Organic Law 2/2006, of 3 May, of Education, provides in Article 39.6 that the Government, after consulting the Autonomous Communities, will establish the qualifications corresponding to the vocational training studies, thus as the basic aspects of the curriculum for each of them.

The Organic Law of 19 June, of the Qualifications and of Vocational Training, establishes in Article 10.1 that the General Administration of the State, in accordance with the provisions of Article 149.1.30. Establishment and after consultation of the General Council of Vocational Training, the certificates and certificates of professionalism, which shall constitute the offers of vocational training referred to in the National Catalogue of Qualifications, shall be determined. Professionals.

Law 2/2011, of 4 March, of Sustainable Economy, and the Organic Law 4/2011, of 11 March, complementary to the Law of Sustainable Economy, amending the Law of the Organic Law, of the Qualifications and of the Vocational training, and 2/2006, of Education, have introduced an ambitious set of legislative changes necessary to stimulate and accelerate the development of a more competitive, more innovative economy, capable of renewing the productive sectors The Commission has been able to make the most of its work in the field of quality.

Royal Decree 1147/2011 of 29 July 2011 provides for the general management of vocational training of the educational system and defines in Article 9 the structure of vocational training qualifications, based on the catalogue National of Professional Qualifications, guidelines set by the European Union and other aspects of social interest.

On the other hand, this royal decree in Article 7 gives the professional profile of these titles, which will include general competence, professional, personal and social skills, qualifications and, where appropriate, the (a) the national catalogue of vocational qualifications included in the titles, so that each degree will, at least, incorporate a complete vocational qualification, in order to ensure that the qualifications of vocational training respond effectively to the needs demanded by the productive system and the personal and social values that enable democratic citizenship to be exercised.

This regulatory framework makes it necessary for the Government, after consulting the Autonomous Communities, to establish each of the titles which will form the catalogue of titles of vocational training of the educational system, its minimum teaching and other aspects of academic management which, without prejudice to the competences conferred on the educational authorities in this field, constitute the basic aspects of the curriculum which ensure a common and ensure the validity of the securities, in compliance with the provisions of Article 6.2 of the Law Organic 2/2006, of 3 May, of Education.

For these purposes, it is appropriate to determine for each title their identification, their professional profile, the professional environment, the prospective of the title in the sector or sectors, the teaching of the training cycle, the correspondence of the professional modules with the units of competence for their accreditation, validation or exemption and the basic parameters of training context (minimum spaces and facilities, qualifications and specialties of teachers and their equivalent to (a) the Court of Justice of the European Communities, the Court of Justice, Article 95 of the Organic Law 2/2006, of 3 May, of Education.

Also, in each title, the access to other studies and, where appropriate, the modalities and subjects of baccalaureate that facilitate the admission in case of competitive concurrency, the convalidations, exemptions and equivalences and, where appropriate, information on the requirements for the professional exercise, in accordance with the legislation in force.

In order to facilitate the recognition of credits between higher technical qualifications and the teachings leading to university degrees and vice versa, in the higher education courses the equivalence of each professional module with European ECTS credits, as defined in Royal Decree 1125/2003 of 5 September, establishing the European credit system and the system of qualifications in university degrees official character and validity throughout the national territory.

Thus, the present royal decree, as provided for in Royal Decree 1147/2011, of 29 July, establishes and regulates, in the basic aspects and elements mentioned above, the title of vocational training of the educational system of Superior Technician in Dental Hygiene.

Likewise, this royal decree responds to the principles of efficiency and austerity that must preside over the functioning of the public services established in Royal Decree-Law 14/2012 of 20 April, of urgent measures of rationalisation of public expenditure in the field of education, in terms of the possibilities of its implementation.

A regulatory standard has been used to establish state bases in line with the Constitutional Court, which admits that "exceptionally" the bases can be established by regulatory standards in certain This is the case, as is the case in the present case, where 'it is essential to ensure the lowest common denominator laid down in the basic legal rules' (as, inter alia, in SSTC 25/1983, 32/1983 and 48/1988).

