The Spanish Constitution has attributed to all Spaniards the right to education and has entrusted the public authorities to promote the conditions and remove obstacles to this right being enjoyed in conditions. of equality for all citizens. Since education is a basic social right, it is up to the public authorities to develop the positive actions necessary for their effective enjoyment.

The principle of equal opportunities in education implies that in order for the social or cultural inequalities and disadvantages of which certain pupils start to become educational inequalities, they should be put in place. a series of positive measures of a compensatory nature. In this sense, the Royal Decree 1174/1983 of 27 April on Compensatory Education, promoted a set of initiatives aimed at improving the conditions of access and permanence of certain persons at a disadvantage to a system This was the case for a period of time, which was not the same as in the case of the Court of Subsequently, the Organic Law 8/1985 of 3 July, which regulates the law of education, recognized this right to all Spaniards and foreigners residing in Spain, without in any case the exercise of the right to be limited by social, economic or residence reasons.

In this context of the development of compensation measures, it has been of particular importance and consideration to establish a system of grants and aid to the study aimed at students at the non-compulsory levels of the education, enabling access and continuity in such studies to those who, by demonstrating skills, lack sufficient economic resources. To this need is the answer of Royal Decree 2298/1983, of July 28, which regulates the system of scholarships and other aids to the study of personalized character.

But the Spanish educational reality required not only actions to respond to the consequences of shortages and limitations, but also the general reordering of the educational system. To this end, in line with the constitutional requirements, the legislative development of the last decade has been directed, which has laid the foundations of an educational system capable of making the principle of equality a reality. opportunities.

The Organic Law 1/1990 of 3 October of General Ordination of the Educational System, which establishes as a basic principle of the educational system permanent education and attributes an essential role in the development of individuals and society to the extent that education allows to advance in the fight against discrimination and inequality, has introduced changes of such magnitude in the extension and organization of the teachings that in themselves have to act as mechanisms of prevention and social and educational compensation. It is sufficient to mention in this respect the extension of the provision of child education and the extension of the compulsory education period up to the age of 16, as well as the option for a flexible curriculum and a comprehensive teaching the most appropriate framework for responding to the special educational needs of students at a disadvantage due to factors of social, economic or cultural origin.

In addition, it dedicates its Title V to the compensation of inequalities, establishing the guiding principles for the educational administration to adopt positive discrimination measures that can make the principle of equality in the exercise of the right to education. Points out as priorities for educational compensation schooling in children's education of students under conditions of economic, geographical or other disadvantage; the guarantee of a school post for all; free dining, transport and boarding school for the effective exercise of compulsory education, the provision of human resources and complementary materials to compensate for the situation in schools where pupils have difficulties in achieving the objectives general education; the adaptation of teacher programming and the organization of the institutions; In addition, a public system of aid to the study is guaranteed and the implementation, by agreement with other administrations and collaborating entities, of actions and programs of educational compensation. Similarly, distance learning is to be understood, as provided for in Article 3.6 to ensure the right to education to those who cannot regularly attend a teaching centre, and the education of adults.

In addition, in the last decade, different educational compensation measures have been introduced for pupils in rural schools as the introduction of primary and child education is widespread, and services are ordered to through the grouped rural schools. However, it is necessary to make progress in the creation of new services that complement the educational action of these centers, promote experiences enriching the curriculum and stimulate the socialization and personal development of the students, to the time to encourage innovation and teacher training.

Finally, the Organic Law 9/1995, of November 20, of the Participation, Evaluation and Government of the educational institutions, has defined the school population with special educational needs, referring, on the one hand, to the pupils with needs arising from disability and behaviour disorders, and, from another, pupils with needs associated with disadvantaged social or cultural situations. By its nature and specificity, the ordination of the educational response for the first of the groups has been carried out by Royal Decree 696/1995, with the present Royal Decree being the answer to the second group.

