JOHN CARLOS I

KING OF SPAIN

To all who present it and understand it.

Sabed: That the Cortes General have approved and I come to sanction the following Organic Law.

EXPLANATORY STATEMENT

Technological changes have transformed modern societies into complex realities, affected by a strong dynamism that has in knowledge and information the engine of economic and social development. In this new context, citizens ' expectations of the role of education and training systems have increased markedly.

In line with this, the search for successful educational policies, more closely related to the new realities, has become a general concern of the public authorities.

Education is today at the heart of the challenges and opportunities of 21st century societies. Thanks to the efforts of citizens and the continuous drive of governments, access to education has been universalized, becoming a fundamental and effective right of citizens.

Education, which unites the past and the future of individuals and societies, is always influenced by the world of knowledge and by the world of values, by the legitimate expectations of individuals and by the demands of reasonable of life in common. But never as today has the convergence between these essential dimensions of education been more necessary; it has never been so evident that quality and equity, economic development and social cohesion are not counterposed elements, but objectives. We must also be able to make progress in our societies.

As is obvious, education systems are affected by this greater dynamism and complexity of social reality. For this reason, educational reforms have ceased to be exceptional events, and have become relatively continuous processes of revision, adjustment and improvement. These are processes necessary to meet the new demands and challenges of education that appear in the political, social and economic scene; and also, to prevent the rigidity of normative frameworks from being broken by the thrust of a reality. in continuous change that often exceeds those.

The achievement of quality education for all, which is the essential objective of this Law, is an end whose roots lie in the humanist values of our European cultural tradition. In addition, it is, at the present time, an essential instrument for a better exercise of individual freedom, for personal fulfilment, for the achievement of higher levels of social and economic progress and for reconciling the individual welfare and social welfare.

Spain is no stranger to the challenges of the present and the future, nor has it been oblivious to the changes experienced by education throughout history. During the twentieth century, education also occupied the center of a complex relationship between state action, private initiatives and the demands of society.

In its recent history, the economic, social and cultural development of Spain was undermined by the insufficient qualifications of its citizens. The universalization of primary education was not completed until the second half of the twentieth century, although our level of schooling in secondary and university education was already, then, similar to that of the European countries of our environment.

This situation was due to the fact that the social demand for education, in countries with relative backwardness, is usually located, above all, in the sectors already educated, so that its extension to the population with low level of education In addition to the traditional action in this field, it required the Catholic Church, the very diverse private initiatives and, of course, the will and the determined action of the State.

Today, with the perspective of a century, we know that public educational policies have experienced a quantitative and qualitative leap in their effectiveness, especially since the beginning of the seventies of the twentieth century. It took more than a hundred years to implement compulsory and free Primary Education, which had been established in the so-called "Moyano Law", of 1857. In the last thirty years, on the other hand, compulsory and free education has become widespread in our country, widening to the age of sixteen.

Spanish society has, therefore, faced a profound transformation in recent decades. At the same time, it has managed to positively resolve its own internal changes and address the adaptation processes required by the integration of Spain into the European Union. In a few decades, Spain's development conditions have improved considerably, and today it can be empirically proven how beneficial the greatest qualification of citizens has been to these effects:

is an evidence that the substantial improvement in the average educational level that Spain has experienced over the last two decades of the 20th century has made education one of the most important factors of acceleration of the economic growth and social welfare of the country.

In this common effort, the previous reforms of our education system have played an important role. The extension and universalisation of basic education has not only made substantial progress towards effective equality of opportunity; it has also facilitated an increase in the different levels of qualification of a good part of youth. Spanish.

However, this undeniable historical progress must not conceal a series of important deficiencies that our educational system shows today. They are deficiencies that must be remedied because they so require the future of our young people, the aspirations of the families and the needs of our economy and our society.

The consequence of the above is that the problems of the educational system are no longer concentrated on the task of universalizing basic education. The need to reduce the high rates of abandonment of compulsory secondary education, to improve the average level of knowledge of our students, to universalize education and care to the first, is achieved. children and in the necessary extension of educational care to the adult population.

The challenge is to integrate all these objectives into the perspective of an education and training throughout life, in which the different educational stages form a continuum, and relate to each other both from the point of view of the effectiveness of educational actions, such as the efficiency of public investment in education.

Achieving the greatest qualification power of the education system along with the integration of the maximum possible number of students are essential objectives of this reform.

The certainly historic nature of the progress achieved must not and cannot justify any complacency. Assessments and analyses of our education system, carried out by both national and international bodies and institutions, reveal worrying performance deficiencies in relation to the countries of our economic environment and cultural. These deficiencies are particularly evident in secondary education. Thus, a quarter of the students do not obtain the degree of Undergraduate in compulsory secondary education, leaving the system without qualification or qualification. In addition, our students are below the average of the European Union in their knowledge of instrumental subjects such as mathematics and science, which are fundamental in a social and economic reality in which the Scientific-technological knowledge is paramount. They also have serious deficiencies in oral and written expression that are related to the lack of reading habits, which should be enhanced with the best use and functioning of school libraries.

On the other hand, the full integration of Spain in the European context entails greater openness and requires a greater degree of approval and flexibility of the education system. It also requires students to be able to acquire skills which, like the ability to communicate-also in other languages-, to work as a team, to identify and solve problems, or to take advantage of new technologies for this purpose, are today, unrenountable. These skills will enable them to make the most of the new European educational space in terms of training, qualifications and personal experience. The commitments adopted in the framework of the European Union with regard to the education and training systems of the Member States also require the effective adaptation of the educational reality of each country to the new requirements, according to the with the existing cooperation procedures.

In a society that tends to universalization, an open attitude, the ability to take initiatives and creativity, are fundamental values for the professional and personal development of individuals and for progress and growth of society as a whole. The entrepreneurial spirit is needed to address the evolution of employment demands in the future.

There is still a new challenge, which has suddenly broken into Spain's educational and social scene, and which requires proper treatment. In effect:

the rapid increase of the school population from the immigration demand of the education system new normative instruments, which facilitate effective integration, educational and social, of the students from others countries that often speak other languages and share other cultures. The degree of social and economic integration of adults depends, in the medium and long term, on the capacity for integration, by the education system, of children and adolescents from immigration.

In order to successfully meet the challenges of this new social and economic context, it is necessary to make changes to the existing regulatory frameworks, which will facilitate the orderly adaptation of the Spanish education to the new situation, through the relevant action of the public authorities.

The measures aimed at promoting the improvement of the quality of the education system provided for in this Law are organized around five fundamental axes, which reflect the principles of conception of the Law and, at the same time, guide, in normative terms, the policies that are formulated in it, from the respect to the corresponding areas of competence.

This new reformer impulse that the Law promotes is based, too, on the conviction that the values of effort and personal demand are basic conditions for the improvement of the quality of the education system, values whose profiles have been blurred while weakening the concepts of duty, discipline and respect for the teacher.

As for values, it is evident that the school institution is greatly benefited when it is based on a social consensus, really lived, about certain norms and behaviors of people who, in addition to being They are valuable in themselves, contributing to the smooth functioning of educational institutions and promoting their performance. However, without ignoring the considerable benefit which, as far as the transfer of values is concerned, provides the school with the support of the social environment, the education system has, and will have, its own responsibilities, which it cannot and cannot to leave. In this sense, the culture of effort is a guarantee of personal progress, because without effort there is no learning. Therefore, for adolescents to forge their future in an educational system that places this reality in a secondary place, means to immerse them in a mirage that involves, in the medium term, a high personal, economic and social cost difficult to bear at both the individual and the collective level.

It is precisely a climate that does not recognize the value of the effort that is most detrimental to the less favored social groups. On the other hand, in an orderly, affectionate but demanding school climate, which, at the same time, enjoys both the effort on the part of the students and the transmission of positive expectations by the teacher, the school institution is able to compensate for the differences associated with the factors of social origin.

The second axis of measures of the Law is to orient the educational system more openly towards the results, since the consolidation of the culture of effort and the improvement of the quality are linked to the intensification of the evaluation processes of pupils, teachers, centres and the system as a whole, so that the improvement processes can be properly targeted by some and others. This accentuation of the importance of results does not, in any way, ignore the role of the processes that lead to those, nor of the resources in which some and others support themselves. The assessment, that is, the identification of errors and successes is not only a basic factor of quality; it is also an essential tool for making intelligent educational policies at all levels and for increasing, progressively, their opportunity and their suitability for change.

The third of the axes that inspire the reform concept of this Law is to significantly strengthen a system of quality opportunities for all, starting with the Education of Children and ending with the post-compulsory levels. As has been said, in the context of a knowledge-based society, education and training have today become the key elements for achieving the objectives of personal, social and economic progress. It is precisely for this reason that our education and training system must be assimilated to a network of opportunities, which enables each individual to transition and achieve his own training objectives. The educational system should provide for a flexible configuration, which is adapted to the individual differences of skills, needs, interests and rhythms of maturation of the people, just so as not to renounce the achievement of quality results for all.

The student's own diversity advises a certain variety of trajectories; but, according to the Law, it is the responsibility of the public authorities that any one of them is equally open to the future, assuring all the the acquisition of qualifications for the later stages of education, training or work, and guarantees the equivalent quality of the various training processes.

The fourth axis that guides the objectives of this Law refers to teachers. Because of the fundamental importance of the quality of the teacher-student relationship, the core of education, in order to obtain good school results, and because of the high multiplier effect that this relationship entails, the policies aimed at Teachers are the most valuable and decisive element in achieving the effectiveness and efficiency of education and training systems.

However, and despite the drastic change that, due to a varied set of circumstances, has occurred in the last decades in the educational landscape and in the conditions and demands of the activity of the faculty, the Human resources policies have hardly been changed at all.

Winning the future of education in our country therefore passes by attracting the teaching profession to the good students and by retaining the best professionals in the educational world.

In this sense, the Law aims to raise the social consideration of teachers; it also strengthens the initial training system, in line with the double scientific-pedagogical dimension of the task of teaching and training. (a) to improve the quality of the training, and to improve the quality of the training and to improve the quality of life and the quality of life.

The fifth axis of the Law is related to the development of the autonomy of the educational centers and to the encouragement of the responsibility of these centers in the achievement of good results for their students. In such a diverse and complex context, with problems so differentiated between the different centres, it is necessary to strengthen the responsibilities at this level of the education system.

The strengthening of the autonomy of the institutions is also based on mutual trust and responsibility; on the agreement between the center and the administration, which must be considered as the main partners in the task of advancing the education at the local level; and, at the same time, the need to respond to the results by means of evaluation procedures to facilitate the improvement and to guide and modulate the joint actions of each educational institution and each administration. The Law creates the right framework for the development of coordinated actions between the two.

In accordance with the foregoing considerations, the Law formulates, in its Preliminary Title, the basic principles underlying the measures contained in it to raise the quality of education, understanding that all are supported, by a part, in the recognition of the rights and duties of students and parents, and, on the other hand, the guarantee of the basic conditions of equality in the exercise of the right to education, which must be ensured, inter alia measures, by means of a system of grants and aid to remove obstacles of economic order which prevent or make it difficult to exercise that right.

Title I redefines the structure of the Educational System at its various levels and stages, referring to school teaching, and characterizes preschool education for its dual nature of education and care and care for the early childhood, guaranteeing the supply of sufficient places to meet the demand of the families and to meet their needs.

Children's Education is, for the first time, as a voluntary but free stage, in line with the decisive importance of this stage in the compensation of inequalities in education, and the accent is placed on it in the initiation to reading, writing and calculation.

Both Child Education and Primary Education are configured as a decisive period in the formation of the person, as it is in these stages when the fundamentals are settled, not only for a solid learning of the basic skills in the language, calculation and foreign language, but are also acquired, for the rest of life, work habits, reading, orderly living and respect for others. In primary education, in addition, the name of the areas of knowledge and the objectives are modified to achieve a better fit for the purposes that are intended.

At this stage, as well as in compulsory secondary education, a general evaluation test will be carried out, the sole purpose of which is to facilitate both the educational administrations and the institutions, the parents and the students, data and precise information on the degree of achievement of the objectives related to the core competencies of the relevant educational level.

On the other hand, in the last two courses of compulsory secondary education, measures are established aimed at addressing the various aptitudes, expectations and interests of the students, in order to promote, in accordance with the quality principle, the maximum capacity development of each of them. Thus, different options are established which, through itineraries, can offer the educational formulas that are best suited to the expectations and interests of the students, without in any case the option exercised is irreversible.

With this very purpose, the programs of professional initiation, established in the Law, are conceived as an alternative presided over by the principles of the maximum inclusiveness and the adequate flexibility of the educational system and In the case of students who reject the school in their traditional conception, the students who take advantage of the school are able to reconcile vocational qualifications and basic skills of a general nature by means of a free adaptation of the content, the rhythms and the school organisation. This new educational treatment introduced by the Law, by leading to the degree of Undergraduate in Compulsory Secondary Education, will allow to reduce the current numbers of abandonment of the system and will open to a greater number of students all the opportunities of training and qualification offered by the post-compulsory system-including in the present law-as well as access, with greater guarantees, to working life.

The modalities of the Baccalaureate that are established in the Law respond more adequately to the purposes attributed to this postcompulsory stage of Secondary Education and to the organization of the centers, according to the which of these teachings is being produced. This is without prejudice to the fact that, if the circumstances so advise, these modalities may be extended or modified.

At the levels of Primary Education and Secondary Education, the Law confers on the teachings of religions and their cultural manifestations, the academic treatment that corresponds to their importance for a formation In terms of the Constitution and the Agreements signed by the Spanish State, it does so in accordance with the provisions of the Constitution and the Agreements signed by the Spanish State.

The establishment of a general test of Baccalaureate, whose improvement is a necessary requirement to obtain the corresponding title, responds to the need to approve our educational system with those of the countries of our At the same time, ensuring a level of equality in the requirements of all pupils, whatever their place of residence, to obtain a qualification with valid academic and professional effects throughout the Spanish territory.

The Law does not change the current general management of specific vocational training, but it does introduce greater flexibility in the procedures for access to training cycles of a medium and higher degree, with the aim of extend the possibilities of students to complete their training through the route which, at any given moment, best responds to their interests, expectations or personal circumstances.

With the designation of specific educational needs, the Law, in Chapter VII of Title I, pays special attention to foreign students, intellectually gifted students and students with special needs. special education-either by the presence of one or more disabilities or by other factors of similar effects-by establishing a general framework enabling educational administrations to ensure, in all cases, an adequate response This is a very important subject for the European Commission.

Title II regulates specialized language teaching, which is organized at three levels, in order to provide them with a greater capacity to adapt to the needs of the students who pursue them and to seek better adaptation. to the degree of language learning established in the countries of the European Union.

Likewise, and in accordance with this vocation of flexibility, the Law provides for Official Language Schools to offer adults and, in particular, teachers, language skills updating. In addition, it is possible to obtain the corresponding official certificates for pupils who are pursuing teaching of Baccalaureate or Vocational Training.

The purpose of Title III is to teach adult lifelong learning as one of the essential instruments for making the principle of lifelong learning effective, which is facilitated by the creation of a European through, either in the form of face-to-face teaching, be it from distance learning.

In all cases, this training opportunity will primarily be aimed at covering basic education and non-compulsory education.

In Title IV, dedicated to the teaching function, we establish the general framework that must govern one of the determining factors of quality and improvement of teaching: teachers. To this end, the foundations for the initial and permanent formation are laid, as well as the assessment of the performance of the teaching function and the support measures that this performance requires.