In the process of drawing up this royal decree, the autonomous communities have been consulted and the General Council of Vocational Training, the School Council of the State, the Ministry of Health, Services, has issued a report. Social and Equality, and the Ministry of Finance and Public Administrations; also in accordance with the provisions of article 39 of Law 16/2003, of 28 May, of Cohesion and Quality of the National Health System has collaborated in the elaboration of this royal decree the Human Resources Commission of the National Health System.

In its virtue, on the proposal of the Minister of Education, Culture and Sport and after deliberation of the Council of Ministers at its meeting on September 12, 2014,

DISPONGO:

CHAPTER I

General provisions

Article 1. Object.

1. The present royal decree aims to establish the title of Superior Technician in Bucodental Hygiene, with official character and validity throughout the national territory, as well as its corresponding minimum teachings.

2. The provisions of this royal decree replace the regulation of the title of Superior Technician in Dental Hygiene, contained in Royal Decree 537/1995 of 7 April.

CHAPTER II

Identification of title, professional profile, professional and prospective title of the title in the sector or sectors

Article 2. Identification.

The title of Superior Technician in Dental Hygiene is identified by the following elements:

Denomination: Bucodental Hygiene.

Level: Higher Grade Professional Training.

Duration: 2,000 hours.

Professional family: Health.

Concerning the International Standard Classification of Education: CINE-5b.

Level of the Spanish Qualifications Framework for Higher Education: Level 1 Technical Superior.

Article 3. Professional profile of the title.

The professional profile of the title of Superior Technician in Dental Hygiene is determined by his general competence, his professional, personal and social competences, by the qualification of the National Catalogue of Professional qualifications and, as far as the profession of dental hygienist is concerned, in the third article of Law 10/1986 of 17 March, which regulates the profession of Odontologo and those of other professionals related to the dental health and development provisions.

Article 4. General competence.

The general competence of this title is to promote the oral health of the people and the community, through the development of preventive and technical-care activities that include, the exploration, the evaluation, the promotion and the carrying out of dental techniques in collaboration with the odontolgo or medical stomatologist. As a member of a dental health team, you will perform your professional activity with quality, safety, and resource optimization criteria.

Article 5. Professional, personal and social skills.

The professional, personal and social competencies of this title are as follows:

a) Manage patient files from a dental cabinet to respond to the care needs required by them.

b) Prevent risks and optimize resources, collaborating in the programming of activities of the dental health unit.

c) Manage the acquisition, replenishment and storage of consumables, spare parts, equipment and instruments.

d) Ensure the operability of cabinet facilities and equipment, applying established quality procedures and protocols.

e) Get health and disease data from the oral cavity through inspection and scanning, by registering them.

f) Apply preventive and care techniques according to established protocols.

g) Collaborate in obtaining dental X-rays and radiological techniques in compliance with radiation standards and criteria.

h) Plan and develop the necessary actions to implement an epidemiological monitoring program for population groups.

i) Design and implement health education activities to promote the oral health of people and the community.

j) psychologically support patients/users, to facilitate the realization of bucodental treatments.

k) Apply support techniques or support in dental treatments within the dental health team to facilitate the delivery of services.

l) Provide basic life support in emergency situations, according to the established protocol.

m) Adapting to new employment situations, keeping up to date scientific, technical and technological knowledge relating to their professional environment, managing their training and existing resources in learning throughout life and using information and communication technologies.

n) Organize and coordinate in the field of their competencies teams of work, monitoring their development, maintaining fluid relations and assuming the leadership of the aforementioned team.

n) Communicate with their peers, superiors, clients and persons under their responsibility, using effective means of communication, transmitting the appropriate information or knowledge and respecting the autonomy and competence of the persons involved in the scope of their work.

o) Solve situations, problems or contingencies with initiative and autonomy in the field of their competence, with creativity, innovation and spirit of improvement in the personal work and in that of the team members, communicating such incidents, where necessary, to the dentist and other team members.

p) Monitor and apply quality management procedures, universal accessibility and "design for all people", in the professional activities included in the processes of production or delivery of services.

q) Generate safe environments in the development of your work and that of your team, monitoring and applying the procedures for the prevention of occupational and environmental risks, as established by the regulations and objectives of the company.

r) Perform basic management for the creation and operation of a small business and have an initiative in its professional activity with a sense of social responsibility.

s) Exercise their rights and comply with the obligations arising from their professional activity, in accordance with the laws in force, actively participating in economic, social and cultural life.

t) Understand and incorporate into your professional activity the ethical and legal principles applicable to health care and the efficient use of available resources.

