b) science and technology.

(c) Humanities and social sciences.

2. the baccalaureate will be organized in common matters, matters of modality and elective subjects.

3. the Government, after consultation with the autonomous communities, will establish the structure of modalities, specific materials for each mode and the number of these subjects which students must attend.

4. students can choose from all established matters of form. Each of the modes can arrange in different ways that facilitate a specialization of students for their incorporation into working life or further studies. Centers will provide all materials and, where applicable, routes of each mode. Only the choice of materials and developing by the students may be limited when there is an insufficient number of them, according to objective criteria previously set by the educational administrations.

5 when the supply of materials in a Center is limited for organizational reasons, the educational administrations shall facilitate that students may pursue any matter in other centers or through distance education mode.

6. the common subjects of secondary education are as follows: Science for the contemporary world.

Physical education.

Philosophy and citizenship.

History of philosophy.

History of Spain.

Spanish language and literature and, if it has, co-official language and literature.

Foreign language.

7 corresponds to the educational administrations planning of the elective subjects. The centers will realized the supply of these materials in its educational project.

8. the Government, after consultation with the autonomous communities, will regulate the regime of mutual recognition among studies of baccalaureate and formative cycles of medium grade so that can be taken into account the overmatched studies, even when the corresponding degree is not reached.

Article 35. Pedagogical principles.

1. educational activities in high school shall foster the ability of students to learn by himself, to work as a team and apply the appropriate research methods.

2. the educational administrations shall promote measures in different subjects will develop activities that stimulate interest and the habit of reading and the ability to express oneself correctly in public.

Article 36. Evaluation and promotion.

1. the evaluation of the learning of the students will be continuous and differentiated according to the different materials. The teacher of each subject shall decide, at the end of the course, if the student has passed the same objectives.

2. students promoted from first to second in high school when they have completed the courses taken or have negative evaluation in two areas, maximum. In this case, they must enroll in second course first pending matters. Schools should arrange subsequent recovery efforts and the evaluation of pending matters.

3. students may be an extraordinary test of materials that have not passed on the dates that determine the educational administrations.

Article 37. Bachelor.

1. students who successfully pursue secondary education in all its forms will receive the degree of Bachelor, which will impact business and academic. To obtain the necessary positive assessment in all subjects of the two high school courses.

2. the Bachelor's degree will enable it to access the different teachings that constitute higher education set out in article 3.5.

Article 38. Proof of access to the University.

1 access to university studies will require overcoming a unique test which, together with the qualifications obtained in high school, will be valued, with objective character, academic maturity and the knowledge acquired, as well as the ability to follow university studies successfully.

2 all students who are in possession of the degree of Bachelor, irrespective of the modality and via completed may submit to the University entrance test. The test will be valid for access to the different degrees of the Spanish universities.

3. the Government shall establish the basic characteristics of the University entrance examination, after consultation with the autonomous communities, and preliminary report of the Council of University coordination. This test will take into account patterns of high school and the ways that students can follow and will focus on matters of a second high school.

4. the educational administrations and universities will organize the entrance examination, shall ensure the adequacy of the same to the high school curriculum, as well as coordination between universities and centers that offer secondary education for your organization and realization.


5 they will have access to Spanish universities, without the entrance examination, students coming from educational systems of Member States of the European Union or those of other States which have signed international agreements applicable in this respect, on a reciprocity basis, provided that such students meet the academic requirements in their educational systems to gain access to their universities.

6. in accordance with the legislation in force, and paragraph 1 of this article, the Government will establish, prior report of the University Coordination Council, the regulations allowing the universities to set procedures for the application of square of the students who have passed the entrance examination, regardless of where completed his previous studies, enrollment and the addition of these to the University of your choice as well as those who are in the situation referred to in the preceding paragraph.

Chapter V vocational training article 39. General principles.

1. the vocational training includes the set of training activities that enable to performance qualified diverse professions, active access to employment and participation in social, cultural and economic life. It includes the teachings of initial vocational training, the actions of inclusion and re-employment of workers as well as continuing training in enterprises, which permit the acquisition and continual updating of skills-oriented. The regulation contained in this law refers to initial vocational training that is part of the educational system.

2. the vocational training in the educational system, aims to prepare the students for activity in a professional field and to facilitate their adaptation to the labor modifications that can occur throughout his life, as well as contribute to their personal development and the exercise of democratic citizenship.

3. the vocational training in the educational system includes a set of training courses with a modular organization, of variable duration and theoretical and practical content appropriate to the various professional fields.

4. the vocational training will be middle-grade and higher grade, will be referred to the national catalogue of professional qualifications and will constitute, respectively, middle-grade vocational training and vocational training of top grade. The curriculum of these teachings will be adjusted to the demands arising from the national system of qualifications and vocational training and the provisions of article 6.3 of the present law.

5. the vocational training studies regulated in this law may be made in schools that are regulated, in the integrated centres and national reference referred to in article 11 of the organic law 5/2002, of 19 June, qualifications and vocational training.

6. the Government, after consultation with the autonomous communities, establish qualifications corresponding to the studies of vocational training, as well as the basics of the curriculum of each of them.

Article 40. Objectives.

Vocational training in the educational system will help the students to acquire the capabilities that allow them to: to) develop the general competence for the qualification or qualifications subject to studies.

b) understand the Organization and characteristics of the corresponding production sector, as well as the mechanisms of professional integration; Learn about labor laws and the rights and obligations arising from the employment relationship.

(c) learning by themselves and work as a team, as well as form in conflict prevention and the peaceful resolution of them in all areas of personal, family and social life. To promote effective equality of opportunity between men and women to access all kinds of career options and the exercise of the same training.

(d) work in conditions of safety and health as well as prevent the possible risks arising from work.

(e) develop a motivating professional identity of future learning and adaptation to the evolution of the productive processes and social change.

(f) strengthen the entrepreneurial spirit for the performance of activities and business initiatives.

Article 41. Conditions of access.

1 you can attend the vocational training half who are in possession of graduating in compulsory secondary education. They can follow vocational training of top grade who are in possession of a Bachelor's degree.

2. also those applicants who, lacking academic requirements, pass a test of access regulated by the educational administrations have access to vocational training. To access this via vocational training grade average is required to be seventeen years as a minimum, and nineteen to access vocational training of top grade, completed in the year of completion of the test or eighteen if he is credited to be in possession of a diploma of technical related that wish to access.

3. the tests referred to in the preceding paragraph must prove, for the intermediate professional training, knowledge and skills sufficient to pursue such teachings with use and for vocational training of top grade, maturity in relation to the objectives of secondary education and their abilities relating to the professional field concerned.

4 corresponds to the educational administrations regular exemption from part of the evidence that appropriate, who have passed an initial vocational qualification, a formative cycle of degree environment, you are in possession of a certificate of professionalism related to the training cycle that intends to pursue or prove a particular qualification or work experience.

5. the educational administrations shall schedule and offer courses for the preparation of tests for admission to the professional intermediate training by those who have passed an initial professional qualification program and to access the higher vocational training by those who are in possession of the title of technician referred to in paragraph 1 of article 44. The qualifications obtained in these courses will be taken into account in the final note of the respective proof of access.

Article 42. Content and organisation of the range.

1 corresponds to the educational administrations, in the scope of their powers and with the collaboration of local corporations with the social and economic agents, set the supply of the teaching of vocational training, with respect to the rights recognized in the present law.

2. the curriculum of the teaching of vocational training will include a phase of practical training in the workplace, which may be exempted people who accredit work experience corresponding to the professional education. The educational administrations shall cover this phase and the aforementioned exemption.

3. the vocational training will promote the integration of scientific, technological and organizational content and will ensure that students acquire the knowledge and skills related to the areas set out in the additional provision three of law 5/2002, of 19 June, qualifications and vocational training.

Article 43. Evaluation.

1. the evaluation of the learning of the students in the vocational training will be held by professional modules.

2. the overcoming of a training cycle will require positive assessment in all the modules that compose it.

Article 44. Titles and validations.

1. students who pass the teachings of intermediate professional training will receive the title of technician of the corresponding profession.

The title of technician, in the case of students who have completed the training of middle-grade, in accordance with article 41.2, allows direct access to all forms of secondary education.

2. students who pass the teachings of higher vocational training will earn the title of technician. The title of technician will allow access to university studies that the Government determines after consultation with the autonomous communities, and report of the Council of University coordination.

3. the Government, heard the University Coordination Council, governs the regime of validations between university studies and vocational training of top grade.

4. students who do not exceed all the teachings of each of the training courses will receive an academic certificate of overmatched modules that will have effects of combined partial accreditation of skills acquired in relation to the national system of qualifications and vocational training.

Chapter VI teaching artistic article 45. Principles.

1. artistic teachings aim to provide students quality artistic training and guarantee the qualification of the future professionals of the music, dance, drama, Visual Arts and design.

2 are the following artistic teaching: to) the elementary teachings of music and dance.


(b) the professional art education. The professional teaching of music and dance, as well as grades have this condition middle and upper plastic arts and design.

(c) the higher artistic education. The studies of music and dance, dramatic art teachings, the teachings of conservation and restoration of cultural property, superior design studies and the College of fine arts, which include studies of ceramic and glass higher studies have this condition.

3. you create the art education Council, as an advisory body of the State and participation in relation to these teachings.

4. the Government, after consultation with the autonomous communities, will regulate the composition and functions of the Council.

Article 46. Management of the teachings.

1. the curriculum of the professional art education shall be defined by the procedure laid down in article 6 of this law.

2. the definition of the content of the higher artistic education, as well as the evaluation of them, will be in the context of the management of the Spanish higher education in the European context and with the participation of the Consejo Superior de art education and, where appropriate, of the Council of University coordination.

Article 47. Correspondence with other teachings.

1. the educational administrations shall facilitate the possibility of simultaneously the professional art education and secondary education.

2. with the aim of making effective the provisions of the preceding paragraph, it may take appropriate measures of organization and of academic organisation that will include, among others, the validation and the creation of integrated centres.

First section. Basic and professional teaching music and dance article 48. Organization.

1. the elementary teachings of music and dance will have the characteristics and the Organization governing the educational administrations.

2. the professional teaching of music and dance will be organized in a degree of six courses. Students may, with exceptional character and previous guidance of teachers, enroll in more than one course thus permitting their learning ability.

3. irrespective of the provisions of the preceding paragraphs, may pursue studies of music and dance that does not lead to obtaining qualifications with professional or academic validity in specific schools, with different organization and structure, and regardless of age. These schools will be governed by the educational administrations.

Article 49. Access.

To access the professional teaching of music and dance will have to overcome a specific entrance examination organized by the educational administrations and regulated. You can access equally each course without having passed the above provided that, through a test, the applicant demonstrates have the knowledge necessary to use corresponding teachings.

Article 50. Qualifications.

1. the overcoming of the professional teaching of music or dance will entitle to the obtaining of the corresponding professional title.

2. students who complete the professional teaching of music and dance, will obtain Bachelor's if it exceeds the common high school subjects, even if you have not made Bachelor of Arts mode in its specific way of music and dance.

Second section. Professional teachings of plastic arts and design article 51. Organization.

1. the teaching of Arts and design will be organized in cycles of specific training, pursuant to the effect in chapter V of title I of this Act, with the exceptions provided for in the following articles.

2. the training courses referred to in this article shall include phases of practical training in companies, studios and workshops.

Article 52. Admission requirements.

1. to access the average degree of the teachings of Arts plastic and design will need to be in possession of graduating in compulsory secondary education and, in addition, accredit skills by passing a specific test of.

2. you can access the top grade of plastic arts and design who have Bachelor's degree and pass a test allowing to demonstrate skills to attend teachings concerned with exploitation.

3. also you can access middle and upper grades of these teachings, those applicants who, lacking academic requirements, pass an entrance examination. To access this via vocational training grade average is required to have seventeen years as a minimum, and nineteen for access to top grade, completed in the year of testing, or eighteen if he is credited to be in possession of a diploma of technical related that wish to access.

4. the tests referred to in the preceding paragraph must prove to the degree between knowledge and skills sufficient for use with such teachings, as well as skills referred to in paragraph 1 of this article. For access to top grade they must prove the maturity in relation to the objectives of secondary education and skills referred to in paragraph two of this article.

5. the educational administrations shall cover the tests referred to in the preceding paragraphs.

Article 53. Qualifications.

1. students who pass the average degree of Arts and design will receive the title of technician of fine arts and design in the corresponding specialty.

2. the title of technician of plastic arts and design will allow direct access to the arts in high school mode.

3. students who pass the top grade of plastic arts and design will receive the title of technician of fine arts and design in the corresponding specialty.

4. the Government, heard the University Coordination Council, governs the regime of recognition between the College and the vocational training of top grade of plastic arts and design.

5. the title of technician of plastic arts and design allows full access to superior, University studies or not, to be determined, taking into account its relation with the corresponding studies of plastic arts and design.

Third section. Article 54 higher artistic education. College of music and dance.

1. the College of music and dance will be organized in different specialties and consist of a cycle of variable duration according to their respective characteristics.

2 to access the music or dance studies will need to meet the following requirements: to) be in possession of a Bachelor's degree or have passed the University entrance test for over 25 years.

(b) have passed a specific test of access regulated by the educational administrations in which the applicant demonstrates knowledge and professional skills necessary to use corresponding teachings. The possession of the professional title will be taken into account in the final grade of the test.

3. students who have completed postsecondary music or dance obtained the Superior title of music or dance in the specialty of that case, it will be equivalent in all respects to the degree of Bachelor or equivalent degree.

Article 55. Lessons of dramatic art.

1. the lessons of dramatic art include a single grade of superior character, duration adapted to the characteristics of these teachings.

2 to access the lessons of dramatic art will be necessary: to) be in possession of a Bachelor's degree or have passed the University entrance test for over 25 years.

(b) have passed a specific test, regulated by the educational administrations, that maturity, knowledge, and skills needed to use these teachings will be valued.

3. those who have passed the teachings of dramatic art obtained the Superior title of dramatic art, equivalent in all respects to the degree of Bachelor or equivalent degree.

Article 56. Teachings of conservation and restoration of cultural property.

1 access to the teachings of conservation and restoration of cultural property will require being in possession of a Bachelor's degree and pass a test of access, regulated by the educational administrations, that maturity, knowledge, and skills to use these teachings will be valued.

2. students who pass these studies will receive the degree top of conservation and restoration of cultural property, which shall be equivalent in all respects to the university diploma degree or equivalent degree.

Article 57. College of Arts and design.

1 the higher education of fine arts and the College of design has the condition of higher education in the field of Visual Arts and design. The ordination of these studies will involve your organization by specialties.


2. for access to the studies referred to in this article be in possession of a Bachelor's degree and pass a test of access, regulated by the educational administrations, that maturity, knowledge, and skills to use these study will be assessed will be required.

3 studies of plastic arts, which include studies of ceramic and glass higher studies, will lead to the Superior title of Visual Arts in the specialty that matches, which will be equivalent to all the effects to the university diploma degree or equivalent degree.

4. the College of design will lead to the Superior title of design, in the specialty that corresponds, that shall be equivalent in all respects to the university diploma degree or equivalent degree.

Article 58. Organization of the higher artistic education.

1 corresponds to the Government, after consultation with the autonomous communities and to the Superior Council of artistic teaching, define the structure and content of basic of different studies of higher artistic education regulated by this law.

2. in the definition referred to in the preceding paragraph, superiors shall be regulated conditions for the offer of postgraduate studies in art education centers. These studies will lead to titles equivalent, to all effects, the University postgraduate degrees.

3. the College of music and dance will study in conservatories or colleges of music and dance and dramatic art in schools of dramatic art; conservation and restoration of cultural heritage in schools of conservation and restoration of cultural property; the higher education of fine arts in the corresponding specialty high schools and higher education of design in design schools.

4. the autonomous communities and the universities in their respective territorial areas may agree of partnerships for the studies of higher artistic education regulated in this law.

5 also educational administrations shall promote agreements with universities for the organisation of doctoral studies of the art education.

6 higher art education centers promote research programmes in the field of disciplines that are you own.

Chapter VII teachings languages article 59. Organization.

1. the teaching of languages aims to empower students to the proper use of different languages, out of the ordinary stages of the education system, and are organized into the following levels: Basic, intermediate and advanced.

The teachings of the basic level will have the characteristics and the Organization governing the educational administrations.

2. to access the teaching of languages will be prerequisite to have sixteen years old in the year that studies will begin. You can access also over the age of fourteen to follow the teachings of a language other than the completed compulsory secondary education.

Article 60. Official schools of languages.

1. the teaching of languages corresponding to the intermediate and advanced levels referred to in the previous article will be given in the official schools of languages. The educational administrations shall cover requirements that have turned the schools official language, related to the numerical relationship student-teacher, facilities and the number of school places.

2. the official schools of languages will encourage especially the study of the official languages of the States members of the European Union, of the co-official languages in Spain and the Spanish as a foreign language. You will also facilitate the study of other languages showing a special interest for cultural, social or economic reasons.

3. the educational administrations may integrate the teaching of languages to distance in official schools of languages.

