JOHN CARLOS I,

KING OF SPAIN

To all who present it and understand it.

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

PREAMBLE

Educational systems play essential roles in the lives of individuals and societies. The possibilities of harmonious development of some and others settle in the education that they provide.

The first and fundamental objective of education is to provide children and girls, young people with one sex, a full training that allows them to form their own essential identity, as well as to build a conception of the reality that integrates both the knowledge and the ethical and moral assessment of it. Such full training must be directed towards the development of their capacity to exercise, critically and in an axiologically plural society, freedom, tolerance and solidarity.

In education, the values that make life possible in society are transmitted and exercised, while respecting all fundamental rights and freedoms, the habits of democratic coexistence and respect are acquired. It is prepared for the responsible participation in the various activities and social bodies. The maturity of the societies derives, to a very good extent, from their ability to integrate, from education and with the competition of the same, the individual and community dimensions.

Of the training and instruction that educational systems are capable of providing, of the transmission of knowledge and knowledge that they assure, of the qualification of human resources that they reach, depends the best adaptation of the responding to growing and changing collective needs.

Education allows, in the end, to advance in the fight against discrimination and inequality, whether they are by reason of birth, race, sex, religion or opinion, have a family or social origin, are dragged traditionally or continuously appear with the dynamics of society.

For all of this, throughout history, the different societies have been concerned about their educational activity, knowing that in it they were prefiguring their future, which in many cases has led to systems of privilege, closed, elitists and propagators of exclusionary orthodoxies. However, any transformation, great or small, committed to social progress has been accompanied, when not preceded, by a revitalization and impulse of education, of a confident hope in its transformative possibilities. Its configuration as a basic social right, its extension to all citizens, is one of the most profound conquests of modern societies.

ours is an accelerating process of modernization that is moving, ever more clearly, towards a common horizon for Europe. When the citizens of the next century are being incorporated into schools, the countries with which we are trying to build the European project, which will offer a new dimension to our youth today, attach great importance to education and education. training, trying to adapt them to the opening of the individual, political, cultural and productive space, to the greater speed and complexity of the changes of all, type, propitiating their most prolonged benefit to greater number of citizens, promoting the necessary improvements to ensure their quality. Thus putting in place processes of reform of their respective systems.

This same need for adaptation has been strongly felt. in our country, and the Spanish society as a whole, and in a more profiled way the educational community, has spoken favorably for a profound reform of our educational system.

The design of the current application comes from 1970. In these two decades, already lived for the most part in democracy, Spanish education has known a remarkable impulse, it has definitively left behind the lacerating shortcomings of the past. Total schooling has been achieved in basic general education, creating a large number of school positions and improving the conditions of other existing ones, and there has been a marked increase in schooling at all levels. There has been considerable progress in equal opportunities, both through the increase of grants and aid, and by the creation of schools and school posts in areas previously lacking in them. the contents and the materials. The professional conditions in which the teachers perform their function differ, qualitatively, from the then prevailing.

The application of the political and legal mechanisms of the transition allowed to overcome the remaining authoritarian residues in the norm approved in 1970 and to open up the educational system to the new dynamics generated in diverse fields, particularly in the context of the new autonomous structure of the State, which reflects in its diversity the existence of Autonomous Communities with specific characteristics and, in some cases, their own languages which constitute a heritage common cultural.

At the normative level, we proceeded with the Law of University Reform on the reform of university education. The Organic Law of the Right to Education, which repealed the Organic Law of the Statute of School Centers, regulated the simultaneous exercise of the various rights and freedoms related to education, developing the constitutional mandate of the the right to the same through the programming of the teaching.

However, the global reform that ordered the whole system had not been addressed, which would adapt it in its structure and function to the great transformations produced over the last twenty years. In this period of our recent history, the changes in our cultural, technological and productive environment have been accelerated and Spanish society, democratically organized in the Constitution of 1978, has achieved its full integration into the European Communities.

The Constitution has attributed to all Spaniards the right to education. He has guaranteed the freedoms of teaching, professorship and the creation of centres, as well as the right to receive religious and moral formation according to his own convictions. It has recognized the participation of parents, teachers and students in the control and management of the centers with public funds. The Constitution has entrusted the public authorities to promote the conditions and remove obstacles to the right to education enjoyed in conditions of freedom and equality, has established the compulsory and free character of the (a) basic education and has redistributed territorially the exercise of powers in this field. All these axes, as well as the ability to respond to the educational aspirations of society, must conform to the new educational system.

The extension of education to the entire population at its basic level, the greater possibilities of access to the other sections of the population, linked to the growth of the training requirements of the social and productive environment, have Stoked the legitimate aspiration of the Spanish people to obtain a longer and better education.

The progressive integration of our society into the Community framework puts us on a horizon of competitiveness, mobility and free movement, in a formative dimension, which requires our studies and qualifications to be comply with shared references and be homologable at European Community level, in order not to compromise the possibilities of our present and future citizens.

The domain, in short, of the accelerated change of knowledge and of cultural and productive processes requires a basic, more prolonged, more versatile training, able to adapt to new situations through a process of continuing education, capable of responding to the specific needs of each citizen in order to achieve the maximum possible development.

All these transformations are, in itself, very profound reasons for the reform of the education system, so that it is able not only to adapt to those that have already been produced but to prepare for those that have been This is a better structure, with better qualitative instruments and a more participatory approach and adaptation to the environment.

But they would also be strongly in the position of the reform, the need to give correct solution to specifically educational structural problems, errors of conception, inadequacies and dysfunctions that have been manifested. or sharpening over time.

these are, to name a few, the lack of educational configuration of the pre-compulsory education section, the gap between the completion of the education and the minimum working age, the existence of a double degree at the end of the Basic General Education which, in addition to being discriminatory, makes it possible for vocational training to be accessible to those who do not have a positive conclusion, the configuration of this vocational training as a secondary but, at the same time, too academic and excessively disengaged and far from the productive world, the design The only propedeutic of the baccalaureate, practically oriented as a stage towards the University, the relative mismatch in the access to the latter between the characteristics of the demand and the conditions of the offer in the field of the university autonomy.

Even when, for all this, the reform was being considered and claimed as necessary, reasons of different kinds advocated because it will be addressed in a serene, mature and thoughtful way. The comparative experience of the most advanced countries in our environment teaches us that the relevant changes require extensive periods of maturation and consensus in the educational community and in the social group. This is even more true when it is not a matter of implementing ephemeral structures, but of laying the foundations that can be sustained firmly over the course of decades. For these reasons, the timetables for implementing such reforms are always broad.

The same comparative analysis also shows us the high risk of error and ineffectiveness that threatens the reforms undertaken from a mere theoretical, abstract and conceptual design. Our own past is replete with changes that were conceived with the best intention, which were supported by a solid intellectual baggage, but which could never be threaded with the reality that they intended to modify because, by force of To outline the ideal model pursued, they only took into account that reality as rejection and not as an unavoidable starting point. Previous experimentation, as a process of analysis and validation of the changes that were understood to be desirable, has been downright unusual throughout our educational history.

The conviction that a reform of this kind, with the will to order Spanish education well into the next century, could not reap all its fruits more than by supporting it in a broad consensus, " he said. end, which will lead to as much debate as possible about it, trying to build on this an essential and lasting agreement on its fundamental objectives.

All this led to the first undertaking of a rigorous process of experimentation and to the possibility of a deep reflection within the educational community and in society as a whole. Over the last few years, both in the field managed directly by the Ministry of Education and Science, and in those of the Autonomous Communities with full competence, have been carried out, with different emphasis and depth, but with the same benefit and usefulness, different experiences of methodological innovations and curricular changes that have covered the sections of childhood education, the higher cycle of basic general education and the middle teachings. The critical and analytical review of such experiences has made it possible to understand more precisely the real effects that its eventual extension would produce.

In order to encourage a broad debate, the Government presented the " Project for the Reform of the Teaching. Proposal for a debate in 1987, supplementing it in 1988 with a specific document on vocational training. On the initial offer they contained, on the various issues raised, the Public Administrations, employers ' and trade unions, collectives and professional bodies, centres and institutions were given over almost two years. education, recognized experts and experienced personalities, political forces, religious institutions, and, fundamentally, the various sectors of the educational community.

The very numerous and diverse contributions have helped to better understand the complexity of the reform and have, at the same time, underlined that this should be undertaken in an insideable way. On the basis of a broad agreement on the essential objectives, a very general support was found for the most significant changes to be made, incorporating not a few contributions expressed on the basis of varying or modular In 1989, the Government presented the White Paper for the Reform of the Educational System.

The White Paper not only contains the proposed reform, which is definitively outlined, but incorporates a hard work of planning and programming carried out synchronously with the debate and finally adjusted to the result of the same. The effort made offers a very detailed knowledge of the educational reality of which we start and will have to allow a great precision in the introduction of the necessary changes to improve it in the terms of the reform. The White Paper also proposes a broad and prudent timetable for its implementation and reflects in economic terms the expected cost of implementation.

The Law on the General Management of the Educational System gives legal form to the proposal and becomes the essential instrument of the reform. With the achievement of such fundamental objectives as the extension of basic education, taking it up to the age of sixteen minimum legal age of incorporation into work, in conditions of compulsory and gratuitousness; with the reordering of the system In the case of education, the education and training of young people in education, training and education, vocational training, vocational training, vocational training, vocational training, vocational training, vocational training, vocational training, vocational training, vocational training of higher education and university education; with the provision to all I would like to say that I am very much in line with the Commission's report, and I would like to make it clear that we are not going to be able to do so, but I would like to make it clear that we are not going to be able to appropriate and ambitious to the demands of the present and future.

In this society of the future, progressively configured as a society of knowledge, education will share with other social bodies the transmission of information and knowledge, but it will acquire even greater relevance its capacity to order them critically, to give them a personal and moral sense, to generate attitudes and individual and collective habits, to develop aptitudes, to preserve in their essence, adapting them to the emergent situations, the values with which we identify individually and collectively.

These will be the goals that will guide the Spanish education system, according to the Preliminary Title of this law, and in the scope of these education can and must become a decisive element for the overcoming of the social stereotypes assimilated to gender differentiation, starting with the construction and use of language.

The right to education is a social right. I therefore call upon the public authorities to take the positive actions necessary for their effective enjoyment. It is a right to be enriched in its progressive concreteness, thus reaching more citizens and offering a greater formative extension. In the Preliminary Title, the basic education provided for in Article 27.4 of the Constitution is given in ten years, and the duration of the Constitution has been extended by two years, extending from six to six years. the sixteen years. The commitment to meet school demand in early childhood education also helps to complete the enjoyment of this right.

The equality of all Spaniards to the essential content of the right referred to, the need for studies leading to the acquisition of academic degrees and general validity professionals to comply with certain requirements At the same time, it is important to ensure that the training of all pupils has a common content, and to ensure that the government is responsible for the establishment of minimum education which is the basic aspect of the curriculum. In turn, the competent educational authorities, while respecting such minimum education, will establish the curriculum of the different levels, stages, cycles, degrees and modalities of the educational system. The law finds its foundation in equality before the essential content of the right to education as well as in the competences that the Spanish Constitution attributes to the State, singularly in paragraphs 1.1, 1.18 and 1.30 of Article 149 thereof. It also favors and enables, with the same respect for the autonomous powers, a broad and rich exercise of the same.

The rapid pace of cultural, technological and productive changes brings us to a horizon of frequent readjustments, updates and new qualifications. Education and training will acquire a more complete dimension than they have traditionally had, will transcend the vital period to which they have so far been limited to sectors with prior active experience, will alternate with the work activity. Education will be permanent, and the law proclaims it by determining that this will be the basic principle of the education system.

That same perspective is in favour of providing a broader, more general and more versatile training, a firmer basis on which to settle future adaptations. The law guarantees a common formative period of ten years, covering both primary education and compulsory secondary education, regulated in Chapter II of Title First and Section First of Chapter Third of the same Title, respectively. In the course of basic education, which includes both children and young people, young Spaniards without discrimination of sex will develop a personal autonomy that will enable them to operate in their own environment, and will acquire (a) basic character, and will be prepared to be incorporated into active life or to have access to further education in middle-grade vocational training or in the secondary school. With the proper knowledge of the set of principles and values contained in our Constitution, as well as the institutional structure of our society, they will receive the training that enables them to assume their duties and exercise their rights as citizens.