Article 6. Relationship of qualifications and competence units of the National Catalogue of Professional Qualifications included in the title.

Full professional qualification:

Sanitary hygiene SAN489_3 (Royal Decree 140/2011 of 4 February, supplementing the National Catalogue of Professional Qualifications, by establishing four professional qualifications of the Family professional health), comprising the following units of competence:

UC1591_3: Manage the work area in a dental cabinet.

UC1592_3: Identify the anatomical, physiological and pathological characteristics of the stomatognatic apparatus for assessment and registration.

UC1593_3: Explore the bucodental health status of patients/users of health services, for epidemiological purposes and to intervene through direct actions.

UC1594_3: Evaluate the oral health of people and the community through epidemiological surveillance activities.

UC1595_3: Promote the oral health of people and the community through health education and health promotion activities.

UC1596_3: Perform your own, delegated, or help dental techniques within the dental health team.

Article 7. Professional environment.

1. The people who obtain this degree exercise their professional activity in the public and private health sector, in the area of health care and health promotion, as part of structured health care teams, of care teams. primary, in health promotion units, and in private dental consultations or cabinets. They can be integrated into a health care and prevention team, coordinated by an optional. They develop functions of organization and management in the dental unit or cabinet of work, provide care and preventive services to the community and control the quality of the same through activities of epidemiological surveillance and health education. Their professional activity is subject to regulation by the competent authority.

2. The most relevant occupations and jobs are as follows:

-Top technician in Dental Hygiene.

-Specialist dental hygienist specialist.

-Bucodental enerenist.

-Educator in oral health.

Article 8. Prospective of the title in the sector or sectors.

Educational administrations will take into account, when developing the corresponding curriculum, the following considerations:

a) Dental caries is one of the most prevalent diseases in the world and the most common oral alteration, along with mouth diseases and periodontal disease. The experts say that the best practice for oral diseases is hygiene and prevention. In the last few years, the frequency is decreasing thanks to oral health programs, increased dental care, and use of fluorine. As far as the most developed countries are concerned, the WHO indicates that caries affect between 60% and 90% of the school population and most adults.

b) The oral health programs highlight the need to address modifiable risk factors, such as hygiene habits, consumption of sugars and smoking, this being one of the most important challenges in the years for these professionals. As members of multidisciplinary public health teams, they shall collect data on the state of the oral cavity, for clinical or epidemiological use, to promote health education individually or collectively, to disseminate Health recommendations on diet and oral health and insist on the teaching of hygiene and the prevention of pathological processes.

c) In Spain, currently, child dental health has an improved coverage and, above all, it has an unequal supply between territories, despite the advances and efforts made by the different health services of the Autonomous Communities, which, through the development of specific programs aimed at improving the situation and by applying them, are managing to increase the coverage of the dental health services in the population children, which is translating into notable improvements in dental health indicators. These data point to the importance and future of this professional as a healthcare educator.

d) The advances in the technical-care field require a professional trained to collaborate with the multidisciplinary team in the treatment and monitoring of the patient or user. Some of the most relevant actions are the application of topical fluorides in their different forms, in accordance with the fluoridation policy of each Autonomous Community and individual needs, the placement and removal of threads retractors, sealing of fissures with non-invasive techniques, polishing of seals eliminating possible excesses in the same, placing and removal of the rubber dam, carrying out tartrectomies when detecting calculations, and elimination of extrinsic staining by tooth polishing.