4. in accordance with that established the educational administrations, the official schools of languages may provide courses for updating knowledge of languages and the training of teachers and other professional groups.

Article 61. Certificates.

1. the overcoming of the academic requirements laid down for each of the levels of the teaching of languages will give right to obtain the relevant certificate, whose effects will be established in the definition of the basic aspects of the curriculum of the various languages.

2. the evaluation of students who pursue their studies in the official schools of languages, for the purposes of the provisions of the preceding paragraph, shall be made by the respective faculty. The educational administrations shall cover testing terminals, which will be the teachers, to obtain official certificates of basic, intermediate and advanced levels.

Article 62. Correspondence with other teachings.

1. the Bachelor's degree will enable direct access to the studies of languages of intermediate level of the first foreign language in high school.

2. without prejudice to the provisions of the preceding paragraph, the educational administrations shall facilitate approved testing for official certification of the knowledge of the languages studied by students of secondary education and vocational training.

Chapter VIII teachings sports article 63. General principles.

1. sports teachings aim to prepare students for the professional activity in relation to a mode or specialty sports, as well as to facilitate their adaptation to the evolution of the world labor and sports and active citizenship.

2 sports lessons will help students to acquire the capabilities that allow them to: to) develop the general competence corresponding to the profile of the respective studies.

(b) guarantee the professional qualification of initiation, driving, basic training, technical, training and direction of teams and athletes of high performance mode or corresponding specialty.

(c) understand the characteristics and mode or respective specialty organization and learn about the rights and obligations deriving from their functions.

(d) acquire knowledge and skills necessary to carry out its work safely.

3. the sports lessons will be organized on the basis of the modalities of sports, and, where appropriate, their specialties, in accordance with the recognition granted by the Consejo Superior de Deportes, in accordance with article 8.b) of law 10/1990 of 15 October, sport. This organization will be held in collaboration with the autonomous communities and consultation to their corresponding organs in the field of sports lessons.

4. the curriculum of the sports teaching will adjust to the demands arising from the national system of qualifications and vocational training and the provisions of article 6.3 of the present law.

Article 64. Organization.

1. the sports lessons will be structured in two grades, middle-grade and high-grade, and may be referred to the national catalogue of professional qualifications.

2. to access the medium degree, graduating in compulsory secondary education will be necessary. Access to top grade will require Bachelor's and technical sports, mode or corresponding specialty. In the case of certain modalities or specialties, also required will be the overcoming of a test carried out by the educational administrations, or prove a sporting merit that is proven to have the conditions necessary to use corresponding teachings.

3. also you can access middle and upper grades of these teachings, those applicants who, lacking the title graduated in obligatory secondary education or the degree of Bachelor, exceed a test of access regulated by the educational administrations. To access this via the average degree is required to have the age of seventeen and nineteen for access to top grade, completed in the year of completion of the test, or eighteen if he is credited to be in possession of a diploma of technical related that you want to access.

4. the tests referred to in the preceding paragraph must prove for the middle grade, knowledge and skills sufficient to pursue such teachings with use and for top grade, the maturity on the objectives of secondary education. In both cases, will also be requirement the overcoming of the test or accreditation of sports merit (2) of this article refers to.

5. sports teachings will be organized in blocks and modules, of variable duration, consisting of theoretical and practical knowledge areas appropriate to the various professional fields.

6. the Government, after consultation with the autonomous communities, establish qualifications corresponding to the studies of sports lessons, basic aspects of the curriculum of each of them and the minimum requirements of the centres in which the respective teachings can impart.

Article 65. Qualifications and validation.


1. those who exceed sports teaching of middle-grade will receive the title of technical sports mode or corresponding sports specialty.

2. those who exceed the sports teaching of top grade will receive the title of technician Superior sports mode or corresponding sports specialty.

3. the title of technician sports will allow access to university studies to be determined.

4. the Government, after consultation with the autonomous communities and hearing the University Coordination Council, will regulate the regime of validations between university studies and studies of sports higher education.

Chapter IX adult education article 66. Objectives and principles.

1. the adult education aims to offer the possibility to acquire, update, supplement or expand their knowledge and skills for personal and professional development to all over the age of eighteen.

2. to achieve the proposed objective, educational administrations can collaborate with other public administrations with competencies in the training of adults, in particular, labour administration, and with local governments and the various social agents.

3 the adult education will have the following objectives: to) acquire a basic training, expand and renew their knowledge, skills and abilities on a permanent basis and facilitate access to the different teachings of the educational system.

(b) improve their professional qualification or acquire a preparation for other professions.

(c) develop their personal skills, in the areas of expressive, communicative, interpersonal relationship and construction of knowledge.

(d) develop their capacity for participation in social, cultural, political and economic life and give effect to their right to democratic citizenship.

(e) develop programs that correct the risks of social exclusion, especially of the most disadvantaged sectors.

f) responding adequately to the challenges posed by the progressive ageing of the population ensuring older persons the opportunity to increase and update their skills.

(g) provide for and resolve peacefully the personal, family and social conflicts. Promote the effective equality of rights and opportunities between men and women, as well as analyze and assess inequalities between them.

4 adults can perform their learning both through activities of education, formal or non-formal, as through experience, work or social activities, so they will tend to establish connections between both tracks and measures for the validation of learning outcomes so acquired.

Article 67. Organization.

1. in addition to adults, exceptionally, can follow these teachings over the age of sixteen who request it and who have a contract of employment which do not allow them to attend schools in ordinary regime or are high-performance athletes. You can join the adult education who met eighteen years in the year when the course begins.

2. the Organization and methodology of teaching to adults will be based on self-learning and shall take into account their experiences, needs and interests, and may develop through classroom teaching and through distance education.

3. the educational administrations shall promote collaboration agreements for the teaching of adults with universities, local governments and other public or private entities. In the latter case, preference is given to non-profit associations. These conventions may, also contemplate the development of materials that meet the technical and methodological needs this type of teachings.

4. Similarly, corresponds to the educational administrations promote specific programmes of learning of the Spanish language the other co-official languages, in his case, and basic elements of culture to facilitate the integration of persons immigrants.

5. the adult education will pay adequate attention to those presenting specific needs of educational support.

6. in the penal establishments ensure inmates access to these teachings.

7. the lessons for adults will be organized with a methodology that is flexible and open, so that they respond to their capacities, needs and interests.

8. the educational administrations will stimulate research and the dissemination of innovative practices in the field of the education of adults, to enable the development of new educational models and continuous improvement of existing ones.

Article 68. Basic education.

1. adult persons who want to acquire the skills and knowledge relevant to basic education will have an offer adapted to your conditions and needs.

2 corresponds to the educational administrations, in the field of its competences, regularly organize tests persons over eighteen years of age to directly obtain the title of graduated in obligatory secondary education, provided that they have attained basic skills and objectives of the stage.

Article 69. Postobligatory teachings.

1. the educational administrations shall promote measures to offer everyone the opportunity of access to the teachings of secondary education or vocational training.

2 corresponds to the educational administrations take appropriate measures so that adults have a specific offer of these studies organized according to their characteristics.

3. Similarly, corresponds to the educational administrations organize public offering of distance education in order to give an adequate response to the lifelong learning of adults. This offer will include the use of information and communication technologies.

4. the educational administrations, in the field of its competences, will periodically organize evidence to directly obtain Bachelor's or one of the titles of vocational training, provided that they prove to have achieved the objectives set out in articles 33 and 40, as well as set in the basic aspects of the respective curriculum. To submit to the tests for obtaining the degree of Bachelor is required to have twenty years; Eighteen for the title of technician, nineteen, twenty for the of technician or, in his case for those who are in possession of the title of technician.

5. the largest of nineteen-year-old may directly access higher artistic education by passing of a specific test, regulated and organised by the educational administrations, attesting that the applicant possesses the maturity on the objectives of secondary education and the knowledge, abilities and skills necessary to use corresponding teachings.

6. persons over 25 years of age may access directly to the University, without any qualification, by passing a specific test of.

Article 70. Centers.

When adult education lead to obtaining one of the titles established by this law, it will be given in specific, or ordinary schools duly authorized by the competent educational administration.

Title II equity in the education chapter I students with specific needs of educational support article 71. Principles.

1. the educational administrations shall have the necessary means so that all students achieve the maximum personal, intellectual, social and emotional development as well as the objectives set out in General in this law.

2 corresponds to the educational administrations to ensure the resources necessary to enable students requiring educational attention different from the ordinary, by special educational needs, by specific difficulties of learning, for its high intellectual, has been incorporated later into the educational system capabilities, or personal conditions of school history, to reach the maximum possible development of personal capabilities and , in any case, the objectives laid down in General for all students.

3. the educational administrations shall establish procedures and precise resources to identify early the specific educational needs of the students referred to in the preceding paragraph. The comprehensive care for students with specific needs of educational support will begin from the moment where such need is identified and shall be governed by the principles of standardization and inclusion.

4 corresponds to the educational administrations guarantee schooling, regulate and ensure the participation of parents or guardians in the decisions that affect schooling and educational processes of this student. It also is up to take appropriate measures so that the parents of these students receive appropriate individualized counseling, as well as the necessary information that will help them in their children's education.

Article 72. Resources.


1. in order to achieve the purposes mentioned in the previous article, the educational administrations will benefit from corresponding specialties and qualified professionals, teachers as well as the media and accurate materials for consideration to this student.

2 corresponds to the educational administrations provide the resources needed to adequately serve this student centers. The criteria to determine these provisions will be the same for concerted public and private institutions.

3 centers will have the proper school organization and be adaptations and accurate curriculum diversification to help all students achieve the established goals.

4. the educational administrations shall promote the formation of teachers and other professionals related to the treatment of students with specific needs of educational support.

5. the educational administrations can collaborate with other Governments or public or private entities without spirit of profit, institutions or associations, to provide schooling and a better incorporation of this students to the school.

First section. Students who have special educational needs article 73. Scope.

Refers to students presenting special educational needs, who require, for a period of schooling or throughout all of it, certain support and specific educational attention arising from disability and serious behaviour disorders.

Article 74. Schooling.

1. the education of students who have special educational needs will be governed by the principles of standardization and inclusion and ensure non-discrimination and effective equality in access to and permanence in the educational system, and may introduce measures of flexibility of the different educational stages, when it is deemed necessary. The schooling of this student in units or centres of special education, which can be extended up to twenty-one years, only be held when their needs can not be met within the framework of the measures of attention to the diversity of the ordinary centres.

2. the identification and assessment of the educational needs of this student will be as early as possible, by personnel with appropriate qualifications and the terms governing the educational administrations.

3. at the end of each course will assess the results achieved by each of the students on the basis of the objectives from the initial assessment. This assessment will provide them with appropriate guidance and modify the action plan as well as the mode of schooling, so that it can encourage, whenever possible, the access of students to a regime of greater integration.

4 corresponds to the educational administrations promote enrolment in pre-school education of the students who present special educational needs and develop programs for proper schooling in compulsory primary and secondary education centres.

5 corresponds also to the educational administrations encourage students with special educational needs can continue their schooling for adequately in the postobligatory teachings, as well as adapt the conditions of carrying out the tests laid down in this law for those people with disabilities who so require it.

Article 75. Employment and social integration.

1. in order to facilitate the social and professional integration of students with special educational needs that may not achieve the objectives of compulsory education, public administrations will encourage training offers tailored to their specific needs.

2. the educational administrations shall establish a reservation of places in the teachings of vocational training for students with disabilities.

Second section. Students with high intellectual abilities article 76. Scope.

It corresponds to the educational administrations take measures to identify students with high intellectual abilities and assess your needs early. You also deserve adopt plans of action tailored to these needs.

Article 77. Schooling.

The Government, after consultation with the autonomous communities, will establish the rules for adding flexibility to the duration of each of the stages of the education system for students with high intellectual abilities, regardless of their age.

Third section. Students with late integration into the Spanish educational system article 78. Schooling.

1 corresponds to public administrations encourage the incorporation into the education system of students who come from other countries or for any other reason, to join the Spanish education system late. Such incorporation shall be ensured, in any case, at the age of compulsory schooling.

2. the educational administrations shall ensure that schooling for students who enter late in the Spanish educational system is carried out according to their circumstances, knowledge, age and academic record, so that can join the course most appropriate to their characteristics and previous knowledge, with appropriate support, and thus continue to use their education.

Article 79. Specific programs.

1 corresponds to the educational administrations develop specific programs for students who present serious linguistic deficiencies or in their competencies or skills, in order to facilitate their integration into the corresponding course.

2. the development of these programs will be simultaneous anyway to the schooling of pupils in ordinary groups, in accordance with the level and evolution of their learning.

3 corresponds to the educational administrations take necessary measures so that parents or guardians of students who belatedly joins the education system receive the necessary advice on rights, duties and opportunities that involves the incorporation into the Spanish educational system.

Chapter II compensation for inequalities in education article 80. Principles.

1. with the aim of making effective the principle of equality in the exercise of the right to education, public administrations develop compensatory actions in relation to persons, groups, and territorial areas that are in unfavorable situations and provide the economic resources and the precise support for this.

2. compensatory education policies will reinforce action of the educational system in such a way that to avoid inequalities arising from factors social, economic, cultural, geographical, ethnic or otherwise.

3 it is for the State and the autonomous communities in their respective areas of competence to set its priorities of compensatory education.

Article 81. Schooling.

1 corresponds to the educational administrations ensure preventive and compensatory actions ensuring the most favourable conditions for schooling, during the stage of early childhood education for all children whose personal conditions pose an initial inequality for access to basic education and to progress at subsequent stages.

2 corresponds to the educational administrations adopt special measures in those schools or geographical areas in which a compensatory educational intervention is necessary.

3. in primary education, the educational administrations shall ensure all students a free school place in its own municipality or established schooling area.

4. without prejudice to the provisions of chapter I of this title, the educational administrations will provide public centres and private Charter of the human and material resources needed to compensate for the situation of students who have special difficulties the objectives of compulsory education, due to their social conditions.

Article 82. Equal opportunities in the rural world.

1. the educational administrations shall take into account the particular nature of the rural school in order to provide media and organizational systems needed to meet their specific needs and ensure equal opportunities.

2. without prejudice to the provisions of paragraph 3 of the preceding article, in the basic education in rural areas where deemed advisable, can educate a municipality close to the residence of children to ensure the quality of teaching. In this case the educational administrations shall provide free transport and, where appropriate, dining and boarding school services.

Article 83. Scholarships and study grants.

1. in order to ensure the equality of all persons in the exercise of the right to education, students with unfavorable socio-economic conditions shall be entitled to obtain scholarships and study grants. Post-compulsory education scholarships and study assistance shall take into account also the school performance of the students.

2. the State shall, charged to their general budget, a general system of scholarships and study grants, to ensure that all persons, regardless of their place of residence, to enjoy the same conditions on the exercise of the right to education.


3. for this purpose, the Government will regulate, with basic character, modalities and amounts of scholarships and helps to the study referred to in the preceding paragraph, the academic and economic conditions that have to meet the candidates, as well as cases of incompatibility, revocation and reinstatement and few requirements are precise to ensure equality in access to the above scholarships and grants , without detriment of the regulatory powers and execution of the autonomous communities.

4. with the aim of articulating an effective system of verification and control of grants and aid granted, the necessary procedures for information, coordination and cooperation between the different educational administrations will be established.

Chapter III schooling in concerted public and private centres article 84. Admission of students.

1. the educational administrations shall cover the admission of students in public schools and private Charter so that it guarantees the right to education, equal access and freedom of choice of Center by parents or guardians. In any case, it will serve an appropriate and balanced distribution between the schools of students with specific needs of educational support.

2 when there are not enough seats, the admission process will be governed by the priority criteria for existence of brothers enrolled in the Center or parents or legal guardians who work in the proximity of the home or the workplace of one of their parents or legal guardians, annual income of the family unit, according to the specific characteristics that apply to families for their calculation , and concurrence of disability in the student or parent or sibling, without having any of them exclusionary and without prejudice to the provisions of paragraph 7 of this article.

3. in no case will there be discrimination on grounds of birth, race, sex, religion, opinion or any other condition or personal or social circumstance.

4. the educational administrations may request the collaboration of other administrative bodies to ensure the authenticity of the data that stakeholders and workplaces contribute in the process of admission of students.

5. public centres attached to other public centers that offer different stages, will be considered unique centres for the purpose of applying the criteria of admission of students established in the present law. Also in public centres that offer various educational stages initial admission procedure will be held at the beginning of which corresponds to the lower age.

6 corresponds to the educational administrations establish the procedure and conditions for the assignment of public centres to which the preceding paragraph refers to respecting the possibility of free choice of Center.

7. in the procedures for admission of students in public schools that offer primary education, secondary education or high school, where there are not enough seats, priority will be those students who come from the centers of early childhood education, elementary education or compulsory secondary education, respectively, have attached. In the case of concerted private establishments follow an analogous procedure, provided that such teachings are arranged.

8 concerted private centers, that offer various educational stages, the initial admission procedure will perform at the beginning of the course offer which is the subject of concert and corresponding to the younger. This procedure will be in accordance with provisions for public institutions.