Likewise, the Law has determined the obligation that public funds held with public funds have to school these students, with the limits and proportions that are established and in a way that is provided among all the centres in the area concerned; it provides for the provision of resources, in similar terms to that of public institutions, for the centres with public funds, of the resources necessary for the attention to be paid to such pupils, establishing channels for the cooperation of the competent authorities, the institutions and associations in the field of education; and, recognized as the compensating and preventive character for certain groups of children's education, has provided for the establishment of systems of collaboration with local corporations, with other public administrations and with private entities holding non-profit concerted centres to make schooling effective from the earliest age.

In parallel with these legislative developments, the rapid pace of cultural, technological and productive changes has placed us on the horizon of frequent readjustments, updates and new qualifications. In fact, the social and economic reality of Spain has varied substantially, resulting in a growing sociocultural plurality derived in good measure from the migratory movements in which our country has become a recipient of migrant citizens, as well as a growing number of asylum seekers and refugees. This new reality calls for special attention to be paid to the phenomena related to the diversity of pupils to prevent and resolve problems of social exclusion, discrimination, racism, xenophobia, inadaptation, failure and School absenteeism, problems that affect more strongly those people who are in a situation of social, cultural, economic, family, school or personal disadvantage. On the other hand, sociocultural plurality constitutes a potentially enriching factor for an integrative and plural school, in so far as this plurality serves to educate in tolerance and for mutual knowledge.

Education and training have a more complete dimension than traditionally given to them and have a decisive importance in the development of the person within a tolerant and supportive society based on the principles of respect for human rights and equal opportunities. Consequently, the educational administration is required and demanded to provide the necessary resources to ensure that the right to education is not hindered by factors related to social inequality; that the rural factor is not This is the reason for inequality in access to education, which gives the most effective responses to the attention of pupils coming from population groups with distinctive socio-cultural traits in a common and multicultural school framework. the measures necessary to ensure that the transitional personal health situations do not generate conditions of inequality in the enjoyment of the right to education; that the children of workers who are not excluded or disadvantaged in the exercise of the right to education, who, by reason of the travelling nature of their work, or They must be carried out in different places per season, they move from their usual homes; that the school will educate in the values of tolerance, respect, peace, freedom and solidarity; and that the means to make effective the Permanent education.

In response to these demands, measures and actions for educational compensation must be in line with the principles of globalization and convergence of interventions, standardization of services, attention to diversity, flexibility in the educational and integration response, incorporation and social insertion.

For all of which, in compliance with the provisions of Title V of the Organic Law for the General Management of the Educational System, this Royal Decree regulates the aspects relating to the management of compensation actions. education aimed at preventing and compensating inequalities of access, permanence and promotion in the educational system of persons, groups or territories at a disadvantage due to social, economic, geographical, ethnic or any other factors other personal or social nature.

All this is articulated from a double perspective; one, which directs actions to students who can make standardized use of educational services; and another, measures and actions that are established to prevent consequences arising from irregular, temporary or asistematic use for reasons of health or roaming. In addition, this Royal Decree establishes the criteria for the schooling of persons at a disadvantage; it provides for extraordinary resources and supports, and the development of factors that promote the quality of education; it frames and defines the centres of action The European Commission's programme for the development of the European Community's programme for the development of the European Community in the field of education and training is a key element in the development of the European Community. educational compensation actions.

In its virtue, on the proposal of the Minister of Education and Science, prior to the report of the School Council of the State, in agreement with the State Council, and after deliberation of the Council of Ministers at its meeting on February 23, 1996,

D I S P O N G O:

CHAPTER I

General provisions

Article 1. Object.

It is the object of this Royal Decree, in compliance with Title V of Law 1/1990, of 3 October, of General Ordination of the Educational System, to regulate measures to prevent and compensate inequalities in education derived from social, economic, cultural, geographical, ethnic or any other factors, reinforcing those of an ordinary nature which the educational system has and promoting others of an extraordinary nature.

Article 2. Scope.

The provisions of this Royal Decree will apply in the territorial area of management of the Ministry of Education and Science.

Article 3. Addressees.

