This section describes the current system of post-compulsory upper secondary education in Spain as introduced by the LOGSE 5 legislation. Details of pre-LOGSE secondary education are provided in Appendix 1.
There is no formal academic/vocational divide in post-compulsory upper secondary education in Spain. As a result, both tracks (bachillerato and specific vocational training) are considered as formal education and, as such, are under the control of the Ministry of Education.21
Control of the curriculum is the responsibility of the Ministry of Education and the Autonomous Communities.331 The Autonomous Communities adapt the nationally agreed curriculum to suit their own social, economic and cultural context, specifying methodological and assessment criteria as well as optional subject areas. The 1990 LOGSE legislation set out four different Bachillerato streams (see below).57
The Royal Decree of 19932 established general guidelines on certificates and the corresponding core curricula for specific vocational training, which provides for a common but flexible academic structure. Other Royal Decrees establish the specific certificates to be awarded and the corresponding curricula. Education authorities establish the curricula corresponding to the various certificates awarded under their aegis. Educational establishments develop curricular guidelines through curricular plans and programmes whose objectives, course content, assessment criteria, sequence and methodology should reflect the needs of the student body as well as the educational opportunities existing in the community.29
At least once every five years, the Government must revise, update or create new vocational certificates in line with changes in occupational circumstances and qualifications. 29 This is done through collaboration between the Ministry of Education, the Autonomous Communities and labour and employment specialists.57
CIDE, the Centre for Educational Research and Documentation is a body which, set up by the Ministry of Education, assists in the development, drawing up and dissemination of curriculum materials and in the preparation of guidance materials for teachers.10
Religious education
All schools are obliged to teach religious (Catholic) education. Currently, however, students may choose between religious education or alternative curricular activities, usually independent study.29 See section 5.4.3 for further information.
Bachillerato
In addition to training students for advanced level specific vocational training and university studies, the bachillerato aims to provide students with intellectual and personal maturity, and the knowledge and skills required to carry out their social functions responsibly and competently.29
The bachillerato minimum core curriculum is determined at national level, but the Autonomous Communities, educational authorities and schools develop and adapt the curriculum to their own context. There are currently four bachillerato streams or branches (types of bachillerato course) as follows:
arts,
natural science and health,
humanities and social studies, and
technology. 16
The curricular unit for the bachillerato is the subject. Subjects are grouped into:
In the first year of a bachillerato course students select four compulsory common core subjects, three subjects tied to their option stream and one optional/elective subject. In the second year, they must enrol in three compulsory common core subjects, three subjects tied to their option stream and two optional subjects.
On an exceptional and voluntary basis, and with the agreement of teaching staff, some students may opt to take one additional subject.57
It is generally accepted that certain of the four bachillerato options (arts, humanities and social sciences, technology, and natural science and health) are more difficult than others. Technology, for instance, is generally regarded as being easier, and gives access mainly to advanced level (post-compulsory) specific vocational training or to some short university courses. The main aim is to provide a wider and more attractive educational 'menu' at a point at which many students used to drop out of school.23
Foreign languages
In the school year 1998/99, almost 97 per cent of students chose to study English as their compulsory first modern foreign language. Of the remainder, the vast majority studied French, whilst very small proportions studied German, Portuguese and Italian. French was most commonly chosen as the second foreign language.51
Guidance
Counselling (or [careers] guidance) is part of educational provision throughout the bachillerato course. Each group of students has a class teacher who coordinates their assessment and their personal guidance, with the support, as appropriate, of the school's Counselling Department. Educational and vocational guidance aims to ensure that, at the end of the bachillerato course, students are mature enough to make academic and career choices consistent with their skills and interests.29
Time Allocation
The common core subjects and the minimum timetable requirements for each subject (enseñanzas mínimas) throughout the two years of the course (whether the subject is taught over one or two years) are as follows:16
| (Castilian) Spanish language and literature (or language and literature of the Autonomous Community) |
210 hours |
| Foreign language | 210 hours |
| Philosophy | 70 hours |
| History | 70 hours |
| Religion or alternative activities (student decides) (see section 5.4.3.) | 70 hours |
| Physical education | 35 hours |
The core curriculum (enseñanzas mínimas) must account for 65 per cent of classroom time. The Autonomous Communities with an official language in addition to (Castilian) Spanish, may have that percentage reduced to 55 per cent.29
Each of the (compulsory) subjects tied to the different option streams of the bachillerato (arts, humanities and social sciences, technology, and natural science and health) is allocated 70 hours of teaching time in the year. The following table shows the subjects linked to the different option streams:
Subjects linked to the option streams of each type of bachillerato (70 hours per subject)58
| Arts | Natural sciences and health sciences | Humanities and social sciences | Technology | ||
| Artistic drawing 1 | Physics and chemistry | Latin 1 | Physics and Chemistry | ||
| Artistic drawing 2 | Biology and geology | Latin 2 | Mathematics 1 | ||
| Technical drawing | Mathematics 1 | Greek | Mathematics 2 | ||
| Volume | Mathematics 2 | History of Art | Technical drawing | ||
| History of Art | Physics | History of philosophy | Physics | ||
| Image | Chemistry | Contemporary world | Mechanics | ||
| Principles of design | Biology | History | Electro-technology | ||
| Expression techniques | Technical drawing | Geography | Industrial technology 1 | ||
| Earth and environmental sciences | Economics and business organisation | Industrial technology 2 | |||
| Mathematics and applied sciences 1 | |||||
| Mathematics and applied sciences 2 | |||||
The following tables illustrate the weekly time allocations - based on the above guidelines - for both years of the bachillerato course in Andalucia (an Autonomous Community without a co-official language) and Catalonia (with a co-official language).
