JOHN CARLOS I

KING OF SPAIN

To all who present it and understand it.

Sabed: That the General Courts have approved and I come to sanction the following organic law.

PREAMBLE

Today's societies attach great importance to the education that their young people receive, in the conviction that they depend on both individual and collective well-being. Education is the most appropriate means of building its personality, developing its capacity to the maximum, forming its own personal identity and shaping its understanding of reality, integrating the cognitive dimension, the affective and the axiological. For society, education is the means to transmit and, at the same time, to renew the culture and the acquis of knowledge and values that underpin it, to extract the maximum possibilities of its sources of wealth, to promote coexistence I would like to point out that the Commission is not in favour of the principle of subsidiarity and that it should not be taken into account. In addition, education is the most appropriate means to guarantee the exercise of democratic, responsible, free and critical citizenship, which is indispensable for the constitution of advanced, dynamic and fair societies. For this reason, a good education is the greatest wealth and the main resource of a country and its citizens.

That concern to offer an education capable of responding to the changing needs and demands of people and social groups is not new. Both those and these have historically deposited their hopes of progress and development in education. The conception of education as an instrument of improvement of the human condition and of collective life has been a constant, although not always that aspiration has become reality.

The historical interest in education was reinforced by the emergence of contemporary education systems. These structures dedicated to the formation of citizens were conceived as fundamental instruments for the construction of the national states, in a time that was decisive for their configuration. Since then, all countries have paid increasing attention to their education and training systems, with the aim of adapting them to the changing circumstances and to the expectations that were placed in them in each historic moment. As a result, their evolution has been very noticeable, until they have at present possessed clearly different characteristics than they had at the time of their constitution.

At every stage of their evolution, education systems have had to respond to priority challenges. In the second half of the twentieth century, they faced the demand to make the right of all citizens effective in education. The universalisation of primary education, which had already been achieved in some countries at the end of the 19th century, would be completed by completing the following, incorporating in addition the general access to the secondary stage, which was then considered as a an integral part of basic education. The priority objective was to make more extensive schooling effective and to achieve more ambitious goals for all young people of both sexes.

In the late twentieth century, the challenge was to ensure that this broadly-based education was offered in high quality conditions, with the demand that all the benefits be achieved. citizens. In November 1990, the Ministers of Education of the countries of the Organization for Economic Cooperation and Development met in Paris to discuss how education and quality training could be effective for all. The challenge was increasingly pressing and the educational leaders of the countries with the highest level of development were ready to give a satisfactory answer.

Fourteen years later, in September 2004, the more than sixty ministers meeting in Geneva, on the occasion of the 47th International Conference on Education convened by UNESCO, demonstrated the same concern, thus putting The challenge posed in the previous decade is evident. If in 1990 it was the leaders of the most developed countries who drew attention to the need to combine quality with equity in educational provision, in 2004 they were those of a much larger number of states, of characteristics and very diverse levels of development, who raised the same issue.

Achieving that all citizens can receive quality education and training, without being limited only to some people or social sectors, is pressing at the present time. Very diverse countries, with different political systems and governments of different orientation, are raising this objective. Spain cannot in any way constitute an exception.

The generalization of basic education has been delayed in our country. Although school compulsory was enacted in 1857 and in 1964 it was extended from the age of six to fourteen years, it had to be expected until the mid-eighties of the last century that this prescription was made a reality. The General Law of Education of 1970 marked the beginning of the overcoming of the great historical delay that was afflicting the Spanish education system. The Organic Law of the Right to Education provided a new and determined impetus to this process of educational modernization, but the total achievement of this goal had to wait even a few years.

Law 14/1970, General of Education and Financing of Educational Reform, and Organic Law 8/1985, regulating the Right to Education, declared education as a public service. The Organic Law of Education follows and enrolls in this tradition. The public service of education considers this to be an essential service of the community, which must make school education affordable to all, without distinction of any kind, in conditions of equal opportunities, with guarantee of The social changes are progressively and continuously adapted and adapted. The public service of education can be provided by public authorities and by social initiative, as a guarantee of the fundamental rights of citizens and the freedom of education.

In 1990, the Organic Law for the General Management of the Educational System established in ten years the period of compulsory schooling and provided an impetus and professional and social prestige to the vocational training that would allow finally equating Spain with the most advanced countries in its environment. As a result of this desire expressed in the Law, at the end of the 20th century, it had been possible for all young Spanish men of both sexes to attend schools at least between the ages of six and sixteen and many of them start their schooling before and extend it later. A very important distance had been shortened with the countries of the European Union, in which Spain had joined in 1986.

Despite these undoubted achievements, since the mid-1990s, attention has been drawn to the need to improve the quality of education our young people receive. The implementation of various evaluations on the experimental reform of the average teaching that was developed in the 1980s and the Spanish participation in some international studies in the early 1990s showed They were not enough to yield, without a doubt explainable, but they were demanding decisive action. Consequently, in 1995 the Organic Law on Participation, Evaluation and Government of the Teaching Centers was approved, with the aim of developing and modifying some of the provisions laid down in the LOGSE aimed at improving the quality. In 2002, a further step was taken towards the same goal, through the promulgation of the Organic Law on Quality of Education.

At the beginning of the 21st century, Spanish society is convinced that the quality of education needs to be improved, but also that this benefit must reach all young people, without exclusions. As has been stressed many times, quality and equity are now seen as two inseparable principles. Some recent international assessments have made it clear that it is possible to combine quality and equity and that they should not be considered as competing objectives.

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

The magnitude of this challenge requires that the objectives to be achieved be assumed not only by the educational administrations and by the components of the school community, but by the society as a whole. For this reason and for the purpose of stimulating a social debate on education, prior to promoting any legislative initiative, the Ministry of Education and Science published in September 2004 the document entitled " A "Quality education for all", in which a set of analyses and diagnoses were presented on the current educational situation and a series of solution proposals were being discussed. Both the Autonomous Communities and the organizations represented in the State and Autonomous School Councils were formally invited to express their opinion and express their position on such proposals. In addition, many other people, associations and groups sent to the Ministry of Education and Science their reflections and their own proposals, which were disseminated by various means, thus responding to the will of transparency that must preside over any public debate. As a result of this discussion process, a synthesis document has been published, which includes a summary of the contributions made by the various organizations, associations and collectives.

The development of this process of debate, which has lasted for six months, has allowed us to contrast positions and viewpoints, to discuss the problems in the Spanish education system and to seek the highest degree. agreement on their possible solutions. This period has been instrumental in identifying the principles that should govern the education system and for translating them into normative formulations.

Three are the fundamental principles that govern this Law. The first is the requirement to provide quality education to all citizens of both sexes, at all levels of the education system. It has already been mentioned the challenge that this requirement implies for the current and concrete educational systems for Spanish. Having managed to ensure that all young people are in school until the age of 16, the aim is now to improve the overall results and to reduce the still high rates of completion of basic education without qualifications. and early abandonment of the studies. It is about getting all citizens to achieve the maximum possible development of all their capacities, individual and social, intellectual, cultural and emotional for what they need to receive quality education adapted to their needs. At the same time, they must be guaranteed an effective equality of opportunity, providing the necessary support, both to the students who require it and to the centers in which they are in school. In short, it is a question of improving the educational level of all students, reconciling the quality of education with the equity of its distribution.

The second principle is the need for all the components of the educational community to work together to achieve this ambitious goal. The combination of quality and equity involved in the above principle inevitably requires a shared effort. Often the effort of the students is being insisted upon. This is a fundamental principle, which must not be ignored, because without a personal effort, the result of a responsible attitude and committed to training itself, it is very difficult to achieve the full development of individual capacities. But the responsibility for the success of the school of all the students is not only the individual students considered, but also their families, the teachers, the educational institutions, the educational administrations and, ultimately, on the society as a whole, the ultimate responsibility for the quality of the education system.

The principle of effort, which is indispensable for achieving quality education, must be applied to all members of the educational community. Each of them will have to make a specific contribution. Families will have to work closely together and must commit themselves to the daily work of their children and to the life of teachers. Schools and teachers should strive to build rich, motivating and demanding learning environments. Educational administrations will have to provide all components of the school community with the fulfilment of their duties, providing them with the resources they need and at the same time demanding their commitment and effort. Society, in short, will have to support the education system and create a favourable environment for personal training throughout life. Only commitment and shared effort will enable the achievement of such ambitious goals.

One of the most important consequences of the principle of shared effort is the need to carry out an equitable schooling of students. The Spanish Constitution recognized the existence of a double network of schools, public and private, and the Organic Law of the Right to Education provided a system of concerts to achieve an effective delivery of the public service and The social dimension of education, free of charge, on an equal footing and in the framework of the general programming of education. This model, which respects the right to education and freedom of education, has been working satisfactorily, in general terms, although new needs have been expressed over time. One of the main issues concerns the equitable distribution of students among the different educational institutions.

With the extension of the age of compulsory schooling and the access to the education of new student groups, the conditions in which the centers develop their task have become more complex. It is therefore necessary to take care of the diversity of students and to contribute in an equitable way to the new challenges and the difficulties that this diversity generates. It is, ultimately, a question of the fact that all centres, both public and private, take on their social commitment to education and provide schooling without exclusions, thus accentuating the complementary nature of the of both school networks, although without losing their uniqueness. In return, all publicly funded centres will have to receive the necessary material and human resources to fulfil their tasks. To provide the public service of education, society must equip them properly.

The third principle behind this law is a commitment to the educational objectives set by the European Union for the coming years. The process of European construction is leading to a certain convergence of education and training systems, which has resulted in the establishment of common educational objectives for the beginning of the 21st century.

The aim of becoming the next decade in the most competitive and dynamic knowledge-based economy, capable of achieving sustained economic growth, accompanied by a quantitative and qualitative improvement in employment and of greater social cohesion, has been reflected in the formulation of common educational objectives. In view of the accelerated evolution of science and technology and the impact that such evolution has on social development, it is more necessary than ever for education to adequately prepare to live in the new knowledge and power society. address the challenges that arise from this.

This is why firstly, the European Union and UNESCO have set out to improve the quality and effectiveness of education and training systems, which involves improving teacher training, developing the quality of education and training, skills required for the knowledge society, ensuring access for all to information and communication technologies, increasing enrolment in scientific, technical and artistic studies and making the most of resources available, increasing investment in human resources. Secondly, it has been proposed to facilitate widespread access to education and training systems, which is to build an open learning environment, to make learning more attractive and to promote active citizenship, equality of opportunities and social cohesion. Thirdly, the objective of opening up these systems to the outside world has been marked, which requires strengthening ties with working life, research and society in general, developing entrepreneurship, improving the learning of the environment, and improving the quality of life. foreign languages, increasing mobility and exchanges and strengthening European cooperation.

The Spanish education system must accommodate its actions in the coming years to achieve these shared objectives with its partners in the European Union. In some cases, the Spanish educational situation is close to that set as a target for the end of this decade. In others, however, the distance is remarkable. The active participation of Spain in the European Union forces the improvement of the educational levels, until it is able to put them in a position according to their position in Europe, which demands a commitment and a determined effort, which also this Law assumes.

To get these principles into reality, you have to act in several complementary directions. First, training must be conceived as a permanent process, which develops throughout life. If learning has traditionally been conceived as a task that corresponds mainly to the stage of childhood and adolescence, this approach is now clearly insufficient. Today, it is known that the ability to learn is maintained over the years, even if they change the way in which they learn and the motivation to continue training. It is also known that the needs arising from economic and social changes require citizens to permanently expand their training. Consequently, attention to adult education has been increased.

Fostering lifelong learning implies, first and foremost, providing young people with a comprehensive education, covering the knowledge and basic skills that are needed in today's society, which will enable them to to develop the values that underpin the practice of democratic citizenship, life in common and social cohesion, which stimulates them and they desire to continue learning and the capacity to learn for themselves. In addition, it provides opportunities for young people and adults to combine study and training with work or other activities.

To allow the transition from training to work and vice versa, or from these to other activities, it is necessary to increase the flexibility of the education system. Although the Spanish education system has been losing some of its initial rigidity over time, it has not generally favored the existence of back and forth paths to study and training. Allowing young people who have abandoned their studies early to be able to take them up and complete and that adults can continue their lifelong learning demands that the education system be conceived more flexibly. And that flexibility involves establishing connections between different types of teachings, facilitating the passage of one another and enabling the configuration of training pathways adapted to personal needs and interests.

The flexibility of the education system necessarily involves the granting of an independent space of autonomy to the educational institutions. The demand for quality education for all students, while taking into account the diversity of their interests, characteristics and personal situations, requires that they be given a decision-making capacity. affects both your organization and its operating mode. Although the administrations should establish the general framework in which the educational activity should be carried out, the centres must have an independent margin of autonomy to enable them to adapt their actions to their specific circumstances and to the the characteristics of their students, with the aim of achieving the success of all students. Those responsible for education must provide the centres with the resources and means they need to carry out their activities and achieve this objective, while these must be used rigorously and efficiently to fulfil their role. Best possible mode. The regulations need to combine both aspects, establishing the common rules that everyone has to respect, as well as the area of autonomy to be granted to educational institutions.

The existence of a legislative framework capable of combining common objectives and norms with the necessary pedagogical and management autonomy of the educational institutions, requires, on the other hand, to establish mechanisms for evaluation and accountability. of accounts. The importance of the challenges facing the education system demands a public and transparent information about the use made of the resources and resources made available to them, as well as an assessment of the results. that with them they are reached. The evaluation has become a valuable tool for monitoring and evaluating the results obtained and improving the processes that allow them to be obtained. For this reason, it is essential to establish procedures for the assessment of the various fields and agents of educational activity, students, teachers, centres, curriculum, administrations, and to commit the authorities concerned to to be accountable for the existing situation and the development of education.

The activity of the teaching centers ultimately falls on the teachers who work in them. To ensure that all young people develop their skills, in a quality and equity framework, to turn the general objectives into concrete achievements, to adapt the curriculum and the educational action to the specific circumstances in which the centres It is not possible without a teacher engaged in their work, to get the parents and the mothers involved in the education of their children. On the one hand, the changes that have taken place in the educational system and in the functioning of the educational institutions require that the model of initial teacher training be reviewed and adapted to the European environment. On the other hand, professional development requires a commitment on the part of the educational administrations for the continuous training of teachers linked to the educational practice. And all this is impossible without the necessary social recognition of the role that teachers play and the task they perform.

One last condition that must be met in order to enable the achievement of such ambitious educational objectives as those proposed is to simplify and clarify regulations, in a framework of full respect for the the division of competences that the Spanish Constitution establishes in the field of education and the laws that develop it.

As of 1990 there has been a proliferation of educational laws and their corresponding regulatory developments, which have partially repealed the previous ones, leading to a lack of clarity regarding the rules. applicable to the academic organisation and the functioning of the education system. As a result, the existing rules should be simplified, with the aim of making it clearer, more comprehensible and simpler.

In addition, the completion in 2000 of the transfer process in the field of education has created new conditions, which are very different from those in 1990, which advise to review all of the existing legislation for education. teaching other than university teaching. When the framework for the distribution of competences has already been fully developed, which in the field of education has established the Spanish Constitution, the new laws to be adopted must reconcile respect for that division with the necessary powers. territorial structure of the education system. The basic state rules, which are of a common nature, and the autonomous rules applicable to the relevant territory, must be combined with new cooperation mechanisms that allow for the concerted development of educational policies in the field. suprachomunit. This law ensures the necessary basic homogeneity and the unity of the educational system and highlights the broad normative and executive field that the Autonomous Communities have in their statutory mandate to fulfill the aims of the educational system. The Law contains a proposal for territorial cooperation and between administrations to develop projects and programs of general interest, to share information and learn from best practices.

The principles set out above and the course of action identified are the basis for the implementation of this Law. Its ultimate goal is to lay the foundations for addressing the important challenges facing Spanish education and to achieve the ambitious goals that have been proposed for the coming years. To this end, the Law is part of the advances that the educational system has made in recent decades, incorporating all those structural and management aspects that have demonstrated its relevance and its effectiveness and proposing changes in those aspects. others that require revision. The temptation to try to change the whole education system, as if it were based on zero, has been avoided, and it has been chosen, on the other hand, to take account of the experience gained and the progress made. Ultimately, the Law is based on the conviction that educational reforms must be continuous and gradual, and that the role of legislators and those responsible for education is none other than that of encouraging continuous improvement and progressive education that citizens receive.

According to such basic assumptions, the Act is structured in a preliminary title, eight titles, thirty and one additional provisions, eighteen transitional provisions, one derogating provision and eight provisions end.

The preliminary title begins with a chapter devoted to the principles and purposes of education, which constitute the central elements around which the whole of the educational system must be organized. In a prominent place, the fundamental principle of the quality of education for all students is formulated, in conditions of equity and with a guarantee of equal opportunities. The participation of the educational community and the shared effort to be made by the students, the families, the teachers, the institutions, the administrations, the institutions and the society as a whole constitute the necessary complement to ensure quality education with equity.

It also occupies a relevant place, in the relation of principles of education, the transmission of those values that favor personal freedom, responsibility, democratic citizenship, solidarity, tolerance, equality, respect and justice, which form the basis of life in common.

Among the goals of education are the full development of the personality and the affective abilities of the students, the training in the respect of fundamental rights and freedoms and the effective equality of opportunities for men and women, the recognition of sexual and sexual diversity, as well as the critical assessment of inequalities, in order to overcome sexist behaviour. The content of what is expressed in Organic Law 1/2004, of December 28, of Comprehensive Protection Measures against Gender Violence is thus assumed in its entirety.

The exercise of tolerance and freedom is also proposed, within the democratic principles of coexistence and the prevention of conflicts and the peaceful resolution of them. The importance of the preparation of students for the exercise of citizenship and for participation in economic, social and cultural life, with a critical and responsible attitude, is also emphasized. The whole relationship of principles and aims will allow the whole of the educational activity to be established on a firm basis.

According to the guiding principles that inspire the Law, education is conceived as a lifelong learning, which develops throughout life. As a result, all citizens must have the opportunity to train in and out of the education system, in order to acquire, update, complete and expand their skills, knowledge, skills, skills and competences for their personal and professional development. The Law grants lifelong learning such importance that it dedicates to it, together with the organization of the teachings, a specific chapter of the Preliminary title.

In that same chapter the structure of the teachings is established, recovering childhood education as a single stage and consolidating the rest of the current teachings, to understand that the educational system has found in that organization a solid foundation for its development. It also regulates basic education which, in accordance with the provisions of the Constitution, is compulsory and free of charge for all children and young people of both sexes and whose duration is established in ten courses, including education. primary education 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 with an education appropriate to their characteristics and needs.

The definition and organisation of the curriculum is one of the central elements of the education system. The preliminary title devotes a chapter to this subject, establishing its components and the distribution of competencies in its definition and its development process. Special interest is the inclusion of the core competencies among the components of the curriculum, as it should allow for a precise characterization of the training to be received by students. In order to ensure a common training and to ensure the approval of diplomas, the Government is entrusted with the setting of objectives, basic competences, contents and criteria for the assessment of the basic aspects of the curriculum. These are the minimum lessons, and the educational administrations are the establishment of the curriculum of the various teachings. In addition, reference is made to the possibility of establishing mixed curricula for the teaching of the Spanish education system and other educational systems, leading to the respective titles.

It is addressed in the preliminary title, finally, the territorial cooperation and between administrations, with the aim, on the one hand, to achieve the most efficient of the resources destined to the education, and on the other, to reach the objectives (a) to promote the knowledge and appreciation of the cultural and linguistic diversity of the various Autonomous Communities and to contribute to interterritorial solidarity and territorial balance in the compensation of the inequalities. It also provides for the provision of educational resources needed to ensure the achievement of the goals set out in the Law and the permanent improvement of education in Spain.

In Title I, the ordination of the teachings and their stages is established. Conceived as a single stage, children's education is organized in two cycles that both respond to an educational intentionality, not necessarily school, and that forces the centers to count from the first cycle with a pedagogical proposal. specific. In the second cycle, a first approach to literacy, to initiation in logistic-mathematical skills, to a foreign language, to the use of information and communication technologies and to the knowledge of the different Artistic languages. Public administrations are urged to progressively develop a sufficient supply of places in the first cycle and are able to establish concerts to ensure the free of the second cycle.

The teachings that are mandatory are primary education and compulsory secondary education. In the primary stage, emphasis is placed on attention to the diversity of students and on the prevention of learning difficulties, acting as soon as they are detected. One of the new features of the Law is the realization of a diagnostic evaluation of the basic competencies achieved by the students at the end of the second cycle of this stage, which will be formative and guiding, will provide information on the situation of pupils, centres and the educational system itself and will enable appropriate measures to be taken to improve the possible deficiencies. Another similar assessment will be carried out at the end of the second course of compulsory secondary education. In order to foster the transition between primary and secondary schools, students will receive a personalized report of their evolution at the end of primary education and enter the next stage.

Compulsory secondary education should combine the principle of a common education with attention to the diversity of students, allowing the institutions to adopt the most appropriate organizational and curricular measures. In addition to the characteristics of their students, they are flexible and in use of their pedagogical autonomy. In order to achieve these objectives, a concept of the most common lessons is proposed in the first three courses, with programmes to strengthen the basic skills for the student who requires it, and a fourth orientation course, both for post-compulsory studies and for incorporation into working life. In the first two courses there is a limitation of the maximum number of subjects to be completed and possibilities are offered to reduce the number of teachers who give class to the same group of students. The last course is conceived with a flexible organization of the common and optional subjects, offering greater possibilities of choice to the students according to their future expectations and their interests.

To attend to students with special learning difficulties, programs of curricular diversification are included from the third course of this stage. In addition, in order to avoid early school leaving, to open up expectations of further training and qualification and to facilitate access to working life, initial vocational qualification programmes are established for older students. sixteen years that have not obtained the degree of graduate in compulsory secondary education.

The Baccalaureate comprises two courses and is developed in three different modalities, organized in a flexible way, in different ways that will be the result of the free choice by the students of modality and electives. The students with positive evaluation in all subjects will obtain the title of Bachiller. After obtaining the title, they may be incorporated into working life, enrolled in higher-grade vocational training or access to higher education. In order to access the university, it will be necessary to pass on a single approved test to which those who are in possession of the title of Bachiller may present.

As far as the curriculum is concerned, one of the new elements of the Law is to place the concern for citizenship education in a very prominent place in all educational activities and in the introduction of new content related to this education which, with different denominations, according to the nature of the contents and the ages of the students, will be taught in some courses of primary, secondary and secondary education. Its purpose is to offer all students a space for reflection, analysis and study on the fundamental characteristics and the functioning of a democratic regime, of the principles and rights established in the Constitution. in the treaties and the universal declarations of human rights, as well as the common values that constitute the substrate of democratic citizenship in a global context. This education, whose contents cannot be regarded as alternative or substitute for religious education, does not contradict the democratic practice which must inspire the whole of school life and which must to be developed as part of education in values with a transversal character to all school activities. The new subject will make it possible to deepen some aspects relating to our common life, contributing to the formation of new citizens.

Vocational training comprises a set of medium-grade and higher-grade training courses which aim to prepare pupils and pupils for the qualified performance of the various professions, access to the employment and active participation in social, cultural and economic life. The Law introduces greater flexibility in access, as well as in the relations between the different subsystems of vocational training. In order to increase the flexibility of the education system and to promote lifelong learning, there are a number of links between general education and vocational training.

Special mention deserves the artistic teachings, which aim to provide students with an artistic training of quality and whose ordination had not been revised since 1990. The Law regulates, on the one hand, professional artistic teachings, which bring together the teaching of medium-grade music and dance, as well as those of plastic arts and medium-grade and higher-grade design. On the other hand, it establishes the so-called higher artistic teachings, which bring together the higher studies of music and dance, the teachings of dramatic art, the teachings of conservation and restoration of cultural goods and studies superior of plastic arts and design. These last lessons are of a higher education nature and their organisation is in line with the relevant requirements, which implies some peculiarities as regards the establishment of their curriculum and the organisation of the institutions. who give them.

The Law also regulates language teaching, providing that they will be organised by official language schools and will be adapted to the levels recommended by the Council of Europe and sports lessons, which for the first time are ordered in an Education Act.

Finally, Title I devotes special attention to the education of adults, with the aim that all citizens have the possibility to acquire, update, complete or expand their knowledge and skills to personal and professional development. To this end, it regulates the conditions under which the lessons should be taught to official titles, while establishing an open and flexible framework for other learning and providing for the possibility of validating the experience gained by the other paths.

In order to ensure equity, Title II addresses groups of students who require different educational care than the ordinary one for presenting a specific need for educational support and establishes the precise resources for undertake this task with the aim of achieving full inclusion and integration. In this title, the educational treatment of students and students who require certain specific support and care derived from social, physical, mental or sensory disabilities or who manifest themselves is included in this title. serious disorders of conduct. The Spanish education system has made great strides in this area in recent decades, which it is necessary to continue to promote. Students with high intellectual skills and those who have been integrated into the Spanish education system are also required to be treated.