9. the registration of a pupil in a public facility or private by appointment will mean respect its educational project, without prejudice to the rights granted to the students and their families in the laws and the provisions of paragraph 3 of this article.

10. the tax information that is required for the accreditation of the economic conditions referred to in article 84.2 of this law, will be supplied directly to educational administration by the State tax administration agency and the competent bodies of the autonomous community of the Basque country and the Foral community of Navarra, through computer or telematic media in the framework of cooperation established in the terms and with the requirements referred to in the additional provision fourth of law 40/1998 of 9 December, the physical personal income tax and other tax rules, and the provisions that develop them.

11 to the extent that such information can be available through the intended framework of collaboration, is not required to stakeholders individually provide certifications issued by the State tax administration agency and the organs mentioned in the preceding paragraph, neither the presentation, in original, copy or certification from their tax returns. In these cases, the certificate will be replaced by statement responsible for the interested party that fulfils the obligations above, as well as authorization express of the same so that the State tax administration agency or the competent bodies of the autonomous community of the Basque country and the region of Navarre, provide information to educational administration.

Article 85. Specific conditions of admission of pupils in postobligatory stages.

1 for the teachings of secondary education, in addition to the criteria laid down in the previous article, will attend the academic record of the students.

2. in procedures of admission of students to the vocational training of middle-grade or higher grade of vocational training, where there are not enough seats, will attend exclusively to the academic record of the students independently that these products come from the Center or a different.

3. students who are simultaneously ruled music or dance lessons and teachings of secondary education will have priority for admission in centers that impart teachings of secondary education determined by the educational administration. The same treatment applies to students who follow sports high performance programs.

Article 86. Equality in the application of the rules of admission.

1. the educational administrations shall ensure equality in the application of the rules of admission, which includes the establishment of the same areas of influence for public centres and private Charter, a municipality or territorial scope.

2. without prejudice to competences that are her own, the educational administrations may constitute committees or organs of guarantee of admission, which should in any case, become when the demand for places at some school in the sphere of action of the Commission exceeds the offer. These commissions will receive centers all information and documentation required for the exercise of these functions. Those committees will oversee the process of admission of students, compliance with the rules governing it and propose measures that they deem appropriate educational administrations. These committees or bodies will be integrated by representatives of the educational administration, local administration, parents, teachers and public centres and private Charter.

3. families may submit to the Centre in which they wish to educate their children applications for admission, which, in any case, must be processed.

Article 87. Balance in the admission of students.

1. with the aim of ensuring the quality of education for all, social cohesion and equal opportunities, administrations shall ensure that an adequate and balanced schooling for students with specific needs of educational support. To do so, establish the proportion of students from these characteristics that must be enrolled in each of the concerted public and private centres and guarantee the personal and economic resources to the centres to provide such support.

2. in order to facilitate the schooling and guarantee the right to education for students with specific needs of educational support the educational administrations a part of public centres and private Charter squares you can book until the end of the period of pre-registration and registration. They may also authorize an increase of up to ten per cent of the maximum number of students per classroom in public centres and private Charter from the same area of schooling to meet immediate needs of schooling for students of late incorporation.

3. the educational administrations shall take the schooling measures provided for in the preceding paragraphs according to the demographic and socio-economic conditions of the respective area, as well as to the of such personal or family of students involving a specific need of educational support.

4 public centres and private Charter are required to keep all of its students, school until the end of compulsory education, except change of Center family will or application of any of the cases provided for in the regulation on rights and obligations of students.

Article 88. Guarantees of gratuity.


1. in order to ensure the possibility of school to all students without discrimination by socio-economic reasons, under no circumstances can be public or private Charter levied amounts of families receive free teachings, imposing the obligation to families to make contributions to foundations or associations or establish mandatory services, associated with the teachings, requiring financial contribution , by the families of students. Within the framework of the provisions of article 51 of the organic law 8/1985 of 3 July, regulating the right to education, are excluded from this category the extracurricular activities, the complementary, and school services, which, in any case, will be voluntary.

2. the educational administrations will equip the centers of the resources needed to make possible the teachings of free free.

Chapter IV Awards, contests and awards article 89. Awards and competitions.

The Ministry of education and science, without prejudice to the powers of the autonomous communities, may establish, by itself or in collaboration with other entities, prizes and State competitions for students, teachers or schools.

Article 90. Acknowledgements.

The Ministry of education and science, as well as the autonomous communities, can recognize and reward the work teaching or research teachers and centers, facilitating the dissemination among different schools of work or experiences that have earned this recognition for its quality and effort.

Title III faculty chapter I article 91 faculty functions. Functions of the faculty.

1 the functions of teachers are, among others, the following: to) programming and teaching areas, materials and modules that have committed.

(b) the evaluation of the learning process of students, as well as the evaluation of the teaching process.

(c) the mentoring of students, direction and the orientation of their learning and support in your educational process, in collaboration with the families.

(d) the educational, academic and professional orientation of students, in collaboration, where appropriate, with specialized departments or services.

(e) attention to the development of intellectual, affective, psychomotor, social and moral of the students.

(f) the promotion, organization and participation in complementary activities, inside or outside the educational, programmed by the centres.

(g) contribution to the activities of the Centre to develop in a climate of respect, tolerance, participation and freedom to foster in students the values of democratic citizenship.

(h) the periodic information to families about the learning process of their children, as well as for their cooperation in the same orientation.

(i) coordination of training activities, management and direction that are entrusted to them.

(j) participation in the general activity of the Centre.

(k) participation in evaluation plans that determine the educational administrations or centers.

(l) the research, experimentation and the continuous improvement of the corresponding teaching processes.

2. teachers will be functions expressed in the previous section under the principle of collaboration and teamwork.

Chapter II Faculty of the different teachings article 92. Teachers of early childhood education.

1 direct educational support to the children of the first cycle of early childhood education will be borne by professionals who possess the title of master majoring in early childhood education or equivalent degree and, where applicable, of other personnel with the proper qualifications for attention to children of this age. In any case, the preparation and follow-up of the pedagogical proposal (2) of article 14, refers to which they will be under the responsibility of a professional with the title of master of education or equivalent degree.

2. the second cycle of early childhood education will be taught by teachers with the title of master and major in early childhood education or equivalent degree and they may be supported, in his teaching, by teachers of other specialties when given teachings require it.

Article 93. Faculty of primary education.

1. to impart the teachings of primary education, it will be necessary to have the title of master of primary education or equivalent degree, without prejudice to the empowerment of other degrees which, for the purpose of teaching to establish the Government for certain areas, consultation to the autonomous communities.

2. the primary education will be given by teachers, who will have competition in all areas of this level. The teaching of music, physical education, foreign languages or those other courses determined by the Government, after consultation with the autonomous communities, will be taught by teachers with specialization or corresponding qualification.

Article 94. Teachers of compulsory secondary education and bachillerato.

To impart the teachings of compulsory secondary education and high school you will need to have the title of Licenciado, engineer or architect, or equivalent degree, as well as the pedagogic and didactic formation of graduate level, pursuant to article 100 of this law, without prejudice to the empowerment of other qualifications that, for the purpose of teaching to establish the Government for certain areas prior consultation with the autonomous communities.

Article 95. Faculty of vocational training.

1. to impart teachings of vocational training the same qualification and training requirements established in the previous article for compulsory secondary education and secondary education, without prejudice to the empowerment of other qualifications that will be required, for the purpose of teaching the Government for certain modules, could establish consultation to the autonomous communities.

2. exceptionally, for certain modules you can incorporate, as specialist teachers, according to their qualifications and the needs of the educational system, not necessarily qualified professionals who develop their activity in the workplace. Such incorporation will be labour or administrative regime in accordance with the regulations resulting from application.

Article 96. Faculty of art education.

1. to exercise the art education teaching, it will be necessary to be in possession of the title of Licenciado, engineer or architect, or the title of corresponding degree or equivalent qualification for the purposes of teaching, without prejudice of the educational intervention of other professionals in the case of the teachings of plastic arts and design medium and top grade and other degrees that enable for purposes of teaching, he could establish the Government for certain modules, after consultation with the autonomous communities. In the case of the professional art education is required, in addition, pedagogical and didactic training referred to in article 100 of this law.

2. in the regulation of the higher artistic education the Government, after consultation with the autonomous communities, may include other requirements for teachers who assume them, derived from the conditions of inclusion of these teachings in the context of higher education.

3. exceptionally, for certain modules or subjects, you can incorporate as specialist teachers, according to their qualifications and the needs of the educational system, not necessarily qualified professionals who develop their activity in the workplace. Such incorporation will be labour or administrative regime in accordance with the regulations resulting from application.

4. to higher artistic education, exceptionally, is you can incorporate as specialist teachers, according to their qualifications and the needs of the educational system, professional, not necessarily qualified foreign nationals. Such incorporation will be contract labour or administrative, in accordance with the regulations resulting from application and must comply with the content of the articles 9.5 and 36 of the organic law 4/2000, of 11 January, on rights and freedoms of foreigners in Spain and their social integration, except for nationals of Member States of the European Union or those who may apply the community's immigration regime. For these teachings the Government, after consultation with the autonomous communities, establish the figure of Professor Emeritus.

Article 97. Faculty of teaching of languages.

1. to provide teaching of languages shall be charged the same qualification and training requirements set out in article 94 for compulsory secondary education and secondary education.


2. the educational administrations, may exceptionally, incorporate as specialist teachers, according to their qualifications and the needs of the educational system, professional, not necessarily qualified foreign nationals. Such incorporation will be contract labour or administrative, in accordance with the regulations resulting from application and must comply with the content of the articles 9.5 and 36 of the organic law 4/2000, of 11 January, on rights and freedoms of foreigners in Spain and their social integration, except for nationals of Member States of the European Union or those who may apply the community's immigration regime.

Article 98. Faculty of sports lessons.

1. to practice teaching in sports lessons will need to be in possession of the title of Licenciado, engineer or architect, or the title of the corresponding degree or equivalent qualification for the purpose of teaching. The pedagogic and didactic training referred to in article 100 of this law will also be required. The Government will enable other qualifications for teaching in certain modules and blocks consultation to the autonomous communities.

2. exceptionally, for specific subjects the educational administrations may incorporate as specialist teachers, according to their qualifications and the needs of the educational system, not necessarily qualified professionals who develop their activity in the field of sports and labor. Such incorporation will be labour or administrative regime in accordance with the regulations resulting from application.

Article 99. Faculty of adult education.

Teachers of lessons for adults included in this law, leading to the obtaining of an academic or professional degree, must have the qualifications established in General to provide the respective teachings. The educational administrations shall provide these teachers adequate training to respond to the characteristics of adults.

Chapter III article 100 teacher training. Initial training.

1. the initial training of teachers shall comply with certification and qualification needs required by the general management of the education system. Its content will ensure appropriate training to meet the challenges of the educational system and adapt the teachings to new training needs.

2. for teaching different teachings regulated in this law, it will be necessary to be in possession of the relevant academic qualifications and pedagogical and didactic training provided by the Government for each teaching.

3 corresponds to the educational administrations establish appropriate agreements with the universities for the Organization of pedagogical and didactic training referred to in the preceding paragraph.

4. the initial training of teachers of different teachings regulated in this law adapts to degrees and postgraduate courses of the European area of higher education system depending on what set the corresponding regulations.

Article 101. Incorporation into teaching in public schools.

The first course of the teaching in public schools will be developed under the guidance of experienced teachers. The tutor and teacher in training will share responsibility for the programming of the teachings of the students of the latter.

Article 102. Lifelong learning.

1. the permanent education is a right and an obligation of all teachers and educational administrations and centers of responsibility.

2 permanent training programmes, should consider the adequacy of knowledge and the evolution of science and the specific teaching methods, as well as all aspects of coordination, guidance, mentoring, educational attention to diversity and organization aimed to improve the quality of education and the operation of the centres. They should also include specific training on equality in the terms established in article seven of the organic law 1/2004 of 28 December, measures of Integral Protection against gender-based violence.

3. the educational administrations shall promote the use of the technologies of information and communication and training in foreign languages of all the teachers, regardless of their specialty, establishing specific training programmes in this area. Corresponds les also promote research and innovation programmes.

4. the Ministry of education and science can offer permanent state training programs, aimed at teachers of all teachings regulated in this law and establish, for this purpose, the appropriate agreements with relevant institutions.

Article 103. Permanent training of teachers of public schools.

1. the educational administrations planned teacher training activities, will ensure a free and diversified offer of these activities and shall provide for appropriate measures to promote the participation of teachers in them. It also is up to provide teachers access to degrees that enable mobility between different teachings, including the University, through the appropriate agreements with the universities.

2. the Ministry of education and science, in collaboration with the autonomous communities, to promote the international mobility of teachers, since exchanges to post and stays in other countries.

Chapter IV recognition and support assessment of article 104 teachers. Recognition and support to teachers.

1. the educational administrations shall ensure that the professed itself receives the treatment, consideration and respect commensurate with the social importance of their task.

2. the educational administrations shall give priority to the improvement of the conditions in which the Faculty carries out its work and encouraging a growing consideration and social recognition of the teaching function.

3 given the demand for training of teachers and the need to upgrade, innovation and research which accompanies the teaching function, duly accredited teachers will have free access to libraries and museums dependent from the public authorities. Also, they may make use of services of loan of books and other materials that offer these libraries. To this end, the directors of educational centres shall provide faculty the accreditation.

Article 105. Measures for the teachers of public schools.

1 corresponds to the educational administrations, with respect to the teachers of public schools, take appropriate measures to ensure adequate protection and legal assistance, as well as coverage of civil liability, in relation to the facts arising out of his professional career.

2 the educational administrations, regarding public schools faculty, favor: to) the recognition of the tutorial function, by means of appropriate professional and economic incentives.

(b) the recognition of the work of teachers, attending to his special dedication to the Centre and the implementation of plans involving educational innovation, through appropriate professional and economic incentives.

(c) the recognition of the work of teachers who impart classes of your stuff in a foreign language in bilingual schools.

(d) the development of paid licenses, in accordance with the conditions and requirements established, in order to stimulate activities of training and of educational research and innovation which revert directly benefit from the educational system.

(e) the reduction of teaching day of those professors over the age of 55 years which so request, with the corresponding proportional reduction of fees. They may also favor the partial substitution of the teaching day for other activities without loss of pay.

Article 106. Evaluation of educational public service.

1 in order to improve the quality of teaching and the work of teachers, the educational administrations shall draw up plans for the evaluation of the teaching function, with the participation of the teaching staff.

2. the plans for the assessment of the teaching function, which should be public, will include weekends and the precise criteria of assessment and the form of participation of the teaching staff, the educational community and the Administration itself.

3. the educational administrations shall also encourage voluntary evaluation of teachers.

4 corresponds to the educational administrations have procedures so that the results of the evaluation of the teaching function are taken into account in preference mode in the contests of transfers and the teaching career, along with training, research and innovation activities.

Title IV centres teachers chapter I General principles article 107. Legal regime.


1 schools that offer teachings regulated in this law shall be governed by the provisions of the organic law 8/1985 of 3 July, regulating the right to education, the present law and in the provisions that develop it, as well as by the provisions of other regulations which are applicable, without prejudice to the provisions of the following paragraphs of this article.

2. with regard to the integrated centres and national reference of vocational training it will be provisions in the organic law 5/2002, of 19 June, qualifications and vocational training and the regulations that develop it.

3 it corresponds to the autonomous communities regulate the Organization of the centres that offer some of the higher artistic education as defined in article 45 of this law.

4 corresponds to the Government regulation and the management of the Spanish public educational centres abroad.

5. the educational administrations may be considered educational center, to the effects of organization, management and administration, the grouping of public facilities in a given territorial area.

Article 108. Classification of the centers.

1. the educational institutions are classified into public and private.

2 are public facilities those whose owner is a public administration.

3 are private centers those whose owner is a physical or legal person of private and private centres concluded private establishments with the legally established regime of concerts. Owner of a private Center means the physical or legal person stating as such in the register of the corresponding educational administration centers.

4. the provision of the public service of education will be handled through public and private Charter.

5 schools will guide its activities to the achievement of the principles and aims of education established in the present law.

6. the parents or guardians, in relation to the education of their children or wards, are entitled, in accordance with article 4 of the organic law 8/1985 of 3 July, regulating the right to education, to choose school both public and other than those created by public authorities, referred to in paragraph 3 of this article.

Article 109. Programming of the network of centres.

1 in the offer of squares programming, educational administrations shall harmonize the demands derived from the obligation having public powers guarantee the right of everyone to education and the individual rights of students, parents and guardians.

2. the educational administrations will schedule the educational offer of the teachings which this law are declared free taking into account the existing offer of public centres and private Charter and, as a guarantee of the quality of teaching, an adequate and balanced education for students with specific needs of educational support. Also the educational administrations shall ensure the existence of sufficient public places especially in new areas.

3. the educational administrations shall take into account existing budgetary appropriations and the principle of economy and efficiency in the use of public resources.

Article 110. Accessibility.