e) Finally, there is a tendency to increase the demand for the oral dental care due to the decreasing trend of the loss of dental parts, the decrease in production and secretion of saliva appearing in the ageing and the increase in the intake of certain medicines, such as tranquilizers, anxiolytics, antidepressants, antihistamines, which produce dry mouth. There are also risk factors for caries and periodontitis in the population, which require treatment of the multidisciplinary periodontal patient. The hygienist will act in support and support of dental techniques, in the realization of tartrectomies and in the instruction of the techniques of oral prophylaxis. Currently, the WHO estimates that these treatments represent 5% to 10% of the health care expenditure of the industrialized countries, and is above the resources of many developing countries.

CHAPTER III

Formative cycle teachings and basic context parameters

Article 9. General objectives.

The general objectives of this training cycle are as follows:

a) Analyze management systems and manage software to manage patient files.

b) Select preventive and assistive procedures for oral care by interpreting documents and regulations to prevent risks and optimize resources.

c) Apply purchase and warehouse management techniques for equipment and materials to manage the acquisition and storage of equipment and materials.

d) Interpret the maintenance plan according to established quality protocols to ensure the operability of facilities and equipment.

e) Apply screening and evaluation procedures, interpreting protocols to recognize signs of bucodental pathology.

f) Recognize the pathologic and pathological characteristics of the user, analyzing results of scans and tests to program and adapt procedures.

g) Select work procedures and protocols based on patient needs, to apply preventive techniques.

h) Apply diagnostic techniques for imaging to obtain dental X-rays.

i) Define activities, means, and execution sequence relating to a particular program and population group to plan and develop the necessary actions.

j) Identify patient characteristics and apply techniques of support to the dental treatment to provide psychological support to the user.

k) Previewing performances and selecting alternative procedures to develop a professional activity to solve unforeseen events.

l) Identify first aid techniques according to the performance protocols established to provide initial basic care in emergency situations.

m) Analyze and use learning resources and opportunities related to scientific, technological and organizational developments in the sector and information and communication technologies to maintain the spirit of updating and adapting to new work and personal situations.

n) Apply communication strategies and techniques, adapting to the contents that will be transmitted, to the purpose and the characteristics of the receivers, to ensure the effectiveness in the communication processes.

n) Develop creativity and the spirit of innovation to respond to the challenges that arise in processes and in the organization of work and personal life.

o) Making decisions based on a grounded basis, analyzing the variables involved, integrating knowledge of different scope and accepting the risks and the possibility of error in the same, to face and solve different situations, problems or contingencies.

p) Develop leadership, motivation, monitoring, and communication techniques in group work contexts to facilitate the organization and coordination of work teams.

q) Assess situations of prevention of occupational risks and environmental protection, proposing and implementing personal and collective prevention measures, in accordance with applicable regulations in the work processes, for ensure secure environments.

r) Identify and propose the necessary professional actions, to respond to universal accessibility and "design for all people".

s) Identify and apply quality parameters in the work and activities carried out in the learning process, to assess the culture of evaluation and quality, and to be able to monitor and improve quality management.

t) Use procedures related to entrepreneurial, entrepreneurial and professional-initiative culture, to perform the basic management of a small business or undertake a job.

u) Recognize your rights and duties as an active agent in society, taking into account the legal framework that regulates social and working conditions, to participate as a democratic citizen.

Article 10. Professional modules.

1. The professional modules of this training cycle:

(a) They are developed in Annex I to this royal decree, complying with the provisions of Article 10 of Royal Decree 1147/2011 of 29 July 2011 establishing the general management of vocational training educational system.

b) These are the following:

0730. Reception and logistics at the dental clinic.

0731. Study of the oral cavity.

0732. Scan of the oral cavity.

0733. Bucodental intervention.

0734. Epidemiology in oral health.

0735. Education for oral health.

0736. Conservative, periodontics, surgery, and implants.

0737. Prostheses and orthodontics.

0020. First aid.

1370. General physiopathology.

0738. Project of oral hygiene.

0739. Training and employment guidance.

0740. Enterprise and entrepreneurial initiative.

0741. Training in job centres.

2. The educational administrations will establish the corresponding curricula, respecting what is established in this royal decree and in accordance with the provisions of article 8 of the Royal Decree 1147/2011, of July 29, for which the ordination is established general vocational training of the educational system.