With regard to initial training, the Law provides that the exercise of the teaching function will benefit not only from a rigorous scientific preparation in the subject matter or discipline that will be taught but also, and in a very special way, adequate pedagogical and didactic training, which must be acquired both from a theoretical perspective and through the practice of teaching activity. Therefore, for access to the teaching bodies, together with the corresponding academic requirement, the pedagogical qualification to be endorsed by the possession of a title, provided for in the Law, is determined and for which they are established rigorous but flexible procedures, in order to facilitate the acquisition of this training to those who, in the course of their higher education, opt for a professional teaching profession.

The Law also pays special attention to the permanent formation of teachers, enunciating specific programs and activities that contribute to the necessary updating that teachers demand, in order to exercise of its activity can adequately respond to the constant evolution of the needs of a function as complex and dynamic as education is. This training, as well as the performance of the teaching function, requires recognition, a valuation, by the administrations and by the society.

On the other hand, the perspective of the vocational training of teachers is articulated and vertebra, through the configuration of the teaching career with successive stages, which allow the development of a professional career throughout all the teaching life. Thus, three references are established, linked to the membership of the three basic teaching bodies, the Teachers ', the Secondary Teaching Teachers and the Catedratitics, from any one of which can be accessed in the body of Inspectors. Education.

Title V deals with the organization and direction of the educational institutions, including the regime and denomination of the centers, their pedagogical, organizational and economic autonomy, the regime of the private centers The European Council of the European Community is a Member of the European Council.

The essential factor for raising the quality of education is to provide the centres not only with the necessary material and personal resources, but also with a wide capacity for initiative to promote innovative actions in the field of education. (a) the educational and organisational aspects and the proper autonomy in the management of their related resources, both at the beginning of the responsibility for the results obtained. In this sense, the Law provides that institutions may obtain the official recognition of a curricular specialization which, in relation to a particular field of education, offers an educational service to a maximum degree of quality and, at the same time, is a reference for promoting initiatives aimed at the same ends in other centres.

The Law also establishes, on the one hand, the governing bodies, and on the other hand, the bodies involved in the control and management of the institutions, attributing to each of them the powers and functions that they are themselves, according to the nature, composition and responsibilities that in an appropriate interpretation of the school organization corresponds to each one of them.

The figure of the Director of the Public Centres, understood as a key piece for the good organisation and operation of the centres, is subject to specific treatment, especially as regards the procedure for its selection and appointment. This procedure is presided over by the principle of the participation of the school community and, in a special way, by the faculty of teachers. Its essential purpose is to achieve, to the maximum extent possible, the necessary qualification for the performance of the complex and far-reaching tasks involved in the exercise of the managerial function.

Title VI refers to the assessment of the educational system which, in its general dimension, is situated in the field of state competences, without prejudice to the powers and obligations of the Member States. Educational administrations in their respective territorial areas.

The exercise of this state competence is attributed to the National Institute of Evaluation and Quality of the Educational System, which is created in this Law and which assumes the functions so far attributed to the National Institute of Quality and Assessment. The change of name is due to reasons of international approval. Among the functions of this body, the diagnostic evaluations which, on the basic competencies of the curriculum, must be carried out in primary education and in the compulsory secondary education, as well as the basic skills of the the overall assessment plan of the education system and the State System of Education Indicators. The general conclusions of these diagnoses and assessments will be made public on a regular basis in order for the society to have objective data on the evolution and results of our education system.

Finally, Title VII is dedicated to the inspection of the educational system, understood as a function that, by constitutional mandate, is the responsibility and obligation of the public authorities. Without a doubt, educational inspection is an important instrument to promote the improvement of education.

The role of the state public authority is for all those aspects of the education system that constitute the area of competence that the educational system has constitutionally attributed to the State. State.

The educational authorities are responsible for the educational inspection in the areas of their competence and in their territorial scope, the exercise of which must be within the framework of the basic norms established in this Law.

Thus, this Law establishes the general framework of the various aspects of the educational system that have a direct impact on the quality of education. In this context, the public, state and regional authorities acquire a responsibility that is born not only of the obligations imposed by the constitutional order but also, and in a very special way, of the continuous demands of our society, which legitimately demands from our educational system an effective response to the challenges and requirements that arise at the dawn of this new century.

PRELIMINARY TITLE

CHAPTER I

Of Quality Principles

Article 1. Principles.

They are quality principles of the education system:

(a) Equity, which guarantees an equal opportunity for quality, for the full development of personality through education, in respect for democratic principles and fundamental rights and freedoms.

b) The ability to transmit values that promote personal freedom, social responsibility, cohesion and improvement of societies, and equal rights between the sexes, which will help to overcome any type of discrimination, as well as the practice of solidarity, by encouraging the civic participation of pupils in voluntary activities.

c) The ability to act as a compensating element for personal and social inequalities.

d) The participation of the various sectors of the educational community, in the field of their corresponding competencies and responsibilities, in the development of school activities, promoting, in particular, the necessary climate of coexistence and study.

e) The conception of education as a permanent process, the value of which extends throughout life.

f) The consideration of responsibility and effort as essential elements of the educational process.

g) Flexibility, to adapt its structure and organization to the changes, needs and demands of society, and to the various skills, interests, expectations and personality of the students.

(h) The recognition of the teaching function as an essential factor in the quality of education, manifested in priority attention to the training and updating of teachers and their professional promotion.

i) The ability of students to rely on their own skills and knowledge, developing the basic values and principles of creativity, personal initiative and entrepreneurial spirit.

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

k) The assessment and inspection of the whole education system, both in its design and organisation and in the teaching and learning processes.

l) The effectiveness of schools, through the reinforcement of their autonomy and the strengthening of the function of the schools.

CHAPTER II

Of the rights and duties of parents and students

Article 2. Alumni.

1. It is the rights and duties of the student who are established in this article and in the rest of the current rules, considering that:

(a) All students have the same rights and duties, without any distinction as to those arising from their age and the level they are pursuing.

b) 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 and in the Treaties and Agreements International Human Rights ratified by Spain.

c) All students are entitled to their dedication and effort to be valued and recognized with objectivity, and to receive educational and professional guidance.

2. The following basic rights are recognised to the student:

a) To receive a comprehensive training that contributes to the full development of his/her personality.

b) To respect their freedom of conscience, their religious convictions and their moral convictions, in accordance with the Constitution.

c) To respect their personal integrity and dignity.

d) To protection against any physical or moral aggression.

e) To participate in the operation and in the life of the center, in accordance with the provisions of the existing rules.

(f) to receive the necessary support and support to compensate for the deficiencies and disadvantages of personal, family, economic, social and cultural type, especially in the case of presenting special educational needs, which prevent or In the case of the education system, it is difficult to access and remain in the educational system, in the educational field, in cases of family misfortune or accident.

3. The study is a basic duty of the student to be given in:

(a) Participate in training activities and, in particular, in the development of curricula.

b) Follow teachers ' guidelines for their education and learning.

c) Attend class with punctuality, and d) Participate and collaborate in improving school coexistence and in achieving a suitable climate of study in the center, respecting the right of their peers to education.

4. In addition to the study, they are the basic duties of the students:

a) Respect freedom of conscience and religious and moral convictions.

b) Respect the dignity, integrity and intimacy of all members of the educational community.

c) Respect the norms of organization, coexistence and discipline of the educational center, and

d) Keep and make good use of the facilities of the center and teaching materials.

5. Educational administrations will promote the exercise of the right of association of students, as well as the training of federations and confederations.

Article 3. Parents.

1. Parents, in relation to their children's education, have the following rights:

(a) To receive an education with the highest guarantees of quality, in line with the aims set out in the Constitution, in the corresponding Statute of Autonomy and in the educational laws.

b) To the free choice of the center.

c) To receive the religious and moral formation that is in accordance with their own convictions.

d) To be informed about the progress of learning and socio-educational integration of your children.

e) To participate in the control and management of the educational center, in the terms established in the laws, and f) To be heard in those decisions that affect the academic and professional orientation of their children.

2. They are also responsible for the education of their children:

(a) Adopt the necessary measures, or request the appropriate assistance in case of difficulty, for their children to cure the compulsory levels of education and attend regularly to class.

(b) Stimulation them to carry out the study activities entrusted to them.

c) Know and support the evolution of your educational process, in collaboration with teachers and centers.

d) Respect and enforce the norms established by the center, and e) Encourage respect for all components of the educational community.

3. Educational administrations will promote the exercise of the right of association of parents, as well as the training of federations and confederations.

CHAPTER III

Of the scholarships and aids to the study and awards and recognitions

Article 4. Grants and support for the study.

1. To ensure the conditions of equality in the exercise of the right to education and to ensure that all students, regardless of their place of residence, enjoy the same opportunities, the State, with their budgets (a) a general system of grants and aid to the study aimed at overcoming the obstacles of socio-economic order which, in any part of the territory, prevent or hinder access to non-compulsory education or the continuity of the studies of those students who are in a position to take advantage of them.

in addition, under the general budget of the State, aid will be provided to the study to compensate for the unfavourable socio-economic conditions of the students who are taught at the compulsory level.

For these purposes, the Government will determine, in a basic manner, the modalities and amounts of the scholarships and aid to the study, the academic and economic conditions to be met by the candidates, as well as the assumptions of incompatibility, revocation and reimbursement and the precise requirements to ensure equality in access to these grants and aid, without prejudice to the regulatory and enforcement powers of the Autonomous Communities.

2. For the purposes set out in the preceding paragraph, account shall be taken of the uniqueness of the island territories and the distance from the peninsular territory, as well as the cities of Ceuta and Melilla in order to promote the conditions of equality in the exercise of the education of students from these territories.

3. The development, implementation and control of the grant and study aid schemes provided for in the previous paragraphs are the responsibility of the Autonomous Communities in their respective areas of competence.

Without prejudice to the provisions of the preceding paragraph, to ensure that the results of the application of the grant systems and the aid to the study are produced without prejudice to the guarantee of equality in the attainment of these the national territory, the appropriate coordination mechanisms shall be established between the State and the Autonomous Communities.

4. On the basis of the principles of equity, solidarity and compensation, public administrations will cooperate to articulate effective systems for information, verification and control of grants and grants financed from public funds and for the best achievement of the objectives set out in the previous paragraphs.

Article 5. Awards and recognitions.

The State, without prejudice to the competencies of the Autonomous Communities, will establish national awards aimed at recognizing excellence and the special effort and academic achievement of students, as well as the teachers and teachers for their work and for the quality of the services they provide.

CHAPTER IV

Of the cooperation programs

Article 6. Cooperation programmes.

1. The State, in collaboration with the Autonomous Communities, will promote territorial cooperation programs aimed at educational objectives of general interest. According to its various modalities, these programs will serve to promote the knowledge and appreciation of the cultural richness of Spain by all students, as well as to contribute to interterritorial solidarity.

2. The territorial cooperation programmes shall be developed and managed by the Ministry of Education, Culture and Sport and by the Autonomous Communities, in accordance with their respective powers, by means of conventions which, for these purposes, are subscribe.

TITLE I

From the structure of the Educational System

CHAPTER I

From general principles

Article 7. Scope.

1. The education system includes preschool education, school teaching and university education.

2. Preschool education will be educational-assisted and will have a specific regulation.

3. School teaching is a general scheme and a special scheme.

General regime school teachings are organized at the following levels:

Child Education.

Primary Education.

Secondary Education, which comprises the stages of compulsory secondary education and Baccalaureate, as well as medium-grade vocational training.

Higher-grade Professional Training.

Special regime school teachings are:

Artistic Teachings.

Language Teachings.

Sports Teachings.

4. The Government, after consulting the Autonomous Communities, may establish new special arrangements, if social demand and educational needs require it.

5. The lessons referred to in the previous paragraphs will be adapted to students with specific educational needs.

6. The education system will ensure that adults can acquire, update, complete or expand their knowledge for their personal and professional development.

7. In order to guarantee the right to education for those who cannot attend the schools regularly, an appropriate distance education offer will be developed.

8. University education shall be governed by its specific rules.

Article 8. Curriculum.

1. For the purposes of this Law, it is understood by curriculum the set of objectives, contents, pedagogical methods and evaluation criteria of each of the levels, stages, cycles, degrees and modalities of the educational system.

2. In relation to the objectives, contents and criteria for the assessment of the curriculum, the Government will set out the common lessons, which are the basic elements of the curriculum, in order to ensure a common training for all pupils and students. validity of the corresponding titles. The contents of the common teachings are in any case the 55 per 100 of the school hours in the Autonomous Communities that have, together with the Castilian, another co-official language and 65 per 100 in the case of those who do not have.

3. The competent educational authorities shall establish the curriculum of the different levels, stages, cycles, degrees and modalities of the educational system, which shall include the common teachings on their own terms.

4. Academic and professional qualifications shall be approved by the State and issued by the educational administrations under the conditions laid down in the State legislation and in the implementing rules which will have the effect.

Article 9. Basic education.

1. Basic education includes Primary Education and Compulsory Secondary Education. Basic education is compulsory and free of charge.

2. Basic education includes ten years of schooling. It will start at six years of age and will extend to sixteen.

3. However, students shall have the right to remain in an ordinary course by pursuing basic education up to the age of 18 under the conditions laid down in this Law.

CHAPTER II

From Pre-school Education

Article 10. Scope.

1. Preschool Education aims at educational and care delivery to early childhood.

It is aimed at children up to three years of age.

2. It corresponds to the Autonomous Communities, according to the basic regulations that on the aspects

education of this stage will establish the government, the organization of the attention directed to the children of this educational stage and the establishment of the conditions that will have to bring together the centers and institutions in which it is provided. They shall also establish the supervision and control procedures they deem appropriate.

3. Preschool Education will be provided by professionals with due qualifications to provide appropriate care for children of this age.

4. Preschool Education has a voluntary character for parents. The competent authorities will address the needs of families and will coordinate the supply of sufficient places to meet the demand.

5. In preschool education, the development of movement, body control, the first manifestations of communication and language, the elementary guidelines of coexistence and social relations and the discovery of the environment will be attended. immediate.

CHAPTER III

From Child Education

Article 11. General principles.

1. The level of Child Education, which is voluntary and free of charge, will consist of a three-year academic cycle, which will take place from three to six years of age. It will be taught by teachers with the corresponding specialty.

2. The educational administrations will ensure the existence of free school positions in public centers and in private centers arranged to meet the demand of the families.

3. Educational administrations will promote schooling at this level of education for pupils with special educational needs.

Article 12. Objective.

1. The purpose of Child Education is the physical, intellectual, affective, social and moral development of children.

Schools will cooperate closely with parents by helping them exercise their fundamental responsibility in their children's education.

2. Child Education will contribute to the development of the following skills in children:

a) Know your own body and its possibilities for action.

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

c) Acquire progressive autonomy in its usual activities.

d) Relating to others and learning the elementary guidelines of coexistence.

e) Develop your oral communicative skills and start learning from reading and writing.

f) Getting started on basic numerical skills.

3. Educational administrations will promote the incorporation of a foreign language in the learning of Early Childhood Education, especially in the last year. They will also encourage early initiation experiences in information and communications technologies.

Article 13. Organization.

1. The educational content will be organized in areas corresponding to areas of experience and child development, and will be transmitted through globalized activities that have an interest and meaning for the child.

2. The methodology will be based on experiences, activities and play, and will be applied in an environment of affection and confidence.

CHAPTER IV

From Primary Education

Article 14. General principles.

Primary Education will comprise six academic courses, which will be held in an ordinary course between the ages of six and twelve.

Article 15. Objective.

1. The purpose of Primary Education is to provide students with the learning of expression and oral comprehension, reading, writing, calculation, acquisition of basic notions of culture, and the habit of living together as well as those of study and work, in order to ensure a comprehensive training that contributes to the full development of the students ' personality and to prepare them to take advantage of the compulsory secondary education.