1. the existing schools that do not meet the conditions of accessibility required by the existing legislation, will have to adapt on time and in accordance with the criteria set out by the Law 51/2003 of 2 December on equal opportunities, non-discrimination and universal accessibility, and its implementing rules.

2. the educational administrations shall promote programmes to suit the physical conditions, including technological and school transport centres and provide them resources and access to the curriculum appropriate to the needs of students who provides education, especially in the case of people with disabilities, so that they do not become a factor of discrimination and ensure an inclusive and universally accessible to all the students attention.

Chapter II article 111 public schools. Designation of public centres.

1 public centres that offer early childhood education is referred to as nursery schools offering primary education, primary education schools, offering compulsory secondary education, secondary education and vocational training, secondary education institutes.

2 public centres that offer early childhood education and primary education are referred to as nursery and primary schools.

3. the public centers that offer professional teachings of plastic arts and design are referred to as art schools; offering professional and, where appropriate, elementary teachings, of music and dance, conservatories. Centers offering higher artistic education will have the designations referred to in article 58 of this law.

4. the centres that offer lessons aimed at students with special educational needs that may not be addressed in the framework of the measures of attention to diversity in ordinary workplaces, will be named special education centers.

5 corresponds to the educational administrations determine the denomination of those public centres that offer lessons grouped differently from those defined above.

Article 112. Human and material resources.

1 corresponds to the educational administrations provide public centers of the human and material resources necessary to provide a quality education and ensure equal opportunities in education.

2. in the context of the provisions of the preceding paragraph, centers will have the infrastructure needed to ensure the incorporation of technologies of information and communication in the educational process. Corresponds to the educational administrations provide external educational services and facilitate the relationship of public centres with their environment and the use by the next resource center, both own and other public administrations.

3. the centres which escolaricen students with specific needs of educational support, in proportion to the established a general rule or for the area in which they are located, will receive the complementary resources necessary to adequately serve this student.

4. the educational administrations shall provide that those centres which, for a number of units, may not have the experts referred to in article 93 of this Act, receive the supports necessary to ensure the quality of the corresponding lessons.

5. the educational administrations will promote that public schools can offer activities and complementary services in order to further to expand its offerings to meet new social demands, as well as that they can have the appropriate means, particularly of those centres that serve a large population of students with specific needs of educational support.

Article 113. School libraries.

1. the schools have a school library.

2. the educational administrations will complete staffing of the libraries of the public centers of progressive form. For this purpose you will elaborate a plan allowing to achieve this objective within the period of implementation of this law.

3. school libraries will contribute to promote reading and to the student access to information and other resources for learning materials and other areas and can form on the critical use of them. Equally, they will help enforce provisions of articles 19.3 and 26.2 of this law.

4. the Organization of school libraries must be installed to function as an open space for the educational community of the respective centres.

5. the centres will reach agreements with the respective municipalities, for the use of public libraries for the purposes provided for in this article.

Chapter III private schools article 114. Denomination.

Private centres may take any denomination, except which corresponds to public centres or may lead to confusion with them.

Article 115. Character of the private centers.

1. the holders of private establishments are entitled to establish the character thereof which, in any case, must respect the rights guaranteed to teachers, parents and students in the Constitution and the laws.

2. the character of the Center shall be made known by the owner of the Center sectors of the educational community, as well as those who might be interested in accessing the same. A student enrollment will be respect for the character of the Centre, which shall respect at the same time, the rights of students and their families recognized in the Constitution and the laws.

3. any change in the character of a centre, change in ownership or any other circumstance, shall bring to the knowledge of the educational community in advance. In any case, the modification of the character of its own, once started the course, not may be valid before completed the process of admission and registration of students for the next course.

Chapter IV centers private Charter article 116. Concerts.


1. the private centres which offer free declared teachings in this law and meet needs of schooling, in the framework of the provisions of articles 108 and 109, shall benefit from the regime of concerts in the legally established terms. Centers that gain access to the regime of educational consultation should formalize with educational administration who appropriate the corresponding concert.

2. between centers that meet the requirements set forth in the preceding paragraph, preference will be to qualify for the regime of those concerts, attend school populations of unfavourable economic conditions or who take experiences of educational interest to the educational system. In any case, preference will be centres that fulfill the above mentioned criteria, are constituted and operate on a cooperative basis.

3 it is for the Government establish the basics that concerts should be. These aspects relate to the fulfilment of the requirements laid down in the organic law 8/1985 of 3 July, on the right to education and in the rules that will be implementation of this law, the processing of the request, the maximum duration of the concert and the causes of extinction, to the obligations of the ownership of the concerted Center and educational administration , to the submission of the concert to administrative law, the singularities of the teachers no labour relation regime, the Constitution of the Council school center which is awarded the concert and the appointment of the director.

4 corresponds to the autonomous communities enact the necessary rules for the development of the system of concerts educational, as laid down in this article and in the framework of the provisions of articles 108 and 109. The concert will establish the rights and mutual obligations in terms of economic regime, duration, extension and termination of the same, number of concerted school units and other conditions, subject to the provisions governing the regime of concerts.

5 concerts may affect several centres provided that they belong to a same owner.

6. the educational administrations may conclude, on a preferential basis, programs of initial professional qualification which, in accordance with the provisions of this law, concerted private compulsory secondary education centers impart to their students. These concerts will have individual character.

7. the concert for postobligatory teachings will be unique.

Article 117. Concert modules.

1. the overall amount of public funds to support private centers agreed to enforce free concert object lessons, will be established in the budgets of the relevant administrations.

2. for the purposes of distributing the overall amount to which the preceding paragraph refers, economic school unit module is fixed annually in the General State budget and, where appropriate, in the of the autonomous communities, and can these be not less than that is set to the first in any quantities differ cited module in accordance with what is established in the following section.

3 in the module, which will ensure that teaching is provided in terms of gratuity, a distinction is made: to) the wages of teaching staff, including contributions by employer share to Social security that apply to holders of the centers.

(b) the amounts allocated to other expenditures, including those of staff administration and services, the ordinary maintenance, upkeep and operation, as well as the quantities corresponding to the replacement of real investments. In addition, they may be considered those derived from the exercise of non-educational directive function. In any case, the own equity interests will be calculated. The above amounts shall be fixed with criteria similar to those applied to public schools.

(c) the relevant amounts for the payment of the concepts of seniority of the teaching staff of concerted private workplaces and consequent impact on Social Security fees; payment of teacher substitutions and the exercise of the educational directive function derivatives; payment of the obligations arising from the exercise of the guarantees accorded to legal representatives of workers as set out in article 68 of the Statute of workers. Such amounts will be collected in a Fund general, to be distributed on an individual basis between teachers of the concerted private centers, according to the circumstances that are in each teacher and applying criteria similar to the set for the teachers of public schools.

4. the amounts corresponding to the wages of the teaching personnel referred to in the preceding paragraph, will enable the gradual equalization of their remuneration with the public teachers of the respective stages.

5. the salaries of the teaching staff will be paid by the Administration to teachers as executive pay and on behalf of the assignee of the Centre, with charge and on account of the quantities provided for in the preceding paragraph. To this end, the owner of the Center, in its condition of employer in the employment relationship, facilitate administration corresponding payroll, as well as their possible modifications.

6. the Administration will not take changes in labour costs of faculty and staff costs, arising from collective agreements exceeding the percentage of overall increase of the amounts corresponding to wages referred to in paragraph 3 of this article.

7. the educational administrations may be increased for concerted private centers that escolaricen students with specific needs of educational support in proportion to the established a general rule or modules for the zone in which it is located.

8 regulations which develop the regime's concerts shall take into account the specific characteristics of cooperative education and the teachers work unrelated to the ownership of the Center, in order to facilitate their economic and human resources management.

9. the General State budget Act will determine the maximum amount of quotas with singular concert centers can collect families.

Title V participation, autonomy and government centers chapter I participation in the operation and Government of article 118 centers. General principles.

1. participation is a basic value for the formation of autonomous, free, responsible citizens committed to the principles and values of the Constitution.

2. the participation, autonomy and government centers that offer lessons regulated by this law shall comply with the provisions therein and the law 8/1985 of 3 July, regulating the right to education, and standards that are handed down in the same development.

3. the educational administrations shall promote, in the sphere of its competence, the effective exercise of the participation of students, faculty, families and personnel administration and services in schools.

4 in order make effective co-responsibility between teachers and families in their children's education, the educational administrations shall take measures that promote and encourage the effective collaboration between the family and the school.

5. with regard to the integrated centres and national reference of vocational training it will be provisions in the organic law 5/2002, of 19 June, qualifications and vocational training and the regulations that develop it.

6 corresponds to the educational administrations regular participation in centres that offer higher artistic education in accordance with the regulations that the Government establishes.

7 corresponds to the educational administrations adapted provisions of this title to the characteristics of the centres which taught only the first cycle of education. This adaptation must respect, in any case, the principles of autonomy and participation of the educational community gathered in it.

Article 119. Participation in the operation and the Government of public centres and private Charter.

1. the educational administrations shall ensure the participation of the educational community in the Organization, Government, operation and evaluation of the centres.

2. the educational community will participate in the Government of the centers through the School Board.

3. teachers will also participate in the pedagogical decisions which correspond to the cloister, the teacher coordinating bodies and teams of teachers who taught a class on the same course.

4 corresponds to the educational administrations encourage the participation of students in the operation of the centres through its delegates group and course, as well as their representatives on the School Board.

5. parents and students may also participate in the operation of the centres through their associations. The educational administrations shall foster information and training for them.

6. the centres shall have at least the following collegiate bodies of Government: School Board and faculty.

Chapter II autonomy of article 120 centers. General provisions.


1. the centres will benefit from pedagogical, organizational and management autonomy within the framework of the legislation in force and the terms in this law and the regulations that develop it.

2 educational institutions will have autonomy to develop, approve and implement an educational project and a project management, as well as the rules of organization and functioning of the Centre.

3. the educational administrations shall foster the autonomy of the centres in such a way that their economic resources, materials and human can adapt to plans of work and organization that develop, once they are suitably assessed and valued.

4. the centres, in the exercise of their autonomy, can adopt experiments, work plans, forms of organization or extension of school hours in the terms that establish the educational administrations, without that, in any case, imposed contributions to families or demands for the educational administrations.

5. when these experiments, work plans or forms of organization can affect academic or professional degree, must be expressly authorized by the Government.

Article 121. Educational project.

1. the educational project of the Center will pick up the values, objectives and priorities for action. It will also incorporate the concretion of curricula established by the educational administration corresponding set and approve the cloister, as well as cross-cutting treatment in areas, subjects or modules of the education in values and other teachings.

2. this project, which should take into account the characteristics of the social and cultural environment of the Center, will pick up the form of attention to the diversity of the student body and the action tutorial, as well as the plan of coexistence, and must respect the principle of non-discrimination and educational inclusion as fundamental values, as well as the principles and objectives set out in this law and the organic law 8/1985 , of 3 July, regulating the right to education.

3 corresponds to the educational authorities establish the general framework allowing public centres and private agreements to develop its educational projects, which should be made public in order to facilitate their knowledge by the whole of the education community. Also refers to the educational administrations contribute to the curriculum development favoring open modeling of teaching programming and educational materials that meet the different needs of students and teachers.

4 corresponds to the educational administrations encourage coordination between educational projects for primary schools and secondary schools in order that the incorporation of secondary education students will be gradual and positive.

5. the centres will promote educational commitments between the families or legal guardians and the Centre itself in that State are activities that parents, teachers and students undertake to develop to improve the academic performance of students.

6. the educational project of concerted private establishments, which in any case shall be made public, will be arranged by their respective owner and incorporate the character to which refers article 115 of this Act.

Article 122. Resources.

1. the centers will be equipped with educational, human and material resources necessary to provide a quality education and ensure equality of opportunity in access to education.

2. the educational administrations shall assign higher allocations of resources to certain public or private centres concluded because the projects that need it or in accordance with the conditions of special need of people enrolling.

3. the public schools may obtain complementary resources, prior approval of the School Board, in the terms that establish educational authorities, within the limits of the existing regulations. These resources will not come from the activities carried out by associations of parents and students for their purposes and should be applied to expenses, in accordance with the educational administrations established.

Article 123. Public facilities management project.

1 public centers that impart teachings that are regulated by the present law shall have autonomy in its economic management in accordance with the regulations established in this law as well as determine each educational administration.

2. the educational administrations may delegate to the governing bodies of public schools the acquisition of goods, contracting of works, services and supplies, according to Royal Legislative Decree 2/2000, of 16 June, which approves the revised text of the public administrations Contracts Act, and with the limits that are set in the corresponding legislation. The exercise of the autonomy of the centres to manage these resources shall be subject to provisions the educational administrations set up to regulate the recruitment, preparation and justification for the spending process.

3. for the fulfilment of its educational projects, public schools may formulate requirements of certification and professional training with respect to certain jobs in the Centre, in accordance with the conditions established by the educational administrations.

4. the public centers expressed the management and utilization of resources, both material and human, through the development of its management, the terms governing the educational administrations.

5. the educational administrations may delegate in the governing bodies of public schools skills that determine, including those relating to personnel management, responsible to the directors of the management of the resources made available to the Centre.

Article 124. Rules of organization and operation.

1 educational institutions shall draw up its rules of organization and operation, to be included to ensure the fulfillment of the plan of coexistence.

2. the educational administrations shall facilitate centres, in the context of its autonomy, to develop its own rules of organization and operation.

Article 125. Annual general programming.

Schools shall draw up an annual general programme covering all aspects relating to the Organization and operation of the Centre, including projects, curriculum, standards, and all of the plans of action agreed upon and approved at the beginning of each course.

Chapter III bodies of Government and public schools teaching coordination section first. School Board article 126. Composition of the Board of education.

1 the public schools School Board will be composed of the following members: to) the director of the Center, which will be its Chairman.

(b) the head of studies.

(c) a councillor or representative of the Town Hall in whose municipal district Center is based.

(d) a number of teachers, chosen by the cloister, which may not be less than one-third of the total number of members of the Council.

(e) a number of parents and students, elected respectively by and between them, which may not be less than one-third of the total number of members of the Council.

(f) a representative of the administration staff and services of the Center.

(g) the Secretary of the Center, which will act as Secretary of the Board, with voice and no vote.

2. once constituted the Central School Board, it shall appoint a person that drives educational measures that foster real and effective equality between men and women.

3. one of the parents in the School Board representatives will be appointed by the Association of parents of the Centre, in accordance with the procedure established the educational administrations.

4 corresponds to educational authorities regulate the conditions by which centers that impart the teachings of vocational training or plastic arts and design can incorporate into their school board a representative nominated by the employers or labour institutions in the field of action of the Center.

5. students may be elected members of the School Board from the first year of compulsory secondary education. However, the first two courses of compulsory secondary education students may not participate in the selection or the cessation of the director. Elementary students may participate in the School Board of the Centre in terms that establish educational administrations.

6 corresponds to the educational administrations to determine the total number of members of the School Board and regulate the election process.

7 specific centers of early childhood education, in the incomplete of primary education in the secondary school with fewer than eight units, continuing education adult and special education centres, in which be given artistic teaching professional, language and sports, as well as those units or centers of unique features, the competent educational administration adapted this article to the singularity of the same.

8. in the specific special education centers and those who have special education units a complementary educational staff representative will be part also of the School Board.


Article 127. Powers of the School Board.

The School Board of the Centre shall have the following powers: to) approve and evaluate projects and standards who referred to in chapter II of title V of this law.

(b) approve and assess the annual general programme of the Centre without prejudice to the competence of the teaching staff in relation to planning and teaching organization.

(c) meet the nominations to the address and address projects submitted by the candidates.

(d) participate in the selection of the director of the Centre in the terms established by this law. Be informed of the appointment and dismissal of the other members of the management team. In your case, prior agreement of its members, adopted by a majority of two-thirds, to propose the revocation of the appointment of the director.

(e) decide on the admission of pupils subject to provisions of this law and regulations that develop it.

(f) meet disciplinary conflict resolution and to ensure that they adhere to the regulations in force. When disciplinary measures taken by the director correspond to behaviors of students that may seriously impair the coexistence of the Center, Council school, at the request of parents or guardians may review the decision and propose, if necessary, appropriate measures.

(g) propose actions and initiatives that favour coexistence in the Center, equality between men and women and the peaceful resolution of conflicts in all areas of personal, family and social life.

(h) to promote the conservation and renewal of school equipment and approve additional resources in accordance with article 122.3.

(i) fix guidelines for partnerships, educational and cultural purposes, with local governments, with other centres, institutions and agencies.

(j) analyse and assess the overall functioning of the Centre, the evolution of school performance and the results of internal and external evaluations in which participates the Center.

(k) develop proposals and reports, on its own initiative or at the request of the competent authority on the functioning of the Centre and the improvement of the quality of the management, as well as other aspects related to the quality of the same.

(l) any others assigned to him by the educational administration.

Second section. Professors cloister article 128. Composition.