Article 11. Spaces and equipment.

1. The spaces necessary for the development of the teachings of this formative cycle are those set out in Annex II of this royal decree.

2. The spaces will have the necessary and sufficient surface to develop the teaching activities that are derived from the learning outcomes of each of the professional modules that are taught in each of the spaces. In addition, they must meet the following conditions:

(a) The surface will be established according to the number of people who occupy the training space and should allow the development of teaching-learning activities with the ergonomics and mobility required within the same.

b) They should cover the spatial need for furniture, equipment and auxiliary work instruments.

c) They must respect the spaces or safety surfaces required by the machines and equipment in operation.

d) Respect the regulations on the prevention of occupational risks, the regulations on safety and health at the workplace and how many other rules are applicable.

3. The established training spaces may be occupied by different groups that heal the same or other formative cycles, or educational stages.

4. The various identified learning spaces should not necessarily be differentiated by closure.

5. The equipment included in each space must be the necessary and sufficient to guarantee the acquisition of the learning results and the quality of the teaching to the students. In addition they must meet the following conditions:

(a) The equipment (equipment, machines, etc.) shall have the necessary installation for its proper operation, comply with the safety and risk prevention rules and with the other applicable standards.

(b) The quantity and characteristics of the equipment must be based on the number of persons registered and enable the acquisition of the learning outcomes, taking into account the evaluation criteria and the content that are included in each of the professional modules that are delivered in the referenced spaces.

6. The competent authorities shall ensure that the spaces and equipment are adequate in quantity and characteristics for the development of the teaching and learning processes resulting from the learning outcomes of the modules. and thus ensure the quality of these teachings.

Article 12. Teachers.

1. The teaching of the vocational modules which constitute the teaching of this training cycle corresponds to the teaching staff of the Secondary Teaching Body, the Secondary School Teachers 'Corps and the Teachers' Body. Professional Training Technicians, as appropriate, from the specialties set out in Annex III A) to this royal decree, as well as to the specialist teachers who are incorporated in accordance with Article 95 of the Organic Law 2/2006 of 3 May, education.

2. The qualifications required for access to the aforementioned teaching bodies are, in general, those laid down in Article 13 of the Regulation on entry, access and acquisition of new specialties in the teaching bodies referred to in the Organic Law 2/2006 of 3 May of Education, which regulates the transitional admission regime referred to in the transitional provision of the said law, approved by Royal Decree 276/2007 of 23 February.

3. The teaching staff shall have exceptionally and temporarily assigned the teaching competence of the professional modules specified in Annex III (A) to this royal decree.

4. The specialist teachers must meet the general requirements required for admission to the public teaching function set out in Article 12 of the Regulation of entry, access and acquisition of new specialties in the teaching bodies The provisions of the Organic Law 2/2006 of 3 May of Education and of the governing of the transitional period of entry to which the transitional provision is referred to in the seventeenth transitional provision of that law, approved by Royal Decree 276/2007, of 23 February.

5. In addition, in order to ensure that the needs of the processes involved in the professional module are met, it is necessary for the specialist faculty to accredit at the beginning of each appointment a professional experience recognized in the relevant labour field, duly updated, of at least two years of professional practice in the four years immediately preceding the appointment.

6. For the teachers of the centres of private ownership or of public ownership of other administrations other than the educational ones, the required qualifications and the necessary requirements, for the delivery of the professional modules The title is included in Annex III C) of the present royal decree. In any case, the lessons to be taught to the qualifications mentioned shall be required to cover the objectives of the professional modules and, if those objectives are not included, in addition to the certification, they must be accredited by means of "certification", a work experience of at least three years in the sector related to the professional family, carrying out productive activities in companies that are implicitly related to learning outcomes.