The appropriate educational response to all students is conceived from the principle of inclusion, understanding that only in this way is guaranteed the development of all, favors equity and contributes to greater cohesion social. Attention to diversity is a necessity that encompasses all educational stages and all pupils. In other words, it is a matter of contemplating the diversity of students and students as a principle and not as a measure that corresponds to the needs of a few.

The Law also deals with the compensation of inequalities through specific programs developed in school teachers or in geographical areas where compensatory educational intervention is necessary, and through grants and study grants, which aim to guarantee the right to education for students with unfavourable socio-economic conditions. The programming of schooling in public and private institutions must ensure a proper and balanced distribution between school pupils with the need for educational support.

The role that teachers must play is developed in Title III of the Law. It gives priority attention to its initial and continuing training, the reform of which must be carried out in the coming years, in the context of the new European area of higher education and in order to respond to the needs and new demands that the education system receives. The initial training must include, in addition to adequate scientific preparation, a pedagogical and didactic training that will be completed by mentoring and advising new teachers by experienced colleagues. On the other hand, the title addresses the improvement of the conditions in which the teachers perform their work, as well as the recognition, support and social assessment of the teaching function.

Title IV deals with the teaching centers, their typology and their legal status, as well as the programming of the network of centers from the consideration of education as a public service. It also provides for the possibility for the holders of private centres to define their own character by respecting the constitutional framework. Private centres offering free declared teachings will be eligible for the concert scheme, establishing the requirements to be met by the agreed private centres.

The Law conceives participation as a basic value for the formation of self-employed, free, responsible and committed citizens and, therefore, educational administrations will guarantee the participation of the educational community in the organization, the government, the functioning and the evaluation of educational institutions, as provided for in Title V. Particular attention is given to the autonomy of the educational institutions, both in the pedagogical, through the elaboration of their (a) education projects, as in the case of the economic management of resources and the elaboration of its rules of organisation and operation. The Law gives greater prominence to the schools of control and government of the centers, which are the School Board, the Faculty of Teachers and the organs of teaching coordination, and it addresses the competences of the management of the centers public, the procedure for selecting directors and the recognition of the directive function.

Title VI is dedicated to the evaluation of the educational system, which is considered a fundamental element for the improvement of education and the increase in the transparency of the educational system. The importance attached to the evaluation is shown in the treatment of the different areas in which it is to be applied, covering the learning processes of pupils, the activity of teachers, the educational processes, the role of teachers, directive, the functioning of the educational establishments, the inspection and the educational administrations themselves. The overall evaluation of the educational system is attributed to the Institute of Evaluation, which will work in collaboration with the corresponding bodies established by the Autonomous Communities. In order to be accountable for the functioning of the education system, an annual report is available to Parliament, which will synthesise the results of the general diagnostic assessments, the results of other tests evaluation, the main indicators of Spanish education and the highlights of the annual report of the State School Board.

In Title VII, the educational inspection is entrusted to support the development of educational projects and the self-evaluation of schools, as a key element for the improvement of the educational system. The State is responsible for the High Inspection. The functions of the educational inspection and its organization are collected, as well as the privileges of the inspectors.

Title VIII addresses the allocation of economic resources and the increase of public expenditure in education to meet the objectives of this Law, the detail of which is contained in the accompanying Economic Memory. This Memory collects the commitments of expenditure for the period of implementation of the Law, increased in the parliamentary procedure.

The additional provisions refer to the 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 the teaching public function, the functions of the teaching bodies, the requirements of admission and access to the respective bodies, the teaching career and the performance of the inspector function.

Other additional provisions relate to the cooperation of municipalities with educational administrations and the possible cooperation agreements that can be established between those and local corporations, as well as to the the procedure for consulting the Autonomous Communities.

In relation to the centers, the current regime applicable to the requirements to be met by the private high school centers that provide the modality of sciences of nature and health and the modality of the technology, the functions of the faculty of teachers in the concerted centres are established and the grouping of public centres of a given territorial scope, the specific denomination of the School Council, the conventions with which provide vocational training courses as well as other aspects relating to the centres agreed.

Finally, reference is made to foreign students, victims of terrorism and acts of gender-based violence, to the regime of the personal data of the students, to the incorporation of credits for the gratuitousness of the second the cycle of child education and the promotion of effective equality between men and women.

The transitional provisions address, among other issues, the early voluntary retirement of teachers, the mobility of teachers ' officers, the duration of the term of office of the governing bodies and the exercise of management in public schools, pedagogical and didactic training, the adaptation of schools to teach children's education, the modification of concerts and the access of language teaching to children sixteen years.

A single repeal provision is collected. The final provisions address, among other things, the modification of the Organic Law of the Right to Education and the Law of Measures for the Reform of the Civil Service, the competence that corresponds to the State under the Constitution to dictate this Law, the competence for its development and its organic character.

PRELIMINARY TITLE

CHAPTER I

Principles and purposes of education

Article 1. Principles.

The Spanish education system, configured according to the values of the Constitution and based on respect for the rights and freedoms recognized in it, is inspired by the following principles:

a) The quality of education for all students, regardless of their conditions and circumstances.

b) Equity, which ensures equal opportunities, educational inclusion and non-discrimination and acts as a compensating element for personal, cultural, economic and social inequalities, with particular attention to which result 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 conception of education as a lifelong learning, which develops throughout life.

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

f) The educational and professional orientation of students, as a means necessary for the achievement of a personalized training, that promotes 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 society as a whole.

i) The autonomy to establish and adapt the organizational and curricular actions in the framework of the competencies and responsibilities that correspond to the State, the Autonomous Communities, the local corporations and the educational centers.

j) The participation of the educational community in the organization, governance and functioning of the educational institutions.

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

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

m) The consideration of teaching function as an essential factor in the quality of education, the social recognition of teachers and support for their work.

n) The promotion and promotion of research, experimentation and educational innovation.

n) The evaluation of the education system as a whole, both in its programming and organization and in the teaching and learning processes and its results.

o) Cooperation between the State and the Autonomous Communities in the definition, implementation and evaluation of educational policies.

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

Article 2. Finnish.

1. The Spanish education system will be oriented towards the following purposes:

a) The full development of the personality and the abilities of the students.

b) Education in respect of fundamental rights and freedoms, equal rights and opportunities for men and women and equal treatment and non-discrimination of persons with disabilities.

c) Education in the exercise of tolerance and freedom within the democratic principles of coexistence, as well as in the prevention of conflicts and the peaceful resolution of them.

d) Education in individual responsibility and in 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 promote respect for living beings and the environment, in particular the value of forest spaces and sustainable development.

f) The development of students ' ability to regulate their own learning, rely on their skills and knowledge, as well as to develop creativity, personal initiative and entrepreneurship.

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

h) The acquisition of intellectual and technical habits of work, scientific, technical, humanistic, historical and artistic knowledge, 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 official and official language, if any, and in one or more foreign languages.

k) Preparation for the exercise of citizenship and for active participation in economic, social and cultural life, with a critical and responsible attitude and with the capacity to adapt to changing situations in society of knowledge.

2. The public authorities will give priority attention to all the factors which favour the quality of education and, in particular, the qualification and training of teachers, their teamwork, the provision of educational resources, the research, experimentation and educational renewal, the promotion of reading and the use of libraries, pedagogical, organisational and managerial autonomy, the function of the directive, the educational and vocational guidance, the educational inspection and the assessment.

CHAPTER II

The organization of teaching and learning throughout life

Article 3. The teachings.

1. The education system is organised in stages, cycles, degrees, courses and levels of education in order to ensure the transition between them and, where appropriate, within each of them.

2. The teachings offered by the education system are as follows:

a) Child education.

b) Primary education.

c) Compulsory secondary education.

d) Baccalaureate.

e) Vocational training.

f) Language teaching.

g) Artistic Teachings.

h) Sports Teachings.

i) Adult education.

j) University education.

3. Primary education and compulsory secondary education constitute basic education.

4. Secondary education is divided into compulsory secondary education and postcompulsory secondary education. Secondary education is postcompulsory secondary education, medium-grade vocational training, professional teaching of plastic arts and medium-grade design and medium-grade sports teaching.

5. University education, higher education, higher-grade vocational training, higher-grade professional and plastic arts teaching, and higher-grade sports teaching are the main features of the study. higher education.

6. Language teaching, artistic and sporting teachings will have the consideration of special regime teachings.

7. University education is regulated by its specific rules.

8. The lessons referred to in paragraph 2 shall be adapted to pupils with a specific need for educational support. Such adaptation will ensure the access, permanence and progression of this student in the education system.

9. In order to ensure the right to education for those unable to attend in a regular way to the educational institutions, an appropriate offer of distance learning or, where appropriate, support and specific educational care will be developed.

Article 4. Basic education.

1. The basic education referred to in Article 3.3 of this Law is compulsory and free of charge for all persons.

2. The basic education includes ten years of schooling and it develops, on a regular basis, between six and sixteen years of age. However, students shall have the right to remain in ordinary arrangements by pursuing basic education up to the age of 18, completed in the year in which the course is completed, under the conditions laid down in this Law.

3. Without prejudice to the provision of a common education for pupils in the course of basic education, attention will be given to diversity as a fundamental principle. Where such diversity so requires, appropriate organisational and curricular measures shall be taken, as provided for in this Act.

Article 5. Learning throughout life.

1. All persons should have the possibility to form throughout life, within and outside the education system, in order to acquire, update, complete and expand their skills, knowledge, skills, skills and competences for their personal and professional development.

2. The basic principle of the education system is to promote lifelong learning. To this end, it will prepare students to learn for themselves and will make it easier for adults to incorporate them into the different teachings, promoting the reconciliation of learning with other responsibilities and activities.

3. To ensure universal and permanent access to learning, different public administrations will identify new skills and provide the training required for their acquisition.

4. It is also up to the public authorities to promote flexible learning offers to enable the acquisition of basic skills and, where appropriate, the corresponding qualifications, to those young people and adults who have left the system. education without any qualifications.

5. The education system should facilitate and public administrations should promote the achievement of post-compulsory or equivalent secondary education by the whole population.

6. It is up to the public authorities to provide access to information and guidance on offers of lifelong learning and the possibilities of access to it.

CHAPTER III

Curriculum

Article 6. Curriculum.

1. For the purposes of this Law, the curriculum is defined as the set of objectives, basic competencies, contents, pedagogical methods and evaluation criteria for each of the teachings regulated in this Law.

2. In order to ensure a common training and to ensure the validity of the corresponding titles, the Government shall, in relation to the objectives, basic competences, contents and evaluation criteria, lay down the basic aspects of the curriculum. constitute the minimum teachings referred to in the first subparagraph of Article 1 (2) (c) of the Organic Law 8/1985 of 3 July of the Law on the Law of Education.

3. The basic content of minimum learning will require 55 per cent of school schedules for Autonomous Communities having an official language and 65 per cent for those who do not have it.

4. Educational administrations shall establish the curriculum of the different teachings covered by this Law, which shall form part of the basic aspects mentioned in previous paragraphs. The teaching centres shall develop and complete, where appropriate, the curriculum of the different stages and cycles in use of their autonomy and as set out in Chapter II of Title V of this Law.

5. The titles corresponding to the teachings governed by this Law will be approved by the State and issued by the educational administrations under the conditions laid down in the legislation in force and in the basic and specific rules that the effect is dictated.

6. In the framework of international cooperation in education, the Government, in accordance with the provisions of paragraph 4 of this Article, may establish mixed curricula for the teaching of the Spanish education system and other systems. education, leading to the respective titles.

CHAPTER IV

Cooperation between educational administrations

Article 7. Consultation of educational policies.

Educational administrations will be able to agree on the establishment of common criteria and objectives in order to improve the quality of the education system and ensure equity. The Education Sector Conference will promote these types of agreements and be informed of all those that are adopted.

Article 8. Cooperation between administrations.

1. The local authorities will coordinate their actions, each in the field of their competences, in order to achieve greater effectiveness of the resources allocated to education and contribute to the aims set out in this Law.

2. Educational offers aimed at persons of compulsory schooling to be carried out by the Administrations or other public institutions, as well as the actions that have educational purposes or consequences in the education of children. and young people, should be in coordination with the relevant educational administration.

3. The Autonomous Communities may agree to the delegation of responsibilities for the management of certain educational services in the municipalities or groupings of municipalities which are set up for this purpose, in order to promote greater efficiency, coordination and social control in the use of resources.

Article 9. Territorial cooperation programmes.

1. The State shall promote programmes of territorial cooperation in order to achieve general educational objectives, to strengthen the basic skills of students, to foster knowledge and appreciation of the students of the wealth culture and linguistics of the different Autonomous Communities, as well as contribute to interterritorial solidarity and territorial balance in the compensation of inequalities.

2. The programmes referred to in this Article may be carried out by means of agreements or agreements between the various competent educational administrations.

Article 10. Dissemination of information.

1. It is up to the educational authorities to facilitate the exchange of information and the dissemination of good educational or management practices in schools, in order to contribute to the improvement of the quality of education.

2. Educational administrations will provide the necessary data for the development of national and international educational statistics to be carried out by the State, which contribute to the management, planning, monitoring and evaluation of the educational system, as well as educational research. Also, educational administrations will make public the data and indicators that will help to facilitate transparency, good management of education and educational research.

Article 11. Educational supply and resources.

1. The State will promote actions aimed at encouraging all pupils to choose the educational options they wish for independently of their place of residence, in accordance with the academic requirements laid down in each case.

2. It is up to the educational authorities, in application of the principle of collaboration, to facilitate access to low-offer teaching and to centres of border areas for pupils who do not have this educational offer in nearby centres or in their own Autonomous Community. To this end, this circumstance shall be taken into account in the procedures for the admission of students.

3. For the same purpose, and in application of the principle of collaboration, it is up to the educational authorities to provide students and teachers of other Autonomous Communities with access to their facilities with educational value and the use of their resources.

TITLE I

Teachings and their Ordination

CHAPTER I

Child education

Article 12. General principles.

1. Early childhood education is the educational stage with its own identity that caters to girls and boys from birth to six years of age.

2. Early childhood education is voluntary and its aim is to contribute to the physical, emotional, social and intellectual development of children.

3. In order to respect the fundamental responsibility of mothers and fathers or guardians at this stage, child education centres shall cooperate closely with them.

Article 13. Objectives.

Child education will contribute to the development of skills in girls and boys:

a) Know your own body and that of others, your po-sibilities of action and learn to respect differences.

b) Watch and explore your family, natural and social environment.

c) Acquire progressively autonomy in your usual activities.

d) Develop their affective capabilities.

e) Relating to others and gradually acquiring elementary guidelines of coexistence and social relations, as well as exercising in the peaceful resolution of conflicts.

f) Develop communicative skills in different languages and forms of expression.

g) Getting started in the logistic-mathematical skills, in the literacy and in the movement, the gesture and the rhythm.

Article 14. Pedagogical planning and principles.

1. The stage of child education is ordered 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 the other cycle will be collected by educational institutions in a pedagogical proposal.

3. In both cycles of childhood education, the affective development, the movement and the habits of body control, the manifestations of communication and language, the elementary guidelines of coexistence and relationship will be progressively observed. social, as well as the discovery of the physical and social characteristics of the environment in which they live. In addition, girls and boys will be provided with a positive and balanced picture of themselves and acquire personal autonomy.

4. The educational content of children's education will be organised in areas corresponding to areas of experience and child development and will be addressed through globalized activities that have an interest and significance for children. children.

5. It is up to the educational authorities to promote a first approach to the foreign language in the learning of the second cycle of child education, especially in the last year. They will also foster a first approach to reading and writing, as well as early initiation experiences in basic numerical skills, in information and communication technologies, and in visual and musical expression.

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

7. Educational administrations shall determine the educational content of the first cycle of child education in accordance with the provisions of this Chapter. They shall also regulate the requirements to be met by the centres providing such a cycle, in any case concerning the number of pupils-teacher, the facilities and the number of school posts.

Article 15. Offer of places and gratuity.

1. Public administrations will promote a progressive increase in the supply of public places in the first cycle. They will also coordinate the cooperation policies between them and with other entities to ensure the educational supply in this cycle. To this end, they shall determine the conditions under which conventions may be established with local corporations, other administrations and private non-profit entities.

2. The second cycle of early childhood education will be free. In order to meet the demands of families, the educational administrations will ensure a sufficient supply of places in the public centers and will arrange with private centers, in the context of their educational programming.

3. The centres may offer the first cycle of childhood education, the second or both.

4. In accordance with the establishment of educational administrations, the first cycle of child education may be offered in centres covering the entire cycle or part of it. Those centres whose offer is at least a full year of the said cycle shall include in their educational project the pedagogical proposal referred to in Article 14 (2) and must have the staff qualified in the terms referred to in Article 92.

CHAPTER II

Primary Education

Article 16. General principles.

1. Primary education is an educational stage comprising six academic courses, which will be held in an ordinary course between six and twelve years of age.

2. The purpose of primary education is to provide all children with an education that allows them to strengthen their personal development and their own well-being, to acquire the basic cultural skills related to the expression and oral comprehension, to the reading, writing and calculation, as well as developing social skills, work and study habits, artistic sense, creativity and affectivity.

3. The educational action at this stage will seek to integrate the different experiences and learnings of the students and adapt to their working rhythms.

Article 17. Objectives of primary education.

Primary education will contribute to the development of skills in children and children:

a) Know and appreciate the values and norms of coexistence, learn to act according to them, prepare for the active exercise of citizenship and respect human rights, as well as the pluralism of a society democratic.

b) Develop individual and team work habits, effort and responsibility in the study, as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, interest and creativity in the learning.

c) To acquire skills for the prevention and peaceful resolution of conflicts, which allow them to develop with autonomy in the family and domestic environment, as well as in the social groups with which they relate.

d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and non-discrimination of persons with disabilities.

e) Knowing and using the Spanish language appropriately and, if any, the co-official language of the Autonomous Community and developing reading habits.

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

g) Develop basic mathematical competencies and start in solving problems that require the realization of elementary calculation operations, geometric knowledge and estimates, as well as being capable of apply them to the situations of their everyday life.

h) To know and value your natural, social and cultural environment, as well as the possibilities of action and care for it.

i) Getting started in the use, for learning, of information and communication technologies by developing a critical spirit in the face of the messages they receive and elaborate.

j) Use different representations and artistic expressions and start in the construction of visual proposals.

k) To value hygiene and health, to accept one's own body and that of others, to respect differences and to use physical education and sport as a means to promote personal and social development.

l) Know and value the animals closest to the human being and adopt ways of behavior that favor their care.

m) Develop their affective abilities in all areas of personality and in their relationships with others, as well as an attitude that is contrary to violence, prejudice of any kind and to sexist stereotypes.

n) Encourage road education and respect attitudes that have an impact on the prevention of road traffic accidents.

Article 18. Organization.

1. The primary education stage comprises three cycles of two academic years each and is organized in areas, which will have a global and inclusive character.

2. The areas of this educational stage are as follows:

Knowledge of the natural, social and cultural environment.

Artistic education.

Physical education.

Castilian language and literature and, if any, co-official language and literature.

Foreign language.

Mathematics.

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

4. In the third stage of the stage, educational administrations will be able to add a second foreign language.

5. Areas that are instrumental in the acquisition of other knowledge will be given special consideration.

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

Article 19. Pedagogical principles.

1. At this stage, emphasis will be placed on the attention to the diversity of students, on individualized care, on the prevention of learning difficulties and on the implementation of reinforcement mechanisms as soon as they are detected. these difficulties.

2. Without prejudice to their specific treatment in some of the areas of the stage, reading comprehension, oral and written expression, audiovisual communication, information and communication technologies and education in values will be worked out. in all areas.

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

Article 20. Assessment.

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

2. Students will access the educational cycle or next stage whenever they are deemed to have achieved the relevant core competencies and the appropriate degree of maturity.

3. Notwithstanding the above, the students who have not reached any of the objectives of the areas will be able to move to the next cycle or stage provided that this circumstance does not prevent them from taking advantage of the new course. In this case they will receive the necessary support to recover these objectives.

4. In the event that a student has not achieved the basic skills, he/she will be able to stay one more course in the same cycle. This measure may be taken only once in the course of primary education and with a specific plan to strengthen or recover its core competencies.

5. In order to ensure the continuity of the training process for pupils, each student will have at the end of the stage a report on his/her learning, the objectives achieved and the basic skills acquired, as the Educational administrations. The educational administrations will also establish the relevant coordination mechanisms.

Article 21. Diagnostic evaluation.

At the end of the second cycle of primary education, all schools will carry out a diagnostic assessment of the basic competencies achieved by their students. This evaluation, which is the responsibility of the educational administrations, will be of a formative and guiding nature for the centers and information for the families and for the whole of the educational community. These assessments will have as a reference framework the general diagnostic assessments set out in Article 144.1 of this Law.

CHAPTER III

Required secondary education

Article 22. General principles.

1. The stage of compulsory secondary education comprises four courses, which will be held in an ordinary course between the twelve and the sixteen years of age.

2. The aim of compulsory secondary education is to ensure that pupils and pupils acquire the basic elements of culture, especially in their humanistic, artistic, scientific and technological aspects; study and work habits; prepare them for incorporation into later studies and for their job insertion and train them for the exercise of their rights and obligations in life as citizens.

3. Special attention will be paid to the educational and professional orientation of students in compulsory secondary education.

4. Compulsory secondary education shall be organised in accordance with the principles of common education and attention to the diversity of pupils. It is up to the educational administrations to regulate the measures of attention to diversity, organizational and curricular, that allow the centers, in the exercise of their autonomy, a flexible organization of the teachings.

5. The measures referred to in the previous paragraph will include the adjustments to the curriculum, the integration of subjects in areas, flexible groupings, group developments, the provision of optional subjects, and strengthening programmes. and personalized treatment programs for students with specific need for educational support.

6. Within the framework of paragraphs 4 and 5, educational institutions shall have the autonomy to organise groups and subjects in a flexible manner and to take the measures of attention to diversity appropriate to the characteristics of their pupils.

7. The measures to be taken into account for the diversity of the centres will be aimed at achieving the objectives of compulsory secondary education by all their pupils and will in no way be able to discriminate against them. prevent the achievement of those objectives and the relevant qualifications.

Article 23. Objectives.

Compulsory secondary education will contribute to the development of skills that enable them to:

(a) responsibly assume their duties, know and exercise their rights in respect of others, practice tolerance, cooperation and solidarity between people and groups, exercise in dialogue entrenching rights human values as common values of a plural society and prepare for the exercise of democratic citizenship.

b) Develop and consolidate habits of discipline, study, and individual and team work as a necessary condition for the effective realization of the tasks of learning and as a means of personal development.

c) To value and respect the gender gap and equal rights and opportunities between them. Reject stereotypes that involve discrimination between men and women.

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

e) Develop basic skills in the use of information sources for, with critical sense, acquiring new knowledge. To acquire a basic preparation in the field of technologies, especially information and communication.

f) To conceive scientific knowledge as an integrated knowledge, which is structured in different disciplines, as well as to know and apply methods to identify problems in the various fields of knowledge and experience.

g) Develop entrepreneurship and self-confidence, participation, critical sense, personal initiative, and 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, in the official language of the Autonomous Community, complex texts and messages, and start in and knowledge, reading and study of the literature.

i) Understand and express yourself in one or more foreign languages in an appropriate manner.

j) Know, value and respect the basic aspects of the culture and history of each other, as well as the artistic and cultural heritage.

k) Know and accept the functioning of one's own body and that of others, respect differences, entrench the habits of body care and health and incorporate physical education and the practice of sport in order to promote personal and social development. To know and value the human dimension of sexuality in all its diversity. Critically assess social habits related to health, consumption, care for living beings and the environment, contributing to their conservation and improvement.

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

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

1. The subjects of the courses first to third of the stage will be the following:

Nature sciences.

Physical education.

Social sciences, geography and history.

Castilian language and literature and, if any, co-official language and literature.

Foreign language.

Mathematics.

Plastic and visual education.

Music.

Technologies.

2. In addition, in each of the courses all pupils will be subject to the following subjects:

Nature sciences.

Physical education.

Social sciences, geography and history.

Castilian language and literature and, if any, co-official language and literature.

Foreign language.

Mathematics.

3. In one of the first three courses, all students will pursue the subject of education for citizenship and human rights, in which special attention will be paid to equality between men and women.

4. In the third course, the subject of nature sciences will be able to unfold in biology and geology, on the one hand, and physical and chemical on the other.

5. In addition, in all three courses, students will be able to take some optional courses. The supply of materials in this field of optativity should include a second foreign language and classical culture. Educational administrations may include the second foreign language between the subjects referred to in paragraph 1.

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

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

8. The educational establishments may organise, in accordance with the rules governing educational administrations, programmes to strengthen the basic skills for pupils who, by virtue of the report referred to in Article 20 (5), have the right to they need it in order to be able to take advantage of the teachings of secondary education.

Article 25. Fourth course organization.