1. the teaching staff is the body of participation of teachers in the Central Government and has the responsibility to plan, coordinate, report and, where appropriate, decide on all educational aspects of the Center.

2. the cloister will be chaired by the director and shall consist of all of the teachers providing service in the Center.

Article 129. Competencies.

The teaching staff shall have the following powers: to) make the management team and the Board of education proposals for the elaboration of the projects of the Center and the annual general programming.

(b) approve and assess the implementation of the curriculum and all the educational aspects of the projects and the annual general programming.

(c) establishing the criteria relating to the guidance, tutoring, evaluation and recovery of students.

(d) to promote initiatives in the field of experimentation and pedagogical research and the training of teachers of the Center.

(e) choose their representatives to the Council school Center and participate in the selection of the director in the terms established by the present law.

(f) know the nominations to the address and address projects submitted by the candidates.

(g) analyse and assess the overall functioning of the Centre, the evolution of school performance and the results of internal and external evaluations in which participates the Center.

(h) report on the rules of organization and functioning of the Centre.

(i) meet the disciplinary conflict resolution and the imposition of sanctions and ensure that they abide by the regulations in force.

(j) propose actions and initiatives that favour coexistence in the Center.

(k) any others assigned to him by the educational administration or by the respective rules of organization and operation.

Third section. Other organs of teaching coordination article 130. Teaching coordination bodies.

1 corresponds to educational authorities regulate the functioning of the organs of teaching coordination and orientation and empower teams of teachers who taught class in the same course, as well as the cooperation and teamwork of teachers who impart class to the same group of students.

2. in secondary education institutes will exist, between teaching coordination bodies, departments of teaching coordination, which will be responsible for the Organization and development of the teaching of the subjects or modules that are entrusted to them.

Chapter IV management of public schools article 131. The management team.

1. the management team, executive organ of Government of public schools, will be made by the director, the Director of studies, the Secretary and those who determine the educational administrations.

2. the management team will work in a coordinated manner in the performance of their duties, in accordance with the instructions of the director and the legally established specific functions.

3. the director, after communication to the teaching staff and the School Board, will formulate proposal of appointment and dismissal to the educational administration of the posts of Deputy head and Secretary from among the teachers working at the Centre.

4. all the members of the management team shall cease its functions at the end of its mandate or when there is cessation of the director.

5. the educational administrations shall foster the exercise of the leadership role in educational institutions, through the adoption of measures which improve the performance of management teams in relation to the personnel and material resources, and through the Organization of training courses and programs.

Article 132. Powers of the director.

They are powers of the director: to) represent the Centre, representing the educational administration in the same and make you reach this approaches, aspirations and needs of the educational community.

(b) to direct and coordinate the activities of the Centre, without prejudice to the powers conferred to the teaching staff and the School Board.

(c) to exercise the pedagogical guidance, promote educational innovation and drive plans for the achievement of the objectives of the educational project of the Center.

(d) ensure compliance with laws and other regulations.

(e) exercise on Chief of staff assigned to the Center.

(f) promote the coexistence in the Center, ensure the mediation in the resolution of conflicts and impose disciplinary measures that correspond to the students, in accordance with the regulations without prejudice to the powers conferred to the School Board in article 127 of this law. To this end, the streamlining of procedures for the resolution of conflicts will be promoted in workplaces.

(g) promote collaboration with families, institutions and agencies that facilitate the Center relate to the environment, and foster a school environment that promotes the study and development of actions conducive to integrated training in knowledge and values of students.

(h) promote internal assessments of the Centre and collaborate in external evaluations and the evaluation of the teaching staff.

(i) convening and chairing the academic ceremonies and meetings of the School Board and the Faculty of the Center and execute the agreements adopted in the field of its competences.

(j) make the procurement of works, services and supplies, as well as authorize expenditures in accordance with the Centre's budget, order payments and endorse certificates and official documents of the Centre, all in agreement with it to establish the educational administrations.

(k) to propose to the educational administration the appointment and dismissal of the members of the management team, prior information to the Faculty and the School Board of the Centre.

(l) any others that are entrusted to it by the educational administration.

Article 133. Director's selection.

1. the selection of the director will be made by a process involving the educational community and educational administration.

2. this process must allow to select the most suitable candidates professionally and obtain greater support from the educational community.

3. the selection and appointment of Directors of public centres shall be carried out through merit-based faculty career officials who impart some of the teachings entrusted to the Centre.

4. the selection will take place in accordance with the principles of equality, advertising, merit and capacity.

Article 134. Requirements to be a candidate for director.

1 will be requirements to participate in the contest of merits as follows: to) have at least five years as a career officer in the educational public service.

(b) have taught directly as a career officer, during a period of the same duration, in some of the teachings which offers the center that it chooses.


c) be serving in a public Center, in some of the teachings of the Centre is choose which, with an antiquity of at least one full year to publish the call for proposals, in the field of organizing educational administration.

(d) introduce a direction that includes, among others, the objectives, lines of action and the evaluation of the same.

2. in specific centres of early childhood education, in the incomplete of primary education in the secondary school with fewer than eight units, which provide professional, sports, artistic teaching of languages or the aimed at adults with less than eight teachers, educational administrations may exempt candidates meet any of the requirements set out in paragraph 1 of this article.

Article 135. Selection procedure.

1. for the selection of managers in public, educational administrations convened merit-based and will establish objective criteria and the procedure for the evaluation of the merits of the candidate and the project presented.

2. the selection will be made in the Centre by a Commission made up of representatives of the educational administration and the corresponding Center.

3 corresponds to the educational administrations to determine the total number of members of the commissions. At least one-third of the members of the Commission will be teaching staff chosen by the Faculty and another one-third shall be elected by and among the members of the School Board who are not teachers.

4. the selection of the director, who shall take into account the assessment objective merit scholars and professionals accredited by applicants and the assessment of the project's direction, will be decided democratically by the members of the Commission, in accordance with the criteria established by the educational administrations.

5. the selection will take place first, considering the nominations of instructors of the Center, that preference will be given. In the absence of candidates from the Centre or when they have not been selected, the Commission will assess the candidacies of teachers from other schools.

Article 136. Appointment.

1. selected applicants must overcome an initial training program, organized by the educational administrations. Selected applicants who prove an experience of at least two years in the leadership role will be exempt from the realization of the program of initial formation.

2 educational administration shall appoint a director of the corresponding, for a period of four years, the applicant who has completed this program.

3. the appointment of the directors may be renewed for periods of the same duration, prior positive assessment of the work carried out at the end of them. The criteria and procedures of this evaluation will be public. The educational administrations may set a maximum limit for the renewal of mandates.

Article 137. Appointment extraordinary.

In the absence of candidates, in the case of newly created centres or when the corresponding Commission have not selected any applicant, educational administration will appoint director a teacher officer for a maximum period of four years.

Article 138. Cessation of the director.

The cessation of the director will occur in the following cases: to) end of the period for which it was appointed and, where appropriate, the extension of the same.

(b) motivated resignation accepted by the educational administration.

(c) physical disability or mental onset.

(d) revocation reasons by the competent educational administration, on its own initiative or on the motivated proposal of the School Board, by gross breach of the functions inherent to the position of director. In any case, resolution of revocation will be issued after investigating a contradictory record, after hearing the interested party and heard the School Board.

Article 139. Recognition of the leadership role.

1. the exercise positions, and in particular the position of director, will be paid in a differentiated way, in consideration of the responsibility and dedication required, in accordance with the amounts indicated for allowances established for the purpose to set the educational administrations.

2. in addition, the exercise of management positions, and, in any case, the position of director will be especially valued for the purposes of the provision of jobs in the public service teaching.

3. the directors shall be evaluated at the end of its mandate. That winning positive assessment, get a personal and professional recognition in the terms that establish educational administrations.

4. the directors of the public centres that have exercised his position with positive evaluation for the period of time determined by each education administration, remain, while they remain in a situation of active, the perception of a part of the corresponding remuneration complement in the proportion, conditions and requirements that determine the educational administrations.

Title VI evaluation of the education system, article 140. Purpose of the evaluation.

1 evaluation of the educational system will have intended: to) contribute to improving the quality and equity of education.

(b) Orient education policies.

(c) increase the transparency and efficiency of the education system.

(d) provide information on the extent of the improvement objectives established by the educational administrations.

(e) provide information on the level of achievement of the Spanish and European educational objectives, as well as the fulfilment of the educational commitments in relation to the demand for Spanish society and the targets in the context of the European Union.

2. the purpose set out in the preceding paragraph may not protect the results of evaluations of the educational system, regardless of the State or autonomic territorial scope which apply, to be used for individual assessments of students or to establish classifications of the centers.

Article 141. Scope of the evaluation.

The evaluation will be extended to all educational areas covered in this law and applies on learning processes and outcomes of students, the activity of the faculty, educational processes, the directive function, the operation of educational institutions, inspection and own educational administrations.

Article 142. Bodies responsible for the evaluation.

1 will be the evaluation of the educational system, the National Institute of evaluation and quality of the educational system, which happens to be called Institute of evaluation and the bodies concerned educational administrations are determined, which will evaluate the education in the field of its competences.

2. the Government, after consultation with the autonomous communities, will determine the structure and functions of the Institute's evaluation, in which the participation of the educational administrations shall be ensured.

3 management teams and Faculty of educational institutions will collaborate with the educational administrations in evaluations carried out in their centers.

Article 143. Overall evaluation of the educational system.

1. the Institute of evaluation, in collaboration with the educational administrations, shall draw up multiannual plans for overall evaluation of the educational system. Prior to its implementation, public will be the criteria and assessment procedures.

2. the Institute of evaluation, in collaboration with the educational administrations, will coordinate the participation of the Spanish State in international assessments.

3. the Institute's evaluation, in collaboration with the educational administrations, develop the State system of education indicators that will contribute to knowledge of the educational system and to guide decision-making educational institutions and all sectors involved in education. The data required for its preparation must be provided to the Ministry of education and science by educational administrations of the autonomous communities.

Article 144. General diagnostic evaluations.

1. the appraisal Institute and the bodies concerned of the educational administrations, as part of the overall evaluation of the educational system that is up to them, will collaborate in the realization of General diagnostic assessments, that allow to obtain representative data, both of students and of the centers of the autonomous communities and the whole of the State. These evaluations focus on the core competencies of the curriculum, will be carried out in primary and secondary education and shall include, in any case, those provided for in articles 21 and 29. The sectoral Conference on education will ensure that these evaluations are carried out with criteria of homogeneity.

2. within the framework of their respective competences, develop and control assessments of diagnosis involving the centers of them corresponds to the educational administrations dependent and provide models and relevant support to all centres may make appropriate assessments, which will have training and internal character.


3 corresponds to the educational authorities regulate the way in which the results of diagnostic assessments carried out the centers, as well as the plans of action resulting from them, should be placed on knowledge of the educational community. In any case, the results of these assessments may be used for the establishment of centres classifications.

Article 145. Evaluation of the centres.

1 can the educational administrations, within the framework of their competences, develop and carry out plans of evaluation of the educational centres, which shall take into account the socio-economic and cultural situations of families and students who are home, the environment of the Centre and the resources available.

2. Likewise, educational administrations will support and facilitate self-assessment of schools.

Article 146. Evaluation of the directive function.

In order to improve the performance of schools, educational administrations, in the field of its competences, may draw up plans for the evaluation of the directive function.

Article 147. Dissemination of the results of the evaluations.

1. the Government, after consulting the autonomous communities, shall submit annually to the Congress of Deputies a report on the main indicators of the Spanish education system, the results of the Spanish or international diagnostic assessments and recommendations raised from them, as well as the highlights of the report making about the educational system of the State School Board.

2. the Ministry of education and science will periodically publish the conclusions of general interest of the evaluations conducted by the evaluation Institute in collaboration with the educational administrations and will release information periodically offering the State system of indicators.

Title VII inspection of the education system, article 148. Inspection of the educational system.

1 is competence and responsibility of the public authorities the inspection of the educational system.

2 corresponds to the competent public administrations order, regulate and exercise the educational inspection within the respective territory.

3. the educational inspection be carried out on all elements and aspects of the educational system, in order to ensure compliance with the laws, the guarantee of rights and the observance of the duties of those who participate in the processes of teaching and learning, the improvement of the education system and the quality and equity of education.

Chapter I high inspection article 149. Scope.

It corresponds to the State high education inspection, to ensure the compliance of the powers that are conferred in education and observance of the principles and applicable constitutional standards and other basic norms that develop the article 27 of the Constitution.

Article 150. Competencies.

1 in the exercise of functions that are attributed to the State, corresponds to the high inspection: to) verify compliance with the requirements established by the State in the general management of the education system in terms of modalities, stages, cycles, and teaching specialities, as well as in terms of the number of courses in each case corresponds.

(b) check the inclusion of the basics of the curriculum within the respective curricula and these are courses in accordance with the relevant State law.

(c) check the fulfillment of the conditions for obtaining the corresponding titles and academic or professional effects thereof.

(d) to ensure the fulfilment of the basic conditions that guarantee the equality of all Spaniards in the exercise of their rights and duties in the field of education, as well as their linguistic rights, in accordance with the relevant provisions.

(e) verify the adequacy of the concession of grants and scholarships to the general criteria that establish the provisions of the State.

2. in the exercise of the functions of high inspection, officials of the State shall enjoy the consideration of public authority for all purposes, can collect the necessary cooperation of the authorities of the State and the autonomous communities for the performance of functions that are entrusted to them in his performances.

3. the Government shall regulate the Organization and regime of the high inspection staff, as well as its dependence. Also, the Government, consulted the autonomous communities, will regulate performance of the high inspection procedures.

Chapter II inspection educational article 151. The educational inspection functions.

The functions of educational inspection are the following: to) monitor and control, from the pedagogical and organizational point of view the operation of schools as well as programs affecting them.

(b) supervise the teaching practice, the leadership role and help in its continuous improvement.

(c) participate in the evaluation of the educational system and the elements that compose it.

(d) ensure that, in schools, of the laws, regulations and other regulations affecting the educational system.

(e) to ensure the compliance with and application of the principles and values set out in this law, including those intended to promote real equality between men and women.

(f) advise, guide and inform all sectors of the educational community in the exercise of their rights and the fulfilment of their obligations.

(g) to issue the reports requested by the respective educational administrations or arising from the knowledge of the reality of educational inspection, through regulatory channels.

(h) any others assigned to him by the educational administrations, within the scope of their powers.

Article 152. Inspectors of education.

The educational inspection shall be exercised by the educational administrations through the body of inspectors of education public officials, as well as those belonging to the extinct body of inspectors at the service of the educational administration created by law 30/1984 of 2 August, of measures for the reform of the public function, amended by law 23/1988, of 28 July that they had not chosen at the time their incorporation into the education inspectors.

Article 153. Powers of inspectors.

To perform the functions of educational inspection the inspectors will have the following responsibilities: to) know all the activities carried out in the centres, which will have free access.

(b) to consider and verify the academic, pedagogical and administrative documentation centres.

(c) receive the remaining officials and heads of schools and educational services, public and private, the necessary collaboration for the development of their activities, for which the inspectors shall be regarded as public authority.

(d) any others assigned to him by the educational administrations, within the scope of their powers.

Article 154. Educational inspection organization.

1. the educational administrations shall cover the structure and functioning of the organs established for the performance of educational inspection in their respective territorial areas.

2. the structure referred to in the preceding paragraph can be arranged on the basis of the professional profiles of the inspectors, understood according to the following criteria: University qualifications, training courses in the exercise of the professional teaching experience and experience in the own educational inspection inspection.

3. in the procedures for the provision of jobs in the educational inspection needs of the respective educational authorities may be taken into consideration and the specialization of the candidates in accordance with the conditions described in the previous section may be valued as merit.

Title VIII financial resources article 155. Resources to comply with the provisions of the present law.

1. the public authorities enhanced the whole educational system of economic resources to comply with the provisions of this law, in order to ensure the achievement of the planned objectives in it.

2. the State and the autonomous communities shall agree a plan of increase public expenditure on education for the next ten years, enabling the fulfilment of the objectives established in this law and the progressive equal to the average of the countries of the European Union.

Article 156. Annual report on the public expenditure on education.

The Government, in the annual report referred to in article 147 of this law, will include data on public expenditure on education.

Article 157. Resources for the improvement of learning and support to teachers.

1 corresponds to the educational administrations to provide the resources necessary to ensure, in the process of implementation of this law: to) a maximum number of students per classroom who will be 25 for primary education in compulsory education and compulsory secondary education 30.

(b) the implementation of a plan of promotion of the reading.

(c) the establishment of programmes of reinforcement and educational support and improvement of learning.

(d) the establishment of programmes of reinforcement learning of foreign languages.


(e) attention to the diversity of students and especially the attention to those who have a specific need for educational support.

(f) the establishment of programmes of reinforcement learning of the information and communication technologies.

(g) measures of support to teachers.

(h) the existence of services or professionals in education, educational psychology and vocational guidance.

2 in the autonomous community of the Basque country and in the region of Navarre resources funding to them which makes reference this title shall be governed by the system of the economic agreement and the Convention respectively.