2. Primary Education will contribute to the development of the following skills in pupils:

a) To know the values and norms of coexistence, to learn to act according to them and to respect the pluralism of a democratic society.

b) Develop a responsible attitude and respect for others, which favors a climate conducive to personal freedom, learning and coexistence.

c) Develop habits of effort and responsibility in the study, and attitudes of curiosity and interest in learning, with which to discover the satisfaction of the task well done.

d) Develop the individual initiative and the habit of teamwork.

e) To know and use the Spanish language and, where appropriate, the official language of the Autonomous Community, in its oral and written manifestations, as well as to acquire reading habits.

f) Initiate in the resolution of problems that require the realization of elementary operations of calculation, geometric knowledge and estimates.

g) To know the fundamental aspects of the Science of Nature, Geography, History and culture.

h) To acquire, in a foreign language, the communicative competence necessary to develop in everyday situations.

i) Develop the entrepreneurial spirit, fostering attitudes of self-confidence, critical sense, creativity and personal initiative.

j) Getting started in the use, for learning, of information and communications technologies.

k) Getting started in the assessment and aesthetic production of different artistic manifestations, as well as in the expression of plastic, rhythmic and vocal.

l) Knowing the value of the body itself, the value of hygiene and the health and practice of sport as the most suitable means for personal and social development.

m) Know and value nature and environment, and observe ways of behavior that favor your care.

Article 16. Organization.

1. The level of Primary Education is organized in three cycles of two academic years each.

2. The areas that will be in Primary Education will be as follows:

a) Sciences, Geography and History.

b) Artistic Education.

c) Physical Education.

d) Spanish Language.

e) The official language of the Autonomous Community, if any.

f) Foreign language.

g) Mathematics.

The area of Society, Culture, and Religion will also be submitted in accordance with the provisions of the second provision.

3. In order to ensure adequate learning in the various fields of knowledge, the areas to be taught in each of the cycles will be established in the determination of the common teachings.

Special consideration will be given to areas that are instrumental in the acquisition of other knowledge. Curricula should include activities that stimulate the interest and habit of reading.

4. Special attention will be given to the level of Primary Education to the individualized attention of the students, the realization of early diagnoses and the establishment of reinforcement mechanisms to avoid school failure in the early ages.

5. The methods will be geared towards the integration of the different experiences and learning of the students and will be adapted to their personal characteristics.

6. In order to ensure the continuity of the students ' training process, the relevant coordination mechanisms with the compulsory secondary education will be established.

Article 17. Assessment.

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

2. The teachers will assess the students taking into account the specific objectives and the knowledge acquired in each of the areas, according to the evaluation criteria to be established in the curriculum.

3. Students will access the next cycle if they have achieved the corresponding objectives set out in the curriculum. When a student has not achieved the objectives, he/she can stay one more course in the same cycle. This measure may be taken only once during the course of primary education.

4. Students who have access to the next cycle with negative evaluation in one of the areas will receive the necessary support for their recovery.

Article 18. General assessment of diagnosis.

The educational administrations, in the terms laid down in Article 97 of this Law, will carry out a general assessment of diagnosis, which will aim to verify the degree of acquisition of the basic competencies of the this level of education. This general assessment will lack academic effects and will have an informative and guiding nature for schools, teachers, families and students.

Article 19. Teachers.

Primary Education will be taught by teachers, who will have teacher competence in all areas of this level and in the tutoring of the students. The teaching of music, physical education, foreign languages or other teachings to be determined will be taught by teachers with the corresponding specialties.

CHAPTER V

From Secondary Education

Article 20. Scope.

The level of secondary education will include the stages of compulsory secondary education and the secondary level of secondary education, as well as middle-grade vocational training.

SECTION 1.A OF COMPULSORY SECONDARY EDUCATION

Article 21. General principles.

1. The Compulsory Secondary Education stage will comprise four academic years, which will be held in an ordinary course between the twelve and the sixteen years.

2. However, pupils will have the right to remain in school under ordinary conditions until the full academic year in which they are 18 years of age, provided that the assessment team considers that, according to their attitudes and interests, can obtain the degree of Undergraduate in compulsory secondary education.

Article 22. Objective.

1. The purpose of the compulsory secondary education is to transmit to the students the basic elements of the culture, especially in its scientific, technological and humanistic aspects; to strengthen in them habits of study and work that favor the autonomous learning and the development of their skills; training them to assume their duties and exercise their rights and prepare them for incorporation into later studies and for their employment integration.

2. This stage will contribute to the development of the following skills in students:

(a) responsibly assume their duties and exercise their rights in respect of others, practice tolerance and solidarity among people, and exercise in dialogue entrenching the common values of a society participatory and democratic.

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

c) Develop basic skills in the use of information sources to, with critical sense, acquire new knowledge.

d) To strengthen the sense of teamwork and to value the perspectives, experiences and ways of thinking of others.

e) Understand and express with correction, orally and in writing, in the Spanish language and, where appropriate, in the official language of the Autonomous Community, complex texts and messages, and start in knowledge, reading and study of the literature.

f) To conceive scientific knowledge as an integrated knowledge, which is structured in different disciplines, mathematics and scientific, and to know and apply methods to identify problems in the various fields of knowledge and experience, for your resolution and for decision-making.

g) Develop communicative competence to understand and express in one or more foreign languages in an appropriate manner, in order to facilitate access to other cultures.

h) To acquire a basic preparation in the field of technologies fundamentally, by acquiring the skills related to information and communications technologies, in order to use them, in the process of learning, to find, analyze, exchange and present the information and knowledge acquired.

i) Consolidate entrepreneurial spirit, developing self-confidence attitudes, critical sense, personal initiative, and the ability to plan, make decisions, and assume responsibilities.

j) Know the basic aspects of culture and history and respect the artistic and cultural heritage; know the diversity of cultures and societies, in order to be able to value them critically and develop attitudes of respect for the own culture and the culture of others.

k) To appreciate, enjoy and respect artistic creation; to identify and analyze critically the explicit and implicit messages that contain the language of the various artistic manifestations.

l) To know the functioning of the body itself, to strengthen the habits of care and body health and to incorporate the practice of the sport, in order to favor the development in the personal and in the social.

m) Knowing the social and cultural environment, from a broad perspective; valuing and enjoying the natural environment, contributing to its conservation and improvement.

Article 23. Organization.

1. The following subjects will be taught in compulsory secondary education:

a) Biology and Geology.

b) Nature Sciences.

c) Classical Culture.

d) Physical Education.

e) Plastic Education.

f) Ethics.

g) Physics and Chemistry.

h) Geography and History.

i) Latin.

j) Spanish Language and Literature.

k) Own official language and literature of the Autonomous Community, if any.

l) Foreign languages.

m) Mathematics.

n) Music.

n) Technology.

The subject of Society, Culture and Religion will also be submitted, in accordance with the provisions of the second provision.

2. In order to ensure adequate learning in the various fields of knowledge, the subjects to be taught in each of the courses will be determined when the common teaching is established.

3. In addition to the subjects mentioned, the curriculum will include optional subjects. It is up to the educational authorities to order the offer of these optional subjects, which will require a second foreign language.

4. In the third and fourth courses, educational administrations may also offer as optional subjects any of the specific subjects of the itineraries referred to in Article 26.

Article 24. Methods.

1. The pedagogical methods in the compulsory secondary education will be adapted to the characteristics of the students, they will favor the ability to learn for themselves and to work in a team promoting the creativity and the dynamism, and they will integrate the the resources of information and communications technologies in learning. Students will be started in the knowledge and application of scientific methods.

2. The educational administrations will promote the necessary measures so that in the different subjects activities are developed that stimulate the interest and the habit of reading and the ability to express correctly in public.

Article 25. Reinforcement and support measures.

1. In the first and second courses, and in order to make it easier for all students to achieve the objectives of this stage, the educational administrations will establish educational reinforcement measures that will allow the achievement of these objectives.

2. These measures will be promoted within the framework of the educational administrations. The individual implementation of the measures will be reviewed regularly and, in any case, at the end of the academic year.

3. Educational administrations may offer other support measures to achieve the objectives of this stage and the corresponding attainment, within the framework of the provisions of Articles 26 and 27 of this Law, of the degree of Graduate in Education Compulsory Secondary.

Article 26. Itineraries.

1. In the third and fourth courses, the teachings will be organized in common subjects and in specific subjects, which will constitute training itineraries, of the same academic value.

2. In the third course, the itineraries will be two: Technological Itinerary and Scientific-Humanistic Itinerary. The fourth course will be three: Technological Itinerary, Scientific Itinerary and Humanistic Itinerary.

The fourth course will be called Course for Academic and Professional Postcompulsory Guidance. It will have a preparatory nature for post-compulsory studies and for incorporation into working life.

In the determination of common teachings, the common and specific subjects of the itineraries will be established.

3. At the end of the second course, in order to guide families and pupils in the choice of itineraries, the assessment team, with advice from the guidance team, will issue a school guidance report for each student. The choice of itinerary made in one academic year will not condition the following.

4. The publicly funded centres shall provide all the itineraries set out in this Law. The educational administrations will be able to adapt this principle to the demand of the students and to the characteristics and resources of the centers.

5. The Government, after reporting by the Autonomous Communities, may establish new itineraries and amend those established in this Law.

Article 27. Professional initiation programs.

1. The programmes of professional initiation shall be integrated by the essential curriculum contents of the basic training and by professional modules associated with at least one qualification of the National Catalogue of Professional Qualifications. Article 7 of the Organic Law of 19 June 2002 on Qualifications and Vocational Training.

This training, which will have a flexible modular structure, will be taught in two academic courses. The Government will lay down the basic guidelines for these programmes.

2. The basic training will contribute, according to the characteristics of the students, to the development of the established skills for the compulsory secondary education.

3. Those students who, after 15 years of age and after the appropriate educational and professional orientation, voluntarily choose not to attend any of the offered itineraries, will remain in school in a program of professional initiation. Students with sixteen years of age will also be able to join these programmes.

4. The pedagogical methods of these programmes will be adapted to the specific characteristics of the students and will encourage teamwork. In addition, mentoring and educational and professional guidance will be especially considered in these programs.

5. The improvement of a program of professional initiation will give the right to obtain the degree of Graduate in Secondary Education.

The total or partial improvement of the professional modules integrated in the programs of professional initiation will be accredited in accordance with the provisions of Article 8 of the Organic Law of June 19, of the Qualifications and Vocational Training. In the case of exceeding all the modules, the certification granted shall also have the academic effects provided for in Article 38.3 (a) of this Law.

6. Public administrations will promote the participation of other institutions and entities for the development of these programs.

Article 28. Assessment.

1. The assessment of pupils ' learning in compulsory secondary education will be continuous and differentiated according to the different subjects of the curriculum.

2. The teachers will assess the students taking into account the specific objectives and the knowledge acquired in each of the subjects, according to the evaluation criteria to be established in the curriculum for each course.

Article 29. Promotion.

1. At the end of each of the courses of the stage and as a result of the evaluation process, the evaluation team will decide on the promotion of each student to the next course, taking into account their maturity and possibilities for recovery and progress in subsequent courses.

2. Students will be able to carry out an extraordinary test of the subjects they have not passed on, on the dates to be determined by the educational administrations. Once this test is carried out, when the number of unapproved subjects is higher than two, the student must stay another year in the same course.

3. Each course may be repeated once. If, after the repetition, the student does not meet the requirements to move to the next course, the assessment team, advised by the guidance team, and after consulting the parents, may decide to promote the following course, under the conditions that The Government will establish according to the educational needs of the students.

Article 30. General assessment of diagnosis.

The educational administrations, in the terms laid down in Article 97 of this Law, will carry out a general assessment of diagnosis, which will aim to verify the degree of acquisition of the basic competencies of the this level of education. This general assessment will lack academic effects and will have an informative and guiding nature for schools, teachers, families and students.

Article 31. Graduate degree in Compulsory Secondary Education.

1. All of the training itineraries, as well as the programs of professional initiation, will lead to the degree of Undergraduate in Compulsory Secondary Education. This title shall be unique and shall consist of the average note of the stage.

2. In order to obtain the degree of Undergraduate in Secondary Education, it will be necessary to have completed all the subjects of the stage. Exceptionally, this title may be obtained without having exceeded all the subjects of the stage, under the conditions that the Government establishes.

3. The degree of Undergraduate in compulsory secondary education will allow access to the Baccalaureate, middle-grade vocational training and the world of work.

Together with the title, students will receive a school orientation report for their academic and professional future, which will be of a confidential nature.

4. Students who do not obtain the degree of Undergraduate in Compulsory Secondary Education will receive a Certificate of School of School in which they will have completed years.

Article 32. Teachers.

1. For the imparting of compulsory secondary education, it will be required to be in possession of the title of Doctor, Licensed, Engineer, Architect, or equivalent for the purposes of teaching. In those subjects to be determined by virtue of their special relationship with vocational training, the equivalences of the titles of Technical Engineer, Technical Architect and University Diplomat will be established for the purpose of the teacher.

2. To impart the teachings of this stage it will be necessary, moreover, to be in possession of the title of Didactic Specialization established in article 58 of this Law.

3. For the delivery of the professional modules integrated in the programmes of professional initiation, it will be possible to hire, as specialist teachers, attending to their qualification and the needs of the system, to teachers who develop their activity in the field of work. In the case of public institutions, the educational authorities may provide temporary and administrative contracts with these professionals. These teachers will not be required to be in possession of the title set out in Article 58 of this Act.

4. They will also be able to carry out support functions at this stage other professionals with due qualification for care tasks for pupils with specific educational needs.

SECTION 2.A OF THE BACCALAUREATE

Article 33. General principles.

1. The Baccalaureate will comprise two academic courses. It will be developed in different modalities that will allow the students a specialized preparation

for incorporation into later studies and for job insertion.

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

3. Pupils will be able to stay in the ordinary course for four years.

Article 34. Objective.

1. The purpose of the Baccalaureate is to provide students with comprehensive, intellectual and human education and training, as well as the knowledge and skills that enable them to perform their social and work functions with responsibility and competence.

You will also train them to access higher-grade vocational training and university studies.

2. The Baccalaureate will contribute to the development of the following skills:

a) Consolidate a citizen's sensibility and a responsible civic awareness, inspired by the values of democratic societies and human rights, and committed to them.

b) To strengthen the personal initiative, as well as the habits of reading, study and discipline, as necessary conditions for the effective use of learning, and as a means of personal development.

c) Know, from a universal and plural perspective, the realities of the contemporary world, its historical background and the main factors of its evolution.

d) Dominate the basic skills of the chosen Baccalaureate modality.

e) To work systematically and with discernment on own and other criteria and sources of information, in order to raise and to properly resolve the problems of the various fields of knowledge and the experience.

f) Understanding the fundamental elements and procedures of scientific research and methods in each discipline.

g) To know and to know how to use, both in its oral expression and in the written, the richness and the expressive possibilities of the Spanish language and, where appropriate, the official language of the Autonomous Community, as well as the literature and the reading and analyzing the most significant literary works.

h) To be fluent in one or more foreign languages.

i) To deepen knowledge and the usual use of information and communications technologies for learning.

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

k) Develop artistic sensitivity and aesthetic criteria, as sources of training and cultural enrichment.

l) Consolidate the practice of sport.

m) Knowing and critically assessing the contribution of science and technology to changing living conditions, as well as entrenching sensitivity and respect for the environment.

n) Develop the sensitivity to various forms of volunteering that improve the social environment.

Article 35. Organization.

1. The Baccalaureate will be organized in common subjects, in subjects specific to each modality and in optional subjects.

2. The common subjects of the Baccalaureate will contribute to the general training of pupils. The specifics of each modality and the electives will provide them with more specialized training, preparing them and guiding them towards further studies and towards the professional activity. The curriculum of optional subjects may include a practical training supplement outside the centre.

3. The modalities of the Baccalaureate shall be as follows:

a) Arts.

b) Science and Technology.

c) Humanities and Social Sciences.