This formative period common to all Spaniards will be organized in a comprehensive way, compatible with progressive diversification. In compulsory secondary education, such diversification will be increasing, which will enable the differentiated interests of pupils to be better accommodated, while adapting to the plurality of their needs and skills, in order to enable them to to achieve the common goals of this stage.

Setting a diversity of modes. Arts, Nature and Health Sciences, Humanities and Social Sciences, Technology, characterizes the new regulation of the Baccalaureate, which is accessed after four years of secondary education and which will prepare for the active life or for to continue further studies, be it those of higher-grade or university-level vocational training.

In order to gain access to the University, it will be necessary to pass an access test that will evaluate, with a target character, the academic maturity of the student and the knowledge acquired in the baccalaureate.

The Law will undertake a thorough reform of vocational training in Chapter 4 of Title First, aware that it is one of the problems of the education system in force until now that they need a more deep and urgent, and that it is an area of the greatest relevance to the future of our productive system.

This will include both basic vocational training, which will be acquired by all pupils in secondary education, as well as specific vocational training, which will be organised in mid-and grade-level training cycles. above. For access to the average grade, it will be necessary to have completed basic education and thus be in possession of the graduate degree in Secondary Education, an identical requirement for access to the baccalaureate.

Thus, the double degree of qualification so far exists at the end of the EGB and therefore the difference of possibilities of continuation of studies and their negative effects on vocational training. For access to higher-grade vocational training it will be necessary to be in possession of the title of Bachiller. In the design and planning of training courses, which will include a practical training phase in the workplace, the participation of the social partners will be encouraged.

The law addresses, for the first time in the context of a reform of the educational system, an extensive regulation of the teachings of music and dance, of dramatic art and of the arts and of design, attending to the growing This is a social interest for them, expressed singularly by the very high increase in their demand. A number of reasons suggest that they are connected with the overall structure of the system and that, at the same time, they are organised with the necessary flexibility and specificity to cater for their own peculiarities and to provide different professional degrees, reaching degrees equivalent to the university, which, in the case of Music and the Performing Arts, which comprise the Dance and the Dramatic Art, will be that of the Bachelor.

Ensuring the quality of teaching is one of the fundamental challenges of future education. For this reason, achieving it is a first-order objective for any reform process and a touchstone of the capacity of the latter to bring about the practical, decisive transformations of the educational reality. The achievement of this quality is, to a large extent, multiple social elements and at the same time commits the various direct actors in education. The modernization of educational centers, incorporating the advances that occur in their environment, the social consideration of the importance of the teaching function, the assessment and attention to their care, the active participation of all the subjects of the The educational community, the fruitful relationship with its natural and community environment, are, among others, elements that contribute to improving this quality.

But there is a whole set of strictly educational factors whose improvements converge in a qualitatively better teaching. The law collects and regulates them in their title Fourth and stops specifically in the qualification and training of teachers, teaching programming, educational resources and the directive function, innovation and educational research, orientation educational and professional education, and the evaluation of the educational system.

The law considers the permanent formation of teachers as a right and an obligation of the teacher, as well as a responsibility of the educational administrations. From this conception, and with the necessary support, the permanent adaptation of the faculty to the renovation that requires the mutable, diversified and complex character of the education of the future must be addressed. It also recognizes the educational autonomy of the Centers, which allows them to develop and complete the curriculum in the framework of their teaching programming, while at the same time promoting the configuration and exercise of the managerial function in them. The promotion of research and innovation in the curriculum, methodological, technological, didactic and organizational fields is the responsibility of the educational administrations. It includes, as part of the teaching function, mentoring and guidance, and establishes the right of students to receive it in the psychopedagogical and professional fields. The public administrations will exercise the inspector's function in order to advise the educational community, collaborate in the renovation of the educational system and participate in the evaluation of the education system, as well as ensure compliance with the regulations. in effect.

The law attributes a singular importance to the overall evaluation of the educational system, creating for this the National Institute of Quality and Evaluation. The evaluation activity is essential to analyze the extent to which the different elements of the educational system are contributing to the achievement of the previously established objectives. It must therefore be extended to educational activity at all levels, reaching all the sectors involved in it. With a decentralised structure, in which the various territorial areas enjoy an important autonomy, it is even more fundamental to have an instrument that will serve to reconstruct an overall vision and to provide each and every one of the of the instances the relevant information and the necessary support for the best exercise of its functions. Consistent with this, the National Institute of Quality and Evaluation will have the participation of the Autonomous Communities.

The extension of the right to education and its exercise by a greater number of Spaniards in homogeneously increasing conditions of quality are, in themselves, the best instruments to fight inequality. But the law, in addition to containing many equally useful provisions along its articulated lines, specifically dedicates its Fifth Title to the compensation of inequalities in education. Through the actions and measures of a compensatory nature, of the sufficient supply of school places in the postcompulsory education, of the policy of scholarships and aids to the study that ensures that the access to the same one is only in function of the ability and the student's performance, the educational system will contribute to the reduction of unjust social inequality. But, in addition, the development of a policy for adults, also connected with the principle of lifelong learning, and the inclusive treatment of special education, will be relevant elements to avoid discrimination.

These are the fundamental aspects of the law, which also includes numerous forecasts regarding the equivalences and adaptations of the existing titles, to the modification of some sections of the Organic Law. of the Right to Education referred to educational institutions, to the adaptations of the present centers, to the attribution to teaching bodies of the imparting of general and special regime teachings, as well as to the basic conditions for income in the same and the mobility of teachers, to the competences and cooperation of the municipalities and other provisions determining the transitional arrangements for schools and teachers.

The law, which guides the educational system to the respect of each and every one of the rights and freedoms established by our Constitution and to the full development of the personality of the student, establishes among its provisions that the The teaching of religion will be guaranteed in the respect of the Agreements signed between the Spanish State and the Holy See, as well as with the other religious confessions.

The law provides the basis for the statutory regime of civil servants, establishing the framework for the management by the Autonomous Communities of its civil service, and ensures the rights of the public. of officials regardless of their Administration of provenance.

At the convenience of the fact that, once the horizon to which we aspire is fixed, we proceed to reach it in a progressive and staggered manner, giving time and occasion to the reality that we start to integrate the changes The law determines for the total implementation of the reform a temporary timetable of ten years. A realistic and prudent period that will allow, in addition, to progressively assess the effects of such an application.

The implementation of the reform, in the course of a long process, highlights the desirability of ensuring a broad commitment that ensures that it will have sufficient and necessary means for its effective implementation. A political and social commitment that must be built on the basis of the planning carried out, contained in the Economic Memory that accompanies the normative text, and which must be manifested in the successive budgetary laws.

The law is an essential and decisive instrument for reform, without which it would not be possible in its essential elements. But it is neither the beginning nor the end of it. The changes introduced in recent years, which have been linked by the logic guiding the reform, have not only helped prepare it but are already part of it. It has often fallen into the temptation to regard legal norms as paradigmatic acts in which the actual transformations of reality were resolved. This has not been the case. The law contains sufficient flexibility to aspire to serve as a framework for Spanish education for a long period of time, being able to assimilate in its structures the reorientations that can be given to the changing reality of the future.

For the same reason, the reform will have to be a continuous process, a permanent implementation of the innovations and the means that allow education to achieve ends that society entrusts to it. That is why we are dealing with a law with a level of ductility sufficient to ensure the precise framework and appropriate guidance, but also to allow for possible further adaptations and developments. A law that has consequently avoided the temptation of excessive thoroughness.

In favor of this same ductility, the state's own autonomous structure is pronounced. Its full development requires not only the simultaneous, and therefore usually shared, exercise of the respective competences, but of their permanent cooperation. It is up to the Autonomous Communities, both more and more immediately to those with full responsibility, to play an absolutely decisive role in the task of completing the design and ensuring the effective implementation of the reform. On the same horizon, and taking into account a more decentralized and more closely related educational design, local administrations will be more relevant.

The law refers to the General Ordination of the Educational System, and, in the provision of education as a public service, it integrates both public and private education and concerted private education. The reform will require and ensure participation in the necessary programming of education.

No consistent reform, all the more so if it comes to education, can take root without active social participation. Particularly relevant to the achievement of its objectives is the participation of the different sectors of the educational community, singularly of the parents, teachers and students. This participation, enshrined in our Constitution and guaranteed and regulated in our legal order, will be promoted in the framework of this reform, and will be collected in the different sections and levels of the educational system. It is also up to all these sectors to make the necessary effort for the benefit of the community.

With this determined effort and support, we will be able to put the Spanish education system at the level of quality that our society demands and deserves in the perspective of the 21st century and within the framework of a growing European dimension.

PRELIMINARY TITLE

Article 1.

1. The Spanish education system, configured in accordance with the principles and values of the Constitution, and based on respect for the rights and freedoms recognized in it and in Organic Law 8/1985 of 3 July. Regulation of the Right to Education shall be directed towards the achievement of the following purposes provided for in that law:

a) The full development of the student's personality.

b) Training in respect of fundamental rights and freedoms and in the exercise of tolerance and freedom within democratic principles of coexistence.

c) The acquisition of intellectual habits and working techniques, as well as scientific, technical, humanistic, historical and aesthetic knowledge.

d) Training for the exercise of professional activities.

e) Training in the respect of the linguistic and cultural plurality of Spain.

f) Preparing to actively participate in social and cultural life.

g) Training for peace, cooperation and solidarity among peoples.

2. The general management of the educational system shall be in accordance with the rules contained in this law.

3. The educational administrations, in the field of their competences, will adjust their actions to the constitutional principles and guarantee the exercise of the rights contained in the Constitution, in the Law of the Organic Law 8/1985, of July 3, Regulatory of the Right to Education, and in this law.

Article 2.

1. The education system will have a basic principle of lifelong learning. To this end, it will prepare students to learn for themselves and to make it easier for adults to incorporate them into the different teachings.

2. The education system shall be organised at levels, stages, cycles and degrees of education in such a way as to ensure the transition between them and, where appropriate, within each of them.

3. The educational activity will be developed with the following principles:

a) Personalized training, which promotes a comprehensive education in the knowledge, skills and moral values of students in all walks of life, personal, family, social and professional.

b) The involvement and collaboration of parents or guardians to contribute to the best achievement of educational objectives.

c) Effective equality of rights between the sexes, rejection of all forms of discrimination, and respect for all cultures.

d) The development of creative capabilities and critical spirit.

e) Promoting the habits of democratic behavior.

f) The pedagogical autonomy of the centers within the limits established by the laws, as well as the research activity of the professors from their teaching practice.

g) Psychopedagogical care and educational and professional guidance.

h) The active methodology that ensures the participation of students in teaching and learning processes.

i) The evaluation of teaching and learning processes, teaching centers and the various elements of the system.

j) The relationship with the social, economic and cultural environment.

k) Training in respect and defense of the environment.

Article 3.

1. The education system shall include general regime teaching and special arrangements.

2. The general regime teachings shall be ordered as follows:

a) Child education.

b) Primary education.

(c) Secondary education, comprising compulsory secondary education, baccalaureate and middle-grade vocational training.

d) Higher-grade vocational training.

e) University education.

3. The following are special arrangements:

a) The artistic teachings.

b) Language teachings.

4. The Government, after consulting the Autonomous Communities, may establish new special arrangements if they are to be advised by the development of social demand or educational needs.

5. The lessons learned in the above sections will be adapted to the characteristics of the students with special needs.

6. In order to ensure the right to education for those unable to attend a teaching centre regularly, an appropriate distance education offer will be developed.

7. Both general and special regime teachings shall be governed by the provisions of this law, except for university education which shall be governed by its specific rules.

Article 4.

1. For the purposes of this law, the curriculum is defined as the set of objectives, contents, pedagogical methods and evaluation criteria for each of the levels, stages, cycles, degrees and modalities of the educational system that regulate the teaching practice.

2. The Government shall fix, in relation to the objectives, expressed in terms of skills, contents and criteria for the assessment of the curriculum, the basic aspects of the curriculum, which shall constitute the minimum lessons, in order to ensure training of all the students and the validity of the corresponding titles. The basic content of the minimum teaching, in no case will require more than 55% of the school hours for the Autonomous Communities that have official language other than Spanish, and 65 percent for those who do not have.