First additional provision. Timetable for implementation of the law.

The Government, after consultation with the autonomous communities, will approve the timetable for implementation of this law, which will take a temporary field of five years from the entry into force of the same. This calendar is set to the implementation of the corresponding teaching curricula.

Second additional provision. Teaching of religion.

1. the teaching of the Catholic religion shall comply with the provisions of the agreement on education and cultural affairs between the Holy See and the Spanish State. To this end, and in accordance with what has this agreement, will include the Catholic religion as area or matter in educational levels corresponding to be mandatory for institutions offering and voluntary for students.

2. the teaching of other religions shall be subject to the provisions of cooperation agreements concluded by the Spanish State with the Federation of Evangelical religious entities of Spain, the Federation of communities Israelites of Spain, the Islamic Commission of Spain and, where appropriate, can subscribe to them in the future with other faiths.

Third additional provision. Teachers of religion.

1. teachers who impart the teaching of religions must meet qualification requirements for the different teachings regulated in this law, as well as those set forth in the agreements signed between the Spanish State and the different religious confessions.

2. teachers who, not belonging to the bodies of educational officials, given the teaching of religions in public schools will do so in hiring regime, in accordance with the Statute of workers, with the respective competent authorities. The regulation of its labour regime will be with the participation of the representatives of the teaching staff. You will enter the destination by means of objective criteria of equality, merit and ability. These teachers will receive fees that apply to the respective level of education acting teachers.

In any case, the proposal for teaching will correspond to religious entities and will be automatically renewed each year. The determination of the contract, full time or part time according to what require the needs of the centres, will correspond to the competent administrations. Removal, if necessary, be adjusted right.

Fourth additional provision. Textbooks and other curriculum materials.

1. in the exercise of pedagogic autonomy, corresponds to the didactic coordination of public bodies adopt textbooks and other materials that are to be used in the development of the various teachings.

2. the publishing and adoption of textbooks and other materials will not require the prior authorization of the educational administration. In any case, they must adapt to the scientific rigor appropriate to the ages of the students and the curriculum approved by each education administration. They must also reflect and promote the respect to the principles, values, freedoms, rights and constitutional duties, as well as to the principles and values collected in the present law and the organic law 1/2004, of 28 December, comprehensive protective measures against gender violence, which must be adjusted all educational activity.

3. the supervision of the textbooks and other curriculum materials will be part of the regular process of inspection exercised by the educational administration on all elements that make up the teaching and learning process, which must ensure respect for the principles and values contained in the Constitution and to the provisions of this law.

Fifth additional provision. School calendar.

The school calendar, which shall determine annually the educational administrations, shall comprise a minimum of 175 school days for mandatory teachings.

Sixth additional provision. The statutory regime of the public teaching bases.

1 they are bases of the regime of the statutory educational officials, in addition to the collections, with such character, in law 30/1984 of 2 August, of measures for the reform of the public function, modified by law 23/1988, of 28 July, the regulated by this law and the regulations that develop it, for income, mobility between educational bodies the reorganization of bodies and scales, and the provision of places by means of transfers of State-level competitions. The Government will develop regulations these bases in those basic aspects that are necessary to guarantee the basic common framework of teaching public function.

2. the autonomous communities will direct its teaching public function within the framework of its powers, respecting, in any case, the basic rules are referred to in the preceding paragraph.

3. periodically, the educational administrations convened transfer of State level competitions, for the purpose of proceeding to the provision of vacant that determine the teaching universities dependent on those, as well as to ensure the possible attendance of officials from its scope of management to seats of other educational authorities and, where appropriate, if applicable the adjudication of those resulting from the competition. All teaching public officials, anyone who is educational administration that depend on or that have entered, provided that they meet the General requirements and specific that, in accordance with the respective templates or relationships of jobs, establish such calls may take part in these competitions.

These announcements will be made public through the Official Gazette and the newspapers official of the autonomous communities conveners. They will include a single scale of merit, which will be considered overcome training and improvement courses, academic and professional merit, seniority, belonging to any of the bodies of professors and the voluntary assessment of the teaching function.

For the purposes of the contests of transfers of State level and the recognition of mobility between educational bodies, training activities organized by any of the educational administrations shall have their effect throughout the national territory.

4. during the school years that State level competitions referred to in this provision are not held, the different educational administrations will organize provision referred to the territorial scope whose management corresponds to them and procedures for coverage of its squares, all this notwithstanding that at any moment to carry out processes of redistribution and repositioning of its forces.

5. the provision of places for teaching staff in universities from art education will be held for specific competition, according to which determine the educational administrations.

6. educational officials who obtain a square by competition must remain at the same a minimum of two years in order to participate in successive competitions provision of jobs.

Seventh additional provision. Management of teaching public function and features of the educational bodies.

1 the function public teaching is ordered in the following bodies: to) the body of teachers, which shall carry out their functions in pre-school and primary education.

(b) the bodies of professors and secondary school teachers, who shall carry out their functions in compulsory secondary education, secondary education and vocational training.

(c) the body of technical teachers of vocational training, which will play their roles in training professional and, exceptionally, under the conditions established, in compulsory secondary education.

(d) the body of professors of music and performing arts, which shall carry out its functions in the professional and basic teachings of music and dance, in the teaching of drama and, where appropriate, in matters of higher education of music and dance or the mode of Arts in secondary education to be determined.

(e) the body of professors of music and performing arts, which shall perform its functions in the higher education of music and dance and dramatic art.

(f) the bodies of professors of plastic arts and design and Faculty of Arts and design, which shall carry out its functions in the teaching of Arts and design, the teachings of conservation and restoration of cultural property and the teachings of the modality of Arts in secondary education to be determined.


(g) the body of master of workshop of plastic arts and design, which shall perform its functions in the teachings of plastic arts and design and in the teachings of conservation and restoration of cultural property.

(h) the bodies of professors of official schools of languages and teachers in official schools of languages, which shall carry out their functions in the teaching of languages.

(i) the body of inspectors of education, which will perform the functions referred to in article 151 of this Act.

The Government, after consultation with the autonomous communities, may establish conditions and requirements that officials belonging to any of the teaching bodies collected in the preceding paragraph may exceptionally perform functions on a stage or, where appropriate, teaching other than those assigned to your body in General. For such performance is determined the qualifications, training or experience deemed necessary.

Declared extinct by the rules before the organic law 1/1990 of 3 October, General Organization of the educational system, scales and the bodies will be governed by those provisions, being application designated for the purpose of mobility in the twelfth additional provision of this law.

2 corresponds to the Government, after consultation with the autonomous communities, the creation or deletion of educational specialties of the bodies that referred to in this provision, with the exception of the letter i) of the preceding paragraph, and the allocation of areas, materials and modules that must impart officials ascribed to each of them, without prejudice to the provisions in article 93.2 of this law.

Also, the educational administrations may establish the requirements of training or qualifications to be met by officials of the bodies providing compulsory secondary education to impart teachings of the first courses of this stage corresponding to another specialty, in accordance with paragraph 3 of article 26.

However, the selective processes and transfers of State-level competitions shall take into account only the teaching specialties.

The eighth additional provision. Bodies of professors.

1. the staff of professors of secondary education, music and performing arts bodies, official schools of languages and arts and design will be functions that entrusted to them under this Act and the implementing regulations shall determine.

2 on a preferential basis are attributed to officials of the bodies referred to in the preceding paragraph, the following functions: to) the management of projects of innovation and teaching research of own speciality in the Center.

(b) the exercise headquarters departments of teaching coordination, as well as, where appropriate, of the counseling Department.

(c) the address of the training practices of the teachers of new entrants joining the Department.

(d) the coordination of programmes of continuous training of teachers developed within the Department.

(e) the Presidency of tribunals of access and where appropriate entrance to the respective bodies of professors.

3. at the time of be made effective integration into the bodies of professors of upper-secondary education, professors of official schools of languages and professors of plastic arts and design, officials of the respective bodies with the status of Professor will be incorporated with the old in such condition and will be respected the rights of that come to enjoy at the time of be made effective integration including economic rights from the body of tenured professors of high school officials. Integration in the different bodies of the professors will be effective in the same positions that were assigned at the time of the same.

4 provided for in the provision enabling additional first of the organic law 5/2002, of 19 June, qualifications and vocational training, will be extended to officials of bodies of professors of secondary education in the conditions and requirements established in this law.

5. officials of the corresponding bodies of professors of secondary education, official languages and arts and design schools will participate in contests for provision of jobs together with the officials of the bodies of teachers at levels corresponding to the same vacancies, without prejudice to the specific merits which applicable for his membership to the mentioned bodies of professors.

6. the membership of any of the bodies of professors will be valued, for all purposes, merit specific teaching.

Ninth additional provision. Requirements for membership in the bodies of teaching staff.

1. to enter the body of teachers will be essential requirements be in possession of the title of master or corresponding degree and exceed the corresponding selection process.

2. for the entry in the body of teachers in secondary education will be necessary to be in possession of the title of Doctor, Licenciado, engineer, architect, or corresponding degree or other equivalent titles, for the purpose of teaching, as well as the pedagogic and didactic training referred to in article 100,2 of this law, as well as overcome the selective process.

3. to enter the body of technical training of teachers professional will need to be in possession of the qualification of Diplomado, technical architect, technical engineer or the title of the corresponding degree or other securities equivalent, for the purpose of teaching, as well as the pedagogic and didactic training referred to in article 100,2 of this law, as well as overcome the selective process.

4. for admission to the Faculty of music and performing arts and Faculty of music and performing arts bodies will need to be in possession of the Doctor, Licenciado, engineer, architect or corresponding degree, or another equivalent for purposes of teaching degree, in addition to, in the case of the body of professors of music and performing arts except in the fields of drama, the pedagogic and didactic training referred to in article 100,2 of this law, as well as overcome the selective process. The Government, after consultation with the autonomous communities, shall lay down the conditions to allow entry into the body of professors of music and performing arts, through merit-based, personalities of recognized prestige in their respective professional fields.

5. for the entry in the body of professors of Arts plastic and design, it will be necessary to be in possession of the title of Doctor, Licenciado, architect, engineer or relevant degree or other securities equivalent, for the purpose of teaching, as well as the pedagogic and didactic training referred to in article 100,2 of this law, as well as overcome the selective process.

6. for admission to master of arts workshop body plastic and design will need to be in possession of the degree Diplomado, technical architect, technical engineer or relevant degree or other equivalent titles, for the purpose of teaching, as well as the pedagogic and didactic training referred to in article 100,2 of this law as well as overcome the selective process.

7. for the entry in the body of teachers in official schools of languages will need to be in possession of the title of Doctor, Licenciado, architect, engineer or relevant degree or other equivalent titles, for the purpose of teaching, as well as the pedagogic and didactic training referred to in article 100,2 of this law, as well as overcome the selective process.

8. for the entry in the body of secondary school teachers in the case of subjects or areas of special relevance to vocational training, to enter the body of Faculty of fine arts and design in the case of matters of particular relevance to artistico-plastica specific training and design, as well as for the entry in the bodies of technical teachers training and master of workshop in the case of certain areas or materials, the Government, after consultation with the autonomous communities may determine, for the purpose of teaching, the equivalence of other qualifications other than those required in this additional provision. As income are the bodies of technical vocational training teachers and teachers of workshop, may require, also a professional experience in a field related to the subject or area is aspire to.

Tenth additional provision. Requirements for admission to the Corps of professors and inspectors.

1. to access the body of professors of secondary education, it will be necessary to belong to the body of teachers in secondary education and being in possession of the title of Doctor, Licenciado, architect, engineer or corresponding degree or equivalent qualification for the purpose of teaching, as well as to overcome the selective process.


2. to access the body of professors of Arts plastic and design belong to the body of professors of plastic arts and design and be in possession of the title of Doctor, Licenciado, architect, engineer or corresponding degree or equivalent, for purposes of teaching, as well as overcome the selective process.

3. to access the body of professors of official language schools, you must belong to the body of teachers in official schools of languages and be in possession of the title of Doctor, Licenciado, architect, engineer or corresponding degree or equivalent, for purposes of teaching, as well as overcome the selective process.

4. without prejudice to the possibility of income regulated in the ninth additional provision, paragraph 4, to access the body of professors of music and performing arts, will need to belong to the body of teachers of music and performing arts and be in possession of the title of Doctor, Licenciado, architect, engineer or corresponding degree or equivalent, for the purpose of teaching, as well as overcome the selective process.

5. to access the body of inspectors of education it will be necessary to belong to any of the bodies that comprise the educational public service with at least one experience of five years in the same and be in possession of the title of Doctor, Licenciado, engineer, architect or equivalent title, overcoming the selective process, as well as, where appropriate, to accredit knowledge of the co-official language of the autonomous community of destiny , in accordance with its legislation.

Eleventh additional provision. Equivalence of qualifications of the teaching staff.

1. the title of teacher of basic General education is considered equivalent, for all purposes, to the title of master referred to in this law. The title of master of primary education will keep the effects that gives the legislation in force.

2. references set forth in this law in relation to the different degrees, are without prejudice to the rules that are handed down to the establishment, reform or adaptation of cyclical patterns of each teaching and the corresponding titles, under the authorisation granted to it by article 88.2 of the organic law 6/2001 by the Government , of 21 December, universities, in order to comply with the guidelines issued by the European space for higher education.

Twelfth additional provision. Income and internal promotion.

1. the entry in the educational public service system will be competition organised by the respective educational administrations. In the phase of competition will be they assessed, among other merits, academic training and previous teaching experience. In the phase of opposition is take into account the possession of specific knowledge of the specialty teaching to which chooses, the pedagogical and mastery of the skills required for teaching exercise. The tests will be scheduled, as appropriate, in accordance with the teaching specialties. For the selection of applicants will take into account the valuation of both phases of the competition, without prejudice to the overcoming of the corresponding tests. The number of selected shall not exceed the number of seats held. Also, there is a phase of practices, which may include training courses, and will be part of the selection process.

2. the officials of the teaching bodies of secondary school teachers, of teachers in official schools of languages, Faculty of music and performing arts and Faculty of Arts and design wishing to gain access to the bodies of professors of upper-secondary education, professors of official schools of languages, Faculty of music and performing arts and Faculty of Arts and design respectively, must have a minimum age of eight years in the corresponding body as a career.

In the corresponding announcements, which will not have practical phase, the system of access to the aforementioned bodies will be contest in which the merits related to updating scientific and didactic, educational projects, the positive evaluation of teaching and, in his case, the career of the candidates will be assessed.

The number of officers of the Corps of professors, except the body of professors of music and performing arts, shall not exceed, in each case, 30% of the total number of staff of each body of origin.

3. the officials of the teaching bodies classified in Group B referred to in the existing legislation of the civil service will have access to the bodies of teachers of secondary schools and teachers of fine arts and design. The corresponding calls for these officials preferably value the merits of the contestants, among them be taken into account the work developed and courses passed training and development, as well as academic merits, and the positive evaluation of the educational activity. Also will be a test consisting of exposure of a subject of the specialty which is accessed, for whose overcoming both attend the knowledge on this subject as didactic and pedagogical resources of the candidates.

Calls for entry into the bodies of teachers of secondary schools and teachers of Arts Design and plastic reserves a percentage of the squares is inviting for the access of these educational officials, who must be in possession of the qualifications required for membership in the relevant bodies, as well as having remained in their bodies of origin a minimum of six years as a career.

Who access by this procedure shall be exempt from the realization of the phase of practices and will have priority in the choice of the vacant destinations on applicants entering the free of the corresponding call turn.

Notwithstanding the provisions in the preceding paragraph, selected applicants who are occupying, definitively in the field of organising public administration, the body and specialty that access, eligible, under the conditions established in the respective calls, by staying at the same.

4. the access to the body of inspectors of education will be made by competition. Applicants must have a minimum six years old in one of bodies comprising teaching public function and a teaching experience of the same duration. The educational administrations convened the corresponding competition subject to the following criteria: to) during the contest will be valued the professional career of the candidates and their specific merits as teachers, the performance of senior management positions with positive assessment and membership of any of the bodies of professors referred to this law.

(b) the opposition phase will consist of a test in which the pedagogical expertise, management and education legislation of applicants to inspector function will be assessed that are going to make, as well as the knowledge and techniques specific to the performance of it.

(c) calls for access to the body of inspectors, the educational administrations can book up to a third of the seats for the provision by contest of merits for teachers who meet the General requirements, have exercised with positive evaluation, at least for three terms, the position of director.

Candidates selected by the competition should be adequate preparation for a period of practices of selective character, at the end of which shall be appointed, if necessary, the body of inspectors of education career.

5. educational officials referred to in this law, may also access a body of the same group and level of addition to destination, regardless of seniority, provided that they possess the required qualifications and exceed the corresponding selection process. To this effect is taken into account their teaching experience and evidence that in their day were overcome, being exempt from the stage of practical realization. These officials, when access to a body, while other officials by free time or any of the expected shifts in this provision, shall have priority for the choice of destination.