4. The Government, after a report by the Autonomous Communities, may establish new Baccalaureate modalities or modify those established in this Law.

5. The common subjects of the Baccalaureate will be as follows:

a) Physical Education.

b) Philosophy.

c) History of Spain.

d) History of Philosophy and Science.

e) Spanish Language and Literature.

f) Own official language and literature of the Autonomous Community, if any.

g) Foreign language.

In addition, the subject of Society, Culture and Religion will be submitted in accordance with the provisions of the second provision.

6. In order to ensure proper management of the teaching in the various fields of knowledge, in the determination of the common teaching, the subjects to be taught will be established in each of the courses, as well as, prior to consultation of the Autonomous Communities, the specific subjects of each modality.

7. It is up to the educational authorities to order the offer of optional subjects.

8. The methodology in the Baccalaureate will favour the ability of the student to learn for himself, to work as a team and to apply appropriate pedagogical methods of research. In the same way, the relationship between the theoretical aspects of the different subjects with their practical applications will be sought.

9. The educational administrations will promote the necessary measures so that in the different subjects activities are developed that stimulate the interest and the habit of reading and the ability to express correctly in public.

10. Students will be able to carry out an extraordinary test of the subjects they have not passed on, on the dates to be determined by the educational administrations.

Article 36. Teachers.

To teach the teaching of the Baccalaureate, the same academic qualifications as those required for compulsory secondary education will be required. It shall also be necessary to be in possession of the title of the Didactic Specialization set out in Article 58 of this Law.

Article 37. Title of Bachiller.

1. In order to obtain the title of Bachiller, the positive evaluation will be necessary in all subjects and the improvement of a general test of Baccalaureate, whose basic conditions will be fixed by the Government, after consulting the Autonomous Communities.

2. The test will, in any case, cover the common and specific subjects of the different forms of the Baccalaureate. The part corresponding to the Foreign Language shall include an oral and other written exercise.

The final qualification of the Baccalaureate will be the weighted average, in terms established by the Government, of the qualification obtained in the general Baccalaureate test and the average of the student's academic record in the Baccalaureate.

3. The title of Bachiller will enable you to access higher-grade vocational training and university studies.

4. According to Article 42.3 of the Organic Law 6/2001, of 21 December, of Universities, the Government will establish the basic regulations governing the establishment by the Universities of the procedures for the admission of students. In any case, among the access requirements, the final qualification of the Baccalaureate will be given.

5. The positive evaluation in all the subjects of the Baccalaureate gives the right to a certificate that will take effect at work and the academics provided for in article 38.3, paragraph c) of this Law.

CHAPTER VI

From Vocational Training

Article 38. Access.

1. Middle-grade vocational training who is in possession of the degree of Undergraduate in compulsory secondary education may be cured. For access to the specific vocational training of higher grade it will be necessary to be in possession of the title of Bachiller.

2. Those applicants who, lacking the academic requirements, will be able to pass an access test will also be able to access vocational training. In order to access this route to higher education courses, it will be required to be twenty years of age, completed in the year of completion of the test.

3. The test referred to in the preceding paragraph shall be proof:

(a) For medium-grade vocational training, sufficient knowledge to take advantage of these lessons and their skills in relation to the professional field in question. The accreditation of professional skills shall be exempt for those who have completed all the professional modules of a professional initiation programme or who have established a work experience, in both cases related to the teaching they intend to pursue.

(b) For higher-grade vocational training, maturity in relation to the objectives of the Baccalaureate and its capabilities concerning the professional field in question. The accreditation of professional skills may be exempted for those who credit a work experience corresponding to the professional studies they intend to carry out.

(c) Those persons who have exceeded all subjects of any form of Baccalaureate may access the higher education courses through a test that allows the accreditation of the skills of the student in relation to the professional field in question.

4. For those who prove to be in possession of the title of Technician and wish to have access to a higher level of training related to it, they must only credit the maturity in relation to the objectives of the Baccalaureate. For these students, the age requirement for the test will be eighteen years completed in the calendar year.

5. The Government shall determine the basic characteristics of the tests and the relationship between the titles of Technicians and their corresponding Technical superior to the effects provided for in this Article.

Article 39. Conventions.

Educational administrations will be able to establish educational conventions with schools that provide training courses for Vocational Training, in accordance with the general programming of teaching.

CHAPTER VII

From attention to students with specific educational needs

SECTION 1.A OF EQUAL OPPORTUNITIES FOR QUALITY EDUCATION

Article 40. Principles.

1. In order to ensure the individual right to a quality education, the public authorities will develop the necessary actions and provide the resources and the necessary support to compensate for the effects of social disadvantage. the achievement of the objectives of education and training provided for in each of the education systems.

2. The State may, by means of agreements with the Autonomous Communities, promote preferential actions aimed at the effective achievement of its goals and objectives in terms of equal opportunities and compensation in education.

Article 41. Resources.

1. Educational administrations shall adopt special procedures in schools or geographical areas where, due to the socio-economic and socio-cultural characteristics of the population concerned, a differentiated educational intervention, with particular attention to the guarantee of equal opportunities in the rural world. In such cases, the necessary material and teaching resources will be provided and the necessary technical and human support will be provided for the achievement of the educational compensation.

2. The public authorities shall organise and develop in an integrated manner educational compensation schemes in order to ensure that the actions corresponding to their respective areas of competence achieve the most effective use of resources. employees.

3. Exceptionally, in cases where, in order to ensure the quality of education, pupils in compulsory education must be in school in a municipality close to that of their residence or at a distance which justifies it in accordance with the For this purpose, the educational authorities shall provide the school, dining and, where appropriate, boarding school services free of charge.

SECTION 2.A OF FOREIGN STUDENTS

Article 42. Incorporation into the education system.

1. Educational administrations will encourage the incorporation of pupils from foreign countries into the education system, especially in the age of compulsory schooling. For pupils who do not know the Spanish language and culture, or who have serious shortcomings in basic knowledge, the educational authorities will develop specific learning programmes in order to facilitate their integration into the corresponding level.

2. The programmes referred to in the previous paragraph may be provided, in accordance with the planning of educational administrations, in specific classrooms established in institutions which teach in ordinary conditions. The development of these programs will be simultaneous to the schooling of the students in the ordinary groups, according to the level and evolution of their learning.

3. Students over the age of 15 who have serious problems of adaptation to compulsory secondary education may be included in the professional initiation programmes established in this Law.

4. Foreign students will have the same rights and duties as Spanish students. Their incorporation into the education system will mean the acceptance of the general rules and the rules for the coexistence of the educational institutions in which they are integrated.

5. Educational administrations will take appropriate measures to ensure that parents of foreign students receive the necessary advice on the rights, duties and opportunities of incorporation into the Spanish education system.

SECTION 3.A OF INTELLECTUALLY GIFTED STUDENTS

Article 43. Principles.

1. The intellectually gifted students will be subject to specific attention by the educational administrations.

2. In order to provide a more appropriate educational response to these students, the educational administrations will take the necessary steps to identify and assess their needs in an early age.

3. The Government, after consulting the Autonomous Communities, will establish the rules to make the duration of the various levels and stages of the education system established in this Law more flexible, regardless of the age of these students.

4. Educational administrations shall take the necessary measures to facilitate the schooling of such pupils in centres which, by virtue of their conditions, can provide them with appropriate attention to their characteristics.

5. It is up to the educational authorities to promote the implementation of specific training courses related to the treatment of these students for the teachers who attend them. They will also take appropriate measures to ensure that parents of these students receive the appropriate individual advice, as well as the necessary information to help them in their children's education.

SECTION 4 OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS

Article 44. Scope.

1. Students with special educational needs who require, in a period of their schooling or throughout all of them, and in particular with regard to evaluation, certain educational supports and care, specific to physical, mental, sensory, or to manifest serious personality or behavior disorders, will have specialized attention, in accordance with the principles of non-discrimination and educational normalization, and with the aim of to achieve integration. To this end, the educational administrations will provide these students with the necessary support from the moment of their schooling or the detection of their need.

2. The educational system will have the necessary resources to enable pupils with special, temporary or permanent educational needs to achieve the objectives set out in general for all pupils.

Article 45. Needs assessment.

1. Students with special educational needs will be schooled according to their characteristics, integrating them into ordinary groups, in classrooms specialized in ordinary centers, in special education centers or in combined schooling.

2. The identification and assessment of the special educational needs of these students will be carried out by teams composed of professionals of different qualifications. In each case, these professionals will establish plans for action in relation to the educational needs of each student, with the opinion of the parents and of the management team and the teachers of the corresponding center.

3. At the end of each course, the assessment team will assess the degree of achievement of the objectives set at the start of the course for pupils with special educational needs. The results of this evaluation will make it possible to make the necessary adjustments to the action plan, including the provision of schooling that is more in line with the student's educational needs. If necessary, this decision may be taken during the school year.

Article 46. Schooling.

1. The schooling of pupils with special educational needs will start and end with the general established ages for the level and the relevant stage. Exceptionally, the flexibility of the period of schooling in compulsory education may be allowed. In any case, the age limit for being able to remain in a special education facility will be twenty-one years.

2. The schooling of pupils with special educational needs will also include guidance to parents for the necessary cooperation between the school and the family.

Article 47. Resources of the centres.

1. The educational administrations will provide the centres with public funds from the specialised staff and the resources needed to ensure the schooling of pupils with special educational needs. In the programming of the offer of free school places, it will be determined those centers that, by their location and their resources, are considered the most suitable to attend to the diverse needs of these students.

2. Educational administrations, in order to facilitate schooling and a better incorporation of these students into the school, will be able to establish collaboration agreements with other administrations or public or private entities.

3. The newly created schools with public funds will have to comply with the existing regulations on the promotion of accessibility and the elimination of barriers of any kind that apply to them. Educational administrations will promote programmes to remove barriers to schools held with public funds which, by reason of their seniority or other reasons, present obstacles for pupils with mobility problems or communication.

Article 48. Social and labour integration.

order to facilitate the social and labour integration of pupils who cannot achieve the objectives laid down in basic education, public administrations will promote training offers adapted to the needs of students. specific needs of the pupils.

TITLE II

Of language teachings

Article 49. Scope and structure.

1. The Official Language Schools, the minimum requirements of which will be established by the Government, are centres which provide specialized language teaching, which have the special status of special arrangements to which this Law refers.

2. The basic structure of these teachings will be adapted to the following levels:

Basic Level.

intermediate Level.

Advanced Level.

In the determination of the common teachings corresponding to the levels of the different languages, the effects of the corresponding certificates shall be established.

3. Teachers who teach these teachings must belong to the bodies of the Catedratics or Teachers of Official Language Schools. Teachers may also be taught from other teaching bodies at the same level and with the corresponding specialty under the conditions laid down in the current rules.

4. In order to access the teaching of the Official Language Schools it will be necessary to have completed the first two courses of compulsory secondary education or to be in possession of the degree of School Graduation, of the Certificate of Education or Primary Studies.

5. Non-schooled pupils in these centres will be able to obtain certificates corresponding to the different levels by overcoming the tests organised by the educational administrations, in accordance with the basic requirements which establish the government.

Article 50. Official Language Schools.

1. In the Official Language Schools, the study of the official languages of the Member States of the European Union, that of the co-official languages in the State, as well as the teaching of Spanish as a language, will be particularly encouraged. foreign.

2. In accordance with the establishment of educational administrations, the Official Language Schools may provide courses for the updating of language skills and for the training of adult and teaching staff.

3. Educational administrations will also encourage the teaching of languages at a distance. This offer can be integrated into the Official Language Schools.

4. The Official Language Schools will be able to develop research and innovation plans in relation to the teachings they teach, according to what the educational administrations establish.

Article 51. Testing in the school system.

The educational administrations will facilitate the conduct of tests approved to obtain the official certification of the knowledge of foreign languages submitted by the students of Secondary Education and Training. Professional.

TITLE III

From Lifelong Learning:

teaching for adults

Article 52. Objective.

1. Lifelong learning aims to provide all citizens with the possibility of training throughout their lives, in order to acquire, update, complete and expand their skills and knowledge for their personal development. professional.

To this end, the educational administrations will collaborate with other public administrations with competence in the training of adults and, in particular, with the employment administration.

2. The lessons for adults will have the following objectives:

a) Acquiring, completing or expanding skills and knowledge and facilitating access to the various levels of the education system.

b) Develop programmes and courses to respond to specific educational needs of disadvantaged social groups.

c) Improve your professional qualification or acquire a preparation for the exercise of other professions.

d) Develop their capacity to participate in social, cultural, political and economic life.

3. Within the scope of the teaching for adults, public administrations will preferably attend to those people who, for different reasons, have not been able to complete basic education. It is also possible to follow these lessons for pupils over the age of 16, who are unable to attend schools under ordinary conditions for their work or other special circumstances.

4. In prison facilities and hospitals, the population will be guaranteed and hospitalized the possibility of access to these teachings.

5. The teachings for adult people can be taught through in-person and distance modes.

6. Educational administrations will promote collaboration agreements with universities, local authorities and other institutions or entities to develop the teaching for adults.

7. Educational administrations will promote specific programmes of the Spanish language and the other co-official languages, where appropriate, and of basic elements of culture to facilitate the integration of immigrant people.

Article 53. Basic education.

1. Adults seeking to acquire the knowledge corresponding to basic education will have an offer adapted to their conditions and needs. This offer must comply with the objectives, contents and evaluation criteria set out in general in the curricula of the compulsory education of the respective educational administrations.

2. Basic education for adult persons may be provided in institutions which provide teaching on a regular basis or in specific centres duly authorised by the competent educational administration.

3. The educational authorities, in the field of their competences and in accordance with the basic conditions laid down by the Government, will regularly organise tests so that people over the age of 18 can obtain direct the degree of Undergraduate in Compulsory Secondary Education.

Article 54. Teaching of Baccalaureate and Vocational Training.

1. Educational administrations will provide all citizens with access to the levels or degrees of non-compulsory education.

2. Adults who are in possession of the required qualifications may be able to take up the Baccalaureate and Vocational Training. The educational authorities shall take appropriate measures to ensure that such persons have in the ordinary centres to determine a specific offer of such studies, organised in accordance with their characteristics.

3. Educational administrations will organise at these levels the public offering of distance learning, in order to adequately address the demand for lifelong learning for adults.

4. Persons over the age of twenty-one years may, in the form of Baccalaureate who prefer, to the general test of Baccalaureate, to obtain the title of Bachiller, in accordance with the basic conditions laid down by the Government.

5. The educational authorities shall organise tests, in accordance with the basic conditions laid down by the Government, in order to obtain evidence of formal qualifications.

6. Those over the age of twenty-five will be able to access the university by overcoming a specific test.

Article 55. Teachers.

1. Teachers who provide school teaching to adult persons, leading to an academic or professional qualification, must be in possession of the degree of qualification established in general in order to provide the relevant qualifications. teaching.

2. Educational administrations will provide these teachers with the specialized training needed to respond to the characteristics of adults.

TITLE IV

From the teaching function

Article 56. Functions of the faculty.

School teachers are responsible for the following functions:

(a) The teaching of the areas, subjects, subjects and modules assigned to them.

b) Promote and participate in complementary activities, within or outside the educational facility, programmed by teachers and teaching departments and included in the annual general programming.

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

d) The tutoring of students to direct their learning, to transmit values and to help them, in collaboration with parents, to overcome their difficulties.

e) The collaboration, with the services or departments specialized in guidance, in the process of educational, academic and professional orientation of the students.

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

g) Participation in the general activity of the center.

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

CHAPTER I

From teacher training

Article 57. Principles.

1. The educational administrations will promote the updating and continuous improvement of the professional qualification of the teachers and the adequacy of their knowledge and methods to the evolution of the science and the specific didactics.