The educational compensation actions referred to in this Royal Decree are directed, in general, to the persons, groups and territorial areas found in unfavourable situations, specifically to the pupils with special educational needs associated with disadvantaged social or cultural situations and, as a matter of priority, to the attention of:

(a) The students who, due to territorial factors or their social conditions, are at a disadvantage in terms of access, permanence and promotion in the educational system.

b) Students belonging to ethnic or cultural minorities, in social situations of disadvantage, with difficulties of access, permanence and promotion in the educational system.

c) The students who, for personal, family or social reasons, cannot follow a standard process of schooling, when this situation may result in difficulties for their permanence and promotion in the educational system.

Article 4. Objectives.

In order to overcome inequalities in education, educational compensation measures will tend to achieve the following objectives:

1. Promote equal opportunities for access, permanence and promotion to quality education for all children, young people and adults, giving priority to those sectors that, due to their geographical location, or their conditions The social dimension of the social and economic situation in the European Union is more important than ever.

2. Facilitate the incorporation and social and educational integration of all students, counteracting social and cultural exclusion processes, developing attitudes of communication and mutual respect among all students regardless of their cultural, linguistic and ethnic origin.

3. To enhance the enrichment aspects of different cultures, developing those related to the maintenance and dissemination of the language and culture of the minority groups.

4. To encourage the participation of the various sectors of the educational community and the rest of the social systems to make access to education and society effective on equal opportunities and to facilitate incorporation and social integration of families from other cultures or with special social difficulties.

5. Promote the coordination and collaboration of the Ministry of Education and Science with other administrations, institutions, associations and non-governmental organizations for the convergence and development of social compensation actions and education aimed at disadvantaged groups.

Article 5. General principles of action.

1. The actions of educational compensation will be in accordance with the principles of globalization and convergence of interventions, standardization of services, attention to diversity, flexibility in the educational and integration response, incorporation and social inclusion.

2. The educational process of students at a disadvantage should be oriented to the development of the capacities established in the general objectives of the educational stages provided for in Organic Law 1/1990 of 3 October. The participation of families in decision-making regarding the schooling and development of the educational process of their sons and daughters will be ensured, especially when this involves the adoption of measures of an extraordinary nature.

Article 6. Performances.

In order to achieve the objectives and implementation of the general principles of action, the Ministry of Education and Science will carry out the following specific actions:

1. For access and permanence in the education system:

(a) Enlargement of the provision of school places in the second cycle of child education, guaranteeing access for students from rural areas and students at a disadvantage to educational services and resources. Promotion of early schooling, in collaboration with other administrations and institutions.

(b) Schooling of pupils belonging to disadvantaged social and cultural groups with a balanced distribution between centres supported by public funds, in conditions conducive to their insertion and adequate educational care, avoiding excessive concentration or dispersion.

c) School follow-up programs to combat absenteeism to ensure the continuity of the educational process, with special attention to the transition between the different stages.

d) Grant of aid for the free provision of supplementary services for school, dining and, where appropriate, residence, for disadvantaged pupils whose families have lower incomes, under the conditions set out in the to be determined in the annual calls.

2. For the educational care of students:

(a) Educational, permanent or transitional compensation programs in schools that are home to students from disadvantaged social or cultural sectors, with additional resources to support them.

(b) Educational compensation programmes, through the establishment of school units of itinerant support, aimed at pupils who for reasons of travelling work of their family cannot follow a standard process of schooling.

(c) Educational compensation programs, through the creation of school support units in hospital institutions, aimed at students who, due to prolonged hospitalization, cannot follow a standardized process of schooling.

(d) Social guarantee programmes linked to the labour supply of the environment, aimed at the educational promotion and labour integration of young people from disadvantaged social or cultural sectors.

e) Programs for the complete eradication of illiteracy, for the acquisition of the host language and for the educational and professional promotion of adults in situations or risks of social exclusion.

f) Programs and experiences of maintaining and disseminating the language and culture of minority groups.