6. the Government and the autonomous communities shall promote agreements with the universities that will facilitate the incorporation, total or partial to share in this case with non-university teaching, University departments of officials of the teaching bodies of relevant level teachings regulated in this law, within the framework of the twenty seventh additional provision of the organic law 6/2001 full-time , of 21 December, on universities.

7. the administration of the State and the autonomous communities will boost the study and the implementation, where appropriate, measures aimed at the development of the professional career of teaching staff without that it necessarily involves the change of body.

Thirteenth additional provision. Performance of the Inspector function by officials not belonging to the body of inspectors of education.


1. officials of the Corps of inspectors in the service of educational administration who had chosen to remain in the body ' extinct ' shall be entitled, for the purpose of mobility, to participate in the contests for the provision of jobs in education inspection.

Officials of the Corps of inspectors in the service of the educational administration of the autonomous communities with final destination, integrated in the corresponding bodies according to the rules dictated by those, shall have the right, for the purpose of mobility to participate in the contests for the provision of education inspection jobs.

2. those officials of the teaching bodies that agreed to feature Inspector in accordance with the provisions of law 30/1984 of 2 August, measures for the reform of the public function, amended by law 23/1988, of 28 July, and which had not acceded to the body of inspectors of education to the entry into force of this law they may continue to play Inspector function with finality until retirement as civil servants, in accordance with the provisions by which agreed to the same.

Fourteenth additional provision. Authorized to provide the form of nature and health sciences and technology in high school mode.

Private secondary educational institutions that impart the mode of science of nature and health, the form of technology, or both, to the entry into force of this law shall be automatically authorized to teach the mode of science and technology, established in this law.

Fifteenth additional provision. Municipalities, corporations, or local entities.

1. the educational administrations shall establish procedures and instruments to and promote co-management with local administrations and the collaboration between educational institutions and public administrations.

In what refers to local corporations, will be established procedures for consultation and collaboration with their federations or associations most representative.

2. the preservation, maintenance and surveillance of the buildings intended for public schools early childhood education, elementary education or special education, correspond to the respective municipality. These buildings may not be used for other services or purposes without prior authorization from the appropriate educational administration.

3. when the State or the autonomous communities should affect, by needs of schooling, school of municipal buildings in which are located centres of pre-school, elementary or special education, educational administrations, to teach secondary education or vocational training, they will take, with regard to the mentioned centres, costs that municipalities come by supporting in accordance with the provisions in force , without prejudice to the ownership demanial that can hold the respective municipalities. The provisions shall not apply with respect to school buildings of municipal property in which impart, as well as early childhood education and primary education or special education, first cycle of compulsory secondary education. If partial involvement the corresponding agreement between the administrations affected shall be established.

4. the municipalities shall cooperate with the corresponding educational administrations in the obtaining of the necessary lots for the construction of new schools.

5. the educational administrations may establish cooperation agreements with local corporations to the artistic teaching. Such agreements may provide a specific collaboration in schools of art education whose studies do not lead to obtaining qualifications with academic validity.

6 corresponds to the educational administrations establish the procedure for the use of educational institutions, which of them depend on municipal authorities, outside of lesson time for educational, cultural, sporting or other social character. Such use is solely subject to the needs arising from the programming of the activities of these centres.

7. educational, sports and municipal administrations will work for the establishment of procedures that allow the double use of the sports facilities belonging to schools or municipalities.

Sixteenth additional provision. Designation of the educational stages.

References, contained in the Organic Act 8/1985, of 3 July, regulating the right to education, the educational levels are understood to be replaced by denominations that, different levels and educational stages and the respective centers, established in this law.

Seventeenth additional provision. Faculty of concerted private centers.

The teaching staff of the concerted private centers will have functions similar to those provided for in article 129 of this Act.

Eighteenth additional provision. Procedure of consultation with the autonomous communities.

The reference in the articles of this law to the consultation to the autonomous communities are understood in the bosom of the sectoral Conference.

Nineteenth additional provision. Foreign students.

Provisions in this law in relation to schooling, obtaining titles and access to the system-general of scholarships and grants to study will be applicable to the foreign students in the terms established in the organic law 4/2000, of 11 January, on rights and freedoms of foreigners in Spain and their social integration, as amended by organic law 8/2000 December 22, and the regulations developing them.

Twenty additional provision. Attention to the victims of terrorism.

The educational administrations shall provide that schools can give special attention to students victims of terrorism so that they receive the support needed to properly complete their studies.

Additional provision twenty-first. Center changes arising from acts of violence.

The educational administrations shall ensure immediate schooling of students or students who may be affected by Center changes arising from acts of violence by gender or bullying. They also facilitate schools to pay special attention to these students.

Twenty-second additional provision. Transformation of teaching.

On the assumption that in the management of University teaching process be defined in future titles that correspond to studies that are regulated in the present law, the Government, after consultation with the autonomous communities, may establish the appropriate process of transformation of such studies.

Twenty-third additional provision. Personal data of students.

1 schools may collect the personal data of students which are necessary for the exercise of their educational function. Such data may refer to the origin and family and social environment, characteristics or personal conditions, development and results of their schooling, as well as to other circumstances knowledge of which is necessary for the education and guidance of students.

2. parents or guardians and the students themselves must cooperate in obtaining information to which this article refers. The incorporation of a student to a teaching centre will mean consent for the processing of their data and, where appropriate, the transfer of data from the Centre that had been school before, in the terms established in the legislation on data protection. In any case, the information referred to in this paragraph is strictly necessary for the function of teaching and guiding, and can not be treated with purposes other than the education without express consent.

3. in the processing of data of students apply technical and organizational rules that guarantee its security and confidentiality. The teachers and the rest of the staff who, in the exercise of their functions, to access personal and family data or affecting the honour and privacy of minors and their families will be subject to the duty of secrecy.

4. the transfer of the data, including reserved, necessary for the educational system, will take place preferably via telematics and it shall be subject to the legislation on personal data protection, and minimum conditions will be agreed by Government with the autonomous communities in the bosom of the sectoral Conference education.

Additional provision vigesimocuarta. Incorporation of credits in the General State budget for the second cycle of pre-school education free.

The General State budgets pertaining to the temporal scope of this law be incorporated progressively the credits necessary to make effective the gratuitousness of the second cycle of pre-school education referred to in article 15(2).

Twenty-fifth additional provision. Promotion of effective equality between men and women.


In order to promote equality of rights and opportunities and to promote effective equality between men and women, the centres which develop the principle of coeducation at all educational stages, will be preferential and priority attention in the implementation of the provisions contained in this law, without prejudice to the provisions of the international agreements signed by Spain.

Twenty-sixth additional provision. Specific name for the School Board of schools.

The educational administrations may establish a specific name to refer to the School Board's schools.

Twenty-seventh additional provision. Review of the modules of concerts.

1. during the period referred to in the first additional provision of this Act, and in compliance with the agreement signed between the Ministry of education and science and trade union organizations representing teachers in the private centers reached, all headings of the modules of the concert will be reviewed annually by a percentage equivalent to the earnings of dependent of the administrations of the State public officials.

2. the educational administrations will enable, for the exercise of the directive function in the concerted private centers, some offsets economic, similar to those laid down for the directorships of public centres, the same characteristics.

Additional provision 28th. Agreements with centres that offer professional training courses.

The educational administrations may establish educational agreements with centers that impart training courses of vocational training that complement the offerings of public schools in accordance with the general education programming.

Additional provision 29th. Determination of the amount of modules.

1. during the period referred to in the first additional provision of this law, shall be the fixing of the amounts of economic modules established, in accordance with article 117, depending on the implementation of the teachings that the present law.

2. in the bosom of the sectoral Conference shall constitute a Commission, involving the most representative trade unions and business organizations in the field of concerted private education, for the study of the amount of modules of concert that values the total cost of the delivery of the teachings in terms of gratuity.

Thirty additional provision. Integration of centres in the network of centres of public ownership.

The autonomous communities can integrate the respective network of public schools, in accordance with the form and the procedure established by law of their parliaments, centres owned by local governments that meet the requirements established by law, attend school populations of unfavourable socio-economic conditions or who play a recognized work in caring for the needs of schooling provided that local authorities demonstrate their willingness to integrate them into the network.

Thirty-first additional provision. Validity of qualifications.

1. the title of graduate school of law 14/1970 of 4 August, General education and financing of the educational reform and graduating in secondary education from the organic law 3/1990 of 3 October, General Organization of the educational system, will have the same professional effects as graduating in compulsory secondary education established in this law.

2. the titles of Bachelor of law 14/1970 of 4 August, General education and financing of the educational reform and the organic law 1/1990 of 3 October, General Organization of the educational system, will have the same professional effects as the new title of Bachiller established in this law.

3 title technical assistant of the law 14/1970 of 4 August, General education and financing of the educational reform will have the same academic effects as graduating in secondary education and the same professional effects as the title of technician of the corresponding profession.

4. the title of technical specialist of the law 14/1970 of 4 August, General education and financing of the educational reform will have the same academic and professional effects as the new title of senior technician in the corresponding specialty.

Additional provision regatta. New vocational qualifications.

In the period of application of this law the Government, pursuant to paragraph 6 of article 39 of the same, shall establish the teaching of vocational training medium and top grade performing arts-related.

First transitional provision. Teachers attached to the first and second courses of compulsory secondary education.

1. officials of the body of teachers assigned definitively, in application of the transient fourth provision of the organic law 1/1990 of 3 October, General order of the system education, to positions of the first two years of compulsory secondary education, will continue in such positions indefinitely, as well as exercise their mobility in relation to vacancies that so determined by each educational administration. In the event that access to the body of teachers in secondary education in accordance with provisions in the twelfth additional provision of this law, they may remain in their same fate in the terms established.

2. teachers which, pursuant to the transitional provision of law 1/1990 3 October, General Organization of the educational system, the eighth come through the first two courses of compulsory secondary education in private schools, may continue to perform the same function at checkpoints who are occupying.

Second transitional provision. Voluntary early retirement.

1 the teaching corps career officials referred to in the seventh additional provision of this law, as well as officials of extinct bodies referred to in the fifth transitional provision of law 31/1991, of the General State budget for the year 1992, falling within the scope of application of the scheme of passive classes of the State (, shall be eligible for a voluntary retirement scheme to date that completes the implementation of this law established in the first additional provision, always having each and every one of the following requirements: to) remained active continuously in the fifteen years prior to the filing of the application in jobs belonging to the corresponding templates educational institutions , during part of this period have remained in the situation of special services or they have occupied jobs that depend on functional or organically educational administrations, or has been granted leave of absence by one of the events contemplated in article 29, paragraph 4 of the law 30/1984 of 2 August, of measures for the reform of the public function as amended by the law 39/1999, of 5 November, and by the Law 51/2003 of 2 December.

(b) be completed sixty years of age.

(c) be accredited fifteen years of effective services to the State.

(The requirements of age and grace period in the letters b) and (c)), must have been fulfilled at the date of the causal event of the retirement pension, which will be August 31 of the year is requested for this purpose. For this purpose the request, must formulate before the body of corresponding retirement, within the first two months of the year that is intended to access the voluntary retirement.

Also eligible to such retirement scheme the officers of the Corps of inspectors of education, inspectors at the service of educational administration and school of primary education directors, as well as teaching officials attached to the Inspector function referred to in the additional provision in fifteenth of the law 30/1984 of 2 August, of measures for the reform of the public function, amended by law 23/1988 , 28 July, provided that in all cases fulfil the above requirements, except in what refers to the assignment to posts belonging to templates educational institutions.

2. the amount of the retirement pension is the result of applying, to the regulatory assets coming in each case, the percentage of calculation corresponding to the sum of the years of effective services to the State which, in accordance with the legislation of passive classes, official has accredited at the time of voluntary retirement and the length of time missing until the age of sixty-five years.

Provisions of the preceding paragraph refers to without prejudice at every moment, in terms of maximum limit of perception of public pensions.

3 given the voluntary nature of the retirement regulated in this transitional provision, shall not apply to the provisions of the first transitional provision of the current consolidated text of the passive classes of State law.


4. officials who retire voluntarily in accordance with the provisions of this standard that have accredited at the time of retirement at least 28 years of effective services to the State, can be levied, only once, together with your last monthly payment of asset, a special bonus in the amount and conditions that set the Government on a proposal from the Minister of economy and finance on the initiative of the Minister of education and science, according to the official age, years of service rendered and supplementary pay laid down in General for the body's membership. The amount of the extraordinary gratification does not, in any case, exceed an amount equivalent to 25 months of the public indicator of income of multiple effects.

5. officials of the career of the teaching bodies referred to in this standard, covered by Social security or welfare regimes other than the passive classes, provided that they prove all requirements established in paragraph 1, shall be eligible at the time of the request for voluntary retirement by joining the passive classes of the State regime, for the purposes of the right to the benefits referred to in this provision , as well as their integration in the special scheme for civil servants of the State.

The Commission provided for in the sixth additional provision of Royal Decree 691/1991, of 12 April, on reciprocal computation of fees between Social security schemes, will determine the financial compensation to be carried out Social Security with regard to the staff of educational bodies which opt for their incorporation to passive kinds of State regime, according to the quoted years to other Social security schemes.

6 the teaching corps career officials that referred to in paragraph 1 of this provision, with schemes of Social security or welfare than the passive classes, which do not exercise the option provided for in the preceding paragraph, may also perceive the extraordinary bonuses which are established in accordance with paragraph 4 of this transitional provision provided that they cause low definitive in its provision of services to the State by voluntary retirement or resignation to their official status, and meet the requirements in paragraphs 1 and 4 of the same, except the membership to passive kinds of State regime. In this case, the amount of the extraordinary gratification does not, in any case, exceed an amount equivalent to 50 months of the public indicator of income of multiple effects.

The retirement or resignation of the officials referred to in the previous paragraph will not involve any modification in rules that applicable, for the purpose of benefits, in accordance with the regime in which they are included.

7 is it allows the General direction of personnel costs and public pensions of the Ministry of economy and finance to issue instructions that, in relation to pensions of passive classes, may be necessary in order to implement the provisions in this standard and which are handed down in its development.

8. within the end of the period of implementation of this law, established in the first additional provision, the Government, after consulting the autonomous communities, proceed to the revision of the time referred to the regime of voluntary retirement as well as of the requirements.

Third transitional provision. Mobility of the teaching bodies officials.

While not be developed the forecasts contained in this law relating to mobility through transfers of officials of the teaching bodies therein referred to contest, mobility shall comply with the regulations in force at the entry into force of this law.

Fourth transitional provision. Technical vocational training in high school teachers.

Technical vocational training teachers that the entry into force of this Act are imparting teaching in high school can continue indefinitely in such a situation.

Fifth transitional provision. Fixed staff of centres of no regional governments.

1. when they have incorporated, prior to the entry into force of this law, or the workforce that should be fixed at the time of the integration and performing functions of teachers in these centres to be incorporated during the first three years of its application, previously centres of any public administration networks of educational institutions dependent on the educational administrations, You can access the educational bodies regulated by this law, after overcoming of corresponding selective testing convened for that purpose by the respective Governments of the autonomous communities. Such tests shall ensure, in any case, the constitutional principles of equality, merit and ability, in the form determined parliaments autonomic, and must respect, in any case, the provisions of the Basic Law of the State.

2 admission procedures referred to this provision only shall apply within the period of three years.

Sixth transitional provision. Duration of the mandate of the governing bodies.

1. the duration of the mandate of the director and other members of the management team of public centres appointed prior to the entry into force of this law shall be established in the regulations in force at the time of his appointment.

2. the educational administrations shall extend, for a maximum period of one year, the mandate of the directors and other members of the management team of public centres whose completion occurs in the school year of entry into force of this law.

3 the Council School of public schools and private agreements made prior to the entry into force of this law will continue its mandate until the end of the same with the responsibilities laid down in this law.

Seventh transitional provision. Exercise of guidance in public schools.

Teachers who remain accredited for the exercise of the direction of public schools had not exercised, or have exercised it for a period less than that indicated in article 136.1 of the Act, shall be exempt from the part of the initial training governing the autonomous communities.

Eighth transitory provision. Pedagogical and didactic training.

Securities professionals specialization didactics and the certificate of pedagogical qualification which the entry into force of this law had organized the universities on the basis of provisions of the organic law 1/1990 of 3 October, General Organization of the educational system, the certificate and other certifications that could be established by the Government will be equivalent to the training established in article 100,2 of this law until you adjust to each teaching. Teachers and graduates in pedagogy and psychopedagogy will be exempted from the requirement of this title and those who are in possession of a Bachelor's degree or equivalent qualification that includes didactic and pedagogical training.

Ninth transitional provision. Adaptation of workplaces.

The centers that attend to children under three years old and that the entry into force of this Act are not authorized as early childhood education centers, or are as pre-school education centres, will have to adapt to the minimum requirements established for the term the Government determined, after consultation to the autonomous communities.

Tenth transitional provision. Modification of the concerts.

1. the private centres who have concerted postobligatory teachings, the entry into force of this law, remain equivalent teachings Concerto.

2 concerts, conventions, or grants applicable to pre-school education centres and early childhood education centers will be referred to the teachings of first cycle of early childhood education and the second cycle of early childhood education respectively.