2. The programmes for the permanent training of teachers must include the specific needs related to the organisation and management of the centres, the didactic coordination, guidance and mentoring, in order to improve quality. of the teaching and operation of the centres.

3. Similarly, educational administrations, in the field of their competences, will promote a basic training for teachers in the field of special educational needs associated with disability.

Article 58. Initial training.

1. In order to teach the teaching of secondary education, higher-grade vocational training and special arrangements, in addition to the corresponding academic qualifications, it is necessary to be in possession of a professional qualification. Didactic Specialization.

2. The title of Didactic Specialization will be obtained after an academic and other teaching practices are exceeded.

3. The Government shall regulate the conditions of access to both periods, as well as the effects of the corresponding Title of Didactic Specialization, and the other conditions for obtaining, issuing and approving them.

4. The approval of the academic period will enable the university graduates to carry out the exercises of access to the teaching public function and to be able to practice as a professor in practices in private centers.

5. The universities will be able to organize the teaching of the title of Didactic Specialization, through the appropriate agreements with the corresponding educational administration. The universities may incorporate into the curricula of their official qualifications the subjects included in the academic period of such qualifications.

6. After completion of the corresponding university studies, graduates may be enrolled in the academic period of the title of Didactic Specialisation in order to obtain the qualification referred to in paragraph 4. When carrying out the registration, they may apply for the validation of previously submitted credits. The universities will demonstrate the improvement of this academic period.

7. In the case of the Teachings of Vocational, Artistic and Language Training, the studies required to obtain the title of Didactic Specialization will be adapted to the characteristics of these teachings according to what is established in the corresponding basic rules.

Article 59. Permanent training.

1. Without prejudice to the powers of the Autonomous Communities in the field of teacher training, the Ministry of Education, Culture and Sport may develop programmes for the permanent training of teachers in centres supported by funds. public, at all levels and modalities of education.

2. The Ministry of Education, Culture and Sport and the Autonomous Communities will be able to collaborate in the establishment, development and implementation of teacher training programmes, through the agreements which, for these purposes, will be signed.

3. For the purposes of the national transfer competitions and the recognition of mobility among the teaching bodies provided for in the eighth provision of this Law, the training activities organised by any of the Educational administrations will have their effects throughout the national territory, after meeting the basic requirements that the Government establishes, once the Autonomous Communities are consulted.

4. Educational administrations shall establish procedures for the participation of teachers in centres supported by public funds in training schemes, as well as in research and innovation programmes.

CHAPTER II

From the assessment of the teaching public function

Article 60. Valuation plans.

1. In order to improve the teachers ' teaching work, the educational administrations, in the field of their competencies, will draw up plans for the evaluation of the teaching public function, with the participation of the teachers.

2. The educational authorities shall 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 professional career of teachers, together with the training activities, research and innovation.

Also, they will give priority attention to the qualification and training of teachers, to the improvement of the conditions in which they perform their work and to the encouragement of a growing consideration and social recognition of the function teacher.

Article 61. Voluntary evaluation.

1. Educational administrations will encourage the voluntary evaluation of teachers. The results of these evaluations may be taken into account for the purpose of mobility and promotion within the teaching career.

2. Certificates of voluntary evaluation, as regards the national transfer competitions and the mobility between the teaching bodies, provided for in the eighth provision of this Law, will have their effects throughout the national territory, subject to compliance with the basic conditions and requirements established by the Government, once the Autonomous Communities have been consulted.

Article 62. Support measures for teachers.

1. Educational administrations, in accordance with their general programming of education, will benefit at all levels of education:

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

b) 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 favour the partial replacement of the working day by activities of another nature without reduction of their remuneration.

c) The recognition of the work of the faculty, taking into account their special dedication to the center and the implementation of plans that involve educational innovation, by means of the economic and professional incentives to be determined.

d) The performance of actions to reward excellence and the special effort of teachers in their professional practice.

e) The development of paid leave, in accordance with the conditions and requirements they establish, in order to stimulate the performance of educational and research and innovation activities.

2. Educational administrations, in respect of teachers in public schools, shall take appropriate measures to ensure their due protection and legal assistance, as well as the coverage of civil liability, in relation to the facts arising from their professional practice and their functions which, included in the annual general programming, are carried out inside or outside the school premises.

TITLE V

From the teaching centers

CHAPTER I

From general principles

Article 63. Legal regime.

The teaching centers that provide the teachings referred to in this Law shall be governed by the provisions of the Law and provisions that develop it, as well as by the provisions of the other existing rules applicable to them.

Article 64. Classification of centres.

1. The schools are classified in public and private.

2. It is public centers whose owner is a public power. Private centres are those whose owner is a private natural or legal person. The holder of an educational establishment is understood to be the natural or legal person who is registered as such in the registry of institutions of the corresponding educational administration.

3. Private centres with public funds will receive the name of a concerted institution.

Article 65. Typology of centres.

1. The teaching centers, depending on the teachings they teach, may be from:

a) Child Education.

b) Primary Education.

c) Compulsory Secondary Education.

d) Baccalaureate.

e) Vocational Training.

f) Artistic Teachings.

g) Language Teaching.

h) Special Education.

2. The adaptation of the provisions of this Law to centres which provide teaching not covered by the preceding paragraph, as well as to centres covering two or more of the teachings referred to in this Article, shall be carried out by the Educational administrations.

Article 66. Teaching centers with curricular specialization.

1. The teaching centers, by virtue of their pedagogical and organizational autonomy established in this Law, and in accordance with the procedure established by the educational administrations, will be able to offer educational projects that strengthen and expand certain aspects of the curriculum in the fields of linguistic, humanistic, scientific, technological, artistic, sports and information and communications technologies.

2. The authorization of a curricular specialization may include, where appropriate, the extension of the time schedules for the development of the corresponding specialization projects.

3. The teaching centres may add to their specific name the specialisation for which they have been authorised. They must include in their educational project the necessary information on the relevant specialization, in order to guide the students and their parents.

4. The authorisation of a curricular specialization may be revoked by the competent educational administration if the result of the assessment concerned shows that the intended objectives are not met.

5. The educational administrations will give special support to the centers with public funds that have some curricular specialization.

Article 67. Autonomy of the centres.

1. The educational institutions will have the necessary pedagogical, organizational and economic management autonomy in order to promote the continuous improvement of education. Educational administrations, in the field of their competences, will promote this autonomy and stimulate the work of teachers.

2. The teaching centres will be equipped with the staff and educational resources and materials needed to ensure quality education.

3. The exercise of the pedagogical, organizational and management autonomy of the institutions will be accompanied by the development of mechanisms of responsibility and, in particular, of evaluation procedures, both external and internal, within the framework of the Title VI of this Law, which will serve as a stimulus and allow the improvement processes to be properly oriented.

4. Educational administrations will promote agreements or commitments with the centers for the development of plans and actions that will lead to a continuous improvement of both the educational processes and the results.

Article 68. Pedagogical autonomy.

1. The pedagogical autonomy, in general, will be achieved through the didactic programs, tutorial action plans and plans of academic and professional orientation and, in any case, through educational projects.

2. Within the general framework established by the educational administrations, the educational institutions shall draw up the educational project setting out the objectives and educational priorities, as well as the procedures for action. The design of such a project should take into account the characteristics of the school and its school environment, as well as the educational needs of the students.

3. The educational project of teachers with curricular specialization will have to incorporate the specific aspects that define the singular character of the center.

4. The schools will make their educational project public and provide students and their parents with information that will encourage greater participation by the educational community.

5. The educational project of the concerted centres must incorporate the own character referred to in Article 73 of this Law.

6. The schools will develop the curricula established by the educational administrations through the teaching programmes.

7. The teaching programmes are the specific curriculum planning instruments for each of the areas, subjects or modules.

8. The teachers ' teams in the public institutions will have the autonomy to choose from among those who adapt to the standard curriculum, the textbooks and other curricular materials to be used in each cycle or course and in each area, subject, or module.

Article 69. Organisational autonomy.

1. The organisational autonomy will be achieved in the annual general programming and in the rules of the internal system. The annual general programming will be drawn up by the management team, after a report from the faculty.

2. Local administrations will be able to work with educational institutions to promote the activities of the school and promote the relationship between the programming of the centres and the environment in which they carry out their work. They will also assist in the promotion of coexistence in the centers and participate in the monitoring of the compliance with compulsory schooling.

Article 70. Autonomy of economic management.

1. The public teaching centres which provide the lessons covered by this Law shall have autonomy in their economic management, in accordance with the rules in force.

2. The educational administrations, within the limits that the corresponding regulations establish, will regulate the procedure that allows the public schools to obtain complementary resources.

These resources will not be able to come from the activities carried out by the associations of parents and students in fulfillment of their aims, according to what the educational administrations establish.

3. In any case, the educational administrations will give special support to those centres with public funds which will escort pupils with specific educational needs or are located in socially or culturally disadvantaged areas.

CHAPTER II

From public centers

Article 71. Name of the public centres.

1. The Public Schools of Children's Education will be called Children's Schools; those of Primary Education, Colleges of Primary Education; those of Compulsory Secondary Education, Baccalaureate and Vocational Training, Institutes of Secondary Education. The competent authorities may set up and authorise integrated vocational training centres in accordance with Article 11 of the Organic Law of 19 June 2002 on Qualifications and Vocational Training.

2. The centres not covered by the above paragraph shall be referred to in accordance with the provisions of their special rules.

Article 72. Admission of pupils.

1. The educational administrations will carry out appropriate programming of the free school posts that guarantee the effectiveness of the right to education and the right to free choice of center. In any case, in this programming, a suitable and balanced distribution will be provided between the schools of the students with specific educational needs, in order to guarantee their schooling in the most appropriate conditions.

2. In centres supported by public funds which provide various educational levels, the initial admission procedure shall be carried out at the beginning of the offer at the lower level for which they are the subject of funding.

3. In no case shall there be discrimination in the admission of students for ideological, religious, moral, social, race or birth reasons.

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

CHAPTER III

From private centers

Article 73. Nature of the private centres.

1. The owners of the private centres shall have the right to establish their own character, while respecting the constitutional principles and the rights recognised as teachers, parents and pupils.

2. The nature of the centre must be brought to the attention of the various members of the educational community by the head of the centre. The choice of the centre by the families and pupils will result in the acceptance of the latter's own character.

Article 74. Private centres abroad.

Private institutions that teach the Spanish educational system abroad must meet the requirements of the Government, as a condition for the recognition of their studies and the issuance of the titles corresponding.

CHAPTER IV

From the concerted centers

Article 75. Concerts.

1. The private centres which, in order to provide the public interest service of education and the freedom of choice of centre, provide the teachings declared free of charge in this Law, may benefit from the system of concerts the requirements laid down in the laws of education are requested and fulfilled.

To this end, the aforementioned centers must formalize with the educational administration that the relevant concert proceeds.

2. The Government will lay down the basic rules to which the concerts are to be submitted.

3. The concert shall establish reciprocal rights and obligations in respect of the economic regime, duration, extension and termination of the contract, number of concerted school units and other conditions for the delivery of education, subject to the regulatory arrangements for the concert regime and the administrative procedure.

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

5. In order to benefit from the scheme of concerts, centres which provide basic education, meet the needs of schooling, tend to school populations of unfavourable social and economic conditions, or experiences of pedagogical interest for the education system.

In addition, preference will be given to those centers which, under the cooperative arrangements, comply with the aforementioned objectives. Educational administrations will take into account the social demands of school places in schools.

Article 76. Modules of the concert.

1. The overall amount of public funds allocated to the support of the centres shall be set out in the budgets of the relevant administrations.

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 section.

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

(a) The amounts corresponding to 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, which shall include those of administration and service personnel, the maintenance and conservation ordinary and the actual investment replenishment. 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 abovementioned quantities shall be set with criteria similar to those applied to public establishments.

(c) The relevant amounts to pay attention to the payment of the seniority of the teaching staff of the concerted centres and the consequent 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 provisions of Article 68 of the Staff Regulations. Such amounts shall be collected in a general fund which shall be distributed on an individual basis between the staff of the approved centres, in accordance with the circumstances of each teacher and applying similar criteria to the fixed for the teachers of the public institutions.

4. The amounts corresponding to the salaries of the teaching staff referred to in the previous paragraph, will make it possible for the remuneration of the teacher to be similar to that of the state teachers of the respective levels.

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 the salaries of teachers, resulting from collective agreements exceeding the percentage of the overall increase in the amounts corresponding to salaries referred to in paragraph 3 of this Article. Article.

7. The rules governing the scheme of concerts shall take into account the specific characteristics of the teaching cooperatives in order to facilitate the management of their economic and human resources.

CHAPTER V

Of the governing bodies, organs of participation in the control and management and coordination bodies of the public schools.

SECTION 1 GENERAL PRINCIPLES

Article 77. Principles.

1. Government bodies and organs of participation in the control and management of the public will exist in the public teaching centers.

2. The organs of government and participation in the control and management of the centers shall ensure that the activities of the centers are carried out in accordance with the principles and values of the Constitution, for the effective realization of the aims of the (a) education established in the existing provisions, and the quality of education.

3. In addition, they shall ensure, in the field of their competence, the exercise of the rights granted to pupils, teachers, parents of pupils and staff of administration and services and shall ensure compliance with the relevant duties. They will also promote the effective participation of all members of the educational community in the life of the center, in its management and in its evaluation.

Article 78. Types of organs.

1. Public schools will have the following governing bodies and participation in control and management:

(a) Government bodies: Director, Head of Studies, Secretary and all others to determine educational administrations.

b) Participation in control and management bodies:

School Board, Faculty of Teachers and how many others determine educational administrations.

2. The educational administrations shall determine the frequency of the meetings of these bodies, as well as their working arrangements.

3. The bodies involved in the control and management of the centre shall regularly assess, in accordance with their respective competences, the performance and fulfilment of the objectives of the centre and analyse the results of the external tests which are The same applies.

4. The School Board and the faculty of teachers, as well as the governing bodies and the various sectors of the educational community will collaborate in the evaluation plans of the center that are entrusted to them, in the terms that the administrations Without prejudice to the internal evaluation processes at the centre, they shall establish.

SECTION 2.A GOVERNING BODIES

Article 79. Director.

The Director is the representative of the educational administration in the center and has the following competencies:

(a) Ensure compliance with laws and other provisions in force.

b) Exercise the leadership of all staff assigned to the center and adopt disciplinary resolutions corresponding to the applicable rules.

c) To direct and coordinate all the activities of the Centre towards the achievement of the educational project of the Centre, in accordance with the provisions in force and without prejudice to the competences conferred on the Faculty of Teachers and the School Board of the center.

d) To provide the representation of the centre, without prejudice to the powers of the other educational authorities.

e) To collaborate with the organs of the educational administration in all matters related to the achievement of the educational objectives of the center.

f) 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.

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 a comprehensive training in students ' knowledge and values.

(h) To promote coexistence in the center, to resolve conflicts and to impose all disciplinary measures that correspond to the students, in accordance with the norms established by the educational administrations and in compliance with the criteria laid down in the internal rules of procedure of the Centre. To this end, the streamlining of procedures for the resolution of conflicts in the centres will be promoted.

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 the establishment of educational administrations.

k) Promote plans to improve the quality of the center, as well as innovation and educational research projects.

l) Drive internal evaluation processes in the center and collaborate on external evaluations.

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

Article 80. Management team.

1. 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, and other governing bodies, among the teachers. with final destination at that centre. The Head of Studies must be a teacher of the bodies of the educational level and the corresponding regime.

2. The governing bodies shall constitute the management team and shall work in a coordinated manner in the performance of their duties in accordance with the instructions of the Director.

3. All members of the management team shall cease their duties at the end of their term of office or at the end of the term of office of the Director.

Also, the educational administration shall cease any member of the management team appointed by the Director, on a proposal from the Director, in writing, after communication to the School Board of the Center.