3. For the quality of education:

(a) Stability and adequacy of the teaching equipment, and, under the conditions of the corresponding transfer competitions, provision of places of the same centre by teams of teachers with a common pedagogical project compensation for inequalities.

b) Incentives for teacher education to develop educational compensation actions.

c) Programming of activities of permanent teacher training, of the management teams of the centers and of the external support services that develop educational compensation activities.

d) Promotion of initiatives and experiences of innovation and research, as well as the elaboration and dissemination of curricular materials in relation to the educational attention to the student recipient of this Royal Decree.

e) Development and promotion of the participation of students at a disadvantage, their families and the entities that represent them.

f) Grant grants and formalization of collaboration agreements with parent and parent associations of students, non-profit associations and non-governmental organizations to develop compensation actions socio-educational.

Article 7. Assessment.

The Ministry of Education and Science, through the Education Inspectorate and the National Quality and Evaluation Institute, will periodically evaluate the degree of compliance with the objectives, the implementation of the measures and the development of the actions envisaged in this Royal Decree.

CHAPTER II

Educational Compensation Actions in Centers

Article 8. Centers with educational compensation performances.

1. Educational compensation actions are considered to be carried out by the schools that escort significant groups of students at a disadvantage in relation to their access, permanence and promotion in the educational system, and, as a priority, those who are escorting an important number of pupils belonging to ethnic or cultural minorities in disadvantaged social situations.

2. They will be considered centers with permanent educational compensation actions those that develop them in a stable way, depending on the permanence of the factors that originated them. This condition will be present in the competitions that make teacher mobility possible.

3. In the case of a transitional period of a school year, which may be extended depending on the length of the stay of the factors which have led to the introduction of a school year, a transitional period for a school year is considered. the assessment to be carried out.

Article 9. Extraordinary resources, resources and support.

1. The staff of the children's and primary education institutions that develop permanent educational compensation actions will be expanded with support teachers belonging to the Teachers ' Corps. Exceptionally, in accordance with the conditions laid down, the templates of educational and psychopedagogical guidance teams with technical teachers of services to the community may be extended for direct and permanent intervention. in these centres. Where transitional measures for educational compensation are developed, support teachers shall be assigned on a temporary basis according to the needs identified; for all purposes, this teacher shall belong to the centre of the centre.

2. The staff of the secondary education institutes who develop permanent educational compensation actions will be increased with support teachers belonging to the Teachers 'and Secondary School Teachers' Corps. teachers will be integrated into the Guidance Department. It may also be provided to the Department of Technical Guidance for Vocational Training of Services to the Community. When these centres develop transitional measures of educational compensation, they shall be assigned to the Department of Guidance and Faculty Of Support on a temporary basis according to the needs identified; for all purposes, this teacher shall belong to the centre.

3. The Ministry of Education and Science will determine the number of support teachers needed in schools with educational compensation actions. In order to guarantee the quality of the educational provision in these centres, it will be possible to authorize the reduction of the number of students per classroom.

4. The budgetary allocations for the centres will be increased by additional economic resources for the development of educational compensation measures.

5. Institutions with educational compensation actions will be given priority in the calls for training projects in centres, in the calls for innovation and educational research projects and in the programmes promoted by the European Union.

Article 10. Educational project and curriculum project of the centers with educational compensation actions.

1. The educational project, the curriculum projects of the stages and the annual general programming of the centres will include the planning of the educational compensation actions.

2. The educational project of the centers will establish the necessary measures to promote the development and respect of the cultural identity of the students, to promote their coexistence, to facilitate the participation of the social environment, as well as to prevent and avoid the attitudes of rejection and intolerance and the reproduction of discriminatory relations.

3. In rural areas characterised by dispersion or isolation, the Ministry of Education and Science will facilitate and promote the establishment of measures by the centres in their educational project to ensure the development of enriching and encouraging the socialisation process.

4. In coherence with the educational project, the centres will establish in the corresponding stage curricular projects, in the framework of attention to diversity, the measures of flexibility, adaptation and diversification necessary to adapt the educational care for students at a disadvantage.

5. In the case of educational and curricular projects, actions aimed at promoting the systematic acquisition of the host language and, where possible, maintaining the language and culture of origin will be included.

