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, establishing the general organisation of vocational training of the education system, defines in Article 9 the structure of vocational training qualifications, taking as its the National Catalogue of Professional Qualifications, the 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 the training context (minimum spaces and equipment, qualifications and specialties of teachers and their equivalent to (a) the Court of Justice, after consulting the Autonomous Communities, as provided for in the 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 Clinical and Biomedical Laboratory.

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 accordance with the Constitutional Court, which admits that "exceptionally" the bases can be established by regulatory standards in certain cases, 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' (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. Likewise, the Human Resources Commission of the National Health System of the Ministry of Health, Social Services and Equality has collaborated in the elaboration of this royal decree, in accordance with Law 16/2003, of 28 May, of Cohesion and Quality 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 Clinical and Biomedical Laboratory, with official character and validity throughout the national territory, as well as their corresponding minimum teachings.

2. The provisions of this royal decree replace the regulation of the title of Superior Technician in Laboratory of Clinical Diagnostics, contained in Royal Decree 539/1995, of 7 April, establishing the title of Superior Technician in Laboratory Clinical diagnosis and the corresponding minimum teachings.

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 Clinical and Biomedical Laboratory is identified by the following elements:

Denomination: Clinical and Biomedical Laboratory.

Level: Higher Grade Professional Training.

Duration: 2000 hours.

Professional Family: Healthcare.

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 Clinical and Biomedical Laboratory is determined by his general competence, his professional, personal and social competencies, and by the relationship of qualifications and, in his Case, units of competence of the National Catalogue of Professional Qualifications included in the title.

Article 4. General competence.

The general competence of this title is to conduct analytical studies of biological samples, following standard working protocols, applying the established quality, safety and environmental standards, and assessing the technical results, to serve as a support for the prevention, diagnosis, control of the evolution and the treatment of the disease, as well as for the research, following the protocols established in the care unit.

Article 5. Professional, personal and social skills.

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

a) Organize and manage at your level the work area, performing stock control according to established procedures.

b) Get the biological samples, according to the specific protocol of the unit, and distribute them in relation to the clinical and/or analytical demands, ensuring their conservation throughout the process.

c) Ensure the quality of the process, ensuring traceability, according to established protocols.

d) Verify the operation of the equipment, applying quality and safety procedures.

e) Conditioning the sample for analysis, applying pre-analytical processing techniques and following established quality and safety protocols.

f) Evaluate the consistency and reliability of the results obtained in the analyses, using the IT applications.

g) Apply genetic analysis techniques to biological samples and cell cultures, according to established protocols.

h) Perform analytical determinations of biochemical parameters, following standard working protocols and complying with quality standards.

i) Conduct microbiological analysis in biological and crop samples, according to safety and environmental protection protocols.

j) Apply immunological techniques, selecting procedures based on the determination requested.

k) Perform haematological analysis techniques, following established protocols.

l) Ensure compliance with environmental and personal protection standards and measures, identifying applicable regulations.

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) 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.

n) Organize and coordinate work teams and ensure the efficient use of resources, with responsibility, monitoring the development of the resources, maintaining fluid relations and assuming leadership, as well as providing solutions to group conflicts that arise.

or) 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 or institution for which they are working.

p) 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.

q) 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.

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 fulfill the obligations arising from their professional activity, including those related to basic life support, with social responsibility applying ethical principles in health processes and gender protocols in accordance with current legislation, actively participating in economic, social and cultural life.

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

1. Full professional qualification:

Clinical Analysis Laboratory SAN124_3 (Royal Decree 1087/2005 of 16 September 2005 establishing new professional qualifications, which are included in the national catalogue of professional qualifications, as well as the their training modules, which are incorporated into the modular vocational training catalogue, and certain professional qualifications are updated as laid down by Royal Decree 295/2004 of 20 February 2004, which includes the The following competitive units:

UC0369_3: Manage a unit of a clinical analysis lab.

UC0370_3: Perform preanalytic and postanalytic phase procedures in the clinical lab.

UC0371_3: Perform clinical biochemistry analysis on human biological samples.