4. In the newly created centres, the Head of Studies and the Secretary will be directly appointed by the Education Administration.

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.

SECTION 3.A PARTICIPATION BODIES IN THE CONTROL AND MANAGEMENT OF THE CENTRES

Article 81. School Board.

1. The School Board is the organ of participation in the control and management of the center of the different sectors that constitute the educational community.

2. The School Board 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 administration and services staff of the center.

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

In addition, in specific special education centers and those with specialized classrooms, it will also be part of the School Board, a representative of the supplemental educational care staff.

3. Students may be elected members of the School Board from the third course of compulsory secondary education. In no case may a student who has been the subject of a sanction be chosen for conduct that is seriously prejudicial to the coexistence of the centre during the course of the elections.

4. Students in the third cycle of primary education and the first two courses of compulsory secondary education may participate in the School Board in terms of educational administrations.

5. Educational administrations will regulate the conditions under which schools providing specific vocational training or plastic arts and design can incorporate into their School Board a representative proposed by them. business organisations or labour institutions present in the centre's field of action.

6. The educational administrations will determine the total number of members of the School Board and regulate the process of choosing representatives of the different sectors that make up the School Board.

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 taught Special arrangements, as well as in those units or centres of singular characteristics, the competent educational administration shall adapt the provisions of this article and Article 78 of this Law to the uniqueness thereof.

Article 82. Powers of the School Board.

1. The School Board of the Centre shall have the following powers:

a) Formulate proposals to the management team on the annual programming of the center and approve the educational project, without prejudice to the competencies of the faculty, in relation to the planning and teaching organization.

b) Develop reports, at the request of the competent administration, on the operation of the centre and on those other aspects related to the activity of the centre.

c) Participate in the process of admission of students and ensure that it is carried out subject to the provisions of this Law and provisions that develop it.

d) Approve the inner regime rules of the center.

e) To know the resolution of disciplinary conflicts and the imposition of sanctions and to ensure that they comply with the current regulations.

f) Approve the project of the center's budget and its liquidation.

g) Promote the conservation and renovation of school facilities and equipment.

h) Propose guidelines for collaboration, for educational and cultural purposes, with other centers, entities and agencies.

i) To analyze and assess the general functioning of the center, the evolution of school performance and the results of the evaluation of the center by the educational administration.

j) Be informed of the proposal to the Educational Administration of the appointment and cessation of the members of the management team.

k) Propose measures and initiatives that promote coexistence in the center.

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

2. Educational administrations may establish a specific designation to refer to the School Board of educational institutions.

Article 83. Cloister of teachers.

1. The faculty of teachers is the own organ of participation of teachers in the control and management of the center and has the responsibility to plan, coordinate, inform and, if necessary, decide on all the teaching 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 84. Powers of the Faculty of teachers.

The faculty of teachers will have the following attributions:

a) Formulate the proposed management team for the elaboration of the annual general programming, as well as evaluate its implementation.

b) Make proposals to the School Board for the elaboration of the educational project and report, before its approval, on the aspects related to the organization and teacher planning.

c) Inform the project of the internal rules of the center.

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 in the School Board of the Center and in the Commission of Director selection provided for in Article 88 of this Law.

f) Coordinate the functions related to the orientation, mentoring, evaluation and recovery of the students.

g) Analyze and assess the overall functioning of the school, the evolution of school performance and the results of the evaluation of the school by the educational administration, as well as any other report on the The same is true.

h) Be informed by the Director of the application of the disciplinary regime of the centre.

i) Be informed of the proposal to the Educational Administration of the appointment and cessation of the members of the management team.

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

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

SECTION 4.A COORDINATING BODIES

Article 85. Teaching coordination bodies.

1. In the Secondary Education Institutes there will be teaching coordination departments, which will be responsible for the organization and development of the teaching of the subjects or modules entrusted to them. Each department of didactic coordination shall be composed of the teachers of the specialties who impart the teachings of the subjects or modules assigned to it.

2. Other coordination bodies may be established by the educational authorities in addition to those identified in general in the preceding paragraph.

3. The Head of each department will be performed by an official of the Secondary Education Catedratics Corps, holder of some of the specialties integrated in the respective departments.

In the absence, in the respective centers, of officials of the body of the Catedratics mentioned in the previous paragraph, the Head of the Department of Didactic Coordination can be attributed to a professor of the to the body of secondary school teachers.

4. In the departments of public institutions in which special arrangements are to be provided, the above shall be adapted to their specific characteristics.

CHAPTER VI

From the selection and appointment of the Director of public teaching centres

Article 86. General principles.

1. The selection and appointment of Directors of the public institutions will be carried out by means of a merit contest between professors of career of the bodies of the educational level and the regime to which the center belongs.

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

Article 87. Requirements.

The following requirements will be eligible to participate in the merit contest:

a) Having an age of at least five years in the body of the teaching public function from which you opt.

b) Haber taught direct teaching in the classroom as a career officer, during a period of equal duration, in a public center that teaches teaching of the same level and regime.

c) To be providing services in a public center of the corresponding level and regime, with an age in the same one, at least, a complete course when the call is published, in the field of the educational administration convener.

Article 88. Selection procedure.

1. For the designation of the Directors in the public centers, the educational administrations will convene merit contest.

2. The selection will be made by a Commission composed of representatives of the educational administrations and, at least, thirty per cent by representatives of the relevant centre. Of the latter, at least fifty percent will be from the faculty of the center.

3. The selection will be based on the academic and professional merits accredited by the applicants, and on the experience and positive assessment of the previous work developed as a managerial position and the teaching work carried out as a teacher. The prior experience in the exercise of the address shall be assessed in a special way.

4. The educational administrations shall determine the total number of vowels of the commissions and the proportion between the representatives of the administration and the institutions. They shall also establish the objective criteria and the procedure applicable to the relevant selection.

Article 89. Appointment.

1. The selected applicants must pass an initial training programme, organised by the educational authorities, consisting of a theoretical training course related to the tasks assigned to the Directive and in a period of practices. Selected applicants who have acquired the category of Director referred to in paragraph 3 of this Article shall be exempt from the implementation of the initial training programme.

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

3. The Directors thus appointed will be evaluated over the three years. Those who obtain a positive assessment shall acquire the category of Director for the public institutions of the educational level and scheme concerned. This category shall have effects in the field of all educational administrations.

Article 90. Duration of the mandate.

The appointment of the Directors may be renewed, for periods of equal duration, after a positive evaluation of the work developed at the end of the same. Educational administrations may set a maximum limit for the renewal of the mandates.

Article 91. Appointment with extraordinary character.

1. In the absence of candidates or where the Commission has not selected any applicant, the Education Administration shall appoint a teacher for a period of three years to an official of one of the educational levels and the those who provide the centre in question, meeting at least the following requirements:

a) Having an age of at least five years in the body of the teaching public function of provenance.

b) To have been a teacher, for a period of five years, in a public center that teaches the same level and regime.

2. In the case of centres of new creation, the provisions of paragraph 1 of this Article shall apply. In these centres, the term of office of all the governing bodies will be three years.

3. In the specific centres of Child Education, in the incomplete primary education, in secondary education with less than eight units and in those who teach artistic, language or language teaching to adults with less than eight teachers, educational administrations may exempt candidates from fulfilling the requirements set out in paragraph 1 of this Article.

Article 92. Support for the exercise of the Directive.

1. The educational administrations will favor the exercise of the managerial function in the schools, providing the Directors with the necessary autonomy of management to promote and develop the projects of improvement of the quality.

2. They will also organise training courses for managers to update their technical and professional knowledge, to which the Director and the rest of the management team should regularly attend.

3. The Ministry of Education, Culture and Sport will be able to work with the educational authorities through the regular provision of training schemes which promote the quality of the directive.

4. In order to facilitate the exercise of their duties, educational administrations shall promote procedures to exempt, in whole or in part, the management team and, in particular, the Director of direct teaching on the basis of characteristics of the centre.

Article 93. Termination of the Director.

1. The cessation of the Director shall occur in the following cases:

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

b) A reasoned resignation accepted by the educational administration.

c) Physical or psychic inability over-coming.

(d) Revocation by the competent educational administration for serious non-compliance with the functions inherent in the position of Director, after hearing the person concerned. In this case, the teacher may not participate in any selection contest of Directors during the period of time determined by the Educational Administration.

2. The Director, who has completed the term of his term of office, including any possible extensions, will have to participate again in a merit contest in order to return to the role of the Directive.

Article 94. Recognition of the Directive.

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 required for the supplements established for the purpose fix the educational administrations.

2. Similarly, the exercise of managerial positions, and in any case the position of Director, will be particularly valued for the purpose of providing jobs in the public teaching function, as well as for other purposes of professional character, within of the teaching field, to be established by the educational administrations.

3. The Directors of the public institutions who have exercised their position with a positive assessment during the period of time each educational administration determines, will maintain, as long as they remain active, the perception of the supplement the corresponding remuneration in the proportion, conditions and requirements to be determined by the educational authorities.

In any event, account shall be taken of the number of years of year of the Director's office.

TITLE VI

From evaluating the education system

Article 95. Scope of the assessment.

The assessment will be extended to the entire educational field covered by this Law, and will be applied on the learning processes of the students, the educational processes, the activity of the teachers, the educational institutions, the inspection of education and the educational administration itself.

Article 96. National Institute of Evaluation and Quality of the Educational System.

1. The general evaluation of the educational system will be carried out by the Ministry of Education, Culture and Sport, through the National Institute of Quality and Evaluation, which is called the National Institute of Evaluation and Quality of the Educational System. without prejudice to the assessment that the educational administrations of the Autonomous Communities may carry out in their respective fields.

2. The Government, after consulting the Autonomous Communities, will determine the structure and functions of this Institute, guaranteeing the participation of the educational administrations in it.

Article 97. General diagnostic assessments.

1. The Ministry of Education, Culture and Sport, through the National Institute of Evaluation and Quality of the Educational System, in collaboration with the Autonomous Communities, and in the framework of the general evaluation of the educational system that it is responsible for, develop general diagnostic assessments on areas and subjects. These evaluations will be carried out in primary education and compulsory secondary education, in any case, and will cover basic competencies of the curriculum.

2. The educational administrations will participate in the general evaluations of the diagnosis of the educational system and in the international evaluations in which the Spanish State takes part, through the actions that are necessary in their respective centres.

3. The Government, after consulting the Autonomous Communities, shall adopt the basic rules applicable to the development of the assessment referred to in paragraph 1 of this Article, for the purposes of the application of the rules of homogeneity.

4. The educational administrations shall develop, implement and monitor the evaluations in the field of their respective competences.

Article 98. The State System of Education Indicators.

1. The Ministry of Education, Culture and Sport, heard by the Autonomous Communities, through the National Institute of Evaluation and Quality of the Educational System, will periodically prepare the State System of Education Indicators, which will contribute to to guide the decision-making in the teaching of both the educational institutions and the administrations, the students or the families.

2. For the purposes of the elaboration of this system of indicators, the educational administrations will collaborate with the Ministry of Education, Culture and Sport, providing the information that is required.

Article 99. System General Evaluation Plan.

The Ministry of Education, Culture and Sport, after consulting the Autonomous Communities, will periodically draw up a plan for the overall evaluation of the system in which the priorities and objectives of the Institute will be determined. must develop in their assessments.

This plan will contain the evaluation criteria and procedures, which will be made public with prior character.

Article 100. Publication of the results of the evaluations.

The Ministry of Education, Culture and Sport will periodically make public the conclusions of general interest of the evaluations of the educational system carried out by the National Institute of Evaluation and Quality of the Educational System. and will make known the results of the implementation of the State System of Education Indicators.

Article 101. Other assessment plans.

1. The corresponding educational administration will develop and implement evaluation plans that will be applied with periodicity to the public funds held with public funds.

2. The governing bodies and the organs of participation in the control and management as well as the different sectors of the educational community will collaborate in the external evaluation of the centers.

3. Educational administrations shall inform the educational community and shall make public the criteria and procedures used for the assessment of the institutions, as well as the general conclusions to be obtained in those evaluations. The conclusions of the evaluation of its centre shall also be communicated to the Faculty of Teachers and to the School Board. The assessment of the centres shall take into account the social and economic environment of the centres and the resources available to them, and shall be carried out on the processes and on the results obtained, both in terms of organisation, management and functioning, as well as all of the teaching and learning activities. The educational administrations will collaborate with the centers to solve the problems that would have been detected in the evaluation carried out by providing the necessary support.

4. In addition to the external evaluation, the centers will evaluate their own functioning at the end of each course, in accordance with the requirements of the educational administration.

TITLE VII

From the inspection of the education system

Article 102. Inspection of the educational system.

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

2. The competent public authorities shall carry out the educational inspection within the respective territorial scope and in accordance with the basic rules governing this matter. The exercise of the inspector's function shall be carried out on all 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 teaching and learning processes, the improvement of the education system and the quality of education.

CHAPTER I

From High Inspection

Article 103. Scope.

It is up to the State the High Education Inspectorate, to ensure that the faculties assigned to it in the field of teaching in the Autonomous Communities are complied with, the observance of the principles and norms applicable constitutional and other basic standards developed by Article 27 of the Constitution.

Article 104. Competence.

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

a) Check that curricula, as well as textbooks and other teaching materials, are in line with the common teachings.

b) Check that the common teachings are taught in accordance with the provisions of the State Law on these basic compulsory subjects of the respective curricula.

c) Check compliance with the requirements set by the State in the general management of the education system in terms of levels, modalities, stages, cycles and teaching specialties, as well as the number of courses which in each case correspond. It also provides for the verification of the duration of compulsory education, of the conditions of access from one level of education to another, of the conditions for obtaining the corresponding qualifications and of the academic or professional effects of the "

d) To verify that the studies submitted are in accordance with the law of the State, for the purpose of the issuance of academic and professional titles valid throughout the Spanish territory.

e) Check compliance with the provisions of the regulations on the characteristics of the specific administrative documentation that is established on a basic basis for each level of education.

(f) Vellar for the fulfilment of 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 and, in particular, that of receive education in the official language of the State, in accordance with the applicable provisions.

g) To verify the adequacy of the grant of grants and scholarships referred to in Article 4 of this Law to the general criteria that lay down the State's provisions, as well as to raise, where appropriate, reports to the (a) competent bodies in respect of investments in buildings, facilities, school equipment and current expenditure in respect of staff allowances and remuneration.

(h) To collect the information necessary for the preparation of educational statistics for state purposes, without prejudice to the privileges conferred on the statistical services of the Department, especially in the Law of the Statistical Public Function.

i) Elevate to the authorities of the State an annual report on the teaching in the respective Autonomous Communities.

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

CHAPTER II

From Educational Inspection

Article 105. Functions.

1. These are educational inspection functions:

a) Control and supervise, from the pedagogical and organizational point of view, the functioning of educational institutions, both public and private.

b) Monitor the teaching practice and collaborate in its continuous improvement and in the functioning of the centers, as well as in the processes of educational reform and pedagogical renewal.

c) Participate in the evaluation of the educational system, especially in the educational system, in the educational function and in the teaching function, through the analysis of the organization, functioning and results of the the same.

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

e) 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.

f) Report on educational programmes and activities promoted or authorised by the competent educational authorities, as well as on any aspect related to the teaching required by the the competent authority or the competent authority, through the regulatory channels, in the exercise of its functions.

2. For the proper exercise of the above functions, the Education Inspectors shall have the following powers:

a) To know directly all the activities that are carried out in the centers, to which they will have free access.

b) Examine and check the educational and administrative documentation of the centers.

c) To receive from the other officials the necessary collaboration for the development of their activities, for which the Inspector will have the consideration of public authority.

Article 106. Organization of the educational inspection.