Article 11. Criteria for intervention and participation.

1. The actions of educational compensation will be directed, in the internal and external fields of educational action, to promote the insertion and promotion of socially and culturally disadvantaged students. The coordination of educational compensation actions to be carried out in the internal and external fields will be the responsibility of the management teams of the centers.

2. In the field of internal educational compensation, teaching teams, in collaboration with external support services, will develop measures to:

(a) The adaptation and curricular diversification that guarantee the adequacy of the educational response to the interests, motivations and needs of the students at a disadvantage.

b) Organisational flexibility, by planning schedules, groupings, complementary and extra-school activities and the appropriate distribution of resources.

c) The programming of reception and integration activities and those aimed at reducing the school gap.

d) The programming of experiences enriching the processes of socialization of students.

3. In the field of external educational compensation, teaching teams, in collaboration with external support services, and with public and private non-profit entities involved in community programmes, will develop with respect to:

(a) Mediation programs that guarantee the families ' approach to the centers.

b) Family guidance and training programmes.

c) Programs of schooling, monitoring and control of school absenteeism.

d) Socio-educational programmes of non-formal education.

4. The School Boards of these institutions may, in accordance with the conditions laid down in this Regulation, incorporate, in a voice but without a vote, representatives of public and private non-profit entities and organisations involved in the programmes intended for students belonging to socially and culturally disadvantaged groups.

5. In order to carry out, free of charge, extra-school and complementary activities aimed at the whole of the educational community and the compensation of inequalities, the School Councils, in the field of their competences, will be able to establish collaboration agreements with public entities and non-profit associations.

Article 12. Educational compensation actions in children and primary education.

1. In these stages, the actions of educational compensation will be preventive and will be governed by the principle of normalization, avoiding the adoption of organizational formulas of the teaching/learning process of a segregating character. By way of exception, in primary education, the centres may adopt organisational models which, for part of the school timetable, will allow the attention of pupils, individualised or in small groups, to facilitate the acquisition of objectives. specific.

2. In general, educational care will be undertaken jointly by the teaching faculty and the support faculty, enhancing the adoption of flexible organizational formulas to respond to the different interests, motivations or needs The invention relates to a reinforcement of the invention.

3. Institutions that develop educational compensation actions will be considered as centers of priority for the general educational and psychopedagogical guidance and early care teams, who will collaborate with the centers and with others. services of the administration in the orientation of the families, the detection of needs and the planning of the educational response to these students, after appraisal of the teams of educational and psychopedagogical orientation.

Article 13. Educational compensation actions in secondary education.

1. The primary education and secondary education centres, and the respective guidance services, shall establish the coordination plan necessary to ensure that in the change of stage the continuity of schooling and care is ensured. educational of the student recipient of this Royal Decree, preventing absenteeism and premature abandonment.

2. In secondary education institutes that develop educational compensation actions, the tutorial action plan will especially consider the integration and promotion of the participation of the students referred to in this Royal Decree. It will also consider the development of actions aimed at promoting the coexistence and knowledge, respect and appreciation of social and cultural diversity.

3. In compulsory secondary education, the educational compensation measures will tend to promote the proper development of the educational process of the students and will be governed by the principle of normalization. The teaching departments, with the support of the Department of Guidance, will include in the didactic programs the procedures to adapt the educational response to students from disadvantaged social and cultural groups.

4. In the first and second cycles of the stage, the centres may adopt exceptional organisational arrangements which will allow, during part of the school hours, the attention of the Department of Orientation to be the first and second cycles of the stage. specific to groups of students, to provide them with an educational response adapted to their interests, motivations or needs for reinforcement.

5. The curriculum projects of the secondary education institutes that develop educational compensation actions, will contemplate within their space of optativity matters in accordance with the interests, motivations and expectations of the students in disadvantage.

6. At the end of compulsory schooling, the Department of Guidance will carry out the school and professional orientation of the students referred to in this Royal Decree, in order to promote the continuity of their educational process in other stages or specific programmes and to facilitate their transition to adult and working life.

Article 14. Planning, monitoring and evaluation of actions.