Weekly timetable (hours) for bachillerato (both years) in Andalucia and Catalonia. 2001/02 school year57
| Subjects | Andalucia | Catalonia | |||
| Compulsory common core subjects | Physical education |
2 |
2 | ||
| Philosophy |
4 |
3 | |||
| History |
3 |
3 | |||
| Spanish language and literature |
6 |
6 | |||
| Co-official language and literature of the Autonomous Community |
- |
6 | |||
| Foreign language |
5 |
6 | |||
| Compulsory subjects tied to choice of bachillerato course (option stream) | First |
8 |
| ||
| Second |
8 |
| |||
| Third |
8 |
32* | |||
| Optional courses | First |
5 |
| ||
| Second |
6/8 |
| |||
| Third |
3/4 |
| |||
| Other | Religious education/alternative activities |
2 |
2 | ||
| Counselling/guidance |
- |
1 | |||
| Total |
60/63 |
64 | |||
NB: In April 2001, the Ministry of Education announced reforms of the compulsory core curriculum (the enseñanzas mínimas, which must form the basis of the curriculum in all of the Autonomous Communities) for lower and upper secondary education. The reforms reinforced the teaching of the key skills of language and mathematics, as well as the humanities, sciences, and new technologies. These changes to the curriculum were designed to improve the quality of education, and prepare students for life in the knowledge society.50
The Royal Decree 3474/2000, of 29 December 2000, also modified the structure, basic curricular features and time allocation for the four different types of bachillerato. Changes implemented under this Decree resulted, for example, in philosophy becoming a common core subject at this level, and technical drawing 2 being added to the arts, natural and health sciences and technology bachillerato. These changes were introduced to the first year of bachillerato courses in the 2002/03 academic year and to the second year in 2003/04.58
Specific vocational training
Specific vocational training aims to help young people gain employable skills, to contribute to the lifelong education of all citizens, and to respond to the demands of the manufacturing system for a qualified labour force.29
The two cycles (intermediate and advanced levels) are divided into modules of theoretical and practical training, the duration of which varies according to the occupational skill. The modules are grouped as follows:
A practical training module (usually lasting 300-700 hours) in the workplace must be included, except for students who can demonstrate relevant work experience. Students may be placed with employers or other institutions offering manufacturing/training posts relevant to the students' theoretical course.16
Counselling and guidance are an integral part of educational provision. Each group of students has a class teacher who coordinates their assessment and personal counselling, with the support, as appropriate, of the school's Counselling Department. There must also be a teacher specifically responsible for job placement training and guidance who may be part of the Counselling Department and provide information and counselling for students on careers, the labour market, self-employment etc. A module on placement training and guidance is included in all training cycles.29
The bachillerato is 'diversified', allowing students to choose one of four option streams (modalidades) in preparation for further study or employment. The option streams are:
Schools must offer a minimum of two options streams from which students may choose.
Option stream subjects are allocated a minimum of 70 hours. Basic vocational training continues to be part of the course, with the addition of vocational elements and transition to working life.16
Optional subjects are not regulated on a national basis, but are determined by the competent education authority in each region and by the schools, subject to certain rules and regulations.29
Within the stream they have chosen, students also have other options to decide on. In the first year of the course, they select four of the compulsory common core subjects, three subjects tied to their option stream and one elective/optional subject. In the second year, they must enrol in three compulsory common core subjects, three subjects tied to their option stream and two elective/optional subjects. 57
The optional subjects offered by an establishment are based on student demand and take into account the teaching staff available. In all Autonomous Communities however, a second foreign language must be offered as an optional subject.57
Religious education
Currently, schools must offer religious education to all students but children may, with parental consent, select not to follow the religious education course. As an alternative, they may take other courses, spend time on private study, or follow activities targeted at ensuring that they consider and analyse different aspects of social and cultural life.56
The general aims of the education system are expressed in terms of capabilities, moving the emphasis away from the transmission of knowledge. Three different types of content are described in the National Curriculum: concepts, skills and attitudes. There is also a range of cross-curricular themes. There is no formal academic/vocational divide in the sense that both tracks (bachillerato and specific vocational training) are considered as formal education and, as such, are under the control of the Ministry of Education.34
The curricular unit for the bachillerato is the subject (further grouped into common core subjects, option stream subjects and optional subjects). Minimum educational requirements (enseñanzas mínimas) for each subject are established by the (national) Ministry.16 These are then adapted by the Autonomous Communities to take account of their own social, economic and cultural context, specifying methodological and assessment criteria as well as optional subject areas.57
In planning specific vocational training courses, the participation of social partners (employers and trade unions) is actively promoted to help identify the skills required by the manufacturing system and the labour market. A common structure has been established for the academic organisation of occupational qualifications and the corresponding minimum educational requirements. The basic objective is the acquisition of the occupational skills pertaining to each qualification, which will take the form of an associated occupational profile, structured into units of competence or ranges of occupational skills.16
Although key skills, as such, are not specifically referred to in Spain, the following are regarded as particularly important skills to be acquired during the secondary phase:
Royal Decree 388/1992 of 15 April 19922 regulates the supervision of textbooks and other curricular material for general education, and their use in teaching establishments.
Curricular material must:
Individual schools select textbooks for each cycle, in accordance with the Royal Decree2and regional criteria (although there is no need for specific approval from any educational authority). Textbooks cannot generally be replaced until the students for whom they were chosen have completed the relevant class/cycle. Textbooks selected for a specific subject area, course or cycle cannot normally be replaced within four years unless the Education Authorities decide otherwise.18
Video and computer techniques have been introduced into classrooms under the information and communication technology (ICT) programmes of each Autonomous Community. 57
In public and private educational establishments and at all levels, parents generally buy textbooks.29
Physical education (PE) is an 'examinable' school subject from age 6 - 18, for which there are textbooks.13