3. The competent educational authorities shall establish the curriculum of the different levels, stages, cycles, degrees and modalities of the educational system, which shall, in any case, form part of the minimum teaching.

4. Academic and professional qualifications shall be approved by the State and issued by the educational administrations in accordance with the conditions laid down in this Law and by the basic and specific rules which are to be dictated.

Article 5.

1. Primary education and compulsory secondary education constitute basic education. Basic education will comprise ten years of schooling, starting at six years of age and extending to sixteen.

2. Basic education will be compulsory and free.

Article 6.

1. In the course of basic education, a common education will be ensured for pupils. However, an adequate diversification of content will be established in the last few years.

2. Pupils will have the right to remain in the ordinary centres, with basic education, up to the age of eighteen.

TITLE FIRST

OF GENERAL REGIME TEACHINGS

CHAPTER FIRST

From Child Education

Article 7.

1. Children's education, which will comprise up to six years of age, will contribute to the physical, intellectual, affective, social and moral development of children. Child education educational institutions shall cooperate closely with parents or guardians in order to take into account the fundamental responsibility of children in this educational stage.

2. Children's education will be voluntary. Public administrations shall ensure that a sufficient number of seats are available to ensure that the population is provided with a request.

3. Educational administrations will coordinate the provision of school children's education positions in the various public administrations by ensuring the relationship between the pedagogical teams of the centres that teach different cycles.

Article 8.

Child education will contribute to the development of the following skills in children:

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

b) Relating to others through different forms of expression and communication.

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

d) progressively acquire autonomy in their usual activities.

Article 9.

1. Children's education will comprise two cycles. The first cycle will run up to three years and the second will run from three to six years old.

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

3. In the second cycle, the child will be able to learn how to make use of the language, discover the physical and social characteristics of the environment in which he lives, develop a positive and balanced image of himself, and acquire the basic habits of behavior. to allow him a basic personal autonomy.

4. Educational content will be organized in areas that correspond to areas of child experience and development, and will be addressed through globalized activities that have an interest and significance for the child.

5. The educational methodology will be based on experiences, activities and play, in an atmosphere of affection and confidence.

Article 10.

Children's education will be taught by teachers with the corresponding specialization. In the first cycle the centres will also have other professionals with due qualification for appropriate educational care for children of this age.

Article 11.

1. Child education centres may provide the first cycle, the second or both.

2. Educational administrations will develop early childhood education. To this end, they shall determine the conditions under which agreements may be established with local corporations, other public administrations and private, non-profit entities.

CHAPTER II

From Primary Education

Article 12.

Primary education will comprise six academic courses, from six to twelve years of age. The purpose of this educational level will be to provide all children with a common education that makes it possible to acquire the basic cultural elements, the learning related to the oral expression, to the reading, to the writing and to the calculation arithmetic, as well as progressive autonomy of action in its midst.

Article 13.

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

(a) Use the Spanish language and the official language of the Autonomous Community in an appropriate manner.

b) Understand and express simple messages in a foreign language.

c) Apply simple calculation operations and elementary logical procedures to situations in your everyday life.

d) Acquire skills that allow to develop with autonomy in the family and domestic environment, as well as in the social groups with which they are related.

e) Appreciate the basic values that govern life and human coexistence and work according to them.

f) Use the different media of representation and artistic expression.

g) Know the fundamental characteristics of your physical, social and cultural environment, and the possibilities of action in it.

h) To value the hygiene and health of your own body, as well as the conservation of nature and the environment.

i) Use physical education and sport to promote personal development.

Article 14.

1. Primary education will comprise three cycles of two academic courses each and will be organised in areas that will be mandatory and will have a global and inclusive character.

2. The areas of this educational level will be as follows:

a) Knowledge of the natural, social and cultural environment.

b) Artistic Education.

c) Physical Education.

d) Castilian language, official language of the corresponding Autonomous Community and Literature.

e) Foreign languages.

f) Mathematics.

3. The didactic methodology will be oriented to the general development of the student, integrating their different experiences and learning. The teaching will be of a personal nature and will be adapted to the different learning rhythms of each child.

Article 15.

1. The evaluation of the learning processes of the students will be continuous and comprehensive.

2. Students will access one educational cycle to another as long as they have achieved the corresponding objectives. If a student has failed to achieve these objectives, he or she will be able to stay one more course in the same cycle with the limitations and conditions which, according to the Autonomous Communities, will establish the Government according to the needs of the students. education of the students.

Article 16.

Primary education will be taught by teachers, who will have competence in all areas of this level. The teaching of music, of physical education, of foreign languages or of those teachings to be determined, will be taught by teachers with the corresponding specialization.

CHAPTER III

From Secondary Education

Article 17.

Secondary education level will comprise:

a) The stage of compulsory secondary education, which completes basic education and covers four academic courses, between the twelve and sixteen years of age.

b) The baccalaureate, with two academic courses of duration from the age of sixteen.

(c) Middle-grade specific vocational training, which is regulated in the fourth chapter of this law.

Section first. From compulsory secondary education

Article 18.

Compulsory secondary education will aim to transmit to all students the basic elements of culture, to train them to assume their duties and to exercise their rights and to prepare them for the incorporation into active life. or to access medium-grade or high school-specific vocational training.

Article 19.

Compulsory secondary education will contribute to the development of the following skills in pupils:

(a) Understand and express correctly in the Spanish language and, in the official language of the Autonomous Community, complex, oral and written texts and messages.

b) Understand a foreign language and express yourself in it appropriately.

c) Using the various content and sources of information with a critical sense, and acquire new knowledge with your own effort.

d) To behave in a spirit of cooperation, moral responsibility, solidarity and tolerance, respecting the principle of non-discrimination between people.

e) Knowing, valuing and respecting artistic and cultural assets.

f) Analyze the main factors that influence social facts, and know the basic laws of nature.

g) Understand the practical dimension of the knowledge gained, and acquire a basic preparation in the field of technology.

h) Know the beliefs, attitudes and basic values of our cultural heritage and tradition, critically value them and choose those options that best promote their integral development as people.

i) To critically value social habits related to health, consumption and the environment.

j) Know the social, natural and cultural environment in which they act and use them as an instrument for their training.

k) Use physical education and sport to promote personal development.

Article 20.

1. Compulsory secondary education will consist of two courses, two courses each, and will be taught by areas of knowledge.

2. The following are mandatory areas of knowledge:

a) Nature Sciences.

b) Social Sciences, Geography and History.

c) Physical Education.

d) Plastic and Visual Education.

e) Castilian language, official language of the corresponding Autonomous Community and Literature.

f) Foreign languages.

g) Mathematics.

h) Music.

i) Technology.

3. In the setting of the minimum teachings of the second cycle, especially in the last course, the optativity of some of these areas, as well as their organization in matters, may be established.

4. The didactic methodology in compulsory secondary education will be adapted to the characteristics of each student, will favor his ability to learn for himself and to work as a team and will initiate him in the knowledge of the reality according to the basic principles of the scientific method.

Article 21.

1. In order to achieve the objectives of this stage, the organization of teaching will address the plurality of needs, skills and interests of students.

2. In addition to the areas mentioned in the previous article, the curriculum will comprise optional subjects which will have an increasing weight throughout this stage. In any case, the classical culture and a second foreign language shall be included among these optional subjects.

3. Educational administrations, within the scope of the laws, will favour the autonomy of the institutions in terms of the definition and programming of the optional subjects.

Article 22.

1. The assessment of compulsory secondary education will be continuous and inclusive. The student who has not achieved the objectives of the first cycle of this stage will be able to stay for one more year in him, as well as another year in any of the courses of the second cycle, in accordance with what is established in the development of article 15. law.

2. Students who, at the end of this stage, have achieved the objectives of this stage, will receive the degree of Undergraduate in Secondary Education, which will be able to access the baccalaureate and the middle-grade specific vocational training. This degree will be unique.

3. All pupils, in any case, will receive an accreditation from the educational centre, in which they will have the years completed and the qualifications obtained in the different areas. This accreditation will be accompanied by an orientation on the academic and professional future of the student, which in no case will be prescriptive and which will be of a confidential nature.

Article 23.

1. The definition of minimum learning will lay down the conditions under which, for certain pupils over the age of 16, prior to their timely assessment, the curriculum can be diversified in the ordinary centres. In this scenario, the objectives of this stage will be achieved with a specific methodology, through content and even from areas other than those established in general.

2. For pupils who do not meet the objectives of compulsory secondary education, specific programmes of social security will be organised, in order to provide them with basic and vocational training to enable them to enter into active life. or to pursue their studies in the various lessons covered by this law and, in particular, in the medium-grade specific vocational training through the procedure provided for in Article 32.1 of this Law. The local administration will be able to work with the educational administrations in the development of these programs.

3. Educational administrations shall ensure a sufficient supply of the specific programmes referred to in the previous paragraph.

Article 24.

1. Compulsory secondary education shall be provided by graduates, engineers and architects or those with equivalent qualifications for teaching purposes. In those areas or areas which are determined, by virtue of their special relationship with vocational training, equivalence shall be established for the purposes of the teaching function, of qualifications of Technical Engineer, Technical Architect or Diplomat University.

2. In order to teach the lessons of this stage it will also be necessary to be in possession of a professional title of didactic specialization. This title will be obtained by carrying out a course of pedagogical qualification, with a minimum duration of one academic year, which will include, in any case, a period of teaching practices. The Government shall regulate the conditions of access to this course and the nature and effects of the corresponding professional qualifications, as well as the conditions for obtaining, issuing and approving them. The educational administrations may establish the corresponding agreements with the universities in order to carry out this course.

Section 2.

the Baccalaureate

Article 25.

1. The baccalaureate will comprise academic courses. It will have different modalities that will allow for specialized preparation of students for incorporation into later studies or active life.

2. Students who are in possession of the graduate degree in secondary education may be eligible for secondary school education.

3. The Baccalaureate will provide students with an intellectual and human maturity, as well as the knowledge and skills that enable them to perform their social functions with responsibility and competence. It will also enable them to access higher-grade vocational training and university studies.

Article 26.

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

(a) Dominate the Spanish language and the official language of the Autonomous Community.

b) Express fluency and correction in a foreign language.

c) Analyze and critically assess the realities of the contemporary world and the background and factors that influence it.

d) Understanding the fundamental elements of research and the scientific method.

e) Consolidate a personal, social and moral maturity that enables them to act responsibly and autonomously.

f) Participate in solidarity in the development and improvement of your social environment.

g) Dominate fundamental scientific and technological knowledge and the basic skills of the chosen mode.

h) Develop artistic and literary sensitivity as a source of cultural formation and enrichment.

i) Use physical education and sport to promote personal development.

Article 27.

1. The baccalaureate shall be organized in common subjects, subjects of each modality and optional subjects.

2. The common subjects of the baccalaureate will contribute to the general education of students. The subjects of each baccalaureate and optional subjects will provide you with a more specialized training, preparing you and guiding you towards further studies or towards professional activity. The curriculum of the optional subjects may include a practical training phase outside the centre.

3. Baccalaureate forms shall be at least the following:

Arts.

Nature and Health Sciences.

Humanities and Social Sciences.

Technology.

4. The following shall be common subjects:

Physical Education.

Philosophy.

History.

Castilian language, official language of the corresponding Autonomous Community and Literature.

Foreign language.

5. The teaching methodology of the baccalaureate will favour the ability of the student to learn for himself, to work as a team and to apply the appropriate methods of research. Similarly, it will highlight the relationship of the theoretical aspects of the subjects with their practical applications in society.

6. The Government, after consulting the Autonomous Communities, shall establish the subjects of each modality, adapting them to the needs of society and the educational system.

7. The Government, in agreement with the Autonomous Communities, may establish new forms of baccalaureate or modify those defined in this law.

Article 28.

To give the baccalaureate, the same qualifications and the same pedagogical qualification as those required for compulsory secondary education will be required.

Article 29.

1. Students who successfully cure the baccalaureate in any of its modalities will receive the title of Bachiller. In order to obtain this title, the positive evaluation will be necessary in all subjects.