1. All pupils will have to take the following subjects in the fourth year:

Physical education.

Ethical-civic education.

Social sciences, geography and history.

Castilian language and literature and, if any, co-official language and literature.

Mathematics.

First foreign language.

2. In addition to the subjects listed in the previous paragraph, the pupils must take three of the following subjects:

Biology and geology.

Plastic and visual education.

Physics and chemistry.

Informatics.

Latin.

Music.

Second foreign language.

Technology.

3. Students may take one or more optional subjects in accordance with the framework laid down by the educational administrations.

4. In the field of ethical-civic education, special attention will be paid to equality between men and women.

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

6. This fourth course will have a guiding character, both for the post-compulsory studies and for the incorporation into working life. In order to guide the choice of students, groupings of these subjects may be established in different options.

7. The centres shall provide all the subjects and options referred to in the preceding paragraphs. Only the choice of subjects and pupils ' choices can be limited when there is an insufficient number of pupils for one of them on the basis of objective criteria previously set by the educational administrations.

Article 26. Pedagogical principles.

1. The centres will develop their pedagogical proposals for this stage from the consideration of the attention to diversity and the access of all students to the common education. They will also be in charge of methods that take into account the different learning rhythms of students, favor the ability to learn for themselves and promote teamwork.

2. At this stage special attention will be given to the acquisition and development of the basic skills and the correct oral and written expression and the use of mathematics will be encouraged. In order to promote the habit of reading, a time will be devoted to it in the teaching practice of all subjects.

3. Educational administrations will set out the conditions that enable teachers with due qualification to deliver more than one subject to the same group of pupils in the first stages of the stage.

4. It is up to the educational authorities to promote the necessary measures so that the personal tutoring of the students and the educational, psychopedagogical and professional orientation, constitute a fundamental element in the ordination of this stage.

5. It is also up to the general education authorities to provide specific solutions to the attention of pupils who have special difficulties in learning or integrating into the ordinary activities of the institutions. of high intellectual capacity and students with disabilities.

Article 27. Curriculum diversification programmes.

1. The definition of the minimum teaching of the stage will include the basic conditions for establishing the diversity of the curriculum from the third compulsory secondary education course, for the students who require it after the appropriate training. evaluation. In this case, the objectives of the stage will be achieved with a specific methodology through an organization of content, practical activities and, where appropriate, of subjects, different from the one established in general.

2. Students who are not in a position to promote third and have repeated once in secondary school will be able to join a curriculum diversification programme after the appropriate evaluation.

3. The curriculum diversification programmes shall be geared towards the achievement of the degree of Undergraduate in Compulsory Secondary Education.

Article 28. Assessment and promotion.

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

2. The decisions on the promotion of students from one course to another, within the stage, will be adopted in a collegiate way by the set of teachers of the respective student, taking care of the achievement of the objectives. Decisions on obtaining the title at the end of the title shall be taken as a whole by the set of teachers of the respective student, taking into account the achievement of the basic competencies and the objectives of the stage.

3. For the purposes of the preceding paragraph, students shall promote course when they have exceeded the objectives of the subjects or have a negative evaluation in two subjects, at most and shall repeat course when they have an assessment. negative in three or more subjects. Exceptionally, the promotion of a student with a negative evaluation in three subjects may be authorised where the teaching team considers that the nature of the student does not prevent him from successfully pursuing the following course. favourable expectations of recovery and that such promotion will benefit its academic development. Educational administrations will regulate the actions of the teaching team responsible for the evaluation.

4. In order to make it easier for pupils to recover subjects with negative evaluation, the educational authorities will regulate the conditions for the centres to organise the necessary extraordinary tests under the conditions which determine.

5. Those who promote without having exceeded all the subjects will follow the reinforcement programs established by the teaching team and must overcome the evaluations corresponding to these reinforcement programs. This shall be taken into account for the purposes of promotion and certification provided for in the preceding paragraphs.

6. The student will be able to repeat the same course once and twice as a maximum within the stage. Where this second repetition is to occur in the last course of the stage, the age limit referred to in Article 4 (2) shall be extended by one year. Exceptionally, a student will be able to repeat a second time in the fourth course if he has not repeated in previous courses of the stage.

7. In any case, the repetitions shall be planned in such a way that the curricular conditions are adapted to the needs of the student and are aimed at overcoming the difficulties identified.

8. Students who, at the end of the fourth compulsory secondary education course, have not obtained the qualification provided for in Article 31.1 of this Law may carry out an extraordinary test of the subjects they have not completed.

9. Students who pursue the curriculum diversification programmes referred to in Article 27 shall be assessed in accordance with the objectives of the stage and the assessment criteria set out in each of the respective programmes.

Article 29. Diagnostic evaluation.

At the end of the second course of compulsory secondary education all centres will carry out a diagnosis assessment of the basic skills achieved by their students. This evaluation will be the responsibility of the educational administrations and will be of a formative and guiding nature for the centers and information for the families and for the whole of the educational community. These assessments will have as a reference framework the general diagnostic assessments set out in Article 144.1 of this Law.

Article 30. Initial vocational qualification programmes.

1. It is for the educational authorities to organise initial vocational qualification programmes for pupils over 16 years of age, completed before 31 December of the year of the start of the programme, who have not obtained the Graduate in compulsory secondary education. Exceptionally, and with the agreement of pupils and parents or guardians, this age may be reduced to 15 years for those who comply with the provisions of Article 27.2. In this case, the student will acquire the commitment to take the modules referred to in paragraph 3.c) of this article.

2. The aim of the initial vocational qualification programmes is for all pupils to reach professional skills of a level qualification one of the current structure of the National Catalogue of Vocational Qualifications. by the Law of 19 June on Qualifications and Vocational Training, as well as having the possibility of a satisfactory social integration and extending their basic skills to pursue studies in the various teachings.

3. Initial vocational qualification programmes shall include three types of modules:

(a) Specific modules referred to the relevant units of competence for level one of the cited Catalogue.

b) General training modules, which extend basic skills and promote the transition from the education system to the world of work.

(c) Voluntary modules for students, leading to the obtaining of the degree of Undergraduate in compulsory secondary education, and which may be submitted simultaneously with the modules referred to above paragraphs (a) and (b) or after they are exceeded.

4. Students who pass the compulsory modules of these programmes will obtain an academic certification issued by the educational administrations. This certification will have the effect of accreditation of the professional skills acquired in relation to the National System of Qualifications and Vocational Training.

5. The offer of initial vocational qualification programmes may take different forms. Educational institutions, local corporations, professional associations, non-governmental organizations, and other business and trade union organizations may participate in these programs, under the coordination of national administrations. education.

6. It is up to the educational authorities to regulate the initial vocational qualification programmes, which will be offered, in any case, in public and private centres, in order to enable students to access these programmes.

Article 31. Graduate degree in Compulsory Secondary Education.

1. Students who at the end of compulsory secondary education have attained the basic skills and the objectives of the stage will obtain the degree of Undergraduate in compulsory secondary education.

2. The degree of Undergraduate in compulsory secondary education will allow access to the baccalaureate, middle-grade vocational training, medium-grade plastic arts and design cycles, medium-grade sports teachings and the world work.

3. Students who take up compulsory secondary education and do not obtain the title referred to in this Article shall receive a certificate of education in which they have completed their years.

CHAPTER IV

Baccalaureate

Article 32. General principles.

1. The purpose of the baccalaureate is to provide students with training, intellectual and human maturity, knowledge and skills that enable them to develop social functions and to enter into active life with responsibility and competence. It will also train students to access higher education.

2. Students who are in possession of the degree of Undergraduate in Compulsory Secondary Education will be able to access the baccalaureate studies.

3. The baccalaureate comprises two courses, it will be developed in different ways, it will be organised in a flexible way and, if necessary, in different ways, so that it can offer a specialized preparation to the students according to their perspectives and training interests or allow the incorporation into active life after the completion of the active life.

4. Pupils will be able to remain in ordinary high school for four years.

5. Public administrations will promote a progressive increase in the supply of public places in high school in their different modalities and ways.

Article 33. Objectives.

The Baccalaureate will contribute to the development of skills in students and students:

a) To exercise democratic citizenship, from a global perspective, and to acquire a responsible civic conscience, inspired by the values of the Spanish Constitution as well as human rights, which encourages the co-responsibility in building a fair and equitable society.

b) Consolidate a personal and social maturity that enables them to act responsibly and autonomously and to develop their critical spirit. Provide for and peacefully resolve personal, family and social conflicts.

c) Promote effective equality of rights and opportunities between men and women, critically analyze and assess existing inequalities, and promote real equality and non-discrimination of people with disabilities.

d) To 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) Dominar, both in its oral and written expression, the Spanish language and, if necessary, the official language of its Autonomous Community.

f) Express fluency and correction in one or more foreign languages.

g) Using the information and communication technologies with solvency and responsibility.

h) To know and critically assess the realities of the contemporary world, its historical background and the main factors of its evolution. Participate in solidarity in the development and improvement of their social environment.

i) Access fundamental scientific and technological knowledge and master the basic skills of the chosen modality.

j) Understanding the fundamental elements and procedures of scientific research and methods. To know and critically assess the contribution of science and technology in changing living conditions, as well as to strengthen sensitivity and respect for the environment.

k) entrenching the entrepreneurial spirit with attitudes of creativity, flexibility, initiative, teamwork, self-confidence and critical sense.

l) Develop artistic and literary sensitivity, as well as aesthetic criteria, as sources of cultural formation and enrichment.

m) Use physical education and sport to foster personal and social development.

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

Article 34. Organization.

1. The forms of the baccalaureate shall be as follows:

a) Arts.

b) Science and Technology.

c) Humanities and Social Sciences.

2. The baccalaureate shall be organised in common subjects, in modality and in optional subjects.

3. The Government, after consulting the Autonomous Communities, shall establish the structure of the modalities, the specific subjects of each modality and the number of these subjects to be addressed by the students.

4. Students will be able to choose between all the established modality. Each of the modalities may be organized in different ways that facilitate a specialization of the students for incorporation into later studies or active life. The centres shall offer all the materials and, where appropriate, routes of each modality. The choice of subjects and routes by pupils may only be limited where there is an insufficient number of subjects, according to the objective criteria previously set by the educational administrations.

5. Where the supply of materials in a centre is limited for organisational reasons, educational administrations will make it easier for pupils to take up some material in other centres or through distance learning.

6. The common subjects of the baccalaureate shall be as follows:

Sciences for the contemporary world.

Physical education.

Philosophy and citizenship.

History of Philosophy.

History of Spain.

Castilian language and literature and, if any, co-official language and literature.

Foreign language.

7. It is up to the educational authorities to order the optional subjects. The centres will concretize the supply of these subjects in their educational project.

8. The Government, after consulting the Autonomous Communities, shall regulate the system of mutual recognition between secondary education and training courses of a medium degree in order to enable the studies to be taken into account. where the relevant certificate has not been reached.

Article 35. Pedagogical principles.

1. The educational activities in the Baccalaureate will foster the student's ability to learn for himself, to work as a team, and to apply appropriate research methods.

2. Educational administrations will promote the necessary measures to develop activities in the different areas that stimulate the interest and habit of reading and the ability to express themselves correctly in public.

Article 36. Assessment and promotion.

1. The evaluation of the students ' learning will be continuous and differentiated according to the different subjects. The teacher of each subject shall decide, at the end of the course, whether the student has exceeded the course's objectives.

2. Pupils shall be promoted from first to second in high school when they have completed the subjects or have a negative evaluation in two subjects, at most. In this case, they must be registered in the second course of the matters pending first. The educational centres should organise the consequent recovery activities and the assessment of the remaining issues.

3. Students may perform an extraordinary test of the subjects they have not passed on, on the dates to be determined by the educational administrations.

Article 37. Title of Bachiller.

1. Students who successfully cure the baccalaureate in any of its modalities will receive the title of Bachiller, which will have employment and academic effects. In order to obtain the title, the positive evaluation will be necessary in all the subjects of the two baccalaureate courses.

2. The title of Bachiller shall be entitled to access the various teachings which constitute the higher education provided for in Article 3.5.

Article 38. Proof of access to the university.

1. In order to access university studies, it will be necessary to overcome a single test which, together with the qualifications obtained in baccalaureate, will assess the academic maturity and the knowledge acquired in it, as well as the ability to successfully pursue university studies.

2. All pupils who are in possession of the title of Bachiller, regardless of the modality and course, may be presented for the test of access to the university. The test will be valid for access to the different degrees of Spanish universities.

3. The Government shall establish the basic characteristics of the test of access to the university, after consulting the Autonomous Communities, and prior report of the University Coordination Council. This test will take into account the forms of baccalaureate and the pathways that pupils can follow and will be able to deal with the subjects of secondary school.

4. Educational administrations and universities will organise the access test, ensure the adequacy of the access test to the baccalaureate curriculum, as well as the coordination between universities and the high school institutions for their education. organization and realization.

5. Students from educational systems in the Member States of the European Union or those from other States with which Agreements have been concluded may access Spanish universities without having to carry out the access test. (a) international standards applicable in this respect, on the basis of reciprocity, provided that such students comply with the academic requirements required in their educational systems to access their universities.

6. In accordance with the current legislation, and paragraph 1 of this article, the Government will establish, prior to the report of the University Coordination Council, the basic regulations that will allow the universities to set the procedures for the application of the of the students who have passed the access test, regardless of where they have completed their previous studies, the registration and incorporation of the same to the university of their choice, as well as those found in the the situation referred to in the previous paragraph.

CHAPTER V

Professional training

Article 39. General principles.

1. Vocational training includes the set of training courses that enable the qualified performance of the various professions, access to employment and active participation in social, cultural and economic life. It includes the lessons of initial vocational training, the integration and reinsertion of workers into the labour market and the continuing training in firms, which will enable them to acquire and update their work. of the professional skills. The regulation contained in this Law refers to the initial vocational training that is part of the education system.

2. Vocational training, in the education system, aims to prepare pupils and pupils for work in a professional field and to facilitate their adaptation to the changes in work which may occur during their lifetime. as well as contributing to their personal development and the exercise of democratic citizenship.

3. Vocational training in the educational system comprises a set of training courses with a modular organisation, variable duration and theoretical-practical contents appropriate to the various professional fields.

4. The training cycles will be of medium and higher grade, they will be referred to the National Catalogue of Professional Qualifications and will constitute, respectively, the professional training of middle grade and the professional training of higher grade. The curriculum of these lessons shall be in accordance with the requirements of the National System of Qualifications and Vocational Training and the requirements laid down in Article 6.3 of this Law.

5. The vocational training courses covered by this Law may be carried out both in the educational institutions and in the integrated and national reference centres referred to in Article 11 of the Law of the of 19 June, of Qualifications and Vocational Training.

6. The Government, after consulting the Autonomous Communities, shall establish the qualifications corresponding to the vocational training studies, as well as the basic aspects of the curriculum for each of them.

Article 40. Objectives.

Vocational training in the education system will help pupils and pupils to acquire the skills they will be able to:

(a) Develop the general competence corresponding to the qualification or qualifications subject to the studies carried out.

b) Understanding the organization and characteristics of the corresponding productive sector, as well as the mechanisms of professional integration; knowing the labor legislation and the rights and obligations arising from the relationships labor.

c) Learning for themselves and working as a team, as well as training in conflict prevention and the peaceful resolution of conflicts in all areas of personal, family and social life. To promote the effective equality of opportunities between men and women in order to access training which allows for all types of professional options and the exercise of such training.

d) Work in safety and health conditions, as well as preventing the possible risks arising from work.

e) Develop a motivating professional identity of future learning and adaptations to the evolution of productive processes and social change.

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

Article 41. Access conditions.

1. The professional training of the middle grade may be cured in possession of the degree of Undergraduate in compulsory secondary education. The higher-grade vocational training may be awarded by those who are in possession of the title of Bachiller.

2. Vocational training can also be accessed by those applicants who, lacking the academic requirements, pass a test of access regulated by the educational administrations. In order to access this route to medium-grade training courses, it will be required to be at least seventeen years old, and nineteen to access higher-grade training courses, completed in the year of the test or eighteen if it is credited to be in possession of a Technical title related to the one you want to access.

3. The tests referred to in the preceding paragraph shall provide proof, in the case of medium-grade vocational training, of the knowledge and skills sufficient to enable them to take advantage of these lessons and, in the case of vocational training above, maturity in relation to the objectives of the Baccalaureate and its capabilities concerning the professional field in question.

4. It is for the general education authorities to waive the part of the evidence which comes for those who have passed an initial vocational qualification programme, a medium-grade training cycle, who are in possession of a certificate. of professionalism related to the training cycle which is intended to be cured or accredited by a certain qualification or work experience.

5. Educational administrations may programme and offer courses for the preparation of tests for access to vocational training in the middle grade by those who have passed an initial vocational qualification programme and for access to higher-grade vocational training by those who are in possession of the title of Technician referred to in Article 44 (1). The qualifications obtained in these courses will be taken into account in the final note of the respective access test.

Article 42. Content and organization of the offering.

1. It is up to the educational authorities, in the field of their competences and with the cooperation of local authorities and social and economic operators, to programme the provision of vocational training, with respect for the rights recognised in this Law.

2. The curriculum of vocational training courses will include a practical training phase in the workplace, which may be exempted by those who credit a work experience corresponding to professional studies. (i) Educational administrations will regulate this phase and the said exemption.

3. Vocational training shall promote the integration of scientific, technological and organisational content and ensure that students acquire the knowledge and skills related to the areas set out in the third provision of the Law of 19 June 2002 on Qualifications and Vocational Training.

Article 43. Assessment.

1. The assessment of student learning in training cycles will be carried out by professional modules.

2. Overcoming a formative cycle will require positive evaluation in all the modules that make it up.

Article 44. Titles and validations.

1. Students who pass through the medium-grade vocational training lessons will receive the title of Technician from the relevant profession.

The title of Technician, in the case of students who have completed middle-grade vocational training, in accordance with the provisions of Article 41.2, will allow direct access to all forms of Baccalaureate.

2. Students who pass the higher grade vocational training lessons will be awarded the title of Senior Technician. The title of Superior Technician will allow access to university studies to be determined by the Government, after consulting the Autonomous Communities, and report of the University Coordination Council.

3. The Government, heard by the University Coordination Council, will regulate the scheme of convalidations between university studies and higher-grade vocational education studies.

4. Those students who do not exceed the lessons of each of the training courses will receive an academic certificate of the modules which will have a cumulative partial accreditation of the professional skills. acquired in relation to the National System of Qualifications and Vocational Training.

CHAPTER VI

Artistic Teachings

Article 45. Principles.

1. The aim of the artistic teachings is to provide students with quality artistic training and to guarantee the qualification of future professionals in music, dance, dramatic art, plastic arts and design.

2. The following are artistic teachings:

a) The elementary teachings of music and dance.

b) Professional artistic teachings. They have this condition the professional teachings of music and dance, as well as the middle and upper grades of plastic arts and design.

c) Higher artistic teachings. They have this condition the higher studies of music and dance, the teachings of dramatic art, the teachings of conservation and restoration of cultural goods, the higher studies of design and the higher studies of plastic arts, among which the top ceramic studies and the top studies of the glass are included.

3. The Superior Council of Artistic Teachings is created, as a consultative body of the State and participation in relation to these teachings.

4. The Government shall, after consulting the Autonomous Communities, regulate the composition and functions of that Council.

Article 46. Ordination of the teachings.

1. The curriculum of professional artistic teachings shall be defined by the procedure laid down in Article 6 of this Law.

2. The definition of the content of the higher artistic teachings, as well as the evaluation thereof, will be made in the context of the ordination of Spanish higher education in the European framework and with the participation of the Higher Council of Artistic teachings and, where appropriate, the University Coordination Council.

Article 47. Correspondence with other teachings.

1. Educational administrations will facilitate the possibility of simultaneously cursing professional artistic teachings and secondary education.

2. In order to implement the provisions of the previous paragraph, appropriate organisational and academic management measures may be taken, including, inter alia, the validation and the creation of integrated centres.

Section first. Elementary teaching and music and dance professionals

Article 48. Organization.

1. The elementary teaching of music and dance shall have the characteristics and the organization that the educational administrations determine.

2. The professional music and dance teachings will be organized in a degree of six courses of duration. Pupils may, by way of exception and after teacher guidance, be enrolled in more than one course when their learning capacity so permits.

3. Irrespective of the provisions of the preceding paragraphs, music or dance studies may be carried out which do not lead to the attainment of diplomas with academic or professional validity in specific schools, with organisation and structure different and without age limitation. These schools will be regulated by educational administrations.

Article 49. Access.

In order to access professional music and dance lessons, it will be necessary to overcome a specific test of regulated access and organized by the educational administrations. Each course may also be accessed without exceeding the above provided that, through a test, the applicant proves to have the necessary knowledge to take advantage of the relevant teachings.

Article 50. Qualifications.

1. The achievement of the professional teaching of music or dance shall entitle them to obtain the corresponding professional title.

2. The student who finishes the professional teaching of music and dance, will obtain the title of Bachiller if he exceeds the common subjects of the baccalaureate, although he has not performed the baccalaureate of the modality of arts in his specific way of music and dance.

Section 2. Professional plastic arts and design teachings

Article 51. Organization.

1. The teaching of plastic arts and design shall be organised in specific training courses, as provided for in Chapter V of Title I of this Law, with the provisos set out in the following Articles.

2. The training cycles referred to in this Article shall include phases of practical training in enterprises, studies and workshops.

Article 52. Access requirements.

1. In order to access the average degree of plastic arts and design teaching, it will be necessary to be in possession of the degree of Undergraduate in Compulsory Secondary Education and, in addition, to prove the necessary skills by overcoming a test specifies.

2. They shall have access to the higher grade of plastic arts and design who have the title of Bachiller and pass a test which will enable the skills necessary to be able to be used to take advantage of the lessons in question.

3. They will also be able to access the middle and upper grades of these teachings those aspirants who, lacking the academic requirements, pass an access test. In order to access this route to medium-grade training courses, it will be required to be at least seventeen years old, and nineteen for access to the upper grade, completed in the year of the test or eighteen if it is credited to be in possession of a Technician title related to the one you want to access.

4. The evidence referred to in the preceding paragraph shall provide evidence to the average degree of the knowledge and skills sufficient to take advantage of those lessons, in addition to the necessary skills referred to in paragraph 1. 1 of this article. For access to the higher grade, they must prove maturity in relation to the objectives of the baccalaureate and the skills referred to in paragraph 2 of this Article.

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

Article 53. Qualifications.

1. Students who exceed the average grade of plastic arts and design will receive the title of Technical Arts and Design in the corresponding specialty.

2. The title of Technical Arts and Design will allow direct access to the form of high school arts.

3. Students who exceed the upper grade of plastic arts and design will receive the title of Superior Technician of Plastic Arts and Design in the corresponding specialty.

4. The Government, heard by the University Coordination Council, will regulate the scheme of convalidations between university studies and the higher degree courses of plastic arts and design.

5. The title of Superior Technician of Plastic Arts and Design will allow access to higher, university or non-university studies to be determined, taking into account their relationship with the corresponding plastic arts and design studies.

Section 3. Higher artistic teachings

Article 54. Higher studies of music and dance.

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

2. For access to higher music or dance studies, the following requirements must be met:

a) Be in possession of the title of Bachiller or have passed the test of access to the university for over 25 years.

b) Having passed a specific test of regulated access by the educational administrations in which the applicant demonstrates the professional knowledge and skills necessary to take advantage of the teaching corresponding. Possession of the professional title shall be taken into account in the final qualification of the test.

3. Students who have completed their higher education or dance studies will be awarded the Higher Music or Dance degree in the speciality in question, which will be equivalent to all the effects of the Bachelor's degree or the degree of Equivalent grade.

Article 55. Dramatic art teachings.

1. The teachings of dramatic art will comprise a single degree of superior character, of duration adapted to the characteristics of these teachings.

2. To access the dramatic art teachings you will need to:

a) Be in possession of the title of Bachiller or have passed the test of access to the university for over 25 years.

b) Having passed a specific test, regulated by the educational administrations, in which the maturity, knowledge and skills needed to take advantage of these lessons will be assessed.

3. Those who have overcome the teachings of dramatic art will obtain the Superior title of Dramatic Art, equivalent to all the effects to the university degree of Bachelor's degree or the degree of degree equivalent.

Article 56. Teaching of conservation and restoration of cultural goods.

1. Access to the teaching of preservation and restoration of cultural goods shall be required to be in possession of the title of Bachiller and to pass an access test, regulated by the educational administrations, in which the maturity, knowledge and skills to take advantage of these lessons.

2. Students who pass these studies will be awarded the Higher Title of Conservation and Restoration of Cultural Property, which will be equivalent to all effects to the university degree of Diplomacy or the degree of equivalent Degree.

Article 57. Superior studies of plastic arts and design.

1. They have the status of superior studies in the field of plastic arts and design superior studies of plastic arts and superior design studies. The organization of these studies will involve your organization by specialties.