1. The Provincial Directorates shall determine the public institutions which, in accordance with the characteristics laid down in Article 8, shall develop educational compensation measures of a permanent or transitional nature.

2. Private centres supported by public funds, in the framework of planning for the schooling of pupils from disadvantaged social or cultural sectors, which fulfil the characteristics described in Article 8 and which are thus request, they will be endowed with the necessary resources for the development of actions of educational compensation, in similar terms to those established for the public centers.

3. The Provincial Directorates shall annually carry out the planning, coordination, monitoring and evaluation of the educational compensation actions, through the coordinated action of the different services and external support units the centres. The coordination activities will involve the directors of educational institutions, associations of parents and parents of students and those public institutions and private non-profit entities with action in the area.

CHAPTER III

Educational compensation actions directed at non-school students in schools

SECTION 1. EDUCATIONAL COMPENSATION ACTIONS AIMED AT THE TRAVELLING POPULATION

Article 15. Schooling.

1. Students of compulsory schooling age who, for reasons of continued roaming of their family, cannot attend an educational institution, may be enrolled in distance learning, and maintain this situation as long as they remain. the roaming condition.

2. Students from families with itinerant professions will be guaranteed to attend compulsory education in secondary schools. The Ministry of Education and Science will also promote the access of the travelling school population to post-compulsory education.

3. Students of compulsory school age who, by reason of the temporary work of their family, must move from their usual residence during the school year and cannot therefore attend the school in which they are schooled, will be registered temporarily in the schools of the locality where the work of the family is carried out. In order to ensure the continuity of the educational process, the Ministry of Education and Science will determine the coordination procedures so that the centers in which these students are enrolled have information about their previous educational process.

Article 16. Travelling support school units.

1. The Ministry of Education and Science may formalize agreements with companies whose roaming is permanent during the school year, in order to provide school units with support to those who maintain a sufficient number of school-age students. mandatory.

2. The organisation and operation of the travelling support school units shall be in accordance with the rules laid down for the operation of unit schools and incomplete centres, with the adjustments to be determined.

3. Regardless of the pedagogical support received in these units, the students will be enrolled in distance learning.

Article 17. Planning, monitoring and evaluation of actions.

1. The Ministry of Education and Science, through its competent services, shall establish annually a plan of care for students who, by reason of the continued or temporary roaming of their families, cannot regularly attend a school. education.

2. This Plan will concretize the number of school units of itinerant support needed, the provision of resources necessary for the educational care of the temporary population and will establish the corresponding mechanisms of coordination, monitoring and evaluation.

SECTION 2. EDUCATIONAL COMPENSATION ACTIONS AIMED AT THE HOSPITALIZED POPULATION

Article 18. Schooling.

1. The hospitalized students will keep their schooling in the ordinary center in which they develop their educational process.

2. Exceptionally, where he is unable to attend an educational centre for extended stay at home by optional prescription, he may be enrolled in distance learning, and this situation should be maintained as long as the condition that the gender.

Article 19. School units of support in hospital institutions.

1. The Ministry of Education and Science will set up school support units in hospital centres with public funds which will keep a sufficient number of pupils of compulsory schooling in hospital. At the same time, and at the request of private hospital institutions, it will be able to formalize agreements for the concertation of school support units.

2. The organisation and operation of school support units in hospital institutions shall be governed by the rules laid down for the operation of unit schools and incomplete centres, with the adjustments to be made in accordance with are determined.

3. In order to ensure the continuity of the educational process, the Ministry of Education and Science will determine the coordination procedures between the institutions in which this student is enrolled and the school support units in institutions. hospital.

Article 20. Planning, monitoring and evaluation of actions.

1. The Provincial Directorates of the Department, in coordination with the Health Administration, will establish school units of support in hospital institutions, as well as the corresponding mechanisms for monitoring and evaluating them.

2. The Ministry of Education and Science will be able to formalize agreements with public entities and non-profit associations for the development of home educational programs aimed at students with prolonged stay at home. by prescription, and, through its competent services, will coordinate the home care programs.