2. The title of Bachiller will empower you to access higher-grade vocational training and university studies. In the latter case, it will be necessary to pass an access test, which, together with the qualifications obtained in the baccalaureate, will assess, with a target character, the academic maturity of the students and the knowledge acquired in the school.

CHAPTER IV

From vocational training

Article 30.

1. Vocational training shall comprise all the lessons which, within the education system and governed by this law, enable the qualified performance of the various professions. It will also include those other actions which, aimed at continuing training in enterprises and the insertion and reinsertion of workers into the labour market, will be carried out in occupational vocational training which will be regulated by its specific rules. Public administrations shall ensure the coordination of both offers of vocational training.

2. Vocational training, in the field of the education system, aims at the preparation of pupils for work in a professional field, providing them with a multi-purpose training to enable them to adapt to the changes work that can occur throughout your life. It shall include both basic vocational training and specific vocational training in the medium and higher grade.

3. In compulsory secondary education and in the baccalaureate all pupils will receive basic vocational training.

4. Specific vocational training will comprise a set of training cycles with a modular organisation, of variable duration, consisting of areas of theoretical-practical knowledge according to the various professional fields. The training cycles shall correspond to the average grade and the higher grade referred to in paragraph 2 of this Article.

5. Specific vocational training will facilitate the incorporation of young people into active life, contribute to the permanent formation of citizens and address the demands for the qualification of the productive system.

Article 31.

1. They may be subject to specific vocational training in the middle grade who is in possession of the graduate degree in secondary education.

2. For access to the higher grade specific vocational training it will be necessary to be in possession of the title of Bachiller.

3. In addition to the degree established for access to higher-grade vocational training, it may be possible to incorporate into the corresponding curricula of this grade the obligation to have completed certain subjects of the baccalaureate in accordance with the with the professional studies you want to access.

4. For those who have completed medium-grade specific vocational training and want to pursue their studies, the appropriate validation between the courses and the baccalaureate courses will be established.

Article 32

1. By way of derogation from the foregoing Article, it shall be possible to access specific vocational training without complying with the established academic requirements, provided that. through a test regulated by the educational administrations, the applicant demonstrates to have sufficient preparation to take advantage of these teachings. In order to access this route to higher education courses, it will be required to be 20 years of age.

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

(a) For medium-grade specific vocational training, sufficient knowledge and skills to take advantage of these teachings.

b) For the specific vocational training of a higher grade, the maturity in relation to the objectives of the baccalaureate and its capabilities concerning the professional field in question. From this last part, those who credit a work experience that corresponds to the professional studies that you want to be exempt may be exempt.

Article 33.

1. To provide specific vocational training, the same qualifications requirements as for secondary education will be required. In certain areas or areas, other qualifications related to them shall be considered. For the teachers of such areas or subjects, the course referred to in Article 24.2 of this Law may be adapted in duration and contents.

2. For certain areas or areas, it may be possible to recruit, as specialist teachers, their qualifications and the needs of the system, to professionals who carry out their work in the field of work. In public institutions, educational administrations may establish, with these professionals, temporary contracts and administrative law.

3. The teachers referred to in the preceding paragraph may exceptionally teach in the baccalaureate, in optional subjects related to their professional experience, under the conditions to be established.

Article 34.

1. In the design and planning of specific vocational training, the participation of the social partners will be encouraged. Its programming will take into account the socio-economic environment of the educational institutions in which they are to be taught, as well as the needs and possibilities of development of this.

2. The curriculum of specific vocational training courses will include a practical training phase in the workplace, which may be totally or partially exempt for those who have accredited the professional experience according to set out in Article 32.2 (b) of this Act. To this end, educational administrations will provide the means to incorporate companies and institutions into the development of these lessons.

3. The teaching methodology of specific vocational training will promote the integration of scientific, technological and organisational content. In addition, the student will benefit from the ability to learn for himself and to work as a team.

4. Professional studies covered by this law may be carried out in the ordinary centres and in specific educational establishments, provided that they meet the minimum requirements to be laid down, and that they shall relate to the academic qualification of the teacher, student-teacher ratio and teaching facilities.

Article 35.

1. The Government, after consulting the Autonomous Communities, shall establish the titles corresponding to the vocational training studies, as well as the minimum teachings of each of them. These minimum lessons will enable these studies to be adapted to the socio-economic characteristics of the different Autonomous Communities.

2. Students who pass the medium-grade and higher-grade specific vocational training lessons will receive, respectively, the title of Technician and Senior Technician from the relevant profession.

3. The title of Technician, in the case of students who have completed specific vocational training in the medium grade in accordance with the provisions of Article 32.1, shall allow for direct access to the forms of baccalaureate to be determined, taking into account their relationship with the relevant vocational training studies.

4. The title of Senior Technician shall allow for direct access to university studies to be determined, taking into account their relationship with the relevant vocational training studies.

CHAPTER V

From Special Education

Article 36.

1. The educational system will have the necessary resources to enable pupils with special, temporary or permanent educational needs to achieve the objectives set out in general for all of them within the same system. students.

2. The identification and assessment of special educational needs will be carried out by teams composed of professionals of different qualifications, who will establish in each case action plans in relation to educational needs. specific to the students.

3. Attention to pupils with special educational needs will be governed by the principles of standardisation and school integration.

4. At the end of each course, the results achieved by each of the students with special educational needs will be evaluated, according to the objectives proposed from the initial assessment. This assessment will allow the action plan to be varied according to its results.

Article 37.

1. In order to achieve the objectives set out in the previous Article, the education system must have teachers of the relevant specialties and qualified professionals, as well as the means and teaching materials needed for the participation of students in the learning process. The centres must have the appropriate school organisation and make the necessary adaptations and headsets in order to make it easier for pupils to achieve the intended purposes. The physical and material conditions of the centers will be adapted to the needs of these students.

2. Attention to pupils with special educational needs will start from the moment of their detection. To this end, precise educational services will be available to stimulate and encourage the best development of these pupils and the competent educational administrations will ensure their schooling.

3. Schooling in units or centres of special education shall only be carried out where the needs of the pupil cannot be met by an ordinary centre. Such a situation will be reviewed regularly, so that the access of pupils to a more integrated regime can be favoured, wherever possible.

4. Educational administrations will regulate and encourage the participation of parents or guardians in decisions affecting the schooling of students with special educational needs.

TITLE II

OF SPECIAL REGIME TEACHINGS

CHAPTER FIRST

From the artistic teachings

Article 38.

Artistic teachings will aim to provide students with quality artistic training and to ensure the qualification of future professionals in music, dance, dramatic art, the arts and the design.

Section first. Of music and dance

Article 39.

1. The teachings of music and dance will comprise three degrees:

a) Elementary grade, which will be four years long.

b) Average degree, which will be structured in three cycles of two academic courses of duration each.

(c) Higher level, which shall comprise a single cycle, the duration of which shall be determined according to the characteristics of these teachings.

2. Pupils may, by way of exception, and after teacher guidance, be enrolled in more than one academic year where their learning capacity so permits.

3. In order to exercise the teaching of special arrangements of music and dance, it shall be necessary to hold the degree of Licentiate, Engineer or Architect, or equivalent qualification, for the purposes of teaching, and to have completed the teaching materials to be established.

4. For the establishment of the curriculum of these teachings, the provisions of article 4 of this law will be available.

5. Irrespective of the provisions of the preceding paragraphs, they may be carried out in specific schools, without limitation of age, music or dance studies, which may in no case lead to the attainment of diplomas with academic validity and The organisation and structure shall be different from those set out in those paragraphs. These schools will be regulated by educational administrations.

Article 40.

1. For the elementary degree of music and dance teachings, the educational administrations may establish criteria for admission that will take into account, among other circumstances, the appropriate age for these teachings.

2. In order to gain access to the medium degree of music and dance lessons, it will be necessary to overcome a specific access test. Each course may also be accessed without exceeding the above provided that, through a test, the applicant proves to have the necessary knowledge to take advantage of the relevant teachings.

3. The higher degree of music and dance teachings will be accessed if the following requirements are met:

a) Being in possession of the title of Bachiller.

b) Have approved the studies corresponding to the third cycle of the middle grade.

c) Having passed the specific test of access established by the Government, in which the applicant must demonstrate the knowledge and professional skills necessary to take advantage of the teachings corresponding.

4. By way of derogation from the above paragraph, it shall be possible to access the higher level of these teachings without complying with the established academic requirements, provided that the applicant proves to have both the knowledge and the skills of the degree means the specific skills needed to take advantage of the relevant lessons.

Article 41.

1. Educational administrations will provide students with the possibility of simultaneously cursing the teaching of music or dance and those of general rule. To this end, appropriate coordination measures shall be taken with regard to the organisation and academic organisation of both types of studies, including, inter alia, the validation and the creation of integrated centres.

2. Students who have completed the third cycle of the middle grade will be awarded the title of Bachiller if they exceed the common subjects of the baccalaureate.

Article 42.

1. At the end of the elementary grade the corresponding certificate shall be issued.

2. The improvement of the third cycle of the average grade of music or dance shall entitle the professional title to the corresponding teaching.

3. Those who have successfully completed the higher degree of such teachings shall be entitled to the higher degree in the relevant specialty, which shall be equivalent to all effects to the degree of University Licentiate.

4. Educational administrations shall promote agreements with universities in order to facilitate the organisation of third-cycle studies for the higher graduates referred to in the previous paragraph.

Section 2. Of dramatic art

Article 43.

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

In order to exercise the teaching of special regime of dramatic art, it is necessary to be in possession of the degree of Licentiate, Engineer or Architect, or equivalent qualification, for the purposes of teaching, and to have completed the teaching materials to be established.

2. Specific vocational training courses related to dramatic art may also be established.

3. For the establishment of the curriculum of these teachings, the provisions of article 4 of this law will be available.

Article 44.

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

a) Being in possession of the title of Bachiller.

b) You have passed the specific test that the Government will establish and will value the maturity, knowledge and skills needed to take advantage of these lessons.

2. Notwithstanding the above, it will be possible to access the higher degree of these teachings without meeting the established academic requirements, provided that the applicant demonstrates the specific skills required to pursue them with use.

Article 45.

1. Those who have overcome the teachings of dramatic art will have the right to the Superior title of Dramatic Art, equivalent to all the effects to the degree of University Bachelor.

2. Educational administrations shall promote agreements with universities in order to facilitate the organisation of third-cycle studies for the higher graduates referred to in the previous paragraph.

Section 3. From the teachings of the plastic arts and design

Article 46.

The teaching of the plastic arts and design will include studies related to applied arts, artistic crafts, design in its various modalities and the preservation and restoration of cultural goods.

Article 47.

The teaching of plastic arts and design will be organized in specific training cycles, as provided for in the fourth chapter of the title first of this law, with the provisos set out in the The following items.

Article 48.

1. In order to gain access to the medium-grade courses of plastic arts and design teaching, it will be necessary, in addition to being in possession of the graduate degree in Secondary Education, to establish the necessary skills by overcoming the tests to be established.

2. The higher grade cycles of these teachings may be accessed by those in possession of the Bachiler title and above the tests to be established. Such tests shall provide proof of the skills necessary to enable the relevant cycle to be used. These tests will be exempt for those who have completed certain subjects in the baccalaureate with the professional studies to which they wish to enter.

3. By way of derogation from the above paragraphs, it will be possible to access the middle and upper grades of these teachings without complying with the established academic requirements, provided that the applicant demonstrates knowledge and skills of the previous educational stage as the specific skills necessary to take advantage of the corresponding teachings. In order to access this route to higher education courses, it will be required to be at least twenty years of age.

4. The training cycles referred to in this Article shall include phases of practical training in enterprises, studies and workshops, as well as the preparation of projects to be determined.

Article 49.

1. Studies corresponding to the specialty of Conservation and Restoration of Cultural Property will have the consideration of higher studies. Students who pass such studies will obtain the title of Conservation and Restoration of Cultural Property, which will be equivalent to all effects, to the degree of University Diplomacy.

2. They shall have the consideration of higher studies of the design lessons to be implemented in a timely manner. At the end of these studies, the title of Design in the corresponding specialty will be awarded, which will be equivalent to all effects, to the degree of University Diplomacy.

3. Higher studies may also be established for those professional plastic arts teachings whose scope, content and characteristics so advise.