2. For access to the higher studies referred to in this Article, it shall be required to be in possession of the title of Bachiller and to pass an access test, regulated by the educational administrations, in which the maturity, the knowledge and skills to take advantage of these studies.

3. Higher studies of plastic arts, including higher ceramic studies and higher studies of glass, will lead to the higher degree of Plastic Arts in the relevant specialty, which will be equivalent to all effects on the university degree of Diplomacy or the degree of equivalent degree.

4. The higher design studies shall lead to the Higher Design Title, in the appropriate specialty, which shall be equivalent to all effects to the university degree of Diplomacy or the degree of equivalent Degree.

Article 58. Organization of higher artistic teachings.

1. It is up to the Government, after consulting the Autonomous Communities and the Higher Council of Artistic Teachings, to define the structure and the basic content of the different studies of higher artistic teachings regulated in this Law.

2. In the definition referred to in the preceding paragraph, the conditions for the provision of postgraduate studies in higher education institutions shall be regulated. These studies will lead to equivalent degrees, for all purposes, to postgraduate university degrees.

3. Higher studies of music and dance will be in the conservatories or higher schools of music and dance and the dramatic art in the high schools of dramatic art; the conservation and restoration of cultural goods in the Higher schools for the conservation and restoration of cultural goods; higher studies of plastic arts in the higher schools of the relevant specialty and higher design studies in higher design schools.

4. The Autonomous Communities and the universities of their respective territorial areas may agree with formulas of collaboration for studies of higher artistic teachings regulated in this Law.

5. Educational administrations will also promote agreements with universities for the organization of doctoral studies of artistic teachings.

6. The higher centres of artistic teaching will encourage research programmes in the field of their own disciplines.

CHAPTER VII

Language Teachings

Article 59. Organization.

1. Language teaching aims to train pupils for the appropriate use of different languages, outside the ordinary stages of the education system, and are organised at the following levels: basic, intermediate and advanced.

Basic level teachings will have the characteristics and organization that educational administrations will determine.

2. In order to access language lessons, it will be essential to have sixteen years completed in the year in which the studies are started. They will also be able to access the 14-year-olds in order to follow the lessons of a language other than that of compulsory secondary education.

Article 60. Official language schools.

1. The language teaching corresponding to the intermediate and advanced levels referred to in the previous article will be taught in the official language schools. Educational administrations shall regulate the requirements to be met by the official language schools, relating to the number of students, to the facilities and to the number of school posts.

2. Official language schools shall promote in particular the study of the official languages of the Member States of the European Union, of the co-official languages in Spain and of Spanish as a foreign language. It will also facilitate the study of other languages which, for cultural, social or economic reasons, are of particular interest.

3. Educational administrations will be able to integrate language teaching at a distance in official language schools.

4. In accordance with the establishment of educational administrations, official language schools may provide courses for the updating of language skills and for the training of teachers and other professional collectives.

Article 61. Certificates.

1. The achievement of the academic requirements laid down for each of the levels of the language teaching will entitle them to obtain the corresponding certificate, the effects of which will be laid down in the definition of the basic aspects of the curriculum of the different languages.

2. The evaluation of the students studying in the official language schools, for the purposes of the previous section, will be performed by the respective teachers. The educational administrations will regulate the terminal tests, which will be carried out by the teachers, in order to obtain the official certificates of the basic, intermediate and advanced levels.

Article 62. Correspondence with other teachings.

1. The title of Bachiller will enable you to directly access the intermediate-level language studies of the first foreign language completed in the baccalaureate.

2. Without prejudice to the provisions of the preceding paragraph, educational administrations shall facilitate the conduct of tests approved to obtain the official certification of the knowledge of the languages of the education students Secondary education and vocational training.

CHAPTER VIII

Sports Teachings

Article 63. General principles.

1. The purpose of the sports teachings is to prepare students for the professional activity in relation to a sports modality or specialty, as well as to facilitate their adaptation to the evolution of the world of work and sports and to the citizenry active.

2. Sports lessons will help students acquire the skills they can enable them to:

a) Develop the general competence corresponding to the profile of the respective studies.

b) Ensuring the professional qualification of initiation, driving, basic training, technical improvement, training and management of high performance teams and athletes in the modality or specialty corresponding.

c) Understand the characteristics and organization of the respective modality or specialty and know the rights and obligations arising from their functions.

d) Acquire the knowledge and skills necessary to develop your work in security conditions.

3. The sports teachings will be organized on the basis of the sports modalities, and, where appropriate, their specialties, in accordance with the recognition granted by the Superior Council of Sports, in accordance with article 8.b) of the Law 10/1990, of 15 October, of the Sport. This organisation shall be carried out in collaboration with the Autonomous Communities and after consulting their respective bodies in the field of sports teaching.

4. The curriculum for sports teaching shall be in accordance with the requirements of the National System of Qualifications and Vocational Training and the requirements of Article 6.3 of this Law.

Article 64. Organization.

1. The sports lessons will be structured in two degrees, middle grade and higher grade, and may be referred to the National Catalogue of Professional Qualifications.

2. To access the middle grade will be required the degree of Undergraduate in Compulsory Secondary Education. To access the higher grade, the title of Bachiller and the sports technician, in the corresponding modality or specialty, will be necessary. In the case of certain forms or specialties, it is also necessary to exceed a test carried out by the educational authorities, or to prove a sporting merit in which the necessary conditions are established. to take advantage of the relevant teachings.

3. They may also have access to the middle and upper grades of these courses for applicants who, lacking the degree of qualification in compulsory secondary education or the title of Bachiller, pass a test of regulated access by the applicants. Educational administrations. In order to access this route to the middle grade it will be required to be seventeen years old, and nineteen for access to the upper grade, completed in the year of the test or eighteen if it is credited to be in possession of a Technical Title related to the one you want to access.

4. The tests referred to in the preceding paragraph shall provide evidence for the average degree, knowledge and skills sufficient to take advantage of these lessons and, for the higher grade, the maturity in relation to the objectives Baccalaureate. In both cases, it shall also be a requirement to exceed the test or accreditation of the sporting merit referred to in paragraph 2 of this Article.

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

6. The Government, after consulting the Autonomous Communities, shall establish the qualifications corresponding to the studies of sports teaching, the basic aspects of the curriculum of each of them and the minimum requirements of the centres in which they are The respective teachings may be taught.

Article 65. Degrees and validations.

1. Those who pass the sports teachings of the middle grade will receive the title of Sports Technician in the corresponding sports modality or specialty.

2. Those who pass the higher grade sports teachings will receive the title of Senior Sports Technician in the appropriate sports modality or specialty.

3. The title of Superior Sports Technician will allow access to university studies to be determined.

4. The Government, after consulting the Autonomous Communities and having heard the University Coordination Council, will regulate the system of convalidations between university studies and studies of higher-grade sports teaching.

CHAPTER IX

Adult Education

Article 66. Objectives and principles.

1. Adult education aims to offer all over eighteen years of age the possibility of acquiring, updating, completing or expanding their knowledge and skills for their personal and professional development.

2. For the purpose of the proposed objective, the educational administrations will be able to collaborate with other public administrations with competence in adult education and, in particular, with the labor administration, as well as with the corporations and the various social partners.

3. Adult education will have the following objectives:

a) Acquire basic training, expand and renew their knowledge, skills and skills on a permanent basis and facilitate access to the various educational system teachings.

b) Improve their professional qualifications or acquire a preparation for the exercise of other professions.

c) Develop your personal capabilities, in the expressive, communicative, interpersonal, and knowledge-building relationships.

d) Develop their capacity for participation in social, cultural, political and economic life and make their right to democratic citizenship effective.

e) Develop programs that correct social exclusion risks, especially from the most disadvantaged sectors.

f) adequately respond to the challenges of progressive ageing of the population by ensuring that older people are given the opportunity to increase and update their skills.

g) Previewing and peacefully resolving personal, family and social conflicts. To promote effective equality of rights and opportunities between men and women, as well as to analyse and critically assess inequalities between them.

4. Adults can do their learning either by teaching, regulated or non-regulated activities, such as through experience, work or social activities, so they will have to establish connections between both routes and measures shall be taken to validate the acquired learning.

Article 67. Organization.

1. In addition to adult persons, it may exceptionally be possible for those aged over 16 to apply for them and to have an employment contract which does not allow them to attend educational establishments under ordinary conditions or are sportsmen and women. high performance. Adult education may be incorporated into the education of adults who are 18 years of age in the year in which the course begins.

2. The organisation and methodology of teaching for adults will be based on self-learning and take into account their experiences, needs and interests, and can be developed through face-to-face teaching and also through the distance education.

3. Educational administrations will be able to promote collaboration agreements for the teaching of adults with universities, local corporations and other public or private entities. In the latter case, preference will be given to non-profit associations. These conventions may also include the preparation of materials that meet the technical and methodological needs of this type of teaching.

4. It is also up to the educational authorities to promote specific programmes for the learning of the Spanish language and the other co-official languages, as appropriate, as well as the basic elements of culture to facilitate the integration of immigrant people.

5. In adult education, appropriate care will be given to those who have a specific need for educational support.

6. Access to these teachings will be guaranteed to the population in prison facilities.

7. The lessons for adults will be organised with a flexible and open methodology so that they respond to their skills, needs and interests.

8. Educational administrations will stimulate the conduct of research and the dissemination of innovative practices in the field of adult education, in order to allow the development of new educational models and improvement of the existing ones.

Article 68. Basic education.

1. Adults who want to acquire the skills and knowledge corresponding to basic education will have an offer adapted to their conditions and needs.

2. It is up to the educational authorities, in the field of their competences, to organise regular tests so that persons over the age of 18 can obtain the degree of graduate in compulsory secondary education directly, provided that they have achieved the basic competencies and objectives of the stage.

Article 69. Post-compulsory teaching.

1. Educational administrations will promote measures aimed at providing all people with the opportunity to access high school or vocational training.

2. It is up to the educational authorities to take appropriate measures to ensure that adults have a specific offer of these organised studies according to their characteristics.

3. It is also up to the educational authorities to organise the public offering of distance learning in order to provide an adequate response to the continuing training of adults. This offer will include the use of information and communication technologies.

4. The educational authorities, in the field of their competence, shall regularly organise tests to obtain directly the title of Bachiller or any of the professional qualifications provided that they have achieved the objectives established in Articles 33 and 40, as well as those laid down in the basic aspects of the respective curriculum. In order to be presented to the tests for obtaining the title of Bachiller, it is required to be twenty years old; eighteen for the title of Technician, twenty for the Technical Superior or, if applicable, nineteen for those who are in possession of the title of Technical.

5. Those aged over 19 may have access to higher artistic education directly by means of a specific test, regulated and organised by the educational authorities, which shows that the applicant has the right to maturity in relation to the objectives of the baccalaureate and the knowledge, skills and skills required to take advantage of the relevant lessons.

6. Persons over 25 years of age will be able to access the University directly, without the need for any qualifications, by overcoming a specific test.

Article 70. Centers.

When adult education leads to the attainment of one of the titles set out in this Law, it will be taught in ordinary or specific teaching centers, duly authorized by the Administration. competent education.

TITLE II

Equity in Education

CHAPTER I

Students with specific need for educational support

Article 71. Principles.

1. Educational administrations shall provide the means necessary for all pupils to achieve maximum personal, intellectual, social and emotional development, as well as the objectives set out in general in this Law.

2. It is up to the educational authorities to ensure the necessary resources for pupils and students who require different educational care than the ordinary, to present special educational needs, due to specific difficulties learning, because of their high intellectual abilities, because they are late in the education system, or because of personal or school history, they can achieve the maximum possible development of their personal abilities and, in any case, established objectives for all pupils in general.

3. Educational administrations shall establish the precise procedures and resources to identify the specific educational needs of the students and students referred to in the previous paragraph. Comprehensive care for students with a specific need for educational support will be initiated from the very moment that this need is identified and will be governed by the principles of normalization and inclusion.

4. It is up to the educational authorities to guarantee schooling, to regulate and to ensure the participation of parents or guardians in decisions affecting schooling and the educational processes of this student. It is also up to them to take appropriate steps to ensure that parents of these pupils receive the appropriate individual advice, as well as the necessary information to help them in their children's education.

Article 72. Resources.

1. In order to achieve the objectives set out in the previous Article, the educational administrations will have the teachers of the relevant specialties and qualified professionals, as well as the necessary means and materials for the appropriate training. attention to this student.

2. It is up to the educational authorities to provide the centres with the necessary resources to adequately attend to this student. The criteria for determining these allocations will be the same for public and private institutions.

3. The centres will have due school organisation and will make the necessary adaptations and curricular diversification to facilitate the achievement of the established ends for all pupils.

4. Educational administrations will promote the training of teachers and other professionals related to the treatment of students with specific need for educational support.

5. Educational administrations will be able to collaborate with other administrations or public or private non-profit entities, institutions or associations, to facilitate schooling and a better incorporation of this student to the center. education.

Section first. Students presenting special educational needs

Article 73. Scope.

It is understood by students that they have special educational needs, that which requires, for a period of their schooling or throughout all of them, certain specific supports and educational attentions derived from disability or serious behavioral disorders.

Article 74. Schooling.

1. The schooling of pupils with special educational needs will be governed by the principles of standardisation and inclusion and will ensure their non-discrimination and effective equality in access and permanence in the education system, measures to make the various stages of education more flexible, when deemed necessary. The education of pupils in units or centres of special education, which may be extended up to twenty-one years, will only be carried out when their needs cannot be met in the context of measures to address the diversity of the the ordinary centres.

2. The identification and assessment of the educational needs of this student will be carried out, as early as possible, by personnel with due qualification and in terms of the educational administrations.

3. At the end of each course, the results achieved by each of the students will be evaluated according to the objectives proposed from the initial assessment. Such an assessment will enable them to provide them with appropriate guidance and to amend the action plan as well as the mode of schooling, so that the access of pupils to a higher education system can be favoured wherever possible. integration.

4. It is up to the educational authorities to promote schooling in the education of children with special educational needs and to develop programmes for their proper schooling in primary and secondary schools. Mandatory secondary.

5. It is also up to the educational authorities to encourage pupils with special educational needs to continue their schooling in an appropriate manner in the post-compulsory education and to adapt the conditions of conduct of the tests set out in this Law for persons with disabilities who so require.

Article 75. Social and labour integration.

1. In order to facilitate the social and employment integration of pupils with special educational needs who cannot achieve the objectives of compulsory education, public administrations will encourage training offers adapted to their needs. specific needs.

2. Educational administrations will establish a reserve of places in vocational training courses for students with disabilities.

Section 2. Pupils with high intellectual skills

Article 76. Scope.

It is up to the educational administrations to take the necessary measures to identify the students with high intellectual abilities and to assess their needs early. It is also up to them to adopt action plans appropriate to these needs.

Article 77. Schooling.

The government, after consulting the Autonomous Communities, will establish the rules to make the duration of each of the stages of the educational system more flexible for students with high intellectual abilities, regardless of your age.

Section 3. Students with late integration into the Spanish education system

Article 78. Schooling.

1. It is up to the public authorities to encourage the incorporation into the educational system of students who, due to other countries or for any other reason, are late in the Spanish education system. Such incorporation shall in any event be ensured in the age of compulsory schooling.

2. Educational administrations will ensure that the schooling of students who are late access to the Spanish education system is carried out according to their circumstances, knowledge, age and academic history, so that they can be incorporated the course best suited to its characteristics and previous knowledge, with the appropriate support, and in this way continue to use its education.

Article 79. Specific programs.

1. It is up to the educational authorities to develop specific programmes for pupils who have serious linguistic deficiencies or in their basic skills or knowledge, in order to facilitate their integration in the relevant course.

2. The development of these programmes will in any case be simultaneous to the schooling of pupils in the ordinary groups, in accordance with the level and evolution of their learning.

3. It is up to the educational authorities to take the necessary steps to ensure that parents or guardians of pupils who are belatedly incorporated into the education system receive the necessary advice on the rights, duties and opportunities which involves incorporation into the Spanish education system.

CHAPTER II

Compensation of inequalities in education

Article 80. Principles.

1. In order to make the principle of equality effective in the exercise of the right to education, public administrations will develop actions of a compensatory nature in relation to persons, groups and territorial areas which are find in unfavourable situations and provide the economic resources and the necessary support for this.

2. Compensatory education policies will reinforce the action of the education system in such a way as to avoid inequalities arising from social, economic, cultural, geographical, ethnic or other factors.

3. It is for the State and the Autonomous Communities in their respective fields of competence to set their priority objectives for compensatory education.

Article 81. Schooling.

1. It is up to the educational authorities to ensure preventive and compensatory action by ensuring the most favourable conditions for schooling, during the stage of child education, for all children whose personal conditions They are an initial inequality to access basic education and to progress at the later levels.

2. It is up to the educational authorities to take special measures in schools or geographical areas where compensatory educational intervention is necessary.

3. In primary education, educational administrations shall ensure that all pupils are free of charge in their own municipality or established school area.

4. Without prejudice to the provisions of Chapter I of this Title, the educational authorities shall provide the public and private institutions with the necessary human and material resources to compensate for the situation of the pupils who have particular difficulties in achieving the objectives of compulsory education, due to their social conditions.

Article 82. Equal opportunities in the rural world.

1. Educational administrations shall take into account the particular nature of rural school in order to provide the means and organisational systems necessary to meet their specific needs and to ensure equal opportunities.

2. Without prejudice to the provisions of paragraph 3 of the previous Article, in basic education, in those rural areas where it is considered advisable, children may be escorted in a municipality close to that of their residence in order to guarantee the quality of teaching. In this case, the educational authorities shall provide free of charge the school transport services and, where appropriate, dining and boarding school.

Article 83. Grants and aid to the study.

1. In order to ensure the equality of all persons in the exercise of the right to education, students with unfavourable socio-economic conditions will be entitled to receive grants and study grants. In the post-compulsory education, grants and study grants will also take into account the school performance of students.

2. The State shall establish, under its General Budget, a general system of grants and aid to the study, in order to ensure that all persons, irrespective of their place of residence, enjoy the same conditions in the exercise of their right to education.

3. For these purposes, the Government shall, on a basic basis, regulate the procedures and amounts of the grants and aid to the study referred to in the preceding paragraph, the economic and academic conditions to be met by the candidates and the cases of incompatibility, revocation, drawback and any requirements are necessary to ensure equality in access to such grants and grants, without prejudice to the regulatory and enforcement powers of the Autonomous Communities.

4. In order to establish an effective system for the verification and control of grants and grants, the necessary procedures for information, coordination and cooperation between different educational administrations will be established.

CHAPTER III

Schooling in concerted public and private centers

Article 84. Admission of students.

1. Educational administrations shall regulate the admission of pupils in public and private establishments in such a way as to ensure the right to education, access on equal terms and freedom of choice of centre by parents or tutors. In any case, an appropriate and balanced distribution will be made between the schools of pupils with specific need for educational support.

2. Where there are insufficient places, the admission process shall be governed by the priority criteria for the existence of siblings registered in the centre or parents or legal guardians working in the centre, proximity to the place of work or the place of work of one of his parents or legal guardians, annual income of the family unit, taking into account the specifics that for his calculation apply to the numerous families, and concurrency of disability in the student or in any of his parents or siblings, without any of them having an exclusive character and without prejudice to the provisions of paragraph 7 of this article.

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

4. Educational administrations will be able to request the collaboration of other administrative bodies to guarantee the authenticity of the data that the data subjects and the centers contribute in the process of admission of the students.

5. Public institutions assigned to other public institutions, which provide different stages, shall be considered as unique centres for the purposes of applying the criteria for admission of students established in this Law. Also, in public institutions offering several educational stages, the initial admission procedure will be performed at the beginning of the age corresponding to the lower age.

6. It is for the educational authorities to establish the procedure and the conditions for the membership of public institutions referred to in the previous paragraph, respecting the possibility of free choice of centre.

7. In the case of admission procedures for pupils in public schools providing primary education, compulsory secondary education or secondary education, where there are not enough places, priority will be given to pupils who come from the centres of Children's education, primary education or compulsory secondary education, respectively, which are attached to them. In the case of the agreed private centres, an analogous procedure shall be followed, provided that such teachings are concerted.

8. In the case of a number of educational stages, the initial admission procedure shall be carried out at the beginning of the offer of the course which is the subject of a concert and which corresponds to the least age. This procedure will be performed in accordance with the requirements of public institutions.

9. The registration of a student in a public or private centre shall be a means of respecting his or her educational project, without prejudice to the rights recognised to the pupils and their families in the laws and to the provisions of paragraph 3 of this Article.

10. The tax information required for the accreditation of the economic conditions referred to in Article 84.2 of this Law will be provided directly to the Education Administration by the State Agency. Tax authorities and the competent bodies of the Autonomous Community of the Basque Country and the Community of Navarra, through computerised or telematic means, within the framework of collaboration established in the terms and with the (a) the requirements referred to in the fourth additional provision of Law 40/1998 of 9 December 1998 on the Income of the Physical Persons and other Tax Standards, and the provisions that develop them.

11. To the extent that such information may be available through the indicated collaboration framework, the persons concerned shall not be required to provide individually certifications issued by the State Tax Administration Agency and by the bodies referred to in the previous paragraph, nor the presentation, in original, copy or certification, of their tax declarations. In these cases, the certificate shall be replaced by a statement responsible for the person concerned who complies with the obligations identified, as well as express authorisation for the State Tax Administration Agency or the The competent authorities of the Autonomous Community of the Basque Country and the Community of Navarre provide the information to the educational administration.

Article 85. Specific conditions for admission of pupils in post-compulsory stages.

1. In addition to the criteria set out in the previous article, the academic record of the students will be taken into account for the baccalaureate teaching.

2. In the case of students ' admission to the medium-grade or higher-grade training courses of vocational training, where there are not enough places, the academic record of the students irrespective of the degree of qualification of the students will be considered. they come from the same or different center.

3. Those students who simultaneously teach lessons in music or dance and secondary education will be given priority to be admitted to the schools which teach secondary education than the educational administration. determines. The same treatment will apply to students who follow high performance sports programs.

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

1. Educational administrations will ensure equality in the application of the rules of admission, which includes the establishment of the same areas of influence for the public and private centres of the same municipality or area. territorial.

2. Without prejudice to its own powers, the educational authorities may set up committees or bodies of guarantee of admission, which shall in any event be constituted where the demand for places in an educational establishment in the field The Commission's action will exceed the offer. These commissions will receive from the centres all the information and documentation required for the exercise of these functions. These committees shall supervise the process of admission of students, compliance with the rules governing them and propose to the educational administrations the measures they deem appropriate. These committees or bodies shall be composed of representatives of the educational administration, local authorities, parents, teachers and public and private institutions.

3. Families will be able to present to the centre that they wish to escort their children to applications for admission, which, in any case, must be dealt with.

Article 87. Balance in the admission of students.

1. In order to ensure the quality of education for all, social cohesion and equal opportunities, the administrations will ensure an adequate and balanced schooling of students with specific need for educational support. To this end, they will establish the proportion of students of these characteristics who are to be schooled in each of the public and private institutions, and will guarantee the necessary personal and economic resources to the centres to offer such support.

2. In order to facilitate schooling and to guarantee the right to education of students with specific need for educational support, educational administrations may reserve a part of the education until the end of the pre-registration period. places of public and private centres. They will also be able to authorize an increase of up to ten per cent of the maximum number of pupils per classroom in public and private centres in the same area of schooling to meet the immediate needs of school education. Late incorporation alumni.

3. The educational authorities shall take the measures provided for in the preceding paragraphs on the basis of the socioeconomic and demographic conditions of the respective area, as well as those of a personal or family nature of the students who assume a specific need for educational support.

4. The public and private institutions are obliged to keep all their students in school, until the end of compulsory education, except for a change of centre produced by a family will or for the application of one of the cases. provided for in the legislation on the rights and duties of students.

Article 88. Guarantees of gratuitousness.

1. In order to ensure the possibility of schooling for all pupils without discrimination on the basis of socio-economic reasons, in no case may the public or private institutions be able to receive amounts from the families for the purposes of receiving the free of charge, to impose on families the obligation to make contributions to foundations or associations or to establish compulsory services, associated with the teachings, which require economic input from the families of the students. As part of the provisions of Article 51 of the Organic Law 8/1985 of 3 July on the Law of Education, non-school activities, complementary activities, and school services, which are excluded from this category, are excluded from this category. Any case shall be voluntary.

2. Educational administrations will provide the centres with the necessary resources to enable the free teaching of the lessons to be free.

CHAPTER IV

Awards, contests and acknowledgements

Article 89. Awards and competitions.

The Ministry of Education and Science, without prejudice to the competences of the Autonomous Communities, may establish, by itself or in collaboration with other entities, awards and contests of a state character intended for students, teachers or schools.

Article 90. Acknowledgements.

The Ministry of Education and Science, as well as the Autonomous Communities, will be able to recognize and reward the teaching and research of teachers and centers, facilitating the dissemination among the different schools of the works or experiences that have earned recognition for their quality and effort.