Additional disposition first. Financing.

The educational compensation actions referred to in this Royal Decree will be financed from the items that are included in the General Budget of the State. The funds from the European Union or international bodies for the educational care of the groups referred to in this Royal Decree will also be incorporated into these budgets.

Additional provision second. Coordination.

In order to carry out educational compensation actions as provided for in this Royal Decree, the Ministry of Education and Science will adopt the following measures as necessary:

(a) Formalization of agreements with the Autonomous Communities for the realization by these of these actions.

(b) Concertation with other public administrations and public and private non-profit entities for the development of joint programmes of global intervention in favour of social and cultural collectives Disadvantaged.

(c) The formalisation of agreements with countries of the European Union for the development of programmes for the maintenance and dissemination of their language and culture in the centres, in compliance with Community directives. To this end, it will establish the necessary collaboration with other countries and with non-profit entities and associations.

Single transient arrangement. Action in accordance with Royal Decree 1174/1983.

Until the administrative actions provided for in the final provision of this Royal Decree have been carried out, those actions will be maintained, which, in accordance with the objectives of the Royal Decree, will be maintained. They are being implemented by Royal Decree 1174/1983 of 27 April 1983 on Compensatory Education.

Single repeal provision. Regulatory repeal.

The Royal Decree 1174/1983 of 27 April on Compensatory Education is hereby repealed, and any provisions of equal or lower rank shall be contrary to the provisions of this Royal Decree.

Final disposition first. Development and implementation.

The Minister of Education and Science is authorized to develop the provisions of this Royal Decree, as well as to regulate how many questions arise from its application.

Final disposition second. Relaxation of the schooling period.

The Ministry of Education and Science will establish the conditions and the procedure for, exceptionally, relaxing by extending the duration of the compulsory and post-compulsory schooling period when students do not has had the possibility of being escorted in the periods laid down by the law in general.

Final disposition third. Additional administrative actions.

1. Within six months of the entry into force of this Royal Decree, the Ministry of Education and Science shall establish:

(a) The criteria and procedures for the determination by the Provincial Directorates of the centres defined in Article 8 of this Royal Decree, which develop programmes of action of educational compensation of character permanent or transitional referred to in Article 6 (2) (a).

(b) The staff of support teachers and the proportion of teachers/pupils provided for in Article 9 (3) and the roles of the support staff and the technical teachers of services to the community in the centres which develop actions for educational compensation.

(c) The conditions for participation in the School Councils of representatives of entities and organisations, in accordance with Article 11 (4).

(d) The regulation of the organisation and operation of the Rural Education Innovation Centres, in order to implement the provisions of Article 10 (3).

(e) The regulation of the organisation and operation of the school units for travelling support, as provided for in Article 16 (2).

(f) The regulation of the organisation and operation of school support units in hospital institutions, as provided for in Article 19 (2).

2. Within the maximum period of six months following those laid down in the preceding paragraph, the Provincial Directorates, for the implementation of the action programmes provided for in Article 6 (2), shall carry out in their field the following: territorial determination of:

a) The centers with permanent educational compensation actions.

b) Rural educational innovation centres.

c) School support units in hospital institutions.

3. Each year, the Provincial Directorates, for the implementation of the action programmes provided for in Article 6 (2), shall carry out the determination of:

(a) The centres with educational compensation actions of a transitional nature.

(b) The action programmes for the reception of the seasonal population.

c) School follow-up programs.

4. Annually, the Ministry of Education and Science will:

(a) The call for grants to private non-profit institutions for the development of educational compensation actions, as provided for in Article 6 (3) (f).

(b) The formalisation of conventions for the establishment of travelling support school units provided for in Article 16 (1).

(c) The assessment plan provided for in Article 7.

Final disposition fourth. Entry into force.

This Royal Decree shall enter into force on the day following that of its publication in the "Official Gazette of the State".

Given in Madrid to 28 February 1996.

JOHN CARLOS R.

The Minister of Education and Science,

JERÓNIMO SAAVEDRA ACEVEDO