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

5. For the establishment of the curriculum of these teachings, the provisions of article 4 of this law will be available.

CHAPTER II

Of language teachings

Article 50.

1. The language lessons taught in the Official Schools will be given the consideration of special regime teachings as referred to in this law.

2. The structure of language teaching, its academic effects and the qualifications to which it will take place shall be those laid down in the specific legislation on these teachings.

3. In order to gain access to the teaching of the Official Language Schools, it will be necessary to have completed the first cycle of compulsory secondary education or to be in possession of the degree of School Graduation, of the certificate of education or of primary studies.

4. The study of European languages, as well as that of the co-official languages of the State, will be particularly encouraged in the Official Language Schools.

5. The Official Language Schools may provide courses for the updating of knowledge and the professional improvement of adults.

6. Educational administrations will also encourage the teaching of languages at a distance.

TITLE III

OF ADULT EDUCATION

Article 51.

1. The education system will ensure that adults can acquire, update, complete or expand their knowledge and skills for their personal and professional development. To this end, educational administrations will collaborate with other public administrations with competence in adult education and, in particular, with the employment administration.

2. In accordance with the provisions of the previous paragraph, adult education will have the following objectives:

a) Acquiring and updating their basic training and facilitating access to the various levels of the education system.

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

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

3. In the field of adult education, public authorities will preferably attend to those groups or social sectors with shortages and basic training needs or difficulties for their job integration.

4. In prison facilities, the population will be guaranteed access to this education.

5. The organisation and methodology of adult education shall be based on self-learning, in the light of their experiences, needs and interests, through face-to-face teaching and, due to their proper characteristics, education to distance.

Item 52.

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

2. Educational administrations shall ensure that all adult persons with the degree of School Graduation are able to access teaching programmes or schools to assist them in achieving the basic training provided for in this law for education. Mandatory secondary.

3. The educational administrations, under the conditions which will be established, will regularly organise tests so that people over the age of 18 can directly obtain the degree of graduate in secondary education. These tests shall assess the general skills of basic education.

Article 53.

1. Educational administrations shall promote measures aimed at providing all citizens with the opportunity to access the levels or degrees of non-compulsory teachings regulated in this law.

2. Adult persons may be able to take up the baccalaureate and the specific vocational training in the ordinary teaching centres provided they have the required qualifications. However, they may provide for such studies of a specific offer and of an appropriate organisation for their characteristics.

3. The competent authorities shall extend the public supply of distance learning in order to provide an adequate response to the ongoing training of adult persons.

4. The educational administrations, under the conditions which will be established, will organise tests so that adults over the age of twenty-three can directly obtain the title of Bachiller. Evidence shall also be organised for the attainment of the vocational training qualifications under the conditions and in the cases to be determined.

5. The over-twenty-five-year-old will be able to enter the University directly, without any need for any qualifications, by overcoming a specific test.

Article 54.

1. Adult education may be taught in ordinary teaching centres to be specific. The latter will be open to the environment and available for community sociocultural animation activities.

2. Teachers who teach the adult education of the persons covered by this law, who lead to the attainment of an academic or professional qualification, must have the general qualifications established to provide such qualifications. teaching. Educational administrations will provide these teachers with the didactic training needed to meet the needs of adults.

3. The educational administrations will be able to establish collaboration agreements with the universities, local corporations and other entities, public or private, giving in this last supposed preference to the non-profit associations for the adult education. They will also develop programs and courses to respond to the needs of management, organization, techniques and didactic specialization in the field of adult education.

TITLE IV

OF THE QUALITY OF TEACHING

Article 55.

The public authorities will give priority attention to all the factors that favour the quality and improvement of teaching, in particular:

(a) The qualification and training of teachers.

b) Teaching programming.

c) Educational resources and the directive function.

d) Innovation and educational research.

e) Educational and professional guidance.

f) Educational inspection.

g) Evaluation of the education system.

Article 56.

1. Initial teacher training shall be in accordance with the qualifications and qualifications required by the general management of the education system.

2. Lifelong learning is a right and an obligation for all teachers and a responsibility of the educational authorities and the institutions themselves. At regular intervals, the teachers must carry out scientific, educational and professional updating activities in the educational institutions, in specific training institutions, in the universities and, in the case of teachers of vocational training. also in companies.

3. Educational administrations will plan the necessary activities for the permanent training of teachers and ensure a diversified and free offer of these activities. Appropriate measures will be put in place to encourage the participation of teachers in these programmes.

In addition, these administrations will be planning special plans through agreements with universities to facilitate teachers ' access to qualifications that will allow mobility among the different educational levels, including university students.

4. Educational administrations shall encourage:

(a) The programs of permanent teacher education.

b) The creation of centres or institutes for the permanent training of teachers.

c) Collaboration with universities, local authorities and other institutions for teacher training.

Article 57.

1. The teaching centers will complete and develop the curriculum of the levels, stages, cycles, degrees and modalities of teaching in the framework of their teaching programming.

2. Educational administrations will contribute to the development of the curriculum by encouraging the development of teaching programming models and teaching materials that cater to the different needs of students and teachers.

3. The elaboration of such teaching materials will lead to the overcoming of all kinds of discriminatory stereotypes, highlighting the equality of rights between the sexes.

4. Educational administrations will promote the pedagogical and organizational autonomy of the institutions and encourage and stimulate the work of teachers.

5. Local administrations will be able to work with educational institutions to promote after-school activities and to promote the relationship between the programming of the centres and the socio-economic environment in which they carry out their work.

Article 58.

1. The educational institutions will be equipped with the necessary educational, human and material resources to ensure quality education.

2. Public institutions shall have autonomy in their economic management in the terms laid down in the laws.

3. Educational administrations will promote the exercise of the managerial function in the educational institutions by adopting measures that improve the preparation and the performance of the management teams of these centers.

4. Educational administrations may assign to the public institutions an Administrator who, under the authority of the Director of the Center, will ensure the management of the human and material resources of the institutions. In such centres, the Administrator shall assume all the effects of the place and the powers of the Registrar. It shall also be incorporated as a full member of the Economic Commission referred to in Article 44 of the Organic Law 8/1985 of 3 July on the Law of Education.

Administrators will be selected in accordance with the principles of merit and capacity among those who credit the appropriate preparation for exercising the functions to be appropriate.

5. In order to obtain the maximum return of the resources, the territorial organization of. Educational administrations may be configured in units with a geographical scope lower than the province, for the coordination of the various programs and services supporting educational activities.

Article 59.

1. Educational administrations will encourage research and encourage the development of projects that include curricular, methodological, technological, didactic and organizational innovations.

2. It is for the Government to lay down the conditions under which the experiments affecting the conditions for obtaining academic and professional qualifications may be carried out. Such experiments shall, in any event, require express approval for the purposes of the approval of the corresponding titles.

Article 60.

1. The mentoring and orientation of the students will be part of the teaching function. It is up to the educational institutions to coordinate these activities. Each group of students will have a tutor teacher.

2. Educational administrations shall ensure the academic, psycho-pedagogical and vocational guidance of pupils, especially as regards the various educational options and the transition from the education system to the world of work, paying special attention to the overcoming of discriminatory social habits that condition access to the different studies and professions. The coordination of guidance activities will be carried out by professionals with due preparation. Educational administrations will also ensure the relationship between these activities and those developed by local authorities in this field.

Article 61.

1. Educational administrations will exercise the inspector's function to ensure compliance with laws and improve the quality of the education system.

Educational inspection will in any case be entrusted with the following functions:

a) Collaborate in improving the teaching practice and the functioning of the centers and in the processes of educational renewal.

b) Participate in the evaluation of the education system.

c) To ensure compliance with laws, regulations and other general provisions in the field of education.

d) Advise and inform the various sectors of the educational community in the exercise of their rights and in the fulfilment of their obligations.

3. For the exercise of these functions, the educational inspection will have access to the teaching centers, public and private, as well as to the services and facilities in which activities promoted or authorized by the Administrations are developed. education.

4. The State shall exercise the high level of inspection to ensure compliance with the obligations of the public authorities in the field of education.

Article 62.

1. The evaluation of the educational system will be oriented to the permanent adaptation of the same to the social demands and the educational needs and will be applied on the students, the teachers, the centers, the educational processes and on the own Administration.

2. Educational administrations will assess whether education systems in the field of their competencies.

3. The overall evaluation of the educational system will be carried out by the National Institute of Quality and Evaluation. The Government, after consulting the Autonomous Communities, will determine the organization and provide the means of any kind that must be attached to the National Institute of Quality and Evaluation.

4. Educational administrations will participate in the government and operation of the National Institute of Quality and Evaluation, which will be able to carry out the following activities:

a) Develop assessment systems for the different teachings regulated in this law and their corresponding centers.

b) Conduct research, studies and evaluations of the educational system and, in general, propose to the educational administrations how many initiatives and suggestions can help to promote the quality and improvement of the teaching.

TITLE V

OF COMPENSATION FOR INEQUALITIES IN EDUCATION

Article 63.

1. In order to make the principle of equality effective in the exercise of the right to education, the public authorities shall develop compensatory measures in relation to the persons, groups and territorial areas in which they are located. unfavourable situations and provide the economic resources for this.

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

3. The State and the Autonomous Communities shall set their priority objectives for compensatory education.

Article 64.

The educational administrations will ensure preventive and compensatory action, guaranteeing, where appropriate, the most favourable conditions for schooling, during childhood education, for all children whose conditions personal, by the origin of a family means of low income, by their geographical origin or by any other circumstance, they suppose an initial inequality to access the compulsory education and to progress in the levels later.

Article 65.

1. At the level of primary education, the public authorities will ensure that all students are free of charge in their own municipality in the terms that result from the application of the Organic Law of the Right to Education.

2. Exceptionally, in primary education and compulsory secondary education in those rural areas where it is considered advisable, children may be escorted in a municipality close to that of their residence to ensure the quality of the teaching. In this case, the educational authorities shall provide the school, dining and, where appropriate, boarding school services free of charge.

3. Without prejudice to the provisions of Chapter 5 of this Law, educational administrations will provide schools whose students have particular difficulties in achieving the general objectives of basic education due to their conditions. social, human resources and materials needed to compensate for this situation. The organisation and teaching programme of these centres will be adapted to the specific needs of the pupils.

4. In order to ensure the education of children, public administrations will assume their care and attention when families are in situations that prevent them from exercising their responsibilities.

Article 66.

1. In order to ensure the equality of all citizens in the exercise of the right to education, grants and study aids will be awarded to compensate for the unfavourable socio-economic conditions of pupils and will be awarded in the course of education. post-compulsory, in addition, depending on school capacity and performance. The coordination and collaboration procedures necessary to articulate an effective system for the verification and control of grants awarded shall also be established.

2. Equal opportunities in post-compulsory education will also be promoted through the proper territorial distribution of a sufficient supply of school places.

3. Compensatory policies in the field of special education and adult persons shall be implemented in accordance with the criteria laid down by this law.

Article 67.

1. The State, in order to achieve its objectives in compensatory education policy, may propose to the Autonomous Communities specific programmes of this nature, in accordance with the provisions of this Title.

2. The implementation of these compensatory education programmes shall be carried out by agreement between the State and the Autonomous Communities, to which it shall be implemented.

ADDITIONAL PROVISIONS

First.

The government, after a report from the Autonomous Communities, will approve the timetable for the implementation of the new system of education, which will have a temporary scope of ten years from the publication of this law. In this calendar, the gradual extinction of the existing curricula, the introduction of new curricula as well as the equivalences for academic purposes of the years to be completed according to the plans of studies that are extingn will also be established. The timetable for the implementation of the new education system will also establish the procedure for adapting existing educational concerts to the new teachings, as provided for in the third transitional provision of this law.

Second.

The teaching of religion shall be in accordance with the Agreement on teaching and cultural affairs concluded between the Holy See and the Spanish State and, where appropriate, the provisions of those others who may subscribe with other religious confessions. To this end, and in accordance with the provisions of these agreements, religion shall be included as an area or subject at the appropriate educational level, which shall be a compulsory provision for the institutions and voluntary for the students.

Third.

1. The public authorities shall provide the educational system as a whole with the economic resources necessary to comply with this law in order to ensure that the objectives of this law are met.