1. The Government, after consulting the Autonomous Communities, will establish the basic specialties of educational inspection, taking into account, in any case, the different educational levels and teaching specialties.

2. The educational authorities, in accordance with their powers, may develop the specialties referred to in the previous paragraph and shall regulate the structure and functioning of the bodies they establish for the performance of the inspection. education in their respective territories.

3. Access to the Body of Inspectors of Education and the provision of jobs by means of national transfer competitions shall be carried out through the specialities referred to in paragraph 1 of this Article.

Article 107. Training of the Inspectors of Education.

1. The improvement and updating in the professional exercise is a right and a duty of the Inspectors of Education.

2. The training of the Inspectors of Education will be carried out by the different educational administrations, in collaboration, preferably, with the universities and higher institutions of teacher education.

3. For the purposes of the national transfer competitions and the recognition of mobility among the teaching bodies provided for in the eighth provision of this Law, the training activities organised by any of the Educational administrations will have their effects throughout the national territory, subject to compliance with the basic conditions and requirements established by the Government, once the Autonomous Communities have been consulted.

Additional disposition first. From the calendar of 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 gradual extinction of the study plan of the language teaching in force, the implementation of the corresponding curricula, as well as the equivalences for academic effects of the years submitted according to the plan of the studies that are extinguished. It will also regulate the introduction of general arrangements and the equivalence of the securities affected by this law.

Additional provision second. From the area or subject of Society, Culture and Religion.

1. The area or subject of Society, Culture and Religion will comprise two development options: One, of a confessional nature, according to the confession by which the parents or, where appropriate, the students choose, among those with respect to whose teaching the State have signed agreements; another, of a non-confessional nature. Both options will be made compulsory by the centres, with the choice of one of them.

2. The confessional teaching of the Religion shall be in accordance with the Agreement on teaching and cultural affairs concluded between the Holy See and the Spanish State and, where appropriate, the provisions of those other undersigned, or which may subscribe, with other religious confessions.

3. The Government shall lay down common lessons for the non-confessional option. The determination of the confessional option curriculum will be the responsibility of the relevant religious authorities. Decisions on the use of textbooks and teaching materials and, where appropriate, the supervision and approval of them correspond to the respective religious authorities, in accordance with the provisions of the Agreements concluded with the Spanish state.

4. Teachers who do not belong to the Bodies of Teaching Officials, impart the confessional teaching of Religion in the public centers in which the teachings regulated in this Law are developed, will do so in a hiring regime. employment, duration determined and coincident with the school year, full or part time. These teachers will receive the remuneration corresponding in the respective educational level to the interim teachers.

Additional provision third. From textbooks and other curricular materials.

1. It is up to the pedagogical autonomy of educational institutions to adopt textbooks and other materials to be used in the development of the various teachings. The educational coordination bodies of the public institutions will choose textbooks and other curricular materials, whose editing and adoption will not require the prior authorization of the educational administration. The educational administrations will determine the intervention that, in the internal process of adoption of the books and other curricular materials, corresponds to other organs of the center.

2. The textbooks and other materials referred to in the preceding paragraph shall reflect and promote respect for the principles, values, freedoms, rights and constitutional duties 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 integrate the teaching and learning process. The violation of the principles and values contained in the Constitution will result in the imposition of administrative sanctions which, under the provisions of this paragraph, the educational administrations will establish.

4. In general, the textbooks and curricular materials adopted may not be replaced by others for a minimum period of four years.

Exceptionally, when the teaching programme so requires, educational administrations may authorise the modification of the deadline set out above.

Additional provision fourth. From the school calendar.

1. The school calendar, which shall be fixed annually by the educational authorities, shall comprise a minimum of 175 teaching days for compulsory education.

The government will establish the minimum of reading days for the rest of the teachings. In any case, the computation shall not include the days devoted to final tests.

2. In no case shall the beginning of the school year occur before one of September or the end of the educational activities after 30 June of each academic year, except for the teaching of adults and for the development of training in (a) work centres, where for reasons of seasonality of the activity of the undertakings so required.

Additional provision fifth. On the admission of pupils to the centres held with public funds in the absence of sufficient places.

1. In the case of admission procedures for pupils in centres held with public funds providing primary education or compulsory secondary education or Baccalaureate, where there are not enough places, priority will be given to pupils who come from the centres of Child Education or the compulsory secondary education, respectively, which are attached to them, provided that such teachings are held with public funds.

2. It is for the educational authorities to lay down the procedure and conditions for the membership of centres referred to in the previous paragraph, while respecting, in any case, the right to free choice of centre.

3. In the initial admission provided for in Article 72.2 or due to the change of centre, the criteria for the admission of pupils to centres held with public funds, where there are not sufficient places, shall apply in accordance with the Regulation of the competent educational administration. They shall be governed by the following priority criteria: per capita income of the family unit, proximity of the home, existence of siblings enrolled in the centre, attendance of disability in the student or in one of their parents or siblings and Large family legal status.

In addition, the concurrency in the student of chronic disease that affects the digestive, endocrine or metabolic system and requires as essential treatment the follow-up of a complex diet and a strict food control whose compliance determines the state of health.

pupil's physics. The academic record may also be considered for non-compulsory teaching.

4. The curricular specialization centres referred to in Article 66 of this Law may include, as complementary criteria, others which meet the specific characteristics of their educational provision, in accordance with the provisions of the Corresponding educational administration.

5. In the case of admission procedures for pupils in centres with public funds which provide higher education for vocational training, where there are not enough places, priority will be given to those who have taken the form of Baccalaureate which, in each case, is determined or those who access these teachings through the test established in Article 38 of this Law. Once the above criteria have been applied, the academic record of the students will be met.

6. The criteria laid down in paragraph 3 of this Article shall apply to the procedures for the admission of pupils to centres with public funds which provide the means of vocational training, where there are not enough places, the criteria laid down in paragraph 3 of this Article shall apply. This additional provision is fifth. Once the above criteria have been applied, the academic record of the students will be met.

7. Those students who simultaneously teach courses of Music or Dance and general-regime teachings will be given priority to be admitted to the centers that teach general regime teaching that the educational administration determines.

Additional provision sixth. Of the centres that are authorised to deliver the first cycle of Child Education.

Private teaching centres which at the entry into force of this Law are authorised to deliver the first cycle of Child Education will be automatically authorised to deliver pre-school education established in this Law.

Additional provision seventh. From the approved centers to impart the modality of Nature and Health Sciences and the modality of Technology in Baccalaureate.

The private schools of Baccalaureate which, at the entry into force of this Law, provide the form of Nature and Health Sciences, the mode of Technology, or both, will be automatically authorized to imparting the mode of Science and Technology, established in this Law.

Additional disposition octave. Bases of the statutory regime of the public teaching function.

1. They are bases of the statutory regime of public servants, in addition to those laid down in 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 those established by the Organic Law 1/1990, of October 3, of General Ordination of the Educational System, those regulated by this Law and by the norms cited for the entrance, the mobility between the teaching bodies, the reordering of the bodies and the scales, the provision of posts by means of national transfers and the acquisition of the category of Director. The Government will regulate these bases in those aspects that are necessary to guarantee 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, in any case, the basic rules referred to in the previous paragraph.

3. At regular intervals, the educational authorities shall convene national transfer competitions for the purpose of providing the vacant posts to be determined by the teaching centres which are dependent on them, 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 relations, establish such calls.

These will be made public through the "Official Gazette of the State" and the Official Bulletins of the Autonomous Communities. They shall include a single award of merit, which shall take into account the courses of training and further improvement, the academic and professional merits, the seniority and, where appropriate, being in possession of the category of Director.

4. However, the provision of places by teaching staff in the higher centres of artistic teachings will be carried out by specific competition, according to what the educational administrations will determine.

Additional provision ninth. Creation of the Secondary Teaching Catedratics Corps, of the Catholic Language and Catedratics of the Arts and Design Schools.

1. The Body of Secondary Teaching Catedratics, the Body of the Catedratics of Official Language Schools and the Body of Plastic Arts and Design Catedraptics are created, which will be classified in the A group of those established in Article 25 of the Law 30/1984, of 2 August, of Measures for the Reform of the Civil Service.

2. Officials belonging to the Secondary School Teachers ' Corps who have recognized the status of Professor of Secondary Education are integrated into the Secondary School of Teaching.

These officials will be incorporated with the age they have in the condition of the Professor and they will be respected the rights that they would have been enjoying at the time of their integration into the Body of Catedratics. In the case of secondary education, including the economic rights provided for in paragraph 5 of the additional provision of the Organic Law 1/1990 of 3 October of General Ordination of the Education System, the officials from the High School Numerary Professors.

3. Officials belonging to the Body of Teachers of Official Language Schools who have recognized the status of Professor of Language are integrated into the Body of Official Language Schools.

These officials will be incorporated with the age they have in the condition of the Professor and they will be respected the rights that they would have been enjoying at the time of their integration into the Body of Catedratics. of Official Language Schools, including the economic rights referred to in paragraph 3 of the 14th Additional Provision of Organic Law 1/1990 of 3 October of General Ordination

of the Educational System, recognizes the officials from the Numerary Catedratics Corps of Official Language Schools.

4. The officials belonging to the Body of Teachers of Plastic Arts and Design who have recognized the condition of the Professor of Plastic Arts and Design are integrated into the Body of Plastic Arts and Design.

These officials will be incorporated with the age they have in the condition of the Professor and they will be respected the rights that they would have been enjoying at the time of their integration into the Body of Catedratics. In the case of the case-law of the European Parliament, the Council of the European Communities, the Council of the European Communities, the Council of the European Communities, of the European Parliament and of the Council of the European Communities, of the European Communities, of the Body of Teachers of the Term of the School of Plastic Arts and Crafts Artistic.

Additional provision 10th. Functions of the Catedraptic Bodies.

1. The Secondary Education Catedratics Corps will perform its duties in compulsory secondary education, Baccalaureate and vocational training.

2. The Language Officer Schools Corps will perform its duties in the Official Language Schools.

3. The Body of Plastic Arts and Design Catedratics will perform its functions in the Schools of Plastic and Design Arts.

4. The Secondary Teaching Professors, the Official Language Schools and the Plastic Arts and Design Schools will perform the functions entrusted to them in this Law and those that are regulated. In any case, they are specifically attributed to the officials of the Secondary Teaching Bodies, the Official Language and Plastic Arts and Design Schools, as well as the officials of the Music and Arts Catedratic Corps. Performing, as referred to in the additional provision 15 (1) (b) of the Organic Law 1/1990, of 3 October, of General Management of the Educational System, the following functions:

On an exclusive basis, and without prejudice to the provisions of Article 85.3 of this Law, the exercise of the Head of the Departments of Didactic Coordination, as well as, where appropriate, of the Department of Guidance.

With preference:

a) The direction of innovation projects and didactic research of the own specialty that are performed in the center.

b) The direction of the trainee training of the New Income Teachers to be incorporated into the Department.

c) The coordination of teacher training programs that are developed within the Department.

d) The presidency, if any, of the courts of the general trial of Baccalaureate.

e) The presidency of the courts of entry and access to the respective Bodies of Catedratics.

5. The qualification provided for in the first provision of the Organic Law of 19 June, of the Qualifications and of Vocational Training, will be extended to the officials of the Secondary Education Catedraptic Bodies in the conditions and with the requirements laid down in that Law.

Additional provision eleventh. Teaching career.

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 specific knowledge necessary to impart teaching, pedagogical aptitude and mastery of the techniques necessary for the teaching exercise. The tests shall be convened, as appropriate, in accordance with the areas, subjects, subjects and modules of the relevant curriculum. 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 approved seats will not exceed the number of seats. There will also be a practice phase, which may include training courses, and will be part of the targeted process.

For admission to the Secondary Teaching Catedratics Corps, from the Catedratics of Official Language Schools, to the Music and Performing Arts and the Arts and Design Arts and Design Schools, it will be necessary to be in possession of the title of Doctor, Licensed, Engineer or Architect, in addition to the title of Didactic Specialization referred to in Article 58 of this Law, and to overcome the corresponding selective process.

The Government, in agreement with the Autonomous Communities, will establish the conditions for allowing the entry into the Body of Music and Performing Arts, by means of merit competition, to recognized personalities prestige in their respective professional fields.

2. In the calls for entry into the teaching bodies, a percentage of the places that are called for access to teaching staff, who must be in possession of the required qualification for the education, will be reserved. He admitted to the corresponding bodies and to have remained in their bodies of origin 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.

Officials of teachers 'bodies classified in Group B as referred to in the current legislation of the civil service will be able to access the Secondary Teaching and Teachers' Bodies of Plastic Arts and Design. In the corresponding calls for these officials, the merits of the contestants will be assessed, among which will take into account the work developed and the courses of training and advanced improvement, as well as the merits academics. In addition, a test will be carried out, consisting of the presentation and discussion of an issue 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.

Also, faculty officials from the Secondary Teaching Teachers ' Corps, Teachers of Language Officers, Teachers of Music and Performing Arts, and Teachers of Plastic Arts and Design will be able to access to the High School Catedratics Corps, the Catedratics of the Official Language Schools, the Music and the Performing Arts and the Arts and Design Catedratics and Design, respectively.

In the corresponding calls, the merits related to the scientific and didactic updates, the participation in educational projects and the teaching work of the candidates will be valued. The evaluation of the teaching function will be carried out by the educational inspection. An oral test will also be carried out before a Court, which will consist of two exercises: the first will consist of the exhibition and debate on a topic of its specialty, chosen by lot, from a topic previously set by the Government, and the second in the presentation and debate of a memory prepared by the candidate.

3. In order to access the Education Inspectors ' Corps, it will be necessary to belong to one of the Bodies that make up the public teaching function, with a minimum teaching experience of six years.

The system of entry into the Education Inspectors ' Corps will be that of the opposition, which will, in any case, attend to the specialties that are established.

Educational Administrations will convene the competition-opposition subject to the following criteria:

(a) In the competition phase, the professional trajectory of the candidates and their specific merits as teachers will be assessed. Among these merits, special consideration will be given to the scientific and didactic preparation in the areas, subjects or modules whose teaching has been taught; the performance of managerial positions, with positive evaluation, and belonging to any of the Bodies of the Catedratics of School Teachings.

(b) In the opposition phase, the applicant will assess his/her teaching knowledge, management and educational legislation, as well as the specific knowledge and techniques for the performance of the inspection functions of the monitoring, evaluation and advice.

You will also value your scientific and didactic updating in the areas or subjects whose teaching has taught, as well as the exercise of the activities developed in the center.

The candidates selected by the opposition will have to carry out a traineeship for their proper preparation, at the end of which they will be appointed career officials of the Education Inspectors ' Corps. The organisation of such practices shall, in each case, be the responsibility of the Management Board.

4. The teaching officers referred to in this Law and the Organic Law 1/1990, of 3 October, of General Management of the Educational System, will also be able to access a Body of the same group and level of complement of destination, without limitation of seniority, provided that they hold the required qualification and exceed the relevant selective process. 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 Corps-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.

5. The Government and the Autonomous Communities will promote agreements with the universities to facilitate the incorporation into the university departments of the Teachers of the Teachers of the Teaching Bodies of levels corresponding to the school teaching, in the framework of the additional twenty-seventh provision of the Organic Law 6/2001, of 21 December, of Universities.

6. The Administration of the State and the Autonomous Communities, within the framework of the Education Conference, will promote the study and the implementation, if any, of measures aimed at the development of the professional career of the teaching officers.

Additional disposition twelfth. From the professional title of Didactic Specialization.

1. The requirement to be in possession of the title of Didactic Specialization for access to the teaching public function, and to be able to practice as a Professor in practice, will be interpreted in the terms of article 58.4 of this Law.