3 concerts, conventions, or grants for social guarantee programmes refer to programmes of initial professional qualification.

Eleventh transitional provision. Application of the regulations.

Substances whose regulation forwards this law to further regulations, and as these are not issued, shall apply, in each case, the rules of this rank which it came to the date of entry into force of this law, provided that they is not contrary to the provisions therein.

Twelfth transitional provision. Access to the teaching of languages to under sixteen years of age.

Notwithstanding provisions of article 59.2 of this Act, students who have completed the first two years of compulsory secondary education to the entry into force of this law will have access to the teaching of languages.

Thirteenth transitional provision. Masters specialists.

Insofar as the Government determines the teachings referred to in article 93.2 of the present law, music, physical education and education of foreign languages in primary education will be taught by teachers with the appropriate specialization.

Fourteenth transitory provision. Changes of degree.


Qualification requirements established in this law, for the teaching of the different educational levels, not affect teachers who is providing its services in educational establishments pursuant to the applicable law in relation to vacancies that are occupying.

Fifteenth transitional provision. Teachers with square in the orientation or psycho-pedagogical counselling services.

1. the educational administrations that has not regularized the administrative situation for access to the body of teachers in secondary education, specializing in psychology and pedagogy, through the competition, turn special, provided for in article 45 of the law 24/2001, of 27 December, measures fiscal, administrative and Social order, of the officials of the body of teachers qualification of graduates in psychology or pedagogy, have been playing squares definitively in its scope of management, obtained by public contest of merits, in orientation and psychopedagogical advice services, they must convene within a maximum period of three months from the adoption of this law a competition, special duty, in accordance with the characteristics of the next point.

2. the above-mentioned competition, special duty, will consist of a phase of competition which will be valued, in the manner established calls, the merits of the candidates, who include academic training and previous teaching experience. The opposition phase will consist of a report on the functions of guidance and psycho-pedagogical counselling services. Applicants will present and defend Court qualifier indicated memory, and may the Court, at the end of the exhibition and defense, ask the applicant questions or request clarification on the exposed memory.

3. those who pass the selection process will be designed in the same square that come to play and, for the sole purpose of determine their age in the body in which are integrated, you will be recognized the date of your access definitively in the psycho-pedagogical teams of educational administration.

Sixteenth transitional provision. Priority of concerts in the second cycle of early childhood education.

In relation to the provisions in article 15.2 of this law, the educational administrations, in the regime of concerts referred to in article 116 thereof, taking into account the provisions of article 117, consider requests by private establishments, and will give preference, in that order, to units that are required for first second and third year of the second cycle of pre-school education.

Seventeenth transitory provision. Access to teaching public function.

1. the Ministry of education and science will propose educational administrations, through the sectoral Conference on education, the adoption of measures allowing the reduction of the percentage of temporary teachers in schools, so that within the period of four years, since the adoption of this law, are not exceeded the maximum limits laid down in general for the public service.

2 years of implementation of this law, access to the function public teaching will be made by a selective procedure in which, during the contest will be valued academic and training, preferentially, the previous teaching experience in the public facilities of the same educational stage, up to the permitted legal limits. The phase of opposition, which shall be a single trial, will focus on the contents of the specialty that corresponds, the pedagogical and mastery of the skills required for the exercise of the teaching. For the regulation of the competition procedure, be taken into account as provided for in the preceding paragraph, to whose effects will require timely reports from the educational administrations.

18th transitional provision. Adaptation of regulations on concerts.

To educational administrations to adapt its legislation on educational concerts to the provisions of this law, may agree to the extension of up to two years the general period of educational consultation ongoing to the entry into force of this law.

Nineteenth transitional provision. Procedure for admission of students.

The procedures of admission of students will adapt to the provisions of chapter III of title II of this Act from the academic year 2007 / 2008.

Single repealing provision 1. The following acts shall be repealed: a) Law 14/1970 of 4 August, General education and financing of the educational reform.

b) organic law 1/1990 of 3 October, General Organization of the educational system.

(c) Law 9/1995 of 20 November, participation, evaluation, and educational centers of Government.

(d) Law 10/2002, of 23 December, on quality of education.

(e) Law 24/1994 of 12 July, which lays down rules on provision of job competitions for educational officials.

2. in addition, they are hereby repealed many provisions of equal or lower rank is contrary to the provisions of this law.

First final provision. Amendment of the organic law 8/1985 of 3 July, regulating the right to education.

1. Article 4 of the organic law 8/1985 of 3 July, regulating the right to education, is drawn up in the following manner: «(1. Los padres o tutores, en relación con la educación de sus hijos o pupilos, tienen los siguientes derechos: a) who are educated, with the maximum guarantee of quality, in accordance with the purposes set forth in the Constitution» and the corresponding Statute of autonomy in educational laws.

(b) to choose both public school as other than those created by public authorities.

(c) to receive religious and moral training which is in accordance with their own convictions.

(d) to be informed about the progress of learning and socio-educational integration of children.

(e) to participate in the process of teaching and learning of their children.

f) to participate in the Organization, operation, Government and evaluation of the educational center, in the terms established in the laws.

(g) to be heard in decisions affecting academic and professional orientation of their children.

2 also, as primary responsibility the education of their children or wards, corresponds les: to) take appropriate measures, or request the corresponding case of difficulty assistance, so their children or wards have mandatory teachings and attend class regularly.

(b) provide, to the extent of their availability, resources and necessary conditions for school progress.

(c) encourage them to carry out the study activities entrusted to them.

(d) participate actively in the activities established under educational commitments centres set up with families, to improve the performance of their children.

(e) meet, participate and support the evolution of your educational process, in collaboration with teachers and centers.

(f) respect and enforce the standards established by the Center, the authority and indications or educational orientations of faculty.

(g) promoting respect for all members of the educational community."

2. Article 5(5) of the organic law 8/1985 of 3 July, regulating the right to education, is drawn up in the following way: «»The educational administrations shall foster the exercise of the right of Association of parents, as well as the formation of federations and confederations.

3. Article 6 of the law 8/1985, of 3 July, regulating the right to education, is drawn up in the following way: «1. pupils have the same rights and duties, without more distinctions than those resulting from their age and the level you are studying. "

2. all students have the right and duty to know the Spanish Constitution and the respective Statute of autonomy, in order to form values and principles recognized therein.

3 are recognised at the students the following basic rights: to) to receive a comprehensive education that contributes to the full development of his personality.

b) that respect for their identity, integrity, and personal dignity.

(c) to their dedication, effort and performance be measured and recognized with objectivity.

(d) to receive educational and vocational guidance.

e) to respect their freedom of conscience, religious convictions and moral convictions, in accordance with the Constitution.

(f) to the protection against all physical or moral aggression.

(g) to participate in the operation and life of the Centre, in accordance with the provisions of the regulations.

h) to receive aid and precise support to compensate for the shortcomings and disadvantages of type personal, family, economic, social and cultural, especially in the case of special educational needs, which prevent or hinder access to and retention in the education system.

(i) to social protection, in the field of education, in cases of family misfortune or accident.

4 basic duties of students: to) study and strive to achieve the maximum development according to their abilities.

b) participate in training activities and, especially, in the school and complementary.

(c) follow the guidelines of the teaching staff.

(d) attend class in a timely manner.


(e) participate and collaborate in the improvement of school coexistence and achieve a proper climate of study at the Center, respecting the right of peers to education and authority and guidance from teachers.

(f) to respect the freedom of conscience, religious and moral convictions, and dignity, integrity, and privacy of all members of the educational community.

"((g) respecting the rules of organization, coexistence and discipline of the educational center, and h) maintain and make good use of the facilities of the Centre and teaching materials."

4. to article 7 of the Organic Act 8/1985 of 3 July, regulating the right to education, we add a new paragraph with the following wording: «3. the educational administrations shall foster the exercise of the right of Association of students, as well as the formation of federations and confederations.»

5. to article 8 of the organic law 8/1985 of 3 July, regulating the right to education, we add a new paragraph with the following wording: "to stimulate the effective exercise of the participation of students in schools and to facilitate their right to Assembly, schools shall provide, to draw up their rules of organization and operation , the conditions in which their students can exercise this right. In terms that establish the educational administrations, collective decisions taken students, starting from the third year of compulsory secondary education, regarding class attendance not shall be regarded as misconduct or will be subject to sanction, when these have resulted from the exercise of the right of Assembly and be previously communicated to the management of the Centre.»

6. Article 25 of the law 8/1985, of 3 July, regulating the right to education, will have the following wording: «within the provisions of this Act and the regulations that develop it, non-agreed private establishments shall have autonomy to establish its internal regulations, select your faculty in accordance with the qualifications required by the legislation in force develop the educational project, organize the day depending on the social and educational needs of their students, expand the school schedule of areas or matters, determine the procedure for admission of students, lay down the rules of coexistence and define its economic regime.»

7 to article 31 of the law organic 8/1985 of 3 July, regulating the right to education, we add a new letter n) with the following text: «n) the school councils of autonomous.»

8 article 56.1 of the organic law 8/1985 of 3 July, regulating the right to education, will have the following wording: «1. the concerted private centers School Board will be constituted by: director.»

Three representatives of the owner of the Center.

A councillor or representative of the Town Hall in whose municipal district Center is based.

Four representatives of the teachers.

Four representatives of the parents or guardians of pupils, elected by and among them.

Two representatives of the students elected by and among them, from the first year of compulsory secondary education.

A representative of the personnel of administration and services.

Once constituted the School Board of the Centre, this means a person that drives educational measures that foster real and effective equality between men and women.

Furthermore, in the specific special education centers and those who have specialized classrooms, a complementary educational staff representative will be part also of the School Board.

One of the representatives of the parents in the School Board will be appointed by the most representative Association of parents in the Center.

Also concerted centers that impart vocational training may incorporate your school board representative of the business world, appointed by business organisations, in accordance with the procedure established by the educational administrations.»

(((9. Article 57 of the law organic 8/1985 of 3 July, regulating the right to education, will have the following wording in its paragraphs c), d), f) and m): «c) participate in the process of admission of students, ensuring the subject to the rules on it.»

(d) meet disciplinary conflict resolution and to ensure that they adhere to the regulations in force. When disciplinary measures taken by the director correspond to behaviors of students that may seriously impair the coexistence of the Center, Council school, at the request of parents or guardians may review the decision and propose, if necessary, appropriate measures.

(f) approve and assess the general programming of the Center which will draw up the management team on an annual basis.

(m) propose actions and initiatives that favour coexistence in the Center, equality between men and women and the peaceful resolution of conflicts in all areas of personal, family and social life."

10. Article 62 of the law 8/1985, of 3 July, regulating the right to education, will have the following wording: «(1. Son causa de incumplimiento leve deel concierto por parte deel titular deel centro las siguientes: a) perceive amounts by complementary or extra-curricular school activities or school services which have not been authorised by the educational administration or by the Council school Center» , in accordance with what is established in each case.

(b) infringe the rules on participation laid down in this title.

(c) proceed with dismissals of teachers when those have been declared inadmissible by a ruling of the competent court.

(d) infringe on management provide the data required for the Executive payment of wages.

(e) violate the principle of voluntariness and non-discrimination the supplementary, extracurricular activities and complementary services.

(f) any other arising from violation of the obligations set forth in this title, or in the regulations referred to paragraphs 3 and 4 of article 116 of the Basic Law of education or any other agreement listed in the document of concert that the Center has signed.

2 causes of serious breach of the agreement by the owner of the Center are as follows: to) the grounds mentioned in the preceding paragraph where administrative record instructed thereto and, in his case, judgment of the competent jurisdiction, is that the breach occurred by non-profit, with clear intent, with evident disturbance in the service of teaching or repeated or recurrent form.

(b) to impart teachings object of the concert contravening the principle of gratuity.

(c) infringe the rules on admission of students.

(d) separate from the procedure of selection and dismissal of the Faculty established in the preceding articles.

(e) injure the rights recognized in articles 16 and 20 of the Constitution, when so determined by a ruling of the competent court.

(f) breach the agreements of the Conciliation Committee.

(g) any other defined as grave breaches under this title or regulations which refer to paragraphs 3 and 4 of article 116 of the law of education.

However, when the trained administrative proceedings to effect proves that breach occurred non-profit, without apparent intent and without disruption in the provision of teaching and that there is no repetition or repetition in breach, this will be qualified mild.

3 the reiteration of breaches referred to in the preceding paragraphs will note by the competent educational administration in accordance with the following criteria: to) when it is the reiteration of the breaches committed previously, just that this situation put evidenced by the corresponding educational inspection report.

b) in the case a new breach of classification different from the role before, will require instruction of the corresponding administrative proceedings.

4 mild breach of concert will lead: to) a warning by the educational administration.

(b) if the holder fail to re-validate the slight breach, the Administration will impose a fine of between half and the total amount of the item 'other costs' of the economic module of existing educational concert in the period in which the imposition of the fine is determined. Sanctioning educational administration shall determine the amount of the fine, within established limits and may proceed to the payment of the same by way of compensation against amounts payable to the owner of the Center on the application of the educational concert.

5. the gross breach of the educational concert will result in the imposition of fines, which will be comprised between the total and double the amount of the item 'other costs' of the economic module of existing educational concert in the period in which the imposition of the fine is determined. Sanctioning educational administration shall determine the amount of the fine, within established limits and may proceed to the payment of the same by way of compensation against amounts payable to the owner of the Center on the application of the educational concert.


6. the very serious breach of the concert will result in cancellation of the concert. In this case, in order not to jeopardize students already enrolled in the Center, the educational administrations may impose the progressive termination of the concert.

7. the non-compliance and the very serious sanction will prescribe the three years, the bass at the age of two and the mild year. The limitation period shall be interrupted with the establishment of the Conciliation Commission for the correction of the breach committed by the concerted Centre.»

Second final provision. Modification of law 30/1984 of 2 August, measures for the reform of the public function.

A new point is added to article 29.2 of the law 30/1984 of 2 August, of measures for the reform of the public function, with the following wording: «n) when they are appointed to perform jobs in the Areas functional of the high inspection of education officials of the teaching bodies or scales that is ordered teaching public function.»

Third final provision. Minimum educations.

All references contained in the regulations to the common teachings, shall be made to the basic aspects of the curriculum which constitute minimum teachings.

Fourth final provision. Autonomy of economic management of non-University public schools.

Shall remain in force, with the amendments arising from this law, law 12/1987, of 2 July, on establishment of free studies of secondary education, vocational training and applied arts and crafts in public and economic management of public non-university educational institutions autonomy.

Fifth final provision. Skill-related title.

This law is issued with basic character under the protection of competition which corresponds to the State in accordance with article 149.1.1., 18th and 30th of the Constitution. Except the basic character concerned the following precepts: articles 5.5 and 5.6; 7; 8.1 and 8.3; 9; 11.1 and 11.3; 14.6; 15.3; 18.4 and 18.5; 22.5; 26.1 and 26.2; 30.5; 35; 41.5; 42.3; 47. 58.4, 58.5 and 58.6; 60.3 and 60.4; 66.2 and 66.4; 67.2, 67.3, 67.6, 67.7 and 67.8; 72.4 and 72.5 and 89; 90; 100.3; 101 and 102.2, 102.3, 102.4; 103.1; 105.2; 106.2 and 106.3; 112.2, 112.3, 112.4 and 112.5; 113.3 and 113.4; 122.2 and 122.3; 123.2, 123.3, 123.4 and 123.5; 124; 125; 130.1; 131.2 and 131.5; 145; 146; 154; fifteenth additional provision, sections 1, 4, 5 and 7; and fourth final provision.

Sixth final provision. Development of this law.

The provisions of this law may be developed by the autonomous communities, with the exception of those relating to matters whose regulation is entrusted by the Government or which correspond to the State pursuant to the first additional provision, number 2 of Act 8/1985 of 3 July, regulating the right to education.

Seventh final disposition. Nature of law of this Act.

They have a range of organic law chapter I of the preliminary title, article 3; 4; 5.1, 5.2; Chapter III of the preliminary title, articles 16; 17; 18.1, 18.2 and 18.3; 19.1; 22; 23; 24; 25; 27; 30.1, 30.2, 30.3, 30.4 and 30.6; 38; 68; 71. 74; 78; 80; 81.3 and 81.4; 82.2; 83; 84.1, 84.2, 84.3, 84.4, 84.5, 84.6, 84.7, 84.8 and 84.9; 85; 108; 109; 115; Chapter IV of title IV; articles 118; 119; 126.1 and 126.2; 127; 128; 129; the additional provisions sixteenth and seventeenth; the sixth transitional provision, third paragraph; the tenth transitional provision; the final provisions first and seventh, and the sole repeal provision.

Disposal the eighth. Entry into force.

The present law shall enter into force on the twentieth day of its publication in the «Official Gazette».

Therefore, command to all Spaniards, private individuals and authorities, which have and will keep this organic law.

Madrid, may 3, 2006.

JUAN CARLOS R.

The President of the Government, JOSÉ LUIS RODRÍGUEZ ZAPATERO

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