In order to put our education system at the level that allows for full approval in the European context, responding to needs arising from mobility and free establishment, public expenditure at the end of the The process of implementing the reform will be comparable to that of the Community countries.

2. The public authorities will establish the educational needs arising from the implementation of the reform, in order to meet the social demand, with the participation of the sectors concerned.

3. In order to ensure the necessary quality of education, educational administrations will provide the necessary resources to ensure, in the process of applying this law, the achievement of the following objectives:

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

b) An offer of lifelong learning activities so that all teachers can apply the curricular changes and pedagogical and didactic orientations derived from the application and development of this law.

c) The incorporation into the complete compulsory education centres of at least one teacher of support to assist pupils with learning problems and the creation of services to meet these needs in the incomplete centers.

d) The inclusion in the institutional plans of permanent teacher training of licenses by study or other activities to assure all teachers throughout their professional life the possibility of access to training periods outside the school.

e) The creation of specialized educational, psycho-pedagogical and professional guidance services that serve the centers that provide the general regime of the regulated ones in this law.

4. The Minister of Education and Science will present annually to the Education and Culture Committee of the Congress of Deputies and to the Committee on Education, Universities, Research and Culture of the Senate a report in order to be aware of them, discuss and evaluate the process of development of educational reform, as well as the application of the human and material resources needed to achieve its objectives.

Fourth.

1. The current degree of School Graduation will allow access to the second cycle of compulsory secondary education and will have the same professional effects as the Graduate degree in Secondary Education. For a period of five years, extraordinary evidence will continue to be called for obtaining the current degree of School Graduation.

2. The current title of Bachiller will allow access to the second course of the new baccalaureate, in any of its modalities, and will have the same professional effects as the new title of Bachiller.

3. The current title of Technical Auxiliary will have the same academic effects as the degree of Undergraduate in Secondary Education and the same professional effects as the new title of Technician in the corresponding profession.

4. The current title of Specialist Technician will have the same academic and professional effects as the new title of Superior Technician in the corresponding specialty.

5. The Certificate of Pedagogical Aptitude shall be equivalent to the professional title referred to in Article 24.2 of this Law. The teachers and graduates in education shall be exempt from the requirement of this professional title. The Government may also determine the circumstances in which prior experience shall be deemed equivalent to the possession of the said professional title.

6. The Government shall regulate the correlation or validation between the knowledge acquired in occupational vocational training and in the work practice and the vocational training courses referred to in this Law.

7. The Government shall establish the equivalences of the other securities affected by this law.

Fifth.

The references, contained in Organic Law 8/1985, of 3 July, regulating the right to education, to the current educational levels are replaced by the denominations that, for the different levels and stages educational and for the respective centers, are established in this law.

Sixth.

Articles 11.2, 23 and 24 of Organic Law 8/1985 of 3 July, regulating the right to education are amended in the following terms:

" Item 11.2.

The adaptation of the precept in this law to the centers that provide teachings not included in the previous section, as well as to the centers of children's education and to the integrated centers that cover two or more of the The lessons to be learned shall be regulated.

Article 23.

The opening and functioning of private educational establishments providing teaching, both general and special arrangements, will be subject to the principle of administrative authorisation. The authorisation shall be granted provided that they meet the minimum requirements laid down in accordance with Article 14 of this Law. These centres will enjoy full academic faculties. The authorisation shall be revoked when the centres no longer meet these requirements.

Article 24.

1. Private institutions which provide lessons which do not lead to the attainment of a degree of academic validity shall be subject to the rules of common law. These centres may not use any of the names established for the educational establishments, nor any other names which may mislead or confuse them.

2. For reasons of protection of children, private centres which regularly host children of ages corresponding to child education shall be subject to the principle of administrative authorisation referred to in Article 23. "

Seventh.

The competent authorities shall carry out the necessary changes, as well as the relevant transitional adjustments to ensure that the current public institutions comply with the provisions of this law.

Eighth.

1. Private teachers ' schools of pre-school education, basic general education and first-degree vocational education and training who have final authorization or classification under the rules of the law, as well as the educational institutions of Secondary education and vocational training of a second grade classified as approved, shall automatically acquire the status of approved centres provided for in the sixth provision of this law, to provide the relevant levels Current education to extinction.

2. Depending on the organisation of the educational system set out in this law, the approved private centres, referred to in the previous paragraph, are authorised to provide the following lessons:

a) Centers for preschool education: second-cycle children's education.

b) Basic general education centres: primary education.

c) Baccalaureate Centres: Baccalaureate in the form of humanities and social sciences, as well as in the science of nature and health sciences.

d) Vocational training centres: medium-grade training courses.

3. Private centres which provide lessons as provided for in the preceding paragraph shall, as regards the number of units, comply with the terms of their approval.

4. Without prejudice to the above paragraphs, private educational institutions shall also be authorised to provide other cycles, levels, stages, grades and modalities in the terms laid down in Article 23 of the Organic Law. 8/1985 of 3 July, regulating the right to education, as amended by the sixth provision of this law.

Ninth.

1. These are the basis of the statutory scheme of public servants, in addition to those laid down in Law No 30/1984 of 2 August of Measures for the Reform of the Civil Service, as amended by Law 23/1988 of 28 July. The law of entry, mobility between the teaching bodies and the acquisition of the status of professor, the reordering of the bodies and scales, and the provision of posts by means of national transfers. The Government will regulate the bases regulated by this law in those aspects that are necessary to guarantee the basic common framework of the teaching civil service.

2. The Autonomous Communities shall order their teaching role within the framework of their competences, in full respect of the basic rules contained in this law and in their regulatory development as set out in the previous paragraph.

3. The system of entry into the teaching civil service will be that of the opposition called by the respective educational administrations. In the competition phase, academic training and previous teaching experience will be assessed among other merits. In the opposition phase, account shall be taken of the possession of specific knowledge necessary to impart teaching, pedagogical aptitude and mastery of the techniques necessary for the teaching exercise. The evidence shall be convened, where appropriate, in accordance with the areas and areas of the relevant curriculum. For the applicants ' section, consideration shall be given to the assessment of both phases of the competition, without prejudice to the improvement of the relevant tests.

The number of approved seats will not exceed the number of seats. There may also be a practice phase which may include training courses and be part of the targeted process.

4. The competent educational authorities shall, on a regular basis, convene national transfer competitions for the purpose of providing vacant positions to be determined by the teaching centres which are dependent on them. All public servants, whatever the educational administration of which they are dependent or who have entered, may participate in such competitions, provided that they meet the general and specific requirements which, according to the with the respective employment relations, establish such calls. These will be made public through the "Official State Gazette" and the "Official Bulletins" of the Autonomous Communities. They shall include a single award of merit, which shall take into account the courses of training and further improvement, the academic merits, the seniority and, where appropriate, the status of a professor, as well as the age in which they are based.

10th.

1. Officials who impart the general regime teachings will belong to the following teaching bodies:

Master's Body.

Secondary Teaching Teachers ' Body.

Body of Technical Teachers of Vocational Training.

The Masters Corps will perform its functions in early childhood and primary education. The High School Teachers ' body will perform its duties in compulsory secondary education, baccalaureate and vocational training. The body of Technical Vocational Training Teachers shall perform their duties in the specific vocational training and in the conditions to be established, in compulsory secondary education and in the secondary school.

2. Officials belonging to the Secondary Teaching Teachers ' body may acquire the status of Secondary Teaching Catedratics in the terms set out in the additional 16th provision.

3. Officials belonging to the Teachers ' Body of Basic General Education are integrated into the body of Teachers. They will also be integrated into this body, under the conditions that the Government will regulate, the officials of the Teachers ' Body of Basic General Education of Penitentiary Institutions.

4. Officials belonging to the bodies of Numeraries And Teachers Added of Baccalaureate and Numerary Teachers of Industrial Master's Schools are integrated into the Secondary School Teachers ' body.

5. The status of the secondary school is recognised as a condition of secondary education to officials belonging to the body of the Numerary College of Baccalaureate, whatever their administrative situation, respecting in any case the rights They were enjoying themselves. To all intents and purposes, the seniority in the condition of a professor, prior to the entry into force of this law, will be the one that corresponds to the services effectively provided in the body of the Catedraptics.

6. They are integrated into the Professional Training Technical Teachers ' Corps of Masters of Industrial Master School Workshop.

7. The Bodies and Scales declared to be extinguished by rules prior to this law shall be governed by the provisions laid down in those provisions, if they are to be applied for purposes of mobility in the additional sixteenth provision.

8. The Government, after consulting the Autonomous Communities, shall determine the specialties to which the teachers referred to in this provision are to be assigned as a result of the integrations provided for in it and of the needs arising from the new academic organisation, which shall include the areas and areas to be provided, without prejudice to Article 16, taking into account the specialities of which the teachers are the holders. Until such a determination occurs, the selective processes and competitions of transfers will be accommodated to the present specialties.

9. The ordination of the officials in the new bodies created in this provision will be done respecting the date of his appointment as a career official. In the case of belonging to more than one body of those integrated into the Secondary Teaching Teachers ' body, the oldest appointment date shall be understood as the date of appointment.

11th.

1. For the entrance into the body of Masters, it will be essential requirements to be in possession of the Master's title and to overcome the corresponding selective process.

2. For admission to the secondary school teachers ' body it will be necessary to be in possession of the title of Doctor, Engineer, Architect, Licenced or equivalent for the purposes of teaching, in addition to the professional title referred to in the article 24.2 of this law, and to overcome the corresponding selective process.

In the case of subjects or areas of particular relevance to basic or specific vocational training, the Government may, in agreement with the Autonomous Communities, determine the equivalence, for the purposes of teaching, of certain qualifications of technical engineer, technical architect or university diploma.

3. For admission to the body of Technical Teachers of Vocational Training it will be necessary to be in possession of the diploma of diploma, technical architect, technical engineer or equivalent, for the purposes of teaching, in addition to the professional title to which refers to Article 24.2 of this Law, and to overcome the corresponding selective process.

The Government, in agreement with the Autonomous Communities, may establish for certain areas or areas the equivalence, for the purposes of teaching, of other qualifications, provided that they guarantee the appropriate knowledge. In this case, a professional experience may also be required in a field related to the subject area or area to which it is sought.

12th.

1. The title of Professor of Basic General Education is considered equivalent, for all purposes, to the title of Master to which this law refers. The title of Primary Teaching Teacher will maintain the effects of the current legislation.

2. The Government and the universities, within the scope of their respective powers, shall adopt the general guidelines and the curricula corresponding to the title of Master, which shall be considered as a diploma referred to in Article 30 of the Treaty. The Organic Law 11/1983, of 25 August, of University Reform. Such general guidelines shall provide for the specialties provided for in this law or which may be created under this law.

3. The educational administrations, within the framework of the Organic Law 11/1983, of 25 August, of University Reform, will promote the creation of higher education institutions of the faculty in which the conducting studies are conducted to obtain the various professional qualifications established in relation to the educational activities, as well as the actions of permanent teacher training to be determined. Such centres may also organise the studies corresponding to those new educational qualifications which the development of this law will provide for.

13th.

1. The incorporation of the specialists provided for in Article 16 of this Law shall be carried out progressively over the period established for the implementation of this law in the relevant educational level.

2. The educational authorities shall ensure, in those centres which, by their number of units, are unable to have the specialists referred to in the previous paragraph, the support necessary to ensure the quality of the relevant teachings.

Fourteenth.

1. Officials who deliver the music and performing arts teachings will belong to the following teaching bodies:

(a) Body of Teachers of Music and Performing Arts, who will impart, according to their specialties, the teachings corresponding to the elementary and middle grades of music and dance, the corresponding of dramatic art and, exceptionally, those higher grade materials of music and dance that are determined.

b) Body of Music and Performing Arts, which will impart, according to their specialties, the teachings corresponding to the higher degree of music and dance and the dramatic art.

Officials belonging to the Corps of Auxiliary Teachers of Music, Declamation and Higher School of Canto are integrated into the body of Music and Performing Arts Teachers.

Officials belonging to the bodies of Special Teachers and Catedraptics of Music, Declamation and Higher School of Canto are integrated into the body of Music and Performing Arts.