TITLE III

Teachers

CHAPTER I

Teacher functions

Article 91. Functions of the faculty.

1. The functions of the faculty are, among others, the following:

(a) The programming and teaching of the areas, subjects and modules they have entrusted to them.

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

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

d) The educational, academic and professional orientation of the students, in collaboration, in their case, with the specialized services or departments.

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

f) The promotion, organization and participation in the complementary activities, in or outside the educational facility, programmed by the centers.

g) The contribution to the development of the activities of the centre in a climate of respect, tolerance, participation and freedom to promote the values of democratic citizenship in students.

h) Regular information to families about the learning process of their sons and daughters, as well as guidance for their cooperation in the process.

i) The coordination of the teaching, management and management activities entrusted to them.

j) Participation in the general activity of the center.

k) Participation in assessment plans to be determined by educational administrations or institutions themselves.

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

2. Teachers shall perform the functions set out in the previous paragraph under the principle of collaboration and teamwork.

CHAPTER II

Teachers of the different teachings

Article 92. Children's education teachers.

1. Direct educational care for children in the first cycle of child education shall be carried out by professionals holding the Master's degree with specialization in child education or the degree of equivalent degree and, where appropriate, another personnel with due degree of attention to the girls and boys of this age. In any event, the preparation and follow-up of the pedagogical proposal referred to in Article 14 (2) shall be under the responsibility of a professional with the title of Master of Child Education or Degree of Degree equivalent.

2. The second cycle of childhood education will be taught by teachers with the title of Master and the specialty in children's education or the degree of equivalent Degree and may be supported, in their teaching work, by teachers of other specialties when the taught teachings so require.

Article 93. Primary education teachers.

1. In order to teach primary education, it will be necessary to have the title of Master of Primary Education or the degree of equivalent Degree, without prejudice to the qualification of other university degrees which, for the purposes of teaching establish the Government for certain areas, after consulting the Autonomous Communities.

2. Primary education will be taught by teachers, who will have competence in all areas of this level. The teaching of music, physical education, foreign languages or other teachings to be determined by the Government, after consultation with the Autonomous Communities, will be taught by teachers with specialization or qualification. corresponding.

Article 94. High school and compulsory secondary education teachers.

To teach compulsory secondary and high school education it will be necessary to have the degree of Bachelor, Engineer or Architect, or the degree of equivalent degree, in addition to the pedagogical and didactic training of level of Postgraduate, in accordance with the provisions of Article 100 of this Law, without prejudice to the qualification of other qualifications which, for the purposes of teaching, may be established by the Government for certain areas, after consultation with the Autonomous Communities.

Article 95. Teachers of vocational training.

1. In order to provide vocational training, the same qualifications and training requirements as laid down in the previous Article for compulsory secondary education and the baccalaureate shall be required, without prejudice to the qualification of other qualifications which, for the purposes of teaching, may be established by the Government for certain modules, after consultation with the Autonomous Communities.

2. Exceptionally, for certain modules, it may be possible to incorporate, as specialist teachers, in the light of their qualifications and the needs of the educational system, professionals, not necessarily graduates, who develop their activities in the job scope. Such incorporation shall be carried out on a labour or administrative basis, in accordance with the rules applicable to it.

Article 96. Teachers of artistic teaching.

1. In order to exercise the teaching of the artistic teachings, it is necessary to hold the degree of Licentid, Engineer or Architect, or of the corresponding degree or equivalent degree for the purposes of teaching, without prejudice to the educational intervention of other professionals in the case of the teaching of plastic arts and design of medium and higher grade and of the qualification of other qualifications which, for the purposes of teaching, could be established by the Government for certain modules, after consulting the Autonomous Communities. In the case of professional artistic teachings, the pedagogical and didactic training referred to in Article 100 of this Law shall also be required.

2. In the regulation of higher artistic teachings, the Government, after consulting the Autonomous Communities, may include other requirements for the teaching staff to assume them, resulting from the conditions of insertion of these teachings in the framework of the of higher education.

3. Exceptionally, for certain modules or materials, it may be incorporated as specialist teachers, in the light of their qualifications and the needs of the educational system, to professionals, not necessarily graduates, who develop their activities in the field of work. Such incorporation shall be carried out on a labour or administrative basis, in accordance with the rules applicable to it.

4. In the case of higher artistic teaching, it may exceptionally be incorporated as specialist teachers, in the light of their qualifications and the needs of the educational system, professionals, not necessarily graduates, of nationality. foreign. Such incorporation shall be carried out on a labour or administrative basis, in accordance with the rules applicable and the content of Articles 9.5 and 36 of the Organic Law 4/2000 of 11 January on rights and freedoms shall be complied with. foreign nationals in Spain and their social integration, except in the case of nationals of the Member States of the European Union or of those to whom the Community system of foreign nationals applies. For these teachings, the Government, after consulting the Autonomous Communities, will establish the figure of professor emeritus.

Article 97. Language teaching faculty.

1. The same qualification and training requirements as set out in Article 94 for compulsory secondary education and baccalaureate shall be required for the provision of language teaching.

2. Educational administrations may, exceptionally, be able to incorporate as specialist teachers, in the light of their qualifications and the needs of the education system, professionals, not necessarily graduates, of foreign nationality. Such incorporation shall be carried out on a labour or administrative basis, in accordance with the rules applicable and the content of Articles 9.5 and 36 of the Organic Law 4/2000 of 11 January on rights and freedoms shall be complied with. foreign nationals in Spain and their social integration, except in the case of nationals of the Member States of the European Union or of those to whom the Community system of aliens applies.

Article 98. Teachers of sports teaching.

1. In order to exercise teaching in sports teaching, it will be necessary to be in possession of the degree of Bachelor, Engineer or Architect, or the corresponding degree of degree or equivalent qualification for the purposes of teaching. The pedagogical and didactic training referred to in Article 100 of this Law will also be required. The Government will provide other qualifications for teaching in certain modules and blocks after consulting the Autonomous Communities.

2. Exceptionally, for certain subjects, educational administrations may incorporate as specialist teachers, in the light of their qualifications and the needs of the educational system, professionals, not necessarily graduates, who develop their activities in the field of sport and work. Such incorporation shall be carried out on a labour or administrative basis, in accordance with the rules applicable to it.

Article 99. Teachers of adult education.

Teaching teachers for adult persons covered by this Law, who lead to the attainment of an academic or professional qualification, must have a general degree of qualification to provide the respective teachings. Educational administrations will provide these teachers with appropriate training to respond to the characteristics of adults.

CHAPTER III

Teacher training

Article 100. Initial training.

1. Initial teacher training will be in line with the qualification and qualification needs required by the general management of the education system. Its content will ensure adequate training to meet the challenges of the education system and adapt the lessons to new training needs.

2. In order to exercise teaching in the different teachings regulated in this Law, it will be necessary to be in possession of the corresponding academic qualifications and to have the pedagogical and didactic training that the Government establishes for each teaching.

3. It is up to the educational authorities to establish appropriate agreements with the universities for the organisation of pedagogical and didactic training referred to in the previous paragraph.

4. The initial teacher training of the different teachings covered by this Law shall be adapted to the system of grades and post-grades of the European Higher Education Area in accordance with the relevant basic rules.

Article 101. Incorporation into teaching in public institutions.

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

Article 102. Permanent training.

1. Lifelong learning is a right and an obligation for all teachers and a responsibility of the educational administrations and the institutions themselves.

2. Lifelong learning programmes should provide for the adequacy of knowledge and methods for the development of the specific sciences and didactics, as well as for all aspects of coordination, guidance, mentoring, The aim of the programme is to improve the quality of education and the functioning of the institutions. They shall also include specific training in the field of equality in the terms set out in Article 7 of Organic Law 1/2004 of 28 December of Comprehensive Protection Measures against Gender Violence.

3. Educational administrations will promote the use of information and communication technologies and the training of foreign languages of all teachers, regardless of their specialty, by establishing specific programmes of training in this field. It is also up to them to promote research and innovation programmes.

4. The Ministry of Education and Science may offer permanent training programmes of a state nature, aimed at teachers of all the teachings covered by this Law and, to this end, establish appropriate conventions with the corresponding institutions.

Article 103. Permanent teacher training for public institutions.

1. The educational administrations will plan the activities of teacher training, guarantee a diversified and free offer of these activities and establish appropriate measures to encourage the participation of the teachers in them. It is also up to them to provide teachers with access to qualifications to enable mobility between the different lessons, including university teaching, through appropriate agreements with universities.

2. The Ministry of Education and Science, in collaboration with the Autonomous Communities, will promote the international mobility of teachers, exchanges and stays in other countries.

CHAPTER IV

Recognition, support and assessment of teachers

Article 104. Recognition and support for teachers.

1. Educational administrations shall ensure that the profession receives the treatment, consideration and respect in accordance with the social importance of its task.

2. Educational administrations will give priority attention to the improvement of the conditions in which the teachers perform their work and the encouragement of a growing consideration and social recognition of the teaching function.

3. In view of the need for permanent teacher training and the need for updating, innovation and research accompanying the teaching function, the teaching staff will have access to libraries and museums free of charge. dependent on the public authorities. They may also make use of the book lending services and other materials offered by such libraries. To this end, the directors of the educational institutions shall provide the teachers with the corresponding accreditation.

Article 105. Measures for the faculty of public institutions.

1. It is up to the educational authorities, in relation to the teachers of the public institutions, to take appropriate measures to ensure adequate protection and legal assistance, as well as the coverage of civil liability, in relation to the facts arising from their professional practice.

2. Educational administrations, with respect to the teachers of public institutions, will favor:

a) Recognition of the tutorial function, through appropriate professional and economic incentives.

b) Recognition of the work of teachers, taking into account their special dedication to the center and the implementation of plans that involve educational innovation, through economic and professional incentives corresponding.

c) Recognition of the work of teachers who teach their subject classes in a foreign language in bilingual centers.

(d) the development of paid licences, in accordance with the conditions and requirements they lay down, in order to encourage the carrying out of training and educational research and innovation activities to be carried out in direct benefit of the education system itself.

e) The reduction of the teaching time of teachers over 55 years of age who so request, with the corresponding proportional decrease in remuneration. They may also encourage the partial replacement of the working day by activities of another nature without reduction of their remuneration.

Article 106. Assessment of the public teaching function.

1. In order to improve the quality of teaching and the work of teachers, educational administrations will draw up plans for the evaluation of the teaching role, with the participation of teachers.

2. The plans for the assessment of the teaching function, which must be public, will include the precise purposes and criteria of the assessment and the form of participation of the faculty, the educational community and the Administration itself.

3. Educational administrations will also encourage the voluntary evaluation of teachers.

4. It is up to the educational authorities to have the procedures to ensure that the results of the assessment of the teaching function are taken into account in a preferential manner in the transfer competitions and in the teaching career, together with the training, research and innovation activities.

TITLE IV

Teaching Centers

CHAPTER I

General principles

Article 107. Legal regime.

1. The teaching centers that offer teachings regulated in this Law will be governed by the provisions of the Organic Law 8/1985, of July 3, Regulatory of the Right to Education, in the present Organic Law and in the provisions that develop it, thus as set out in the other applicable rules applicable to them, without prejudice to the provisions of the following paragraphs of this Article.

2. In relation to the integrated centres and national reference centres for vocational training, the provisions of the Organic Law of 19 June, of the Qualifications and of Vocational Training and of the standards to be developed, will be provided for.

3. It is for the Autonomous Communities to regulate the organisation of centres offering some of the higher artistic teachings defined as such in Article 45 of this Law.

4. It is up to the government to regulate and manage Spanish public teaching centres abroad.

5. Educational administrations may consider educational institutions, for the purposes of organization, management and administration, the grouping of public institutions located in a given territorial area.

Article 108. Classification of the centres.

1. The schools are classified in public and private.

2. Public institutions are those whose owner is a public administration.

3. Private centres are private centres of a private nature or legal person, and private centres are the private centres which are subject to the legally established arrangements. The holder of a private centre is understood to be the natural or legal person established as such in the Register of centres of the relevant educational administration.

4. The provision of the public service of education shall be carried out through the public and private institutions.

5. The educational institutions shall guide their activities to the achievement of the principles and purposes of education set out in this Law.

6. Parents or guardians, in relation to the education of their children or pupils, are entitled, in accordance with the provisions of Article 4 of the Organic Law 8/1985, of 3 July, regulating the right to education, to choose a teacher public as distinct from those created by the public authorities, as referred to in paragraph 3 of this Article.

Article 109. Programming of the network of centers.

1. In the planning of the provision of places, the educational administrations will harmonise the requirements arising from the obligation of the public authorities to guarantee the right of all to the education and the individual rights of students, parents and guardians.

2. The educational authorities will be planning the educational provision of the teachings which are declared free of charge in this Law, taking into account the existing offer of public and private institutions and, as a guarantee of the quality of education, a adequate and balanced schooling for pupils with a specific need for educational support. The educational administrations will also ensure that there are sufficient public places in the new population areas.

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

Article 110. Accessibility.

1. Existing educational establishments which do not meet the conditions of accessibility required by the legislation in force in this field must be in line with the criteria laid down by Law 51/2003 of 2 December 2003. equal opportunities, non-discrimination and universal accessibility, and in their development standards.

2. Educational administrations will promote programmes to match physical conditions, including school transport, and technology centres and provide them with material resources and access to the curriculum appropriate to the needs of the pupils who are in school, especially in the case of persons with disabilities, so that they do not become a factor of discrimination and ensure inclusive and universally accessible care for all pupils.

CHAPTER II

Public Centers

Article 111. Designation of public institutions.

1. Public institutions offering early childhood education will be called children's schools, which offer primary education, primary education colleges, those offering compulsory secondary education, baccalaureate and vocational training, institutes of secondary education.

2. Public schools offering early childhood education and primary education will be called primary and child education colleges.

3. The public institutions offering professional teaching and design will be called art schools; those that offer professional and, where appropriate, elementary, music and dance, conservatories. Institutions offering higher artistic teachings shall have the names referred to in Article 58 of this Law.

4. Schools offering lessons for pupils with special educational needs that cannot be addressed in the framework of the diversity of the ordinary centres will be called special education centres.

5. It is up to the educational authorities to determine the names of those public institutions which offer lessons grouped differently from those defined in the preceding points.

Article 112. Material and human means.

1. It is up to the educational authorities to provide the public institutions with the material and human resources needed to provide quality education and to ensure equal opportunities in education.

2. In the context of the provisions of the previous paragraph, the centres shall have the necessary IT infrastructure to ensure the incorporation of information and communication technologies into educational processes. It is up to the educational authorities to provide external educational services and to facilitate the relationship between public institutions and their environment and the use by the centre of the next resources, both their own and other General government.

3. Schools that are home to students with a specific need for educational support, in proportion to that established in general or for the area in which they are located, will receive the necessary additional resources to provide adequate care. to this student.

4. The educational authorities will provide that those centres which, by their number of units, cannot have the specialists referred to in Article 93 of this Law, receive the necessary support to ensure the quality of the corresponding teachings.

5. The educational administrations will be able to provide the public institutions with complementary activities and services in order to encourage them to expand their educational offer to meet the new social demands, as well as to provide them with appropriate means, particularly for those centres which tend to be a high population of pupils with specific educational support needs.

Article 113. School libraries.

1. The educational establishments shall have a school library.

2. Educational administrations will complete the provision of libraries in public centres in a progressive manner. To this end, they shall draw up a plan to achieve this objective within the period of implementation of this Law.

3. School libraries will help to promote reading and to allow the student access to information and other resources for the learning of other areas and subjects and can be formed in the critical use of them. They shall also contribute to making the provisions of Articles 19.3 and 26.2 of this Law effective.

4. The organisation of school libraries should enable them to function as an open space for the educational community in the respective schools.

5. The centres will be able to reach agreements with the respective municipalities, for the use of municipal libraries for the purposes provided for in this article.

CHAPTER III

Private Centers

Article 114. Name.

Private centres may adopt any denomination, except for those which are public centres or which may lead to confusion with them.

Article 115. Nature of the private centres.

1. The owners of the private centres shall have the right to establish their own character, which in any case shall respect the rights guaranteed to teachers, parents and pupils in the Constitution and in the laws.

2. The centre's own character should be brought to the attention of the centre's head to the various sectors of the educational community, as well as to those who may be interested in accessing it. The registration of a student will imply respect for the character of the school, which must be respected in turn, the rights of the students and their families recognized in the Constitution and in the laws.

3. Any change in the character of a private centre, for change in ownership or for any other circumstance, must be brought to the attention of the educational community in good time. In any event, the modification of the self-character, once the course has been initiated, will not be able to have effects before the completion of the process of admission and registration of the students for the next course.

CHAPTER IV

Private Centers Concerted

Article 116. Concerts.

1. Private centres offering free status as provided for in this Law and meeting needs for schooling, within the meaning of Articles 108 and 109, may benefit from the scheme of concerts in legal terms. established. Institutions which have access to the educational concertation system must formalize the appropriate concert with the educational administration.

2. Among the centres which meet the requirements laid down in the preceding paragraph, preference shall be given to the benefit of the concert scheme for those who, in the case of a school population of unfavourable economic conditions or those performing experiences of pedagogical interest for the education system. In any event, the centres which, in compliance with the above criteria, are constituted and operate as a cooperative, shall be preferred.

3. It is up to the Government to establish the basic aspects to which the concerts are to be submitted. These aspects shall relate to the fulfilment of the requirements laid down in Organic Law 8/1985 of 3 July of the Law on Education and the rules applicable to the application of this Law, to the processing of the application, maximum of the concert and the causes of extinction, to the obligations of the ownership of the center and the educational administration, to the subjection of the concert to the administrative right, to the singularities of the regime of the teachers without employment relationship, to the establishment of the School Board of the centre to which the concert is awarded and to the Designation of Director.

4. It is for the Autonomous Communities to lay down the rules necessary for the development of the system of educational concerts, in accordance with the provisions of this Article and in the framework of Articles 108 and 109. The concert shall establish reciprocal rights and obligations in respect of the economic regime, duration, extension and extinction of the same, number of concerted school units and other conditions, subject to the regulatory provisions of the Concert regime.

5. Concerts may affect several centres provided they belong to the same holder.

6. The educational authorities may, on a preferential basis, arrange for initial vocational qualification programmes which, in accordance with the provisions of this Law, are to be provided by the private institutions of compulsory secondary education. their students. Such concerts will be unique.

7. The concert for the post-compulsory teachings will be unique.

Article 117. Concert modules.

1. The overall amount of public funds allocated to the support of the private institutions, in order to make the lessons to be provided free of charge effective, will be established in the budgets of the general public. corresponding.

2. For the purposes of distribution of the overall amount referred to in the preceding paragraph, the amount of the economic module per school unit shall be fixed annually in the general budget of the State and, where appropriate, in those of the Communities. Autonomous, not being able in these to be less than that which is established in the first in none of the quantities in which the said module is differentiated according to what is established in the next paragraph.

3. In the module, the amount of which will ensure that the teaching is delivered in terms of gratuitousness, will be differentiated:

(a) The salaries of the teaching staff, including the contributions for the employer's contribution to the Social Security corresponding to the centres ' holders.

(b) The amounts allocated to other expenditure, comprising those of administration and service personnel, the ordinary maintenance, maintenance and operation, as well as the amounts corresponding to the replacement of real investments. They may also be considered as deriving from the exercise of the non-teaching function. In no case shall the interests of own capital be taken into account. The above amounts shall be set with criteria similar to those applied to public institutions.

(c) The relevant amounts to pay attention to the payment of the seniority of the teaching staff of the private institutions which have been agreed and which have an impact on the social security contributions; payment of the replacement of the teachers and those arising from the exercise of the teaching directive; payment of the obligations arising from the exercise of the guarantees recognised by the legal representatives of the employees as laid down in Article 68 of the Staff Regulations of the Workers. Such amounts shall be collected in a general fund which shall be distributed on an individual basis between the staff of the agreed private institutions, in accordance with the circumstances of each teacher and applying similar criteria to those set for the teachers of public institutions.

4. The amounts corresponding to the salaries of the teaching staff referred to in the previous paragraph will enable the gradual equalization of their remuneration with that of the public teachers of the respective stages.

5. The salaries of the teaching staff shall be paid by the Administration to the faculty as a delegated payment and on behalf of the institution holding the institution, with a charge and on account of the amounts provided for in the preceding paragraph. To this end, the head of the centre, as an employer in the employment relationship, shall provide the Administration with the corresponding payroll, as well as any amendments thereto.

6. The Administration may not assume changes in staff costs and labor costs for teachers, resulting from collective agreements that exceed the percentage of the overall increase of the amounts corresponding to salaries to which it makes Reference to paragraph 3 of this Article.

7. Educational administrations will be able to increase the modules for the private centres which will be able to escort pupils with specific need for educational support in proportion to that established on a general basis or for the area in which they are ubicen.

8. The rules governing the scheme of concerts shall take into account the specific characteristics of the teaching cooperatives and the teachers without any employment relationship with the ownership of the centre, in order to facilitate the management of their economic and human resources.

9. The General Budget Law of the State will determine the maximum amount of the fees that the centers with singular concert will be able to perceive from the families.

TITLE V

Participation, autonomy and government of the centers

CHAPTER I

Participation in the operation and governance of the centers

Article 118. General principles.

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

2. The participation, autonomy and government of the institutions which offer the teachings regulated in this Law will be in accordance with the provisions of the Law of Law 8/1985, of July 3, Regulatory of the Right to Education, and in the norms that are dictated in development of the same.

3. Educational administrations shall encourage, in the field of their competence, the effective exercise of the participation of pupils, teachers, families and administrative staff and services in educational establishments.

4. In order to make the co-responsibility between teachers and families effective in the education of their children, educational administrations will adopt measures that promote and encourage effective collaboration between the family and the school.

5. In relation to the integrated centres and national reference centres for vocational training, the provisions of the Organic Law of 19 June, of the Qualifications and of Vocational Training and of the standards to be developed, will be provided for.

6. It is up to the educational administrations to regulate participation in institutions that provide higher artistic teachings in accordance with the basic regulations established by the Government.

7. It is up to the educational authorities to adapt the provisions of this Title to the characteristics of the centres providing only the first cycle of child education. This adaptation must, in any case, respect the principles of autonomy and participation of the educational community gathered in it.

Article 119. Participation in the functioning and governance of the public and private institutions.

1. Educational administrations will ensure the participation of the educational community in the organization, government, operation and evaluation of the centers.

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

3. Teachers will also be involved in the development of pedagogical decisions that correspond to the Cloister, the teaching coordination bodies and the teachers ' teams that teach in the same course.

4. It is up to the educational authorities to encourage the participation of students in the operation of the centers through their group and course delegates, as well as their representatives in the School Board.

5. Parents and students will also be able to participate in the operation of the centres through their associations. Educational administrations will favour information and training aimed at them.

6. The centres shall have at least the following governing bodies: School Board and Faculty of Teachers.

CHAPTER II

Autonomy of the centers

Article 120. General provisions.

1. The centres shall have educational, organisational and managerial autonomy within the framework of the legislation in force and in the terms of this Law and the rules which they develop.

2. The teachers ' centres shall have the autonomy to develop, approve and implement an educational project and a management project, as well as the rules for the organisation and operation of the centre.

3. Educational administrations will favour the autonomy of the centres so that their economic, material and human resources can be adapted to the work and organisation plans they draw up, once they are properly assessed and valued.

4. The centres, in the exercise of their autonomy, may adopt experiments, work plans, forms of organization or extension of school hours in terms of the educational administrations, without, in any case, impose contributions on families or requirements for educational administrations.

5. Where such experiments, work plans or forms of organisation may affect the attainment of academic or professional qualifications, they shall be expressly authorised by the Government.

Article 121. Educational project.

1. The educational project of the centre will collect the values, objectives and priorities for action. It will also incorporate the definition of the curricula established by the educational administration which corresponds to setting and approving the Cloister, as well as the transversal treatment in the areas, subjects or modules of education in values and other teachings.

2. This project, which will have to take into account the social and cultural environment of the centre, will take the form of attention to the diversity of pupils and the tutorial action, as well as the coexistence plan, and must respect the principle of non-discrimination and educational inclusion as core values, as well as the principles and objectives set out in this Law and in Organic Law 8/1985 of 3 July, Regulatory of the Right to Education.

3. It is up to the educational authorities to establish the general framework enabling the concerted public and private institutions to draw up their educational projects, which must be made public in order to facilitate their knowledge of the the educational community. It is also up to the educational authorities to contribute to the development of the curriculum by encouraging the development of open models of teacher programming and teaching materials that cater to the different needs of students and of teachers.

4. It is up to the educational authorities to promote coordination between the educational projects of primary education institutions and those of compulsory secondary education with a view to the incorporation of pupils into education. Secondary is gradual and positive.

5. The centres will promote educational commitments between families or legal guardians and the centre itself where the activities that parents, teachers and pupils undertake to develop to improve the academic performance of the pupils.