UC0372_3: Perform microbiological analysis and identify parasites in human biological samples.

UC0373_3: Perform haematological and genetic analysis on human biological samples and procedures for obtaining blood products.

UC0374_3: Perform application immune techniques in the various clinical analysis lab areas.

2. Incomplete professional qualifications:

(a) Pathological anatomy and cytology SAN125_3 (Royal Decree 1087/2005 of 16 September 2005 establishing new professional qualifications, which are included in the national catalogue of professional qualifications) as their corresponding training modules, which are incorporated into the modular catalogue of vocational training, and certain professional qualifications are updated as set out by Royal Decree 295/2004 of 20 February 2004:

UC0375_3: Manage a unit of a pathological anatomy and cytology lab.

UC0381_3: Apply immunohistochemistry, immunofluorescence and molecular biology techniques, under the supervision of the optional.

(b) Microbiological and biotechnological trials QUI020_3 (Royal Decree 295/2004 of 20 February establishing certain professional qualifications which are included in the national catalogue of qualifications) professionals, as well as their corresponding training modules which are incorporated into the modular vocational training catalogue):

UC0055_3: Perform biotech trials, reporting results.

Article 7. Professional environment.

1. The persons who obtain this degree exercise their activity in the health sector, in public sector bodies and institutions and in private companies, in the area of the clinical analysis laboratory and in the diagnosis, treatment, management, and research.

They act as dependent workers, being the small, medium, or large body or institution.

Your professional activity is subject to regulation by the state health administration.

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

-Technician/superior in clinical diagnostic laboratory.

-Technician/lab specialist.

-Technical assistant in research and experimentation lab.

-Assistant toxicology lab technician.

-Commercial and pharmaceutical products and pharmaceutical products.

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) In the professional field of laboratory technicians, multipurpose professionals are required, capable of developing laboratory techniques that are applied both in the field of clinical analysis and in the anatomy pathological. A different approach is needed in the training of these technicians, so the title contains professional modules common to the title of Pathology and Cytodiagnostic Laboratory.

b) Continuous research in the field of molecular biology is allowing the discovery of molecules involved in the etiopathogenesis of different pathological processes. This would justify the fact that the techniques of molecular biology, cytogenetics and bioinformatics involve a discipline with its own entity, at the same time as a fundamental tool, with more and more involvement in other areas of the laboratory. The technician must be ready to adapt and apply these techniques that are being imposed on routine laboratory tasks.

c) The technological advances of diagnostic methods require an update in the training of these technicians, which has been incorporated in each of the modules, especially in the techniques of immunodiagnostics.

d) The trend of the sector has in recent years experienced a noticeable advance in automation systems, with the incorporation of robotics and self-analyzers. These advances make it possible to obtain results in less time and to process a large number of samples, among others, in the field of immunoassay. This automation extends to other sections, such as microbiology.

e) The development and application of software in the management of the laboratories, ranging from the request of the test to the emission of the result, and the digitalization of images and documents is allowing the monitoring of all the process, for which technicians are required to handle these programs and resolve any incidents that occur at the user level.

f) The need to promote continuous improvement of quality requires a regular review of the procedures, which ensures close quality control throughout the process that is carried out in the laboratory and that ranges from patient preparation to the issue of the outcome report. All this requires the presence of a technician capable of properly applying quality protocols.

g) The improvements made in all areas of work, related to the prevention of occupational risks and environmental protection, have prompted the introduction of specific and unified measures in the contents of the title.

CHAPTER III

Formative cycle teachings and basic context parameters

Article 9. General objectives.