The officials referred to in this paragraph may be able to impart under the conditions and for the time that general regime teachings are established.

2. Officials who teach the teaching of plastic arts and design will belong to the following teaching bodies:

a) Body of Masters of Plastic Arts Workshop and Design.

b) Body of Plastic Arts and Design Teachers.

They are integrated into the body of Masters of Plastic Arts Workshop and Design the officials belonging to the bodies of Assistant and Workshop Teachers of the Schools of Applied Arts and Arts.

They are integrated into the body of the Teachers of Plastic Arts and Design the officials belonging to the bodies of the Faculty of Entry and Teachers of the School of Applied Arts and Crafts. Artistic.

Officials belonging to the Body of Plastic Arts and Design Professors will be able to acquire the condition of Plastic Arts and Design Catedratics in the terms set forth in the additional 15th provision.

This condition is acknowledged to the officials belonging to the Body of Term Teachers of the Schools of Applied Arts and Arts, whatever their administrative situation, respecting in all the economic rights that they had enjoyed. For all intents and purposes, the seniority in the condition of a professor prior to the entry into force of this law shall be that which corresponds to the services effectively provided in the Body of Term Teachers.

The teaching officers referred to in this paragraph may also teach general arrangements in the conditions and for the time to be determined.

3. Officials who teach language teaching in the Official Schools will belong to the Faculty of Official Language Schools.

The officials of the Numerary Teachers and Numerary Teachers ' Bodies of Official Language Schools are integrated into the Body of Official Language Schools.

Officials belonging to the Faculty of Language Official Schools may acquire the status of Language Officer Schools in the terms set out in the additional provision. sixteenth.

This condition is acknowledged to the officials belonging to the Body of the Catedratics of Official Language Schools, whatever their administrative situation, respecting in any case the economic rights that They came enjoying. To all intents and purposes, the seniority in the condition of a professor, prior to the entry into force of this law, will be the one that corresponds to the services effectively provided in the body of the Catedraptics.

4. The Government, after consulting the Autonomous Communities, shall determine the specialties to which the teachers referred to in this provision are to be assigned as a result of the integrations provided for in it and the needs arising from the new academic organisation, which shall include the areas and areas to be provided, without prejudice to Article 16, taking into account the specialities of which the teachers are the holders. Until such a determination occurs, the selective processes and competitions of transfers will be accommodated to the present specialties.

5. The ordination of the officials in the new bodies created in this provision will be done respecting the date of his appointment as a career official. In the case of belonging to more than one body of the integrated ones in any of those that this provision creates, the oldest date of appointment shall be understood.

15th.

1. For the entry into the body of Music and Performing Arts Teachers it will be necessary to be in possession of the title of Doctor, Engineer, Architect, Licentiate or equivalent, for the purposes of teaching, in addition to having completed the pedagogical subjects that are set out in Articles 39.3 of this Act or 43.1, as appropriate.

2. For the entry into the body of Masters of Plastic Arts and Design, it will be necessary to be in possession of the diploma of diploma, technical architect, technical engineer or equivalent, for the purposes of teaching, and to exceed the corresponding selective process.

For certain areas or areas, the Government, in agreement with the Autonomous Communities, may determine the equivalence, for the purposes of teaching, of other qualifications, provided that they guarantee the appropriate knowledge. In this case, a professional experience may also be required in a field related to the subject area or area to which it is sought.

3. For income in the body of Professors of Plastic Arts and Design, it will be essential requirements to be in possession of the title of Doctor, Licentiated, Architect, Engineer or equivalent, for the purposes of teaching, and to overcome the corresponding process selective.

In the case of materials of particular relevance to specific artistic-plastic and design training, the Government may, in agreement with the Autonomous Communities, determine the equivalence, for the purposes of teaching, of certain qualifications of technical engineer, technical architect or university diploma.

4. For admission to the body of Teachers of Official Language Schools, it will be necessary to be in possession of the title of Doctor, Bachelor, Architect, Engineer or equivalent, for the purposes of teaching, and to overcome the corresponding process selective.

5. For access to the body of Music and Performing Arts, it will be noted in the fourth section of the additional sixteenth provision on teacher mobility.

6. Competent authorities may recruit specialist teachers for the teaching of music and performing arts under the conditions laid down in Article 33.2 of this Act.

7. In the case of higher education and performing arts, specialists of foreign nationality may be recruited, on a permanent or permanent basis, under the conditions laid down in Article 33.2 of this Law. In the event that such recruitment is made on a permanent basis, it shall be subject to labour law. Likewise, for these higher-character teachings, the government will establish the figure of professor emeritus.

sixteenth.

1. Educational administrations shall facilitate mobility between the teaching bodies and the acquisition of the status of a professor in accordance with the rules laid down in this provision.

2. In the calls for entry into the bodies of Teachers of Secondary Teachings and Teachers of Plastic Arts and Design, a percentage of fifty percent of the places that are called for the officials of the bodies will be reserved. teachers classified in group B as referred to in the current legislation of the Civil Service, who must be in possession of the required qualification for the entry into the referred bodies and have remained in their bodies of origin a minimum of eight years as career officials.

In the corresponding calls for these officials the merits of the contestants will be valued, among which will take into account the developed work and the courses of formation and advanced improvement, as well as the academic merits. In addition, a test will be carried out, consisting of the presentation and discussion of an issue of the specialty to which it is accessed, in order to overcome both the knowledge on the subject and the didactic and pedagogical resources of the candidates.

Those who agree to this procedure will be exempt from the implementation of the practice phase and will have preference in the choice of the vacant destinations for the applicants who enter for the free shift of the corresponding call.

3. In order to acquire the status of a professor, it will be necessary to have a minimum age of eight years in the corresponding body and specialty, and to be selected in the calls for the effect. These calls will assess the merits of the contestants, which will take into account the work carried out and the courses of training and improvement, as well as the academic merits. There will also be a test, consisting of the exhibition and discussion of a topic of your specialty, freely chosen by the contestant.

The status of a professor, with the corresponding effects, will be acquired on a personal basis, may be recognized by thirty percent of the officials of each body and will be valued for all purposes as teaching merit. specific.

4. For access to the body of Music and Performing Arts, it will be necessary to be in possession of the title of Doctor, Engineer, Architect, Licentiate or equivalent, for the purposes of teaching, and to have completed the pedagogical subjects to which they refer Articles 39.3 and 43.1 of this Act, as appropriate. It will also be necessary to overcome the tests that will be established in which the teaching experience will be taken into account and those that have been overcome, and belong to the Body of Music and Performing Arts Teachers as the holder of the same. This is the case for which, with a minimum age in that body, a career official, eight years old, is present. They may also enter into this body, through the corresponding selective process, who, being in possession of the previously mentioned title, do not belong to the body of Music and Performing Arts Teachers. To this end, a percentage of places in the call for access may be reserved.

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

6. The teaching officers referred to in this law may also access a body of the same group and level of complement of destination without limitation of seniority and without loss, where appropriate, of the status of a professor, provided they possess the Required certification and exceed the relevant selective process. This will take into account their teaching experience and the evidence they have in their day exceeded, being exempt from the practice phase.

These officials, when they access a body-while other officials for the free shift or for any of the shifts provided for in this provision-will have priority for the choice of destination.

7. Educational administrations will promote agreements with universities in order to facilitate the incorporation into the university departments of teachers of the teaching bodies referred to in this law.

17th.

1. The conservation, maintenance and surveillance of buildings intended for second-cycle, primary or special education centres, which are dependent on educational administrations, shall correspond to the respective municipality. However, such buildings may not be used for other services or purposes without prior authorisation from the relevant educational administration.

2. Where the State or the Autonomous Communities have to affect, for the purposes of schooling, school buildings of municipal property in which schools are located, basic general education or special education, dependent on educational administrations, for the provision of secondary education or vocational training, they will assume, in respect of the above mentioned centres, the costs which the municipalities will bear in accordance with the provisions in force, without damage to the demanial ownership of the respective municipalities.

3. The municipalities will cooperate with the corresponding educational administrations in obtaining the solar needed for the construction of new teaching centers.

4. The land disposals provided for in Article 83.3 of the Law on Soil and Urban Planning for basic general education institutions shall be construed as referring to the basic education provided for in Article 5 of this Law.

5. Educational administrations will be able to establish collaboration agreements with local corporations for special regime teaching. Such conventions may provide for specific collaboration in music and dance schools whose studies do not lead to the achievement of diplomas with academic validity.

6. The educational administrations shall establish the procedure for the use of the educational establishments, which are dependent on them, by the municipal authorities, outside the school hours, for educational, cultural, sports or other activities of social character. Such use shall be subject only to the needs arising from the programming of the activities of such centres.

Eighteenth.

The Government will approve a National Plan for the Prospection of Labour Market Needs, which will include a Job Claimants Qualification Programme, which will verify the professional capacity of citizens and a Permanent Observatory on the evolution of occupations, which will enable us to know the qualitative and quantitative needs of training. In the elaboration and implementation of the aforementioned National Plan, the educational and labor administrations will collaborate.

Nineteenth.

Specialised tourism lessons will continue to be governed by their specific rules.

TRANSIENT PROVISIONS

First.

1. Schools which currently serve children under six years of age and who are not authorised as pre-school education centres will be able to adapt to the minimum requirements to be laid down for child education centres within the prescribed period. the fixing of the same is determined.

2. Without prejudice to the provisions of the preceding paragraph, private pre-school education establishments which do not have a final authorisation or classification may obtain it subject to the specific rules prior to this law until the approval of the the minimum requirements for child education institutions.

3. Private centres of basic general education or special education, which do not have a definitive authorisation or classification, shall have a period of five years in which to make the necessary adaptations and to obtain them subject to the rules (a) specific amendments to this law or in order to comply with the minimum requirements to be laid down for primary education institutions, according to whether the relevant adaptations are made before or after the entry into force of the regulation adopted by the those minimum requirements.

4. Private secondary school or vocational training of a second grade, which is currently classified as free or qualified, shall have a period of five years in which to make the adjustments which enable them to obtain the status of approved subject to the rules in force prior to this law or in order to comply with the minimum requirements to be laid down for the respective centres, depending on whether the relevant adaptations are made before or after the entry into force of the Regulation to approve those minimum requirements.

5. The private institutions referred to in the second, third and fourth paragraphs of this transitional provision may, during the respective periods, exclusively provide the current levels or educational grades up to their extinction and the Lessons referred to in the additional provision eighth, two, for the approved centres concerned.

6. After the time limits laid down in this transitional provision, the centres referred to in that provision, which have not made the relevant adaptations, shall cease to be the status of centres authorised to teach the included in this law.

Second.

1. During the period laid down by the Government in agreement with the Autonomous Communities and under the conditions laid down by the Government, the approved private centres referred to in paragraph 1 of the eighth additional provision may provide exceptionally and by need of schooling the following teachings:

a) Basic general education centres: First cycle of compulsory secondary education.

b) First-degree vocational training centres: Second cycle of compulsory secondary education.

2. The authorisation which is granted to the private centres for the provision of the lessons referred to in the preceding paragraph shall be provisional and shall be granted on request of a party. Such authorisation shall include the teaching which may be provided by the centre and the number of appropriate school units or posts, which shall in no way be higher than the currently authorised.

Third.

1. At the time of the introduction of the first year of compulsory secondary education, the existing educational concerts of the current private basic general education centres will be automatically modified to cover exclusively the primary education with a decrease in the number of corresponding units.

2. The private centres of basic general education which, at the time of the introduction of the first year of compulsory secondary education, have been authorized to impart the two cycles of the said stage, will subscribe to the the conditions laid down in the legislation in force for compulsory secondary education. The signed concert will enter into force according to the approved schedule for the implementation of the educational stage referred to in this section.

3. The private centres of basic general education which, as provided for in the second transitional provision of this law, have been temporarily authorised to carry out the first cycle of compulsory secondary education, shall subscribe to the concert for the authorized cycle. The duration of the concert shall be an extended period of one year for the same period, as long as the authorization obtained is maintained.

4. The first degree of vocational training in the first grade which, at the time of the introduction of the third year of compulsory secondary education, is temporarily authorized, as provided for in the transitional provision second of this law, to impart the second cycle of this stage, they will subscribe a concert for the authorized teachings that will replace progressively the concert in force. The new concert will have an initial duration of two years extendable year-on-year, provided that the authorization obtained is maintained.