6. The educational project of the agreed private centres, which shall in any case be made public, shall be provided by its respective holder and shall incorporate the self-character referred to in Article 115 of this Law.

Article 122. Resources.

1. The centres will be equipped with the educational, human and material resources needed to provide quality education and ensure equal opportunities in access to education.

2. The educational authorities may allocate more resources to certain public or private institutions which are agreed on the basis of the projects which so require or under the conditions of particular need of the population. scolarizan.

3. The public schools will be able to obtain additional resources, after approval by the School Board, in the terms established by the educational administrations, within the limits established by the current regulations. These resources may not come from the activities carried out by the associations of parents and students in compliance with their purposes and must be applied to their expenses, in accordance with what the educational administrations establish.

Article 123. Project for the management of public institutions.

1. The public institutions that provide the teachings governed by this Law shall have autonomy in their economic management in accordance with the rules laid down in this Law as well as in which each educational administration is determined.

2. The educational authorities may delegate to the governing bodies of the public institutions the purchase of goods, the hiring of works, services and supplies, in accordance with the Royal Decree of 16 June 2000, by which I know approves the recast text of the Law on Public Administration Contracts, and with the limits laid down in the relevant legislation. The exercise of the autonomy of the centers to administer these resources will be subject to the provisions that the educational administrations will establish to regulate the process of hiring, realization and justification of the expense.

3. For the fulfilment of their educational projects, public institutions may formulate qualifications and vocational training requirements in respect of certain positions of the centre, in accordance with the conditions laid down by the Educational administrations.

4. Public institutions will express the management and use of their resources, both material and human, through the elaboration of their management project, in terms of the educational administrations.

5. The educational authorities may delegate to the governing bodies of the public institutions the powers they determine, including those relating to the management of staff, by holding the directors responsible for the management of the resources allocated to them. disposal of the centre.

Article 124. Rules for organisation and operation.

1. The teaching centres shall draw up their organisational and operational rules, which must include those that ensure compliance with the plan of coexistence.

2. Educational administrations will make it easier for centres to develop their own rules of organisation and operation within the framework of their autonomy.

Article 125. Annual general programming.

The educational institutions shall draw up at the beginning of each course an annual general programme covering all aspects relating to the organisation and operation of the centre, including projects, the curriculum, the rules, and all agreed and approved action plans.

CHAPTER III

Collegiate governing bodies and the teaching coordination of public institutions

Section first. School Board

Article 126. Composition of the School Board.

1. The School Board of the public institutions shall be composed of the following members:

a) The director of the center, who will be its president.

b) The head of studies.

c) A city council member or representative in whose municipal term the center is located.

(d) A number of teachers, chosen by the Cloister, which may not be less than one third of the total of the Council's components.

e) A number of parents and pupils, respectively chosen by and among them, which may not be less than one third of the total of the Council's components.

f) A representative of the center's administration and service personnel.

g) The Secretary of the Center, who will act as the Secretary of the Council, with a voice and without a vote.

2. Once the School Board of the Centre is established, it will appoint a person to promote educational measures that promote real and effective equality between men and women.

3. One of the parents ' representatives in the School Board shall be appointed by the most representative parent association of the school, in accordance with the procedure laid down by the educational administrations.

4. It is up to the educational authorities to regulate the conditions under which institutions providing vocational training or plastic arts and design can incorporate a representative proposed by the school board into their school board. business organisations or labour institutions present in the centre's scope of action.

5. Students may be elected members of the School Board from the first course of compulsory secondary education. However, pupils in the first two courses of compulsory secondary education may not participate in the selection or the cessation of the principal. Primary education students will be able to participate in the school's School Board in terms of educational administrations.

6. It is up to the educational administrations to determine the total number of members of the School Board and to regulate the process of choice.

7. In the specific centres of child education, in the incomplete primary education, in secondary education with less than eight units, in centres of permanent education of adults and special education, in which they are given Professional, language or sports artistic teachings, as well as in those units or centres of singular characteristics, the competent educational administration shall adapt the provisions of this article to the uniqueness of the same.

8. In specific special education centres and in those with special education units, a representative of the supplementary educational care staff will also be part of the School Board.

Article 127. Competence of the School Board.

The School Board of the center will have the following competencies:

(a) Approve and evaluate the projects and standards referred to in Chapter II of Title V of this Law.

b) Approve and evaluate the annual general programming of the centre without prejudice to the competences of the Faculty of Teachers, in relation to the planning and teaching organisation.

c) Know the candidates for the address and the management projects submitted by the candidates.

d) Participate in the selection of the director of the center in the terms that this Law establishes. Be informed of the appointment and termination of the other members of the management team. If necessary, after agreement of its members, adopted by a two-thirds majority, propose the revocation of the appointment of the director.

e) Deciding on the admission of students subject to the provisions of this Law and provisions that develop it.

f) Know the resolution of disciplinary conflicts and ensure that they comply with the current regulations. Where the disciplinary measures taken by the director correspond to the conduct of the students who seriously harm the coexistence of the centre, the School Board, at the request of parents or guardians, may review the decision taken and propose, in their case, the appropriate measures.

g) Propose measures and initiatives that promote 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) Promote the conservation and renovation of school facilities and equipment and approve the obtaining of complementary resources in accordance with the provisions of Article 122.3.

i) Set the guidelines for collaboration, for educational and cultural purposes, with local administrations, with other centers, entities and agencies.

j) Analyze and assess the overall functioning of the centre, the evolution of school performance and the results of internal and external evaluations involving the centre.

k) Develop proposals and reports, on their own initiative or at the request of the competent administration, on the operation of the centre and the improvement of the quality of management, as well as on those other aspects related to the quality of the same.

l) Other than those attributed to you by the Educational Administration.

Section 2. Teachers ' cloister

Article 128. Composition.

1. The faculty of teachers is the own organ of participation of teachers in the government of the center and has the responsibility to plan, coordinate, inform and, if necessary, decide on all the educational aspects of the center.

2. The Cloister shall be chaired by the Director and shall be composed of all the teachers who serve in the centre.

Article 129. Competencies.

The faculty will have the following competencies:

a) Formulate the proposed management team and the School Board for the elaboration of the projects of the center and the annual general programming.

b) Approve and evaluate the concreteness of the curriculum and all the educational aspects of the projects and the annual general programming.

c) Set the criteria for the orientation, mentoring, evaluation and recovery of the students.

d) Promote initiatives in the field of experimentation and pedagogical research and in the training of teachers in the center.

e) To elect their representatives to the School Board of the Center and to participate in the selection of the Director in the terms established by this Law.

f) Know the candidates for the address and the address projects presented by the candidates.

g) Analyze and assess the overall functioning of the center, the evolution of school performance, and the results of internal and external evaluations involving the center.

h) Report the organization and operation rules of the center.

i) Know the resolution of disciplinary conflicts and the imposition of sanctions and ensure that they comply with the current regulations.

j) Propose measures and initiatives that favor coexistence in the center.

k) Other than those attributed to it by the educational administration or by the respective rules of organization and operation.

Section 3. Other teaching coordination bodies

Article 130. Teaching coordination bodies.

1. It is up to the educational authorities to regulate the functioning of the teaching and guidance coordination bodies and to strengthen the teams of teachers who provide the same class in the same course, as well as the collaboration and teamwork of Teachers who teach the same class to the same group of students.

2. In secondary education institutes there will be, among the teaching coordination bodies, teaching coordination departments which will be responsible for the organisation and development of the teaching of the subjects or modules which may be entrusts.

CHAPTER IV

Address of public centers

Article 131. The management team.

1. The management team, the executive organ of government of the public institutions, will be composed of the director, the head of studies, the secretary and all those who determine the educational administrations.

2. The management team shall 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 Faculty of Teachers and the School Board, shall make a proposal for the appointment and termination of the educational administration of the posts of head of studies and secretary of the teachers to be assigned to the School Board. center.

4. All members of the management team shall cease their duties at the end of their term of office or when the director's termination occurs.

5. The educational authorities will promote the exercise of the managerial function in the educational institutions, by adopting measures to improve the performance of the management teams in relation to the staff and the material resources. by the organisation of training programmes and courses.

Article 132. Director's competencies.

These are director competencies:

a) Ostend the representation of the center, represent the educational administration in it, and make it reach out to the ideas, aspirations and needs of the educational community.

b) To direct and coordinate all activities of the Centre, without prejudice to the competencies attributed to the Faculty of Teachers and to the School Board.

c) Exercise the pedagogical direction, 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 provisions in force.

e) Exercise the leadership of all staff attached to the center.

f) To promote coexistence in the center, to guarantee mediation in the resolution of conflicts and to impose disciplinary measures that correspond to the students, in compliance with the current regulations without prejudice to the powers conferred on the School Board in Article 127 of this Law. To this end, the streamlining of procedures for the resolution of conflicts in the centres will be promoted.

g) Promoting collaboration with families, institutions and organizations that facilitate the relationship of the center with the environment, and foster a school climate that favors the study and the development of how many actions are conducive comprehensive training in student knowledge and values.

h) Drive internal evaluations of the center and collaborate on external evaluations and teacher evaluation.

i) Call and preside over the academic acts and sessions of the School Board and the Faculty of Teachers of the Centre and implement the agreements adopted in the field of their competences.

j) Making the hiring of works, services and supplies, as well as authorizing the expenses according to the budget of the center, ordering the payments and to see the official certifications and documents of the center, all of an agreement with what the educational administrations will establish.

k) Propose to the educational administration the appointment and termination of the members of the management team, after information to the faculty of teachers and the School Board of the center.

l) Other than those entrusted to you by the Educational Administration.

Article 133. Director selection.

1. The selection of the director will be carried out through a process involving the educational community and the educational administration.

2. Such a process should enable candidates to be selected more professionally and to gain the most support from the educational community.

3. The selection and appointment of directors of public institutions shall be carried out by means of a merit contest between teachers of career officials who provide some of the lessons entrusted to the centre.

4. The selection shall be made in accordance with the principles of equality, publicity, merit and capacity.

Article 134. Requirements to be a director candidate.

1. The following shall be eligible to participate in the merit contest:

a) Having an age of at least five years as a career officer in the teaching public function.

b) Haber imparted direct teaching as a career officer, during a period of equal duration, in some of the teachings from which he offers the center to which he chooses.

c) Being provided services in a public centre, in some of the teachings of the centre to which it is chosen, with an age of at least one full course when the call is published, in the field of Educational administration convener.

(d) to present a management project including, inter alia, the objectives, the lines of action and the evaluation of the project.

2. In the specific centres of child education, in the incomplete primary education, in secondary education institutions with less than eight units, in which they teach artistic, professional, language or language teaching adult persons with fewer than eight teachers, educational administrations may exempt candidates from fulfilling any of the requirements set out in paragraph 1 of this Article.

Article 135. Selection procedure.

1. For the selection of directors in public institutions, the educational administrations shall call for merit and establish the objective criteria and the procedure for assessing the merits of the candidate and the project presented.

2. The selection shall be made at the centre by a Commission composed of representatives of the educational administration and the centre concerned.

3. It is up to the educational authorities to determine the total number of vowels in the committees. At least one third of the members of the commission will be teachers elected by the Cloister and another third will be elected by and among the members of the School Board who are not teachers.

4. The selection of the Director, which shall take into account the objective assessment of the academic and professional merits of the applicants and the assessment of the draft management, shall be decided by the members of the Commission, the criteria laid down by the educational administrations.

5. The selection will be made, first, the candidates of the center's teachers, who will have preference. In the absence of candidates from the centre or where they have not been selected, the Commission will assess the applications of teachers from other centres.

Article 136. Appointment.

1. The selected applicants will have to overcome an initial training programme, organised by the educational authorities. Successful applicants who have an experience of at least two years in the Directive will be exempt from the initial training programme.

2. The educational administration shall appoint the director of the institution concerned, for a period of four years, to the applicant who has exceeded this programme.

3. The appointment of directors may be renewed, for periods of equal duration, on the basis of a positive assessment of the work carried out at the end of the work. The criteria and procedures for this evaluation shall be public. Educational administrations may set a maximum limit for the renewal of mandates.

Article 137. Appointment with extraordinary character.

In the absence of candidates, in the case of newly created centres or where the relevant Commission has not selected any aspirant, the Educational Administration shall appoint an official teacher for a period of time. maximum of four years.

Article 138. Eesc of the Director.

The director's cessation will occur in the following assumptions:

a) Completion of the period for which he was appointed and, where applicable, the extension of the period.

b) Motivated renunciation accepted by the educational administration.

c) Physical or psychic inability over-coming.

(d) A reasoned revocation, by the competent educational administration, on its own initiative or on a reasoned proposal from the School Board, for serious non-compliance with the functions inherent in the position of director. In any event, the decision of revocation shall be issued after the instruction of a contradictory file, after hearing the person concerned and hearing the School Board.

Article 139. Recognition of the directive function.

1. The exercise of managerial positions, and in particular the position of director, shall be paid in a differentiated manner, in consideration of the responsibility and dedication required, in accordance with the amounts which for the supplements established for the purpose Educational administrations.

2. Likewise, the exercise of managerial positions, and, in any case, the position of director will be especially valued for the purposes of the provision of jobs in the teaching public function.

3. Directors will be evaluated at the end of their term. Those who obtain a positive assessment will obtain personal and professional recognition in terms of educational administrations.

4. The directors of the public institutions who have exercised their position with a positive assessment during the period of time each educational administration determines, shall maintain, while remaining in an active position, the perception of a part of the corresponding remuneration in the proportion, conditions and requirements to be determined by the educational authorities.

TITLE VI

Evaluation of the education system

Article 140. Purpose of the assessment.

1. The evaluation of the educational system shall aim:

a) Contribute to improving the quality and equity of education.

b) Orienting educational policies.

c) Increase the transparency and effectiveness of the education system.

d) Provide information on the degree of compliance with the improvement objectives set by the educational administrations.

e) To provide information on the degree of achievement of the Spanish and European educational objectives, as well as the fulfilment of the educational commitments undertaken in relation to the demand of Spanish society and the targets set in the context of the European Union.

2. The purpose set out in the preceding paragraph shall not be such as to ensure that the results of the evaluations of the educational system, irrespective of the territorial or regional territorial scope in which they are applied, may be used for assessments. individual of the students or to establish classifications of the centers.

Article 141. Scope of the assessment.

The evaluation will be extended to all educational areas covered by this Law and will be applied on the learning processes and outcomes of the students, the activity of the teachers, the educational processes, the managerial function, the functioning of the educational institutions, the inspection and the educational administrations themselves.

Article 142. Bodies responsible for the assessment.

1. Carry out the evaluation of the educational system by the National Institute of Evaluation and Quality of the Educational System, which is referred to as the Institute of Evaluation, and the corresponding bodies of the educational administrations that they determine, to assess the educational system in the field of its competences.

2. The Government, after consulting the Autonomous Communities, will determine the structure and functions of the Institute of Evaluation, in which the participation of educational administrations will be guaranteed.

3. The management teams and faculty of the educational institutions will collaborate with the educational administrations in the evaluations that are carried out in their centers.

Article 143. General assessment of the education system.

1. The Institute of Evaluation, in collaboration with the educational administrations, will draw up multi-annual plans for the overall evaluation of the education system. Prior to their implementation, the evaluation criteria and procedures shall be made public.

2. The Institute of Evaluation, in collaboration with the educational administrations, will coordinate the participation of the Spanish State in the international evaluations.

3. The Institute of Evaluation, in collaboration with the educational administrations, will develop the State System of Education Indicators that will contribute to the knowledge of the educational system and to guide the decision-making of the institutions education and all sectors involved in education. The data necessary for its preparation must be provided to the Ministry of Education and Science by the educational administrations of the Autonomous Communities.

Article 144. General diagnostic assessments.

1. The Institute of Evaluation and the relevant bodies of the educational administrations, in the framework of the general evaluation of the educational system that they are responsible for, will collaborate in carrying out general diagnostic evaluations, which to obtain representative data, both from the students and the centres of the Autonomous Communities and from the State as a whole. These evaluations shall cover the core competencies of the curriculum, shall be carried out in primary and secondary education and shall include, in any case, those provided for in Articles 21 and 29. The Education Sectoral Conference shall ensure that these assessments are carried out on a uniform basis.

2. In the context of their respective competences, it is up to the educational authorities to develop and monitor the diagnostic assessments involving the centres of them, and to provide the relevant models and supports to the purpose of all centres to be able to carry out these assessments in an appropriate manner, which will be of a formative and internal nature.

3. It is up to the educational authorities to regulate the way in which the results of these diagnostic assessments carried out by the centres, as well as the action plans resulting from them, should be brought to the attention of the educational community. In no case shall the results of these evaluations be used for the establishment of classifications of the centres.

Article 145. Assessment of the centres.

1. The educational authorities may, within the framework of their competences, draw up and carry out evaluation plans for educational establishments, which will take into account the socio-economic and cultural situations of the families and students they receive. the environment of the center itself and the resources at its disposal.

2. Educational administrations will also support and facilitate the self-assessment of educational institutions.

Article 146. Evaluation of the directive function.

In order to improve the functioning of educational institutions, educational administrations, in the field of their competences, may draw up plans for the assessment of the directive function.

Article 147. Dissemination of the outcome of evaluations.

1. The Government, after consulting the Autonomous Communities, will present to the Congress of Deputies a report annually on the main indicators of the Spanish education system, the results of the Spanish diagnostic evaluations, or and the recommendations made from them, as well as on the highlights of the report on the education system by the State School Board.

2. The Ministry of Education and Science shall publish periodically the conclusions of general interest of the evaluations carried out by the Institute of Evaluation in collaboration with the educational administrations and shall release the information which periodically offer the State System of Indicators.

TITLE VII

Inspection of the education system

Article 148. Inspection of the educational system.

1. It is the responsibility and responsibility of the public authorities to inspect the education system.

2. It is for the competent public authorities to order, regulate and exercise educational inspection within the respective territorial scope.

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

CHAPTER I

High Inspection

Article 149. Scope.

It is up to the State to carry out the high educational inspection, to guarantee the completion of the faculties assigned to it in the field of teaching and the observance of the applicable constitutional principles and norms and other norms basic to the development of Article 27 of the Constitution.

Article 150. Competencies.

1. In the exercise of the functions which are attributed to the State, it corresponds to the High Inspection:

(a) Check compliance with the requirements laid down by the State in the general management of the educational system in terms of modalities, stages, courses and specialties of education, as well as the number of courses in each case corresponds.

b) Check the inclusion of the basic aspects of the curriculum within the respective curricula and that they are in accordance with the relevant state law.

c) Check compliance with the conditions for obtaining the corresponding titles and the academic or professional effects thereof.

(d) To ensure compliance with the basic conditions that guarantee the equality of all Spaniards in the exercise of their rights and duties in matters of education, as well as their linguistic rights, according to the applicable provisions.

e) To verify the adequacy of the grant of the grants and scholarships to the general criteria that lay down the State's provisions.

2. In the exercise of the functions of high inspection, the State officials shall enjoy the consideration of public authority for all intents and purposes, being able to obtain in their actions the necessary collaboration of the authorities of the State and of the Autonomous Communities for the fulfilment of the tasks entrusted to them.

3. The Government shall regulate the organisation and staff arrangements of the High Inspectorate, as well as its dependency. The Government, consulted by the Autonomous Communities, shall also regulate the procedures for the action of the High Inspectorate.

CHAPTER II

Educational Inspection

Article 151. Educational inspection functions.

The educational inspection functions are as follows:

a) Monitor and control, from the pedagogical and organizational point of view, the functioning of educational centers as well as programs that affect them.

b) Monitor teaching practice, the directive function, and collaborate in its continuous improvement.

c) Participate in the evaluation of the educational system and the elements that integrate it.

d) To ensure compliance, in educational institutions, with laws, regulations and other existing provisions affecting the education system.

e) To ensure compliance and enforcement of the principles and values set out in this Law, including those aimed at promoting real equality between men and women.

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

g) To issue the reports requested by the respective educational administrations or to be derived from the knowledge of the actual reality of the educational inspection, through the regulatory channels.

h) Other than those attributed to you by the educational administrations, within the scope of their competencies.

Article 152. Inspectors of Education.

The educational inspection will be carried out by the educational administrations through public officials of the Body of Inspectors of Education, as well as those belonging to the extinct Body of Inspectors at the service of the Educational administration established by Law 30/1984 of 2 August of Measures for the Reform of the Civil Service, as amended by Law 23/1988 of 28 July, which had not opted for its incorporation into the Education.

Article 153. Powers of the inspectors.

To fulfill the functions of the educational inspection the inspectors will have the following attributions:

a) Directly know all the activities that are performed in the centers, to which they will have free access.

b) Examine and check the academic, pedagogical and administrative documentation of the centers.

c) To receive from the other officials and officials of the educational, public and private institutions and services, the necessary collaboration for the development of their activities, for which the inspectors will have the consideration of public authority.

d) Other than those attributed to it by the educational administrations, within the scope of their competencies.

Article 154. Organization of educational inspection.

1. Educational administrations shall regulate the structure and functioning of the bodies they establish for the performance of educational inspection in their respective territorial areas.

2. The structure referred to in the preceding paragraph may be organised on the basis of the professional profiles of the inspectors, understood on the basis of the following criteria: university degrees, training courses in the course of the year of the inspection, professional experience in teaching and experience in the educational inspection.

3. In the procedures for the provision of jobs in the educational inspectorate, the needs of the respective educational administrations may be taken into consideration and the specialization of the applicants may be valued as merit. in accordance with the conditions described in the previous paragraph.

TITLE VIII

Economic resources

Article 155. Resources to comply with the provisions of this Law.

1. The public authorities shall provide the whole of the education system with the economic resources necessary to comply with this Law in order to ensure the achievement of the objectives set out therein.

2. The State and the Autonomous Communities will agree on a plan to increase public spending on education for the next ten years, which will allow the achievement of the objectives set out in this Law and the progressive equalization of the countries of the European Union.

Article 156. Annual report on public expenditure in 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 for teachers.

1. It is up to the educational administrations to provide the necessary resources to ensure, in the process of applying this Law:

(a) A maximum number of pupils per classroom who in compulsory education will be 25 for primary education and 30 for compulsory secondary education.

b) The implementation of a plan to promote reading.

c) The establishment of programs to strengthen and support education and to improve learning.

d) The establishment of programs to strengthen the learning of foreign languages.

e) Attention to the diversity of students and in particular care for those who have a specific need for educational support.

f) The establishment of programs to strengthen the learning of information and communication technologies.

g) Measures to support teachers.

h) The existence of services or professionals specialized in educational, psychopedagogical and professional orientation.

2. In the Autonomous Community of the Basque Country and in the Community of Navarre the financing of the resources referred to in this Title shall be governed by the system of the Economic Agreement and the Convention respectively.

Additional disposition first. Calendar for the implementation of the Law.

The government, after consulting the Autonomous Communities, will approve the timetable for the implementation of this Law, which will have a five-year temporary scope, starting with the entry into force of the law. In this calendar, the implementation of the curricula of the relevant teaching will be established.

Additional provision second. Teaching of religion.

1. The teaching of the Catholic religion will be in accordance with the Agreement on Teaching and Cultural Affairs between the Holy See and the Spanish State. To this end, and in accordance with the provisions of this agreement, the Catholic religion shall be included as an area or subject at the appropriate educational level, which shall be a compulsory provision for the institutions and voluntary for the students.

2. The teaching of other religions will be in accordance with the provisions of the Cooperation Agreements concluded by the Spanish State with the Federation of Evangelical Religious Entities of Spain, the Federation of Israeli Communities of Spain, the Commission The Islamic Republic of Spain and, where appropriate, those in the future who can subscribe with other religious confessions.

Additional provision third. Teachers of religion.

1. Teachers who teach the teaching of religions must meet the qualifications requirements laid down for the different teachings covered by this Law, as well as those established in the agreements signed between the Spanish State and different religious confessions.

2. Teachers who do not belong to the bodies of teaching officers, teach the teaching of religions in public institutions, will do so under the employment contract, in accordance with the Staff Regulations, with the respective competent authorities. The regulation of your work regime will be done with the participation of the representatives of the teachers. The target will be accessed through objective criteria of equality, merit and capacity. These teachers will receive the remuneration corresponding to the educational level for the interim teachers.

In any case, the proposal for teaching will be for religious entities and will be automatically renewed every year. The determination of the contract, full time or part time as required by the needs of the centres, shall be the responsibility of the competent authorities. Removal, if any, shall be governed by law.

Additional provision fourth. Textbooks and other curricular materials.

1. In the exercise of pedagogical autonomy, it is up to the didactic coordination bodies of the public institutions to adopt the textbooks and other materials to be used in the development of the various teachings.

2. The editing and adoption of textbooks and other materials will not require the prior authorization of the educational administration. In any case, they must be adapted to the scientific rigor appropriate to the age of the students and to the curriculum approved by each educational administration. They shall also reflect and promote respect for the principles, values, freedoms, rights and constitutional duties, as well as the principles and values set out in this Law and in the Organic Law 1/2004 of 28 December 2001. Integral Protection against Gender Violence, to which all educational activity has to be adjusted.