The general objectives of this training cycle are as follows:

a) Relating the basic pathology with the pathophysiological process, applying scientific-technical terminology.

b) Recognize basic pathology, associating it with morphological and analytical alteration patterns.

c) Use computer applications to complete the management documentation.

d) Apply stock control techniques to organize and manage the work area.

e) Recognize the variables that influence the obtention, conservation and distribution of samples by applying standard working procedures and basic life support techniques in the pre-analytical phase,

f) Apply protocols to ensure quality at all stages of the analytical process.

g) Meet the documentation related to the processing of the samples, according to the coding and recording procedures, to ensure traceability.

h) Prepare reagents according to process demands, keeping them in optimal condition.

i) Apply commissioning and maintenance procedures to verify the operation of the equipment.

j) Perform physico-chemical operations to condition the sample before analysis.

k) Validate the data obtained, according to statistical treatment techniques, to assess the consistency and reliability of the results.

l) Select the methods of chromosomal analysis, based on the type of sample and determination, to apply genetic analysis techniques.

m) Apply screening protocols for mutations and polymorphisms in the DNA of cells or tissues.

n) Select standardized techniques based on the determination to perform.

n) Apply biochemical, haematological, microbiological and immunological analysis procedures to make determinations.

o) Prepare and distribute blood products, applying quality protocols.

p) Recognize data processing and management software, relating to the processing of analytical and organizational results, to perform the control and recording of results in the post-analytic phase.

q) 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.

r) Develop leadership, motivation, monitoring, and communication techniques in group work contexts, to facilitate the organization and coordination of work teams and to ensure the efficient use of resources.

s) 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.

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

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

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

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

x) 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.

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

z) Develop the creativity and the spirit of innovation to respond to the challenges presented in the processes and in the organization of work and personal life.

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.

b) These are the following:

1367. Management of biological samples.

1368. General laboratory techniques.

1369. Molecular biology and cytogenetics.

1370. General physiopathology.

1371. Biochemical analysis.

1372. Immunodiagnostic techniques.

1373. Clinical microbiology.

1374. Haematological analysis techniques.

1375. Clinical and biomedical laboratory project.

1376. Training and employment guidance.

1377. Enterprise and entrepreneurial initiative.

1378. 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 Royal Decree 1147/2011, of July 29.

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 to the students the acquisition of the learning outcomes and the quality of the teaching. 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.

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. 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.

4. 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 Clinical and Biomedical Laboratory 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 Clinical and Biomedical Laboratory allows direct access to the teachings that are conducive to undergraduate degrees, under 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 modules of the professional qualifications established under the Organic Law 1/1990 of 3 October, of General Ordination of the Educational System, and the professional modules of the title that is established in this royal decree are those 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 Clinical and Biomedical Laboratory, for their validation or exemption, is determined in Annex V A) of this real decree.

2. The correspondence of the professional modules that form the teaching of the title of Superior Technician in Clinical and Biomedical Laboratory 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 Clinical and Biomedical Laboratory established in this royal decree.

-Laboratory Specialist Technician, Healthcare branch.

2. The title of Superior Technician in Laboratory of Clinical Diagnostics, established by Royal Decree 539/1995, of April 7, will have the same professional and academic effects as the title of Superior Technician in Clinical and Biomedical Laboratory, established in this royal 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. employment, established in Royal Decree 39/1997 of 17 January, 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. The educational administrations, within their respective competences, will include in the curriculum of this training cycle the elements necessary to ensure that the people who are cured develop the competencies 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 (3) of this royal decree, and in accordance with the additional tenth fifth of the Organic Law 4/2007 of 12 April, exceptionally, the qualifications set out in Annex III shall be provided for the purposes of teaching. D) of the present royal decree for the various specialties of the faculty.

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 539/1995 of 7 April 1995 establishing the title of the Superior Technician in Clinical Diagnostic Laboratory and the corresponding minimum teachings.

2. Also, until the norm regulating, for the management of the Ministry of Education, Culture and Sport, the curriculum corresponding to the title of Superior Technician in Clinical and Biomedical Laboratory, will be applicable, it will be applicable established in Royal Decree 551/1995, of 7 April, establishing the curriculum of the higher grade training cycle corresponding to the title of Superior Technician in Clinical Diagnostic Laboratory.

Single repeal provision. Repeal of rules.

1. Royal Decree 539/1995, of April 7, is hereby repealed, and any provisions of equal or lower rank shall be contrary to the provisions of this royal decree.

2. Royal Decree 551/1995 is hereby repealed, of 7 April.

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 30. of the Constitution. The single transitional provision point 2 is excepted from the basic rule character.

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 Gazette of the State.

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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