5. The private institutions of second-degree vocational training, which, at the time of the introduction of the new baccalaureate, are authorized to impart this educational stage, may modify the singular concert in force in accordance with the the timetable for the implementation of the new teachings.

6. Concerts for medium-grade and higher-grade training courses will be able to subscribe with those vocational training centres which, at the entry into force of this law, will have a concert for the first or second grade of the current vocational training. Such concerts shall be established in accordance with the basic rules which the Government dictates in accordance with the Autonomous Communities; in which the provisions of Title IV of the Law Regulatory Law on Education in respect of the teaching staff, to the characteristics that are provided for in this law for teachers of vocational training.

7. The existing Baccalaureate centres from former subsidiary sections will be subject to the provisions of paragraphs 4 and 5 of this provision in respect of educational concerts. For this purpose, they may be authorised under the conditions referred to in paragraph 1 (b) of the second transitional provision to provide the second cycle of compulsory secondary education.

8. The private institutions referred to in paragraphs 4, 5, 6 and 7 of this provision may not subscribe to concerts in the educational sections referred to in those paragraphs, which together account for a number of units higher than the each centre had a concerted action at the time of entry into force of this law, unless they so request for compulsory education, in which case the general scheme of concerts will be available.

9. The currently agreed private centres of special education shall adapt the concert to the new organisation of the educational system provided for in this law, under the conditions laid down.

Fourth.

1. The current teachers of basic general education integrated into this law in the body of Teachers, who will be able to serve in the first cycle of compulsory secondary education, will be able to continue in this cycle indefinitely. In the event that they are accessed by the Secondary Teaching Teachers ' body, as provided for in the additional 16th provision, they may remain in their same destination in the terms to be established.

2. During the first ten years of this law, the first cycle of compulsory secondary education will continue to be offered to the officials of the Master's Corps with the requirements of specialization that will be set.

3. After the deadline referred to in the previous paragraph, the officials of the body of teachers who are teaching the first cycle of compulsory secondary education may continue to move to the vacant places at the level of Early childhood education and primary education. To enable the mobility of these teachers in the first cycle of compulsory secondary education, as well as the exercise of teaching in this cycle by current teachers of basic general education and by those who access the Teachers pursuant to paragraph 4 of this provision shall reserve a sufficient percentage of the vacancies occurring in this cycle.

4. Until 1996, vacancies resulting from the transfer contest in the first cycle of compulsory secondary education will be included in the public employment offer for entry into the Master's body.

Fifth.

1. Exceptionally, the first convocation to be held to acquire the status of a professor will be performed by merit contest among the teaching officials of the corresponding bodies that meet the general requirements laid down in the additional provision sixteenth of this law.

2. The first three calls for entry into the public teaching function, which will take place after the entry into force of this law, will be carried out in accordance with a selection system in which knowledge on content is valued. curriculum to be taught by selected candidates and their mastery of teaching and teaching resources, as well as academic merit. These will have a preferential assessment of the services provided in public education. The selection of applicants shall take into account the weighted and overall assessment of both paragraphs.

3. The first three calls for entry into the body of Teachers may be submitted, which, lacking the specific qualification required by this law, shall be in effect for the entry into force of the same teaching tasks as employment officials. Acting as the body of E.G.B. Teachers or performing logopeda functions, as employed persons in employment arrangements, in E.G.B. centers, in accordance with the requirements laid down by the previous regulations.

Likewise, during the same period, they will be able to present themselves to the calls for entry into the rest of the bodies created by this law, who, lacking the title that is generally established for income in the same, and regardless of the equivalences that the Government determines, have provided services as interim officials for a minimum of three academic courses, and continue to apply to the entry into force of this law in the corresponding bodies integrated into those in which they aspire to enter.

Sixth.

1. The teaching staff at the service of the centres which, according to the processes provided for in Law 14/1983, 14 July, the Parliament of Catalonia and Law 10/1988 of 29 June of the Basque Parliament, is integrated or integrated into the network of public institutions which are dependent on the respective educational administrations, may enter the teaching function through specific selective tests convened by the competent educational administrations, subject to the regulation of their respective parliaments.

2. Staff who, under the provisions of the previous paragraph, acquire the status of a teaching officer shall be recognised as a whole of the services provided in the integrated teaching centre on the public network.

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

Seventh.

Until the teachings provided for in this law are implanted, the teaching bodies created in this law will continue to impart the ones that currently correspond to each one of the bodies that are integrated in them.

Eighth.

What is established in this law regarding the qualification requirements for the provision of the various educational levels will not affect the teachers who are providing their services in private educational institutions under the terms of the The provisions of the current legislation in relation to the places they are occupying.

From the entry into force of this law, vacant places must be filled with teachers who meet the established requirements. However, until 1997, vacancies in the first cycle of compulsory secondary education may continue to be filled by teachers.

Ninth.

1. The officials of the teaching bodies referred to in the additional provisions of this law, 10th and fourteenth 1, 2 and 3, falling within the scope of the State Passive Classes scheme, may opt for a scheme of voluntary retirement during the period from 1991 to 1996, both inclusive, provided that they meet each and every one of the following requirements:

(a) To be active on 1 January 1990 and to remain uninterrupted in that situation, and from that date, in posts belonging to the corresponding establishment templates.

b) Being completed sixty years of age and

c) Have fifteen years of service accredited to the State.

The age and period of absence, as required in the preceding paragraph, must have been met on the date of the event causing the retirement pension, which will be for this effect on 31 August of the year in which it is requested. To this end, the application must be made to the corresponding retirement authority within the first two months of the year in which the voluntary retirement is sought.

The officials of the bodies of Inspectors at the service of the Educational Administration and of School Directors of primary education may also be eligible for this retirement scheme, to be extinguished, as well as the teaching officers attached to the inspector's function referred to in the additional 15th of Law 30/1984 of 2 August of Measures for the Reform of the Civil Service, as amended by Law 23/1988 of 28 July 1988, provided that in all cases they meet the above requirements, except as regards the Membership of posts belonging to the templates of the educational institutions.

2. The amount of the retirement pension shall be the amount to be applied, to the regulatory assets which in each case proceed, the percentage of the calculation corresponding to the sum of the years of effective service provided to the State which, according to the Passive Classes legislation, have the official accredited at the time of voluntary retirement and the period of time you are missing until the age of 65 years.

This period of time will be taken into account for the purpose of applying the additional decision of the General Budget of the State for 1988 of 23 December 1987 of 23 December 1987, without in any event the payment of the (a) a special measure resulting from the expressed provision of the abovementioned period of time may exceed five years.

The provisions of the foregoing paragraphs are without prejudice to the provisions of the maximum public pension collection limit at any time.

3. Given the voluntary nature of the pension provided for in this transitional provision, it will not apply to it as laid down in the first transitional provision of the current Recast Text of the State Passive Classes Act.

4. Officials who voluntarily retire in accordance with the provisions of this standard, who are accredited at the time of retirement at least 28 years of service to the State, may, for one time, receive together with its last asset, an extraordinary gratification in the amount and conditions established by the Government at the proposal of the Minister of Economy and Finance, on the initiative of the Minister of Education and Science, taking into account the age of the (a) official, years of service provided and additional remuneration established with the general character for the membership body. The amount of the special bonus shall in no case be greater than an amount equal to 25 monthly minimum wages.

5. The officials of the teaching bodies referred to in this rule, who are entitled to social security or pension schemes other than that of the Passive Classes, may also be entitled to the extraordinary benefits to be established, as provided for in Article 4 (4) of this transitional provision, provided that they cause a definitive reduction in their supply of services to the State, by voluntary retirement or by waiver of their status as an official, and fulfil the conditions laid down in the Numbers 1 and 4 of the same, except that of belonging to the State Passive Classes Regime. In this case, the amount of the special bonus may not, in any case, be greater than an amount equal to 50 monthly minimum wages.

The retirement or resignation of the officials referred to in the preceding paragraph shall not entail any change in the rules applicable to them for the purposes of benefits under the arrangements in which they are included.

6. The Directorate-General for Personnel and Public Pensions Costs of the Ministry of Economy and Finance is empowered to issue the instructions which, in relation to the pension of Passive Classes, may be necessary in order to execute the in this standard.

FINAL PROVISIONS

First.

1. This Law is issued under paragraphs 1, 18 and 30 of Article 149.1 of the Spanish Constitution.

2. The Autonomous Communities that have recognized competence for this in their respective Statutes of Autonomy or, where appropriate, in the corresponding organic laws of transfers of competences will be able to develop this law. However, those matters whose regulation entrusts this law to the Government or, by its very nature, correspond to the State, in accordance with the provisions contained in the first provision of the Organic Law 3/1985, July 8, Law Regulatory for Education.

Second.

All the references contained in this law to the Autonomous Communities or to the educational administrations shall be understood as referring to those who are in the full exercise of their educational competences.

Third.

Have the character of organic law the precepts contained in the preliminary and fifth titles: Articles 12, 13, 14, 17, 18, 19, 20, 23, 29.2 and 58.4; the fourth, fifth, sixth and twelfth additional provisions: the third transitional provision and the fourth final provision of this law, as well as this third final provision.

Fourth.

1. Repealed:

The precepts of Law 14/1970. of 4 August, General of Education and Financing of Educational Reform not completely or partially repealed by the Organic Law 5/1980, of 19 June, for which the Statute of School Centres is regulated, as well as by the Organic Law 11/1983, of 25 In August, the University Reform and the Organic Law 8/1985 of 3 July, Regulation of the Right to Education, except for the following articles: 10, 11.3, 137 as soon as it has not been amended by subsequent rules, and 144; and the provisions Fourth and fifth, as soon as they have not been amended by subsequent rules and do not object to the present law.

The Law of December 20, 1952, of the Templates of the Teacher of Arts and Arts Schools.

The Law of 15 July 1954 on measures for legal protection and credit facilities for the construction of new buildings for schools.

The Law of December 16, 1954, which created the Plaza de Inspector Central de Escuelas de Artes y Artrades Artes.

Law 32/1974 of 18 November, amending the templates and denominations of the teaching staff of the Conservatories of Music and Declamation.

Law 9/1976, of 8 April, of the establishment of Templates of the Corps of Numerary Catedratics and Teachers Attaché of Baccalaureate.

Articles 3 and 5, paragraphs 1 and 5, 1 and 2, and the additional provisions 1 and 2 of Law 29/1981, of 24 June, of classification of the Official Language Schools and the extension of the staff of their staff.

The contents of the four indents of paragraph 2. of paragraph 2 of the additional provision, fifteenth of Law 30/1984, of 2 August, of Measures for the Reform of the Civil Service, as amended by Law 23/1988, July 28, as soon as you oppose this law.

Article 39.7 of Law 37/1988, of 8 December, of the General Budget of the State for 1989 as soon as the present law is opposed.

2. It shall also be repealed as many other rules of equal or lower rank shall be contrary to this law.

3. Articles 40, 40 and one (f) and forty-four of the Organic Law 8/1985 of 3 July on the right to education are hereby amended as soon as they are contrary to this law.

4. Law 30/1974 of 24 July on aptitude tests for access to faculties, Higher Technical Schools, University Colleges and University Schools, and Law 19/1979 of 3 May, will continue in force as regulations of a regulatory nature. October, which regulates the knowledge of the Constitutional Order in Baccalaureate and First Degree Professional Training.

5. They shall also continue in force, as rules of a regulatory nature, to those other provisions which, whatever their rank, regulate matters covered by this law and do not object to it, with the exception of the Organic Law 8/1985 of 3 July, on the Law on Education and Law 12/1987 of 2 July on the establishment of the free of charge for the studies of Baccalaureate, Vocational Training and Applied Arts and Arts in Public Centres and autonomy for the economic management of non-university public teaching centres, which will continue in force with the modifications resulting from this law.

6. The regulatory standards referred to in the previous two paragraphs shall be repealed once the provisions under development of this law enter into force.

Therefore,

Keep all Spaniards, individuals and authorities to keep and keep this Organic Law.

Madrid, 3 October 1990.

JOHN CARLOS R.

The President of the Government,

FELIPE GONZÁLEZ MARQUEZ