3. The supervision of textbooks and other curricular materials will be part of the regular inspection process carried out by the educational administration on the totality of elements that make up the teaching and learning process, which must ensure respect for the principles and values contained in the Constitution and the provisions of this Law.

Additional provision fifth. School calendar.

The school calendar, which will be set annually by the educational administrations, will comprise a minimum of 175 teaching days for compulsory teaching.

Additional provision sixth. Bases of the statutory regime of the teaching public function.

1. They are bases of the statutory regime of public servants, in addition to the ones collected, with such a character, in Law 30/1984, of 2 August, of Measures for the Reform of the Civil Service, as amended by Law 23/1988, of July 28, regulated by this Law and the regulations that develop it, for income, mobility among the teaching bodies, the reordering of the bodies and scales, and the provision of places by means of competitions for transfers of state scope. The Government will develop these bases in a regulated manner in those basic aspects that are necessary to ensure the basic common framework of the public teaching function.

2. The Autonomous Communities shall order their teaching posts within the framework of their powers, while respecting the basic rules referred to in the previous paragraph.

3. On a regular basis, the educational authorities will convene state-wide transfer competitions for the purpose of providing vacant positions to be determined by teaching centres dependent on those places, as well as for ensure that officials in their management are able to attend to places in other educational administrations and, where appropriate, the award of those which result from the competition itself. All public servants, whatever the educational administration of which they are dependent or who have entered, may participate in such competitions, provided that they meet the general and specific requirements which, according to the with the respective employment templates or relationships, establish such calls.

These calls will be made public through the Official Gazette of the State and the Official Journals of the Autonomous Communities. They shall include a single award of merit, which shall take into account the courses of training and advanced training, the academic and professional merits, the age, the membership of any of the bodies of professors and the evaluation volunteer of the teaching function.

For the purposes of state-wide transfer competitions and the recognition of mobility among teaching bodies, training activities organised by any of the educational administrations will take up their effects throughout the national territory.

4. During the course of the school courses in which the State-wide competitions referred to in this provision are not held, the different educational administrations may organise provision procedures for the territorial area. The management of the management of the staff is responsible for the coverage of their places, without prejudice to the possibility that at any time they may be able to carry out redistributing or repositioning their staff.

5. The provision of places by teachers in higher education institutions will be carried out by specific competition, according to what the educational administrations will determine.

6. Teachers who obtain a place per contest must remain at the same minimum of two years in order to be able to participate in successive job provision competitions.

Additional provision seventh. Management of the teaching public function and functions of the teaching bodies.

1. The teaching public function is ordered in the following bodies:

a) The body of teachers, who will perform their duties in early childhood and primary education.

(b) The bodies of secondary school teachers and secondary school teachers, who will perform their duties in compulsory secondary education, baccalaureate and vocational training.

(c) The body of technical vocational training teachers, who will perform their duties in vocational training and, exceptionally, under the conditions to be established, in compulsory secondary education.

d) The body of music and performing arts teachers, who will perform their functions in the elementary and professional teachings of music and dance, in the teaching of dramatic art and, where appropriate, in those subjects of higher education and dance lessons or the form of high school arts to be determined.

e) The body of music and performing arts professors, who will perform their functions in the higher teachings of music and dance and in those of dramatic art.

f) The bodies of plastic arts and design professors and teachers of plastic arts and design, who will perform their functions in the teaching of plastic arts and design, in the teaching of conservation and restoration of cultural goods and in the teaching of the high school arts modality to be determined.

g) The body of plastic arts and design workshop teachers, who will perform their duties in the teaching of plastic arts and design and in the teaching of conservation and restoration of cultural goods.

h) The bodies of official language school professors and official language school teachers, who will perform their functions in language teaching.

i) The body of education inspectors, who shall perform the duties set out in Article 151 of this Law.

The Government, after consulting the Autonomous Communities, may establish the conditions and requirements for officials belonging to one of the teachers ' bodies listed in the previous paragraph to be able to exceptionally perform functions at a stage or, where appropriate, teaching other than those assigned to his body in general. For such performance, the qualifications, training or experience deemed necessary shall be determined.

The bodies and scales declared to be extinguished by the rules prior to the Organic Law 1/1990 of 3 October of General Ordination of the Educational System shall be governed by those provisions, application of the above to the purpose of mobility in the additional provision of this Law.

2. It is up to the Government, after consulting the Autonomous Communities, to create or abolish the teaching specialties of the bodies referred to in this provision, with the exception of point (i) of the previous paragraph, and the allocation of areas, materials and modules to be provided by the officials attached to each of them, without prejudice to the provisions of Article 93.2 of this Law.

In addition, educational administrations will be able to establish the training or certification requirements to be met by officials of the bodies providing compulsory secondary education to teach first courses of this stage corresponding to another speciality, in accordance with the provisions of Article 26 (3).

However, the selective processes and competitions for state-wide transfers will take into account only the teaching specialties.

Additional disposition octave. Bodies of cathedrals.

1. Officials from the bodies of secondary school, music and performing arts, official language and plastic arts and design schools shall carry out the duties entrusted to them in this Law and those which are assigned to them. rules are determined.

2. The officials of the bodies referred to in the previous paragraph are given preferential treatment:

a) The direction of innovation projects and didactic research of the own specialty that are performed in the center.

b) The exercise of the leadership of the teaching coordination departments, as well as, where appropriate, the guidance department.

c) The direction of trainee training of new income teachers to be incorporated into the department.

d) The coordination of teacher training programs that are developed within the department.

e) The presidency of the access courts and in their case entered the respective bodies of professors.

3. At the time of effective integration into the bodies of high school teaching professors, professors of official language schools and professors of plastic arts and design, the officials of the respective bodies with the the status of a professor will be incorporated with the age they have in that condition and they will be respected the rights that they would have been enjoying at the time of the effective integration, including the economic rights recognized to the officials from the body of high school numerary professors. The integration into the different bodies of cathedrals will be effective in the same positions as they were assigned at the time of the same.

4. The qualification provided for in the first provision of the Organic Law of 19 June, of the Qualifications and Vocational Training, will be extended to the officials of the bodies of secondary school teachers in the conditions and with the requirements set out in that Act.

5. The officials of the corresponding bodies of secondary schools, official language schools and the plastic arts and design will participate in the competitions for the provision of posts jointly with the officials of the bodies. of teachers of the corresponding levels, to the same vacancies, without prejudice to the specific merits that apply to them for their belonging to the aforementioned bodies of professors.

6. Membership in one of the bodies of professors will be valued, for all purposes, as a specific teaching merit.

Additional provision ninth. Requirements for entry into the bodies of teaching officers.

1. For the entry into the body of teachers it will be essential requirements to be in possession of the title of Master or the corresponding degree of degree and to overcome the corresponding selective process.

2. For admission to the body of secondary school teachers it is necessary to be in possession of the title of Doctor, Bachelor, Engineer, Architect, or the corresponding degree of degree or other equivalent titles, for the purposes of teaching. of the pedagogical and didactic training referred to in Article 100.2 of this Law, as well as overcoming the corresponding selective process.

3. For the entry into the body of technical teachers of vocational training it will be necessary to be in possession of the diploma of Diplomacy, Technical Architect, Technical Engineer or the corresponding degree of Degree or other equivalent titles, to teaching effects, in addition to the pedagogical and didactic training referred to in Article 100.2 of this Law, as well as overcoming the corresponding selective process.

4. For the entrance to the bodies of music and performing arts teachers and music and performing arts professors it will be necessary to be in possession of the title of Doctor, Licentiated, Engineer, Architect or corresponding Degree of Degree, or other equivalent title for the purposes of teaching, in addition to, in the case of the body of music and performing arts teachers, except in the specialities of the Dramatic Art, the pedagogical and didactic training referred to in Article 100.2 of This law, as well as overcoming the corresponding selective process. The Government, after consulting the Autonomous Communities, will establish the conditions for allowing the body of music and performing arts professors, by means of merit competition, to be admitted to prestigious personalities in their respective professional fields.

5. For the entry into the body of teachers of plastic arts and design, it will be necessary to be in possession of the title of Doctor, Bachelor, Architect, Engineer or the corresponding degree of Degree or other equivalent titles, for the purposes of teaching, in addition to the pedagogical and didactic training referred to in Article 100.2 of this Law, as well as to overcome the corresponding selective process.

6. For the entry into the body of masters of plastic arts and design workshop it will be necessary to be in possession of the diploma of Diplomacy, Technical Architect, Technical Engineer or the corresponding degree of Degree or other equivalent titles, to teaching effects, in addition to the pedagogical and didactic training referred to in Article 100.2 of this Law, as well as overcoming the corresponding selective process.

7. For the entry into the body of teachers of official language schools it will be necessary to be in possession of the title of Doctor, Bachelor, Architect, Engineer or the corresponding degree of degree or other equivalent titles, for the purposes of teaching, in addition to the pedagogical and didactic training referred to in Article 100.2 of this Law, as well as to overcome the corresponding selective process.

8. For the entry into the body of secondary school teachers in the case of subjects or areas of special relevance for vocational training, for the entry into the body of plastic arts and design teachers in the case of subjects of special relevance for the specific artistic-plastic and design training, as well as for the entry into the bodies of technical teachers of vocational training and workshop teachers in the case of certain areas or subjects, the Government, prior to consultation of the Autonomous Communities may determine, for the purposes of teaching, the equivalence of other qualifications other than those required in this additional provision. In the event that the income is to the bodies of technical teachers of vocational training and to the workshop teachers, it may be required, in addition, a professional experience in a labor field related to the subject area or area to which it is sought.

Additional provision 10th. Requirements for access to the bodies of professors and inspectors.

1. To access the body of secondary school teachers, it will be necessary to belong to the body of secondary school teachers and to be in possession of the title of Doctor, Bachelor, Architect, Engineer or corresponding Degree or degree equivalent for teaching purposes, as well as overcoming the corresponding selective process.

2. To access the body of plastic arts and design professors it will be necessary to belong to the body of teachers of plastic arts and design and to be in possession of the title of Doctor, Bachelor, Architect, Engineer or corresponding Degree or equivalent qualification, for teaching purposes, as well as overcoming the corresponding selective process.

3. To access the body of official language school professors, it will be necessary to belong to the faculty of official language school teachers and to be in possession of the title of Doctor, Bachelor, Architect, Engineer or Degree. corresponding or equivalent degree, for teaching purposes, as well as overcoming the corresponding selective process.

4. Without prejudice to the possibility of regulated entry in the ninth paragraph 4, to access the body of music and performing arts professors, it will be necessary to belong to the body of music and performing arts teachers and to be in possession of the title of Doctor, Bachelor, Architect, Engineer or corresponding Degree or equivalent degree, for teaching purposes, as well as overcoming the corresponding selective process.

5. To access the Body of Inspectors of Education it will be necessary to belong to one of the bodies that integrate the teaching public function with at least one experience of five years in the same and to be in possession of the title of Doctor, Licensed, Engineer, Architect or equivalent title and exceed the corresponding selective process, as well as, if necessary, accredit the knowledge of the official language of the Autonomous Community of destination, in accordance with its regulations.

Additional provision eleventh. Equivalence of teacher qualifications.

1. The title of Professor of Basic General Education is considered equivalent, for all purposes, to the title of Master referred to in this Law. The title of primary school teacher will maintain the effects of the current legislation.

2. The references established in this Law in relation to the different university degrees, are without prejudice to the norms that the Government dictates for the establishment, reform or adaptation of the cyclical modalities of each In the light of the Commission's decision to grant aid to the European Community in the field of public services, the Commission has taken the view that, in the light of the above, the Commission's higher education.

Additional disposition twelfth. Internal revenue and promotion.

1. The system of entry into the public teaching function will be the one of concurso-opposition called by the respective educational administrations. In the competition phase, academic training and previous teaching experience will be assessed among other merits. In the opposition phase, account shall be taken of the possession of the specific knowledge of the teaching profession to which it is chosen, the pedagogical aptitude and the mastery of the techniques necessary for the teaching exercise. The tests shall be convened, as appropriate, in accordance with the teaching specialties. The selection of applicants shall take into account the assessment of both phases of the competition, without prejudice to the improvement of the relevant tests. The number of selected seats may not exceed the number of places called. There will also be a practice phase, which may include training courses, and will be part of the targeted process.

2. Teachers ' bodies of secondary school teachers, teachers of official language schools, teachers of music and performing arts, and teachers of plastic arts and design who want to access the bodies of Secondary education, teaching of official language schools, music and performing arts and teaching arts and design professors, respectively, must be at least eight years old in the European Community. corresponding body as career officials.

In the corresponding calls, which will have no stage of practice, the system of access to the aforementioned bodies will be the one of contest in which the merits related to the scientific and didactic update will be valued, the participation in educational projects, the positive evaluation of the teaching activity and, where appropriate, the artistic trajectory of the candidates.

The number of officials of the bodies of professors, except in the body of music and performing arts professors, will not exceed, in each case, 30% of the total number of officials of each body of origin.

3. The officials of the teachers ' bodies classified in Group B, which refers to the current legislation of the civil service, will be able to access the bodies of teachers of secondary education and of teachers of plastic arts and design. The corresponding calls for these officials will preferably value the merits of the contestants, which will take into account the work carried out and the courses of training and advanced training, as well as the academic merit, and the positive evaluation of the teaching activity. In addition, a consistent test will be carried out on the subject of the subject of the specialty to which it is accessed, in order to overcome both the knowledge on the subject and the didactic and pedagogical resources of the candidates.

In the calls for entry into the bodies of teachers of secondary education and of teachers of plastic arts and design, a percentage of the places that are called for the access of these teaching officers will be reserved, they must be in possession of the required qualification for entry into the corresponding bodies, as well as having remained in their bodies of provenance for a minimum of six years as career officials.

Those who agree to this procedure will be exempt from the implementation of the practice phase and will have preference in the choice of the vacant destinations for the applicants who enter for the free shift of the corresponding call.

By way of derogation from the preceding paragraph, the selected applicants who are, in the field of public administration, places of the body and specialty to which they access, may be held permanently in the field of public administration. to choose, under the conditions set out in the respective calls, to remain in the calls.

4. Access to the body of education inspectors will be carried out through opposition. Applicants must have a minimum age of six years in one of the bodies that make up the public teaching function and a teaching experience of equal duration. The educational administrations shall convene the corresponding opposition with the following criteria:

a) In the competition phase, the professional trajectory of the candidates and their specific merits as teachers, the performance of managerial positions with positive evaluation and the membership of the bodies of the Professors referred to in this Law.

b) The opposition phase shall consist of a test in which the educational, administrative and educational knowledge of the applicants appropriate to the inspection function to be carried out shall be assessed, as well as the specific knowledge and techniques for the performance of the same.

(c) In the calls for access to the body of inspectors, educational administrations may reserve up to one third of the places for provision by means of merit tender for teachers who, together with the general requirements, have exercised with positive evaluation, at least for three terms, the position of director.

The candidates selected by the competition will have to carry out a period of selective practices for their proper preparation, at the end of which they will be appointed, if any, career officials of the body of Education Inspectors.

5. The teaching officers referred to in this Law may also have access to a body of the same group and level of complement of destination, without limitation of seniority, provided that they possess the required qualification and overcome the corresponding process selective. This will take into account their teaching experience and the evidence that was passed on in their day, being exempt from the practice phase. These officials, when they access a body, while other officials for the free shift or for any of the shifts provided for in this provision, will have priority for the choice of destination.

6. The Government and the Autonomous Communities will promote agreements with the universities that facilitate the incorporation, full or partial day to share in this case with their non-university teaching activity, to the university departments of the officials of the teaching bodies of levels corresponding to the teachings regulated in this Law, in the framework of the additional twenty-seventh provision of the Organic Law 6/2001, of 21 December, of Universities.

7. The State Administration and the Autonomous Communities shall promote the study and the implementation, where appropriate, of measures aimed at the development of the professional career of the teaching officers without necessarily involving the change of body.

Additional disposition thirteenth. Performance of the inspector's function by officials outside the body of education inspectors.

1. Officials of the body of inspectors at the service of the educational administration who have chosen to remain in that body 'to extinguish' shall be entitled, for the purpose of mobility, to participate in the competitions for the provision of posts in the education inspection.

Officials of the body of inspectors at the service of the educational administration of the Autonomous Communities with final destination, and integrated into the corresponding bodies according to the regulations dictated by those, have the right, for the purposes of mobility, to participate in the competitions for the provision of education inspection posts.

2. Those officials of the teaching bodies who agreed to the inspection function in accordance with the provisions of Law 30/1984 of 2 August of Measures for the Reform of the Civil Service, as amended by Law 23/1988 of 28 July, and which have not acceded to the body of the Inspectors of Education at the entry into force of this Law, may continue to carry out the inspector's function definitively and until their retirement as civil servants, in accordance with the provisions of this Law. for which they accessed the same.

Additional disposition fourteenth. Centres authorised to provide the form of science of nature and health and the form of technology in high school.

Private high school teachers who, at the entry into force of this Law, provide the form of nature and health sciences, technology mode, or both, will automatically be authorized to imparting the mode of science and technology, established in this Law.

Additional provision 15th. Municipalities, corporations or local entities.

1. Educational administrations will be able to establish procedures and instruments to encourage and stimulate joint management with local administrations and collaboration between educational institutions and public administrations.

As far as local corporations are concerned, consultation and collaboration procedures will be established with their most representative federations or associations.

2. The conservation, maintenance and surveillance of buildings intended for public schools of early childhood education, primary education or special education shall correspond to the respective municipality. Such buildings may not be used for other services or purposes without prior authorization from the relevant educational administration.

3. Where the State or the Autonomous Communities have to affect, for the purposes of schooling, municipal buildings of municipal property in which they are located in the field of education, primary education or special education, dependent on educational administrations, for the provision of secondary education or vocational training, they will assume, in respect of the above mentioned centres, the costs which the municipalities will bear in accordance with the provisions in force, without damage to the demanial ownership of the respective municipalities. The provisions shall not apply in respect of school buildings of municipal property in which the first cycle of compulsory secondary education is provided, in addition to early childhood education and primary education or special education. If the affectation is partial, the corresponding collaboration agreement between the authorities concerned shall be established.

4. The municipalities will cooperate with the relevant educational administrations in obtaining the solar needed for the construction of new teaching centers.

5. Educational administrations will be able to establish collaboration agreements with local corporations for artistic teachings. Such agreements may provide for specific collaboration in schools of artistic teaching whose studies do not lead to the attainment of diplomas with academic validity.

6. It is up to the educational administrations to establish the procedure for the use of the teaching centers, which are dependent on them, by the municipal authorities, outside the school hours for educational, cultural, and sports activities. or others of a social nature. Such use shall be subject only to the needs arising from the programming of the activities of such centres.

7. The educational, sports and municipal administrations will collaborate for the establishment of procedures that will allow the double use of sports facilities belonging to the educational centers or to the municipalities.

Additional provision sixteenth. Designation of educational stages.

The references, contained in Organic Law 8/1985, of 3 July, Regulatory of the Right to Education, to the educational levels are replaced by the denominations that, for the different levels and educational stages and for the respective centers, they are established in this Law.

Additional 17th disposition. Cloister of teachers of the private centres.

The faculty of the private institutions shall have functions similar to those provided for in Article 129 of this Law.

18th additional disposition. Procedure for consulting the Autonomous Communities.

The reference in the article of this Law to prior consultations with the Autonomous Communities is understood within the Sectoral Conference.

Additional 19th disposition. Foreign students.

What is established in this Law in relation to schooling, obtaining titles and access to the general system of scholarships and aid to the study will be applicable to the foreign students in the terms established in the Organic Law 4/2000, On 11 January, on the rights and freedoms of foreigners in Spain and their social integration, as amended by Organic Law 8/2000 of 22 December, and in the regulations that develop them.

320th additional disposition. Attention to the victims of terrorism.

Educational Administrations will make it easier for educational institutions to pay particular attention to students who are victims of terrorism so that they receive the necessary help to properly carry out their studies.

Additional provision twenty-first. Changes in the center of violence.

Educational Administrations will ensure the immediate schooling of female students or students affected by changes in the center of gender-based violence or bullying. They will also make it easier for schools to pay particular attention to such pupils.

Additional provision twenty-second. Transformation of teachings.

In the assumption that in the process of the ordination of university teaching, in the future, they will define titles that correspond to studies regulated in this Law, the Government, after consulting the Autonomous Communities, may establish the appropriate processing of such studies.

Additional provision twenty-third. Personal data of the students.

1. The educational institutions may collect the personal data of their students that are necessary for the exercise of their educational function. Such data may refer to family and social origin and environment, to personal characteristics or conditions, to the development and results of their schooling, as well as to those other circumstances whose knowledge is necessary for the education and guidance of students.

2. Parents or guardians and students themselves should collaborate in obtaining the information referred to in this article. The incorporation of a student to a teaching centre will mean the consent for the processing of his data and, where appropriate, the transfer of data from the centre where he would have been previously escorted, in the terms set out in the legislation on data protection. In any case, the information referred to in this paragraph will be strictly necessary for the teaching and guiding function, and cannot be treated for different purposes of education without express consent.

3. In the processing of the students ' data, technical and organizational standards will be applied to ensure their safety and confidentiality. Teachers and other staff who, in the performance of their duties, access personal and family data or which affect the honour and privacy of minors or their families shall be subject to the duty of secrecy.

4. The transfer of data, including those of a reserved nature, necessary for the education system, shall be carried out preferably by means of telematics and shall be subject to the legislation on the protection of personal data and conditions. Minimum standards will be agreed by the Government with the Autonomous Communities within the Sectoral Education Conference.

Additional 24th disposition. Incorporation of credits into the State's General Budget for the gratuitousness of the second cycle of childhood education.

The General Budget of the State corresponding to the temporary scope of application of this Law will progressively incorporate the necessary credits to make the second cycle of child education effective. referred to in Article 15.2.

Additional provision twenty-fifth. Promotion of effective equality between men and women.

In order to promote equal rights and opportunities and to promote effective equality between men and women, the centres that develop the principle of co-education at all stages of education will be the focus of attention. priority and priority in the application of the provisions contained in this Law, without prejudice to the provisions of the international conventions signed by Spain.

Additional provision twenty-sixth. Specific designation for the School Board of educational institutions.

Educational administrations will be able to establish a specific designation to refer to the School Board of educational institutions.

Additional provision twenty-seventh. Review of the concert modules.

1. During the period referred to in the first provision of this Law, and in compliance with the Agreement concluded between the Ministry of Education and Science and the representative trade union organizations of the faculty of the institutions In the case of a contract, all the items of the modules of the concert shall be reviewed annually in a percentage equal to that of the remuneration of public servants who are dependent on State administrations.

2. For the exercise of the function of the directive in the private institutions, the educational authorities will make it possible to compensate for economic compensation, similar to those provided for in the management of the public institutions. characteristics.

Additional provision twenty-eighth. Agreements with centres providing vocational training courses.

Educational Administrations will be able to establish educational agreements with schools that provide training courses of vocational training that complement the educational provision of public institutions according to the programming general of education.

Additional disposition twenty-ninth. Fixing the amount of the modules.

1. During the period referred to in the first provision of this Law, the amounts of the economic modules established, in accordance with Article 117, shall be fixed on the basis of the implementation of the teaching which orders this Law.

2. A committee will be set up within the Sectoral Conference, with the participation of the most representative employers ' and trade unions in the field of concerted private education, for the study of the size of the a concert that values the total cost of teaching the teachings in conditions of gratuitousness.

Additional 30th disposition. Integration of centres into the network of public ownership centres.

The Autonomous Communities will be able to integrate into the respective network of public schools, in accordance with the form and procedure established by Law of their Parliaments, the centers of ownership of the Local authorities which comply with the requirements laid down in the Law, provide for school populations of unfavourable socio-economic conditions or who perform a recognised work in the care of the needs of schooling, provided that Local administrations express their willingness to integrate them into that network.

Additional 3r3rst disposition. Vigencies of qualifications.

1. The degree of School Graduation of Law 14/1970, of 4 August, General of Education and Financing of Educational Reform and the degree of Graduate in Secondary Education of the Organic Law 3/1990, of 3 October, of General System Educational, they will have the same professional effects as the degree of Undergraduate in Compulsory Secondary Education established in this Law.

2. The titles of Bachiller of Law 14/1970, of 4 August, General of Education and Financing of Educational Reform and of the Organic Law 1/1990, of 3 October, of General Ordination of the Educational System, will have the same professional effects that the new title of Bachiller established in this Law.

3. The title of Auxiliary Technician of Law 14/1970, of 4 August, General of Education and Financing of Educational Reform will have the same academic effects as the degree of Graduate in Secondary Education and the same professional effects as the title of Technician of the relevant profession.