7. The competent authorities shall ensure that the teachers providing the professional modules comply with the specified requirements and thus ensure the quality of these lessons.

CHAPTER IV

Accesses and links to other studies, and correspondence of professional modules with the competition units

Article 13. Preferences for access to this training cycle in relation to the forms and subjects of baccalaureate courses.

They will be given preference to access this training cycle who have completed the Bachelor of Science and Technology mode.

Article 14. Access and linkage to other studies.

1. The title of Superior Technician in Dental Hygiene allows for direct access to cure any other formative cycle of higher grade, in the conditions of admission that are established.

2. The title of Superior Technician in Dental Hygiene allows direct access to the teachings conducive to undergraduate degrees in the conditions of admission to be established.

3. In order to facilitate the validation regime, in this royal decree, 120 ECTS credits have been allocated among all the professional modules of this training cycle.

Article 15. Validations and exemptions.

1. The convalidations between professional training modules established under the Organic Law 1/1990 of 3 October of General Ordination of the Educational System and the professional modules of the title established in the This royal decree is as set out in Annex IV.

2. Those who have passed the vocational training and guidance module or the professional business module and entrepreneurial initiative in any of the training cycles corresponding to the securities established under the Law Organic 2/2006, of 3 May, of Education, will have validated these modules in any other formative cycle established under the same law.

3. Those who have obtained the accreditation of all the units of competence included in the title, by means of the procedure laid down in Royal Decree 1224/2009 of 17 July of recognition of the professional skills acquired by work experience, may validate the vocational training and guidance module provided that:

-Credit at least one year of work experience.

-Be in possession of the accreditation of the training established for the performance of the basic level functions of the preventive activity, issued in accordance with the provisions of Royal Decree 39/1997, of January 17, by the The Regulation of the Prevention Services is approved.

4. In accordance with Article 39 of Royal Decree 1147/2011 of 29 July 2011, the total or partial exemption of the vocational training module in the workplace may be determined by correspondence with the work experience, provided that an experience related to this training cycle is established in the terms provided for in that Article.

Article 16. Correspondence of professional modules with the units of competence for their accreditation, validation or exemption.

1. The correspondence of the units of competence with the professional modules that form the teaching of the title of Superior Technician in Bucodental Hygiene for its validation or exemption, is determined in Annex V A) of this royal decree.

2. The correspondence of the professional modules that form the teaching of the title of Superior Technician in Bucodental Hygiene with the units of competence, for their accreditation, is determined in Annex V B) of this royal decree.

Additional disposition first. Title reference in the European framework.

Once the national qualifications framework has been established, in accordance with the European recommendations, the corresponding level of this qualification will be determined in the national framework and its equivalent in the European framework.

Additional provision second. Distance offering of this Title.

The professional modules that form the teachings of this training cycle can be offered at a distance, provided that it is guaranteed that the students can achieve the learning outcomes of the same, according to the provisions in the present royal decree. To this end, the educational authorities, within the scope of their respective powers, shall take the measures they deem necessary and shall give the precise instructions.

Additional provision third. Equivalent qualifications and links with vocational training.

1. In accordance with the provisions of the additional 30th of the Organic Law 2/2006, of May 3, of Education, the title of Technical Specialist of Law 14/1970, of 4 August, General of Education and Financing of the Reform Educative, which is then related, will have the same professional and academic effects as the title of Superior Technician in Bucodental Hygiene established in this royal decree:

Dental Technician Specialist, Healthcare branch.

2. The title of Superior Technician in Bucodental Hygiene, established by the Royal Decree, 537/1995 of April 7, will have the same professional and academic effects as the title of Superior Technician in Bucodental Hygiene established in the present real decree.

3. The training provided in this royal decree in the vocational training and guidance module is capable of carrying out professional responsibilities equivalent to those required by basic level activities in the field of risk prevention. This is the case in the case of the case-law of the Court of Law of 17 January 1997, in which the Regulation of the Prevention Services is adopted, provided that it has at least 45 teaching hours.