2. For admission to the Music and Performing Arts Teachers ' Corps, Language Official School Teachers, Plastic Arts and Design Teachers and Teachers of Plastic Arts Workshop and Design will be required to be in possession of the Didactic Specialization Title set out in Article 58 of this Law, as well as overcoming the corresponding selective process.

3. In order to exercise the teaching of special school teaching, it is necessary to be in possession of the degree of Bachelor, Engineer, Architect, or equivalent qualification, for the purposes of teaching, and of the title of 'Didactic Specialization'. refers to Article 58 of this Law.

Additional disposition thirteenth. Concertation of the Programs of Professional Initiation.

The educational administrations will arrange the Programs of Professional Initiation that, in accordance with the provisions of this Law, the concerted centers of compulsory secondary education will give to their students.

Additional disposition fourteenth. Integrated vocational training centres.

The appointment of the management of the integrated vocational training centres will be in accordance with the provisions of Article 11 (5) of the Organic Law of 19 June 2002 on Qualifications and Vocational Training.

Additional provision 15th. Of the tax information.

The tax information required for the accreditation of the economic conditions referred to in Article 4.1 and the third subparagraph of the third subparagraph shall be supplied directly by the State Agency of Tax Administration to the Educational Administration, by computer or telematic means, in the framework of collaboration established in the terms and with the requirements referred to in the fourth provision of the Law 40/1998 of 9 December 1998 on the Income Tax of Physical Persons and other Rules Tax, and the provisions that develop it.

To the extent that this information can be provided through the indicated collaboration framework, the interested parties will not be required to provide individually certifications issued by the State Administration Agency. Tax, nor the presentation, in original, copy or certification, of your tax returns. In these cases, the certificate shall be replaced by a statement responsible for the person concerned who fulfils the obligations identified, as well as express authorisation for the State Tax Administration Agency to supply the certificate. information to the educational administration.

Additional provision sixteenth. Participation of the Directors.

The educational administrations will be able to encourage the participation of the directors of centres held with public funds in consultative and participatory bodies.

Additional 17th disposition. Double degree.

The Government may establish agreements with other States of the European Union so that certain public institutions may impart the teachings of Primary and Secondary Education with an integrated curriculum that allows students to to obtain the degree of Undergraduate in compulsory secondary education and the title of Bachiller and equivalent qualifications of the State concerned.

18th additional disposition. Concertation of Children's Education.

In relation to the provisions of Article 11.2 of this Law, the educational administrations, in the concert procedure referred to in Article 75 thereof, and taking into account the provisions of Article 76.1, (a) the requests made by the private institutions shall be addressed, giving preference, in this order, to the units requested for the first, second and third course of the Child Education.

Additional 19th disposition. Progressiveness in access to the concert regime.

The access of a centre to the concert scheme provided for in Article 75 of this Law may be progressively established from the units of the lower courses until the number of authorised units is completed within a period of time. not more than the duration of the corresponding concert.

First transient disposition. The term of office of the governing bodies of the institutions.

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 which corresponds to the rules 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 the Directors and other members of the management team of the public institutions whose completion occurs in the calendar year of entry into force of the Law.

3. The School Board of teachers held with public funds constituted prior to the entry into force of this Law will continue its mandate until the end of this Law, as an organ of participation in control and management. of the centre and the powers laid down in this Law and the other provisions which remain in force. In any event, the School Board shall conclude the proceedings initiated in the field of the powers conferred on it prior to the entry into force of this Law.

Second transient disposition. Of the adaptation of the centers that teach Child Education.

1. The centres which, at the entry into force of this Law, attend to children under three years of age, and which are not authorised as Child Education centres, must be adapted to the minimum requirements which the Government, after consulting the Communities, Autonomous, establish for schools of pre-school. The time limit for the provision of the appropriate adjustment shall be laid down in the fixing of the minimum requirements.

2. Without prejudice to the provisions of the above paragraph, private centres of child education which are not authorised may obtain it subject to the specific rules prior to this Law until the minimum requirements have been adopted. corresponding to the schools of pre-school.

Transitional provision third. Acquisition of the category of Director.

1. Teachers accredited for the exercise of the management of the public teaching centres which have, after such accreditation, have been the Director for a minimum of three years prior to the entry into force of this certificate. Law, they will acquire the category of Director.

2. The teachers accredited for the exercise of the management of the public teaching institutions that are exercising the management at the time of entry into force of this Law, will acquire the category of Director after three years of the said exercise, following the positive assessment of their work.

3. Teachers accredited for the exercise of the management of public educational institutions who have not exercised as Directors or have done so for a period of less than that referred to in the preceding paragraph shall follow the procedure established in Chapter VI of Title V of this Law for the selection and appointment of Director. If they are selected by the Commission, they shall be exempt from the theoretical stage of initial training.

Transitional disposition fourth. Mobility of officials of the teaching bodies.

As long as the rules regarding the Bodies of Teachers created by this Law are not developed, the mobility of the officials of these bodies through the transfer competitions will be in accordance with the regulations in force to the The entry into force of this Law.

Transient disposition fifth. Enforcement of regulatory standards.

In matters whose regulation refers this Law to subsequent regulatory provisions, and as long as these are not dictated, the rules of this range up to now apply, in each case.

Transitional disposition sixth. Transformation 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. The concert of these teachings will have the character of singular.

2. Without prejudice to the above paragraph, the processing of the concerts shall be carried out according to the following characteristics:

Concerts, conventions or grants applicable to first-cycle children's education centres or to establishments with authorisation or licence to attend to children up to three years of age shall refer to the teaching of education Preschool, once these teachings are implanted.

Concerts, conventions or grants applicable to the second cycle of Children's Education will refer to the Children's Education concerts, once these teachings are implemented.

Concerts with specific vocational training centres of medium or higher grade will be transformed into medium-grade, higher-grade or, where appropriate, Baccalaureate vocational training concerts.

Concerts of social guarantee programs will be transformed into concerts of professional initiation programs or medium-grade vocational training.

Concerts with Baccalaureate centres will be transformed into Baccalaureate, medium-grade or higher-grade vocational training.

3. The processing of the concerts as referred to in the preceding number shall require the authorization of the teachings for which the centre holder applies for such processing and shall be produced by the number of units which the centre has concerted.

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

Transitional disposition seventh.

1. Where, as a result of transfers to the Autonomous Communities of the exercise of competence in the field of education, there was a need for the integration of networks which include centres dependent on other administrations, the staff (a) a fixed labour force carrying out teaching duties in such centres may have access to the teaching bodies regulated in this Law, by means of a special shift established for such staff and convened by the respective governments of the Communities Autonomous, in such a way as to determine the autonomic parliaments, In any case, what is established in the basic State regulations.

2. The entry procedures referred to in this provision shall apply only for a period of three years from the entry into force of this Law.

Single repeal provision.

1. Article 10.1 and the fifth additional provision of Law 14/1970, of 4 August, General of Education and Financing of Educational Reform are hereby repealed.

2. Law 29/1981 of 24 June of the Classification of the Official Schools of Languages and Extension of the Templates of its Teacher is hereby repealed.

3. Articles 4, 5.5, 6, 7.2.e), 9, 10, 11, 16, 20, 22, 47, 48, 49, 52.1, 53 and 57,d of the Organic Law 8/1985 of 3 July on the Law of Education are repealed.

4. Chapters I, II, III and V of Title I; Chapter II of Title II; Title III, Articles 3, 4, 5, 6, 31.1 and 2, 32, 39.3, 43.1, second paragraph, 55, 57, 58, 62, 66, and the second, ninth, tenth, and second provisions are hereby repealed. Second, and sixteenth of the Organic Law 1/1990, of 3 October, of General Ordination of the Educational System.

5. Chapter II of Title I, Title II, Title III and Articles 35, 36, 38.1, 39, 40, 41, 42 and 43 of Title IV and the second, third, fifth, sixth and eighth of the Organic Law 9/1995 of 20 November 1995 are repealed. Participation, Evaluation and Government of the Teaching Centers.

6. Similarly, any provisions of equal or lower rank shall be contrary to the provisions of this Law.

Final disposition first. Amendments to the Organic Law 8/1985 of 3 July, regulating the right to education.

1. Article 27 (3), second paragraph, of Organic Law 8/1985 of 3 July, which regulates the law of education, is worded as follows:

"Specific programming of new creation school posts at free levels should take into account, in any case, the existing supply of public and concerted centres."

2. Article 31.1.e of the Organic Law 8/1985 of 3 July, which regulates the right to education, is worded as follows:

"The holders of the private centres, whose designation will be produced through the most representative teaching and business operators ' organisations."

3. Article 54.1 and 2 of Organic Law 8/1985, which regulates the right to education, are worded as follows:

" 1. The agreed centres shall have at least the following bodies:

a) Director.

b) School Board.

c) Claustro de Professors.

2. The powers of the Director shall be:

(a) To direct and coordinate all educational activities of the Center, in accordance with the provisions in force, without prejudice to the functions of the School Board of the Center.

b) Exercise the leadership of the teaching staff.

c) Call and preside over the academic acts and the meetings of all the collegiate organs of the center.

d) Visar the academic certifications and documents of the center.

e) To execute the agreements of the collegiate bodies in the field of their faculties.

f) To resolve the issues of a serious nature raised in the centre in the field of student discipline.

g) How many other powers are attributed to the Internal Regime Regulation in the academic field. "

4. Article 56 (1) of Organic Law 8/1985, regulating the right to education, in the wording given by paragraph 4 of the first provision of the Organic Law 9/1995, of 20 November, of Participation, Evaluation and Government of the Teaching Centres, it is worded as follows:

" 1. The School Board of the concerted centres shall consist of:

The Director.

Three representatives of the head of the center.

Four teachers ' representatives.

Four representatives of the parents or guardians of the students.

Two representatives of the students, starting from the third course of compulsory secondary education.

A representative of the administration and service personnel.

In addition, in the specific centers of Special Education and those with specialized classrooms, a representative of the staff of complementary educational care will also be part of the School Board.

Educational Administrations will regulate the procedure for one of the parents ' representatives in the School Board to be appointed by

the most representative parent association in the center.

In addition, the agreed centres providing specific vocational training may incorporate a representative of the business world, appointed by the business organisations, into their School Board, according to the the procedure that the educational administrations establish. "

5. Article 57.1 of the Organic Law 8/1985 of 3 July, which regulates the law of education, is worded as follows:

"f) Inform the general programming of the center that, on an annual basis, will approve the management team."

6. Article 58 of the Organic Law 8/1985 of 3 July, which regulates the right to education, is worded as follows:

" Article 58.

Students will participate in the deliberations and decisions of the School Board. "

7. Article 59 of Organic Law 8/1985, which regulates the right to education, is worded as follows:

" Article 59.

1. The Director of the concerted centres shall be appointed after agreement between the holder and the School Board. The agreement of the School Board of the center will be adopted by an absolute majority of its members.

2. In the event of disagreement, the Director shall be appointed by the School Board of the centre of a teacher proposed by the holder. The agreement of the School Board of the center will be adopted by an absolute majority of its members.

3. The term of office of the Director shall be three years.

4. The termination of the Director shall require the agreement between the School Board and the School Board. "

Final disposition second. Amendment of the Organic Law 1/1990 of 3 October of General Ordination of the Educational System.

1. Article 2.3 of the Organic Law 1/1990 of 3 October of General Ordination of the Educational System is amended by adding a paragraph l), with the following wording:

"l) The development of the entrepreneurial spirit."

2. Article 41.2 of the Organic Law 1/1990 of 3 October of General Ordination of the Educational System is worded as follows:

" 2. Students who have completed the third degree cycle of the Music and Dance teachings will be awarded the title of Bachiller if they exceed the common subjects of the Baccalaureate and the corresponding general test of Baccalaureate. "

3. Three new paragraphs are added to Article 47 of the Organic Law 1/1990 of 3 October, of General Ordination of the Educational System, with the following wording:

" 2. Students who exceed the training cycles of Plastic Arts and Design of medium and higher grade will receive, respectively, the title of Technical and Technical Superior of Plastic Arts and Design in the corresponding specialty.

3. The title of Technician of Plastic Arts and Design will allow direct access to the mode of Arts of the Baccalaureate.

4. The title of Technical Arts and Design Superior will allow direct access to the university studies to be determined, taking into account their relationship with the studies of the corresponding Plastic Arts and Design. "

4. Article 48.3 of the Organic Law 1/1990 of 3 October of General Ordination of the Educational System is worded as follows:

" 3. By way of derogation from the above paragraphs, it will be possible to access the average and higher grades of these lessons without complying with the established academic requirements, provided that the applicant proves to have both the knowledge and the skills of the previous educational stage as the specific skills necessary to take advantage of the corresponding teachings. In order to gain access to higher education courses, it will be required to be twenty years of age or to be in possession of the title of Technical Arts and Design and to be eighteen years of age, in both cases completed in the calendar year of the test. "

Final disposition third. From references to the condition of the Professor and the term "common teachings".

1. All references to the condition of the Professor included in the Organic Law 1/1990 of 3 October of General Ordination of the Educational System are without effect.

2. All references to the term "minimum teachings" in the current provisions are replaced by the term "common teachings".

Final disposition fourth. Amendment of the Organic Law 9/1995, of 20 November, of Participation, Evaluation and Government of the Teaching Centers.

Article 2.1 of the Organic Law 9/1995, of November 20, of Participation, Evaluation and Government of the Teaching Centers, is worded as follows:

" 1. The educational community will participate in the centers through the School Board. Teachers will also do so through the Cloister. "

Final disposition fifth. Of the Inspectors of Education.

The educational administrations will be assigned to the Inspectors of Education to the specialties that will be established in application of Article 106 of this Law.

Final disposition sixth. Of the title of competence.

This Law is issued under the jurisdiction of the State under Article 149.1.1.a, 18.a and 30.a of the Constitution.

Final disposition seventh. Validity of Law 12/1987, of 2 July, on the establishment of the free of charge of the studies of Baccalaureate, Vocational Training and Applied Arts and Art Trades in the public centers and the autonomy of economic management of the centers non-university public teachers.

It will continue in force, with the modifications resulting from this Law, Law 12/1987, of July 2, on the establishment of the free of the studies of Baccalaureate, Vocational Training and Applied Arts and Crafts Art in public centers and the autonomy of economic management of public non-university teaching centers.

Final disposition octave. From the high inspection.

The government will regulate the organization and personnel regime of the high inspection, as well as its dependence and procedures for action.

Final disposition ninth. 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 itself or which, by its very nature, correspond to the State in accordance with the provisions of the first provision, number 2, of the Organic Law 8/1985 of 3 July, which regulates the law of education.

Final disposition tenth. The character of the Organic Law of this Law.

This Law has the character of Organic Law, with the exception of the following precepts: Articles 5 and 6 of the Preliminary Title; Chapters II and III of Title I; Articles 17, 18 and 19 of Chapter IV of Title I; Article 23 (3) and (4) and Articles 28, 29, 30, 31, 32, 33, 34, 35, 36 and Article 37 (1), (2) and (5) of Chapter V of Title I; Article 38 and Article 39 of Chapter VI of Title I; Articles 40 and 41; and Articles 43, 44, 45, 46, 47 and 48 of Chapter VII of Title I; Title II; III; IV; Articles 66, 67, 68.1, 2, 3, 6, 7 and 8, 69, 70, Article 72 (2) and (4), Article 85 and Article 92.3 and Article 4 of Title V; Title VI and Title VII; first, second, third, fourth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, Fifteenth, sixteenth and seventeenth; second, fourth, fifth and seventh transitional provisions; and second, second, third, fourth, fifth, sixth, seventh, eighth, ninth and eleventh paragraphs.

Final disposition eleventh. Of the entry into force.

This 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, 23 December 2002.

JOHN CARLOS R.

The President of the Government,

JOSÉ MARÍA AZNAR LÓPEZ