4. The title of Technical Specialist of Law 14/1970, of August 4, General of Education and Financing of Educational Reform will have the same academic and professional effects as the new title of Superior Technician in the corresponding craft.

Additional provision trigesimoregunda. New vocational training qualifications.

In the period of application of this Law, the Government, as provided for in Article 39 (6) of the Law, shall establish the teaching of professional training in the medium and higher grade related to the performing arts.

First transient disposition. Teachers attached to the first and second courses of compulsory secondary education.

1. The officials of the body of teachers assigned definitively, in application of the transitional provision fourth of the Organic Law 1/1990, of 3 October, of General Management of the Educational System, to positions of the first two courses of compulsory secondary education, may continue in such posts indefinitely, as well as exercise their mobility in relation to the vacancies to be determined by each educational administration. In the event that they agree to the body of secondary school teachers as provided for in the additional twelfth provision of this Law, they will be able to remain in their same destination on the terms that are established.

2. The teachers who, in application to the transitional provision of the Organic Law 1/1990, of 3 October, of General Management of the Educational System, come imparting the first two courses of compulsory secondary education in centers Private teachers will be able to continue to perform the same function in the positions they occupy.

Second transient disposition. Early voluntary retirement.

1. Career officials of the teaching bodies referred to in the seventh additional provision of this Law, as well as the officials of the bodies to be extinguished as referred to in the fifth transitional provision of Law 31/1991, General budgets of the State for 1992, falling within the scope of the State's passive class system, may be eligible for a voluntary retirement scheme up to the date of the end of the process of implementation of the present Law provided for in the first provision, provided that each and every one of the requirements following:

(a) Haber remained active uninterrupted in the fifteen years prior to the filing of the application in posts belonging to the corresponding template of the teaching centres, or for a part of that period have remained in the situation of special services or have occupied a post which is functionally or organically dependent on the educational authorities, or has been granted leave of absence in respect of any of the cases referred to in paragraph 1. Article 29 (4) of Law 30/1984 of 2 August of Measures for the Reform of the Public Service, as amended by Law 39/1999 of 5 November and by Law 51/2003 of 2 December.

b) Be aged sixty years old.

c) Have fifteen years of service accredited to the State.

The age and period of absence required under (b) and (c) above must have been met on the date of the event causing the pension, which will be for this effect on 31 August of the year in which the pension is paid. request. To this end, the application must be made to the corresponding retirement authority within the first two months of the year in which the voluntary retirement is sought.

Equally, officials from the bodies of education inspectors, inspectors in the service of the educational administration and primary school teachers, as well as the bodies of education inspectors, will be eligible for this pension scheme. (a) the staff of the staff of the staff who are members of the staff of the staff of the staff of the staff of the staff of the staff of the staff of the staff of the staff of the staff of the staff of the staff of the staff of the staff. in all cases meet the above requirements, except as regards the attachment to the posts belonging to the templates of the educational institutions.

2. The amount of the retirement pension shall be the amount to be applied, to the regulatory assets which in each case proceed, the percentage of the calculation corresponding to the sum of the years of effective service provided to the State which, according to the Passive Classes legislation, have the official accredited at the time of voluntary retirement and the period of time that is missing until the age of sixty-five years.

The provisions of the preceding paragraph are without prejudice to the requirements of the maximum limits for public pension provision at any time.

3. Given the voluntary nature of the pension provided for in this transitional provision, it will not apply to it as laid down in the first transitional provision of the existing recast text of the State Passive Classes Act.

4. Officials who voluntarily retire in accordance with the provisions of this standard, who are accredited at the time of retirement at least 28 years of effective service to the State, may, for one time, receive together with its latest asset, an extraordinary gratification in the amount and conditions established by the Government at the proposal of the Minister of Economy and Finance, on the initiative of the Minister of Education and Science, attending to the age of (a) official, years of service provided and additional remuneration established with the general character for the membership body. The amount of the extraordinary gratification shall in no case be greater than an amount equal to 25 monthly payments of the Public Indicator of Multiple Effects.

5. Career officials of the teaching bodies referred to in this rule, who are covered by social security or pension schemes other than that of the Passive Classes, provided that they satisfy all the conditions laid down in paragraph 1. opt for the time of the voluntary retirement application to be incorporated into the State Passive Classes Scheme, for the purposes of the right to the benefits referred to in this provision, as well as their integration into the Special Regime of Civil servants of the State.

The Commission, provided for in the sixth provision of Royal Decree 691/1991 of 12 April 1991 on mutual recognition of quotas between social security schemes, will determine the economic compensation to be made by the Social security in respect of the staff of teachers who choose to join the Passive Classes of the State, depending on the years listed in the other social security systems.

6. Career officials of the teaching bodies referred to in paragraph 1 of this provision, who are covered by social security schemes or insurance schemes other than those of Passive Classes, who do not exercise the option set out in paragraph 1. (a) may also receive extraordinary benefits in accordance with the provisions of paragraph 4 of this transitional provision, provided that they cause the provision of services to the State to be definitively reduced by voluntary retirement or waiver of his/her status as an official, and meet the requirements of the numbers 1 and 4 of the same, except that of belonging to the Passive Classes of the State. In this case, the amount of the extraordinary gratification shall in no case be greater than an amount equal to 50 monthly Mens of the Public Indicator of Multiple Effects.

The retirement or resignation of the officials referred to in the preceding paragraph shall not entail any change in the rules applicable to them for the purposes of benefits under the arrangements in which they are included.

7. The Directorate-General for Personnel and Public Pensions Costs of the Ministry of Economy and Finance is empowered to issue instructions which, in relation to passive class pensions, may be necessary in order to implement the provisions of the in this standard and in which they are given in their development.

8. Before the end of the period of implementation of this Law, established in the first provision, the Government, after consulting the Autonomous Communities, shall review the time referred to the retirement scheme. voluntary as well as the required requirements.

Transitional provision third. Mobility of officials of the teaching bodies.

As long as the forecasts contained in this Law that affect the mobility through contest of transfers of the officials of the teaching bodies in it are not developed, the mobility will be adjusted to the normative in force for the entry into force of this Law.

Transitional disposition fourth. Technical teachers of vocational training in high school.

Technical teachers of vocational training who, at the entry into force of this Law, are taught in high school will be able to continue indefinitely in this situation.

Transient disposition fifth. Fixed labour staff of non-autonomic administrations dependent centres.

1. Where they have been incorporated, prior to the entry into force of this Law, or are incorporated during the first three years of their application, centres previously dependent on any public administration to the networks of educational institutions dependent on the educational administrations, the staff who were fixed at the time of the integration and perform teaching functions in these centers, will be able to access the teachers regulated in this Law, after overcoming the (a) to the extent to which the Member State concerned has the right to Autonomous Communities. Such evidence must, in any event, guarantee the constitutional principles of equality, merit and capacity, in the form which the autonomic parliaments determine, and must be respected, in any event, as laid down in the basic regulation of the Status.

2. The entry procedures referred to in this provision shall apply only within three years.

Transitional disposition sixth. Duration of the mandate of the governing bodies.

1. The term of office of the director and other members of the management team of the public institutions appointed prior to the entry into force of this Law shall be that laid down in the legislation in force at the time of his appointment.

2. Educational administrations may, for a maximum period of one year, extend the term of office of directors and other members of the management team of public institutions whose completion occurs in the school year of entry into force of the This Act.

3. The School Board of the public and private teachers ' institutions established prior to the entry into force of this Law will continue its mandate until the end of this Law with the privileges established in this Law.

Transitional disposition seventh. Exercise of management in public teaching centres.

Teachers who are accredited for the exercise of the management of public educational institutions have not exercised, or have exercised for a period of less than the period referred to in Article 136.1 of this Law, they shall be exempt of the part of the initial training to be determined by the Autonomous Communities.

Transient disposition octave. Pedagogical and didactic training.

The professional titles of Didactic Specialization and the Certificate of Pedagogical Qualification that at the entry into force of this Law would have organized the universities in accordance with the provisions of the Organic Law 1/1990, 3 October, General Management of the Educational System, the Certificate of Pedagogical Aptitude and other certifications that the Government can establish will be equivalent to the formation established in article 100.2 of this Law, until it is regulated for each teaching. The teachers and graduates in pedagogy and psycho-pedagogy and those in possession of a bachelor's degree or equivalent degree including pedagogical and didactic training shall be exempt from the requirement of this title.

transient disposition ninth. Adaptation of the centres.

Centers that serve children under three years of age and that the entry into force of this Law is not authorized as child education centers, or as preschool education centers, will be available to accommodate children. minimum requirements to be established for the time limit which the Government determines, after consulting the Autonomous Communities.

Transient disposition tenth. Modification of the concerts.

1. The private centres which, at the entry into force of this Law, have concerted the post-compulsory teachings, shall maintain the concert for the equivalent teachings.

2. The concerts, conventions or grants applicable to preschool education institutions and children's education centres will refer to the first cycle of early childhood education and the second cycle of child education. respectively.

3. Concerts, conventions or grants for the social security programmes shall relate to initial vocational qualification programmes.

Transient disposition eleventh. Application of regulatory standards.

In matters whose regulation refers this Law to subsequent regulatory provisions, and as long as they are not dictated, in each case, the rules of this rank that were to be applied to the date of entry will apply. in force of this Law, provided that they do not object to the provisions of this Law.

Transient Disposition twelfth. Access to language teaching to children under the age of sixteen.

By way of derogation from article 59.2 of this Law, students who have completed the first two courses of compulsory secondary education at the entry into force of this Law will be able to access language teaching.

transient disposition thirteenth. Specialist teachers.

As long as the Government determines the teachings referred to in Article 93.2 of this Law, the teaching of music, physical education and foreign languages in primary education shall be taught by teachers. with the corresponding specialization.

Transitional disposition fourteenth. Changes in titration.

The qualification requirements set out in this Law, for the delivery of the different educational levels, will not affect the teachers who are providing their services in teaching centers as provided in the legislation applicable in relation to the places they are occupying.

15th transient disposition. Teachers with a place in counseling services or psychopedagogical counseling.

1. The educational authorities who have not regularised the administrative situation for access to the Secondary School Teachers ' Body, a major psychology and pedagogy, by means of the opposition, special shift, planned in Article 45 of Law 24/2001, of 27 December, of Fiscal, Administrative and Social Order Measures, of the officials of the Corps of Teachers who, with degrees of degree in Psychology or Pedagogy, have been playing places with final character in the field of management, obtained by public tender of merit, in the guidance or psychopedagogical advice, shall be convened within a period of three months from the date of the adoption of this Law, a special shift, in accordance with the characteristics of the following point.

2. The above-opposition, special shift, will consist of a competition phase in which the merits of the candidates will be assessed, in the way they establish the calls, among which will be the academic training and the teaching experience. prior. The opposition phase shall consist of a report on the functions of the counselling or counselling services. Applicants shall expose and defend the indicated memory before the court, with the possibility of the court, at the end of the exhibition and the defence, to ask the applicant questions or request clarifications on the exposed memory.

3. Those who pass the selective process shall be assigned to the same place where they are performing and, for the sole purpose of determining their seniority in the body in which they are integrated, the date of their final access shall be recognised in the the educational administration's psycho-pedagogical teams.

Transient disposition sixteenth. Priority of concerts in the second cycle of childhood education.

In relation to the provisions of Article 15.2 of this Law, the educational administrations, in the concert regime referred to in Article 116 thereof, and taking into account the provisions of Article 117, consider the requests made by the private institutions, and give preference, in this order, to the units that are requested for the first, second and third courses of the second cycle of child education.

transient disposition seventeenth. Access to the teaching public function.

1. The Ministry of Education and Science will propose to the educational authorities, through the Sectoral Education Conference, the adoption of measures to reduce the percentage of interim teachers in educational institutions, that within four years, from the date of the adoption of this Law, the maximum limits laid down in general for the public service are not exceeded.

2. During the years of implementation of this Law, access to the teaching public function will be carried out through a selective procedure in which, in the competition phase, the academic training will be valued and, preferably, the experience prior teacher in the public centers of the same educational stage, up to the legal limits allowed. The opposition phase, which will have a single test, will deal with the contents of the corresponding specialty, the pedagogical aptitude and the mastery of the techniques necessary for the exercise of teaching. For the purposes of this procedure of the opposition, the provisions of the previous paragraph shall be taken into account, for which the appropriate reports of the educational administrations shall be required.

18th transient disposition. Adaptation of regulations on concerts.

In order to allow educational administrations to adapt their regulations on educational concerts to the provisions of this Law, they may agree to extend up to two years of the general period of educational consultation in the entry into force of this Law.

Nineteenth transient disposition. Procedure for the admission of students.

The procedures for admission of students will be adapted to the provisions of Chapter III of Title II of this Law from the academic year 2007/2008.

Single Repeal Provision

1. The following Laws are repealed:

a) Law 14/1970, of 4 August, General Education and Financing of Educational Reform.

b) Organic Law 1/1990, of 3 October, of General Ordination of the Educational System.

c) Organic Law 9/1995, of November 20, of Participation, Evaluation and Government of the Teaching Centers.

d) Organic Law 10/2002, of 23 December, of Quality of Education.

e) Law 24/1994, of 12 July, laying down rules on competitions for the provision of jobs for teaching staff.

2. In addition, any provisions of equal or lower rank shall be repealed as opposed to the provisions of this Law.

Final disposition first. Amendment of Organic Law 8/1985 of 3 July, regulating the law of education.

1. Article 4 of Organic Law 8/1985 of 3 July, which regulates the law of education, is worded as follows:

" 1. Parents or guardians, in relation to the education of their children or pupils, have the following rights:

(a) To receive an education, with the highest guarantee of quality, in accordance with the aims set out in the Constitution, in the corresponding Statute of Autonomy and in the laws of education.

b) To choose both public and different teaching centers from those created by the public authorities.

c) To receive the religious and moral formation that you agree with your own convictions.

d) To be informed about the progress of learning and socio-educational integration of your children.

e) To participate in the teaching and learning process of your children.

f) To participate in the organization, operation, governance and evaluation of the educational center, in the terms established in the laws.

g) To be heard in those decisions that affect the academic and professional orientation of your children.

2. Also, as the first ones responsible for the education of their children or pupils, it is up to them:

a) Adopt the necessary measures, or request the appropriate assistance in case of difficulty, so that their children or pupils will heal the compulsory teachings and attend regularly to class.

b) Provide, as far as their availability, the resources and conditions necessary for school progress.

c) Stimulation them to carry out the study activities that are entrusted to them.

d) Take an active part in the activities that are established under the educational commitments that the centers establish with the families, to improve the performance of their children.

e) Know, participate and support the evolution of your educational process, in collaboration with teachers and centers.

f) Respect and enforce the standards established by the school, the authority and the educational guidelines or guidelines of teachers.

g) Encourage respect for all components of the educational community. "

2. Article 5.5 of the Organic Law 8/1985 of 3 July, which regulates the right to education, is worded as follows:

"The educational administrations will promote the exercise of the right of association of parents, as well as the formation of federations and confederations."

3. Article 6 of Organic Law 8/1985 of 3 July, which regulates the law of education, is worded as follows:

" 1. All pupils have the same rights and duties, without any distinction as to those arising from their age and the level they are pursuing.

2. All students have the right and the duty to know the Spanish Constitution and the respective Statute of Autonomy, in order to be formed in the values and principles recognized in them.

3. Students are recognized as the following basic rights:

a) To receive a comprehensive training that contributes to the full development of your personality.

b) To respect their identity, integrity and personal dignity.

c) That their dedication, effort, and performance be valued and recognized with objectivity.

d) To receive educational and professional guidance.

e) To respect their freedom of conscience, their religious convictions and their moral convictions, in accordance with the Constitution.

f) To protection against any physical or moral aggression.

g) To participate in the operation and in the life of the center, in accordance with the provisions of the existing rules.

(h) to receive the necessary support and support to compensate for the shortcomings and disadvantages of personal, family, economic, social and cultural type, especially in the case of presenting special educational needs, which prevent or make access to and stay in the education system difficult.

i) To social protection, in the field of education, in cases of family misfortune or accident.

4. They are the basic duties of the students:

a) Study and strive to achieve maximum development according to your capabilities.

b) Participate in training activities and, especially, in school and complementary activities.

c) Follow teacher guidelines.

d) Attend class with punctuality.

e) Participate and collaborate in the improvement of school life and in the achievement of an adequate climate of study in the center, respecting the right of their companions to education and the authority and orientations of the teachers.

f) Respect freedom of conscience, religious and moral convictions, and the dignity, integrity and intimacy of all members of the educational community.

g) Respect the norms of organization, coexistence and discipline of the educational center, and

h) Keep and make good use of the facilities of the center and teaching materials. "

4. A new paragraph is added to Article 7 of Organic Law 8/1985 of 3 July, which regulates the right to education, with the following wording:

" 3. Educational administrations will promote the exercise of the right of association of students, as well as the training of federations and confederations. "

5. A new paragraph is added to Article 8 of Organic Law 8/1985 of 3 July, which regulates the right to education:

" In order to stimulate the effective exercise of the participation of students in educational institutions and to facilitate their right of assembly, educational institutions will establish, when drawing up their rules of organization and operation, the conditions under which students may exercise this right. In terms of educational administrations, the collective decisions taken by the students, starting from the third year of compulsory secondary education, in respect of class attendance will not be taken into account. misconduct and shall not be subject to sanction, where such misconduct has been the result of the exercise of the right of assembly and is communicated prior to the address of the centre. "

6. Article 25 of Organic Law 8/1985 of 3 July, which regulates the law of education, will have the following wording:

" Within the provisions of this Law and norms that develop it, the private centers will not be granted autonomy to establish their internal regime, to select their teachers according to the required qualification by the legislation in force, the preparation of the educational project, the organisation of the day according to the social and educational needs of its students, the extension of the teaching schedule of areas or subjects, the procedure for the admission of students, establish the rules of coexistence and define their economic regime. "

7. Article 31 of Organic Law 8/1985 of 3 July, which regulates the right to education, is added to a new letter n) with the following text:

"n) The Autonomous School Councils."

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 School Board of the agreed private centres shall consist of:

The director.

Three representatives of the center holder.

A city council member or representative in whose municipal term the center is located.

Four teachers ' representatives.

Four representatives of the parents or guardians of the students, chosen by and among them.

Two representatives of the students chosen by and among them, from the first course of compulsory secondary education.

A representative of the administration and service personnel.

Once the School Board of the Center is established, the School Board will appoint a person to promote educational measures that promote real and effective equality between men and women.

In addition, in specific special education centers and those with specialized classrooms, a representative of the supplemental educational care staff will also be part of the School Board.

One of the parents ' representatives on the School Board will be appointed by the most representative parent association at the center.

Also, the concerted centers that provide professional training may incorporate a representative of the business world, designated by the business organizations, into their School Board in accordance with the procedure that Educational administrations establish. "

9. Article 57 of the Organic Law 8/1985 of 3 July, regulating the right to education, shall be as follows in paragraphs (c), (d), (f) and (m)

" c) Participate in the process of admission of students, ensuring the subjection to the rules on the same.

d) Know the resolution of disciplinary conflicts and ensure that they comply with the current regulations. Where the disciplinary measures taken by the director correspond to the conduct of the students who seriously harm the coexistence of the centre, the School Board, at the request of parents or guardians, may review the decision taken and propose, in their case, the appropriate measures.

f) Approve and evaluate the overall programming of the center that will be prepared annually by the management team.

m) To propose measures and initiatives that promote 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 Organic Law 8/1985 of 3 July, regulating the right to education, will have the following wording:

" 1. They are cause of minor breach of the concert by the center holder the following:

(a) Receipt of amounts for supplementary or after-school activities or for school services which have not been authorised by the educational administration or by the School Board of the Centre, in accordance with the was set in each case.

b) Infringement of the rules on participation provided for in this Title.

c) Proceed to teacher layoffs where those have been declared imparted by judgment of the competent jurisdiction.

d) Infringe the obligation to provide the Administration with the data necessary for the payment of the salaries.

e) Infringement of the principle of voluntary and non-discrimination of complementary, extra-school and complementary services.

(f) Other costs arising from the breach of the obligations laid down in this Title or in the regulatory rules referred to in Article 116 (3) and (4) of the Organic Law on Education or of any other covenant contained in the concert document which the centre has subscribed to.

2. The following are causes of serious breach of the concert by the owner of the center:

(a) The causes listed in the preceding paragraph where the administrative file instructed to the effect and, where appropriate, the judgment of the competent jurisdiction, result that the non-compliance was produced by profit, with obvious intentionality, with manifest disturbance in the provision of the teaching service or in a repeated or repeated manner.

b) Imparting the teachings object of the concert in contravention of the principle of gratuitousness.

c) Contravening the rules on admission of pupils.

d) Separate from the selection procedure and dismissal of the faculty established in the preceding articles.

e) Lesionate the rights recognized in Articles 16 and 20 of the Constitution, where this is determined by judgment of the competent jurisdiction.

f) Incompliance with the agreements of the Conciliation Commission.

g) Other defined as serious non-compliances in this Title or in the regulatory standards referred to in Article 116 (3) and (4) of the Organic Law of Education.

notwithstanding the foregoing, where the administrative file instructed to do so would result in the non-profit being non-profit, without an obvious intention and without any disturbance in the provision of the teaching there is repeated or reoffending in the non-compliance, this will be qualified as mild.

3. The reiteration of non-compliances referred to in the preceding paragraphs shall be determined by the competent educational administration in accordance with the following criteria:

(a) In the case of repeated non-compliance, it is sufficient to ensure that this situation becomes apparent through a report of the relevant educational inspection.

(b) In the case of a new non-compliance with the prior assignment, the instruction in the relevant administrative file shall be required.

4. The minor breach of the concert will result:

a) The educational administration's perception.

(b) If the holder does not remedy the minor non-compliance, the administration shall impose a fine of between half and the total of the amount of the item "other expenses" of the economic module of educational concert in force in the period in which the imposition of the fine is determined. The sanctioning educational administration shall determine the amount of the fine within the limits laid down and may recover the fine by way of compensation against the amounts to be paid to the head of the centre in application of the educational concert.

5. The serious breach of the educational concert shall result in the imposition of a fine, which shall be between the total and double the amount of the item 'other expenditure' of the economic module of educational concert in force in the period in which the determine the imposition of the fine. The sanctioning educational administration shall determine the amount of the fine within the limits laid down and may recover the fine by way of compensation against the amounts to be paid to the head of the centre in application of the educational concert.

6. The very serious breach of the concert will result in the termination of the concert. In this case, in order not to harm the students already in school, the educational administrations will be able to impose the progressive rescission of the concert.

7. The non-compliance and the very serious sanction will be prescribed at three years, the serious one at two years and the mild one a year. The limitation period shall be interrupted by the establishment of the Conciliation Committee for the correction of the non-compliance committed by the concerted centre. '

Final disposition second. Amendment of Law 30/1984 of 2 August of Measures for the Reform of the Civil Service.

A new letter is added to Article 29.2 of Law 30/1984, of 2 August, of Measures for the Reform of the Civil Service, with the following wording:

"n) When appointed to fill positions in the Functional Areas of the High Education Inspectorate of officials of the teaching bodies or scales in which the teaching public function is ordered."

Final disposition third. Minimum teachings.

All the references contained in the existing provisions to the common teachings will be understood to be the basic aspects of the curriculum that constitute the minimum teachings.

Final disposition fourth. Autonomy for the economic management of non-university public teaching centres.

It will continue in force, with the modifications resulting from this Law, Law 12/1987, of July 2, on the establishment of free of high school, vocational training and applied arts and crafts arts in public centres and the autonomy of the economic management of non-university public teaching centres.

Final disposition fifth. Competence title.

This Law is established on a basic basis under the jurisdiction of the State under Article 149.1.1., 18. and 30. of the Constitution. The following precepts are excepted from the above basic character: 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, 102.2, 102.3 and 102.4; 103.1; 105.2; 106.2 and 106.3; 112.2, 113.3, 113.4 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; additional provision Fifteenth, paragraphs 1, 4, 5 and 7; and fourth final provision.

Final disposition sixth. Development of this Law.

The rules of this Law may be developed by the Autonomous Communities, with the exception of those relating to those matters whose regulation is entrusted to the Government by the Government or which correspond to the State in accordance with the provisions of this Law. established in the first provision, number 2, of the Organic Law 8/1985, of 3 July, Regulatory of the Right to Education.

Final disposition seventh. Character of Organic Law of this Law.

Have the range of Organic Law Chapter I of the preliminary title, Articles 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; Additional provisions sixteenth and seventeenth; the sixth paragraph, third paragraph; the transitional provision tenth; First and seventh final provisions, and the single derogation provision.

Final disposition octave. Entry into force.

This Organic Law shall enter into force on the twentieth day of its publication in the "Official Gazette of the State".

Therefore,

I command all Spaniards, individuals and authorities, to keep and keep this organic law.

Madrid, 3 May 2006.

JOHN CARLOS R.

The President of the Government,

JOSE LUIS RODRIGUEZ ZAPATERO