Additional provision fourth. Regulation of the exercise of the profession.

1. The title laid down in this royal decree does not constitute a regulation of the exercise of a regulated profession.

2. Similarly, the equivalence of academic qualifications provided for in paragraph 1 and 2 of the third provision of this royal decree shall be without prejudice to the provisions which they enable for the exercise of the right to regulated professions.

Additional provision fifth. Equivalences for the purposes of teaching in the selective entry procedures in the Professional Training Technical Teachers ' Corps.

The title of Technical Superior or Specialist Technician is declared equivalent to those required for access to the Technical Teachers ' Body of Vocational Training, when the title has been used as an interim teacher in schools. public in the field of the administrative authority, in the field of teaching to which it intends to access and for a minimum period of two years before 31 August 2007.

Additional provision sixth. Universal accessibility in the teachings of this title.

1. In the field of their respective competences, the educational authorities will include in the curriculum of this training cycle the elements necessary to ensure that the persons who are cured develop the competences included in the curriculum in "design for all people".

2. They shall also take the measures they deem necessary to enable this student to access and to pursue that training cycle under the conditions laid down in the final provision of Law 51/2003 of 2 December 2003. equal opportunities, non-discrimination and universal accessibility for people with disabilities.

Additional provision seventh. Enabling qualifications for teaching purposes.

1. For the purposes of Article 12.2 of this royal decree, and in accordance with the provisions of Article 95.1 of the Organic Law, 2/2006, of 3 May, of Education and of the additional tenth fifth of the Organic Law 4/2007, of 12 April, by The amendment of the Organic Law 6/2001, of 21 December, of Universities, exceptionally will be enabled for the purposes of teaching the qualifications listed in Annex III B) of the present royal decree for the various specialties of the teachers.

2. For the purposes of Article 12.6 of this royal decree, and in accordance with the additional tenth fifth of the Organic Law 4/2007, of 12 April, amending the Organic Law 6/2001, of 21 December, of Universities, Exceptionally, the qualifications set out in Annex III (D) of this royal decree shall be provided for the purposes of teaching.

Single transient arrangement. Applicability of other rules.

1. Until the provisions of this royal decree are applied, pursuant to the provisions of its second and third final provisions, the provisions of Royal Decree 537/1995 of 7 April establishing the title of the Superior Technician in Bucodental Hygiene and the corresponding minimum teachings.

2. Also, until the rule governing the management of the Ministry of Education, Culture and Sport for the qualification of the Superior Technician in Bucodental Hygiene is applied, it will be applicable to the Ministry of Education, Culture and Sport. Royal Decree 549/1995 of 7 April, establishing the curriculum of the upper grade training cycle corresponding to the title of Superior Technician in Dental Hygiene.

Single repeal provision. Repeal of rules.

1. Royal Decree 537/1995 of 7 April, establishing the title of Superior Technician in Dental Hygiene and the corresponding minimum teaching and the provisions of equal or lower rank, is hereby repealed. royal decree.

2. Royal Decree 549/1995 of 7 April, establishing the curriculum of the higher grade training cycle corresponding to the title of Superior Technician in Dental Hygiene, is hereby repealed.

Final disposition first. Competence title.

The present royal decree is of a basic standard, under the powers conferred on the State by Article 149.1.1. and the 30th of the Constitution. The single transitional provision point 2 is exempted from the basic rule.

Final disposition second. Implementation of the new curriculum.

Educational Administrations will implement the new curriculum of these teachings in the school year 2015 -2016.

Final disposition third. Entry into force.

This royal decree will enter into force on the day following its publication in the "Official State Gazette".

Given in Madrid, on September 12, 2014.

FELIPE R.

The Minister of Education, Culture and Sport,

JOSE IGNACIO WERT ORTEGA

ANNEX I

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ANNEX II

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ANNEX III A)

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ANNEX III B)

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ANNEX III C)

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ANNEX III D)

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ANNEX IV

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ANNEX V A)

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ANNEX V B)

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