The central government is responsible for general regulation and coordination of the education system through the Ministry of Education and Science. However, the 17 Autonomous Communities (regional governments) are responsible for education at the local level in Spain.
In the 2002/03 school year, just over 67 per cent of students attended public-sector schools, with the remaining 33 per cent attending private institutions. In the 2001/02 school year, 29 per cent of establishments were private, out of which 89 per cent were centros concertados (private establishments financed with public funds) and 11 per cent were centros no concertados (totally private).
According to the Spanish Constitution, Castellano is the official language of Spain. As a result, all Spanish citizens must know the language and have the right to use it. Together with Castellano, some Autonomous Communities have their own official languages. These co-official languages are Catalán, Gallego, Valenciano and Euskera. In the Autonomous Communities where there is a co-official language, both this and Castellano are considered compulsory teaching languages at all non-university educational levels. The use of the Autonomous Community language in teaching varies in the different Communities, depending on how widespread the language is and on the linguistic policies of each Community.
Education is compulsory between the ages of six and 16. It is divided into two educational levels: primary education (educación primaria), made up of three stages, each lasting two years, and lower secondary education (educación secundaria obligatoria - ESO), made up of four school years. Students transfer automatically from primary to lower secondary level. Certain admissions criteria (family income, catchment area, and siblings at school) apply when a school is over-subscribed. Compulsory education is free of charge both in publicly funded schools and in private establishments financed with public funds (centros concertados).
Phases
Age range
Year of compulsory education
Primary education
6-12 years
Stage 1
Years 1 and 2 of compulsory education
Stage 2
Years 3 and 4 of compulsory education
Stage 3
Years 5 and 6 of compulsory education
Secondary education
12-16 years
Year 1
Year 7 of compulsory education
Year 2
Year 8 of compulsory education
Year 3
Year 9 of compulsory education
Year 4
Year 10 of compulsory education
Pre-primary education constitutes the first level of the education system in Spain. It covers children from birth to six years of age and is structured into two cycles of three years each. The first cycle is known as educación pre-escolar and the second cycle as educación infantil. Despite being non-compulsory, this phase of education has an educational nature. It is free of charge during the second cycle (for children aged three to six) in both publicly funded institutions and private establishments financed with public funds.
The following table shows the net rate of schooling in pre-primary education per age in the school year 2000/01.
| Age <1 | Age 1 | Age 2 | Age 3 | Age 4 | Age 5 | |
| Pre-school education | 1.7 % | 6.8 % | 15.9 % | 84.4 % | 99.8 % | 100 % |
There are two types of post-compulsory, upper secondary education:
These two types of post-compulsory education may be provided separately or in the same establishment, which, in turn, are the same establishments providing compulsory secondary education. Bachillerato has a two-year duration and Formación Profesional Específica de grado medio varies in length (normally one-and-a-half years) according to the characteristics of the professional profile.
There are no tuition fees in publicly-funded establishments but parents may be required to pay for materials, transport or meals, depending on their level of income.
Legislation establishes a framework of provision for students with specific educational needs, namely for those who require educational compensation due to socio-economic and socio-cultural reasons, for foreign students, for highly gifted students and for students with special educational needs.
Students with special educational needs are identified as those requiring specific support and educational attention due to either physical, psychological or sensory disabilities, or severe behavioural problems. The general tendency is to integrate these students into mainstream schooling. Special schools or units still exist for those whose needs cannot be met in mainstream education.
The school calendar is established by each individual Autonomous Community, although certain minimum standards must be observed. The school year usually runs from September to June. There is a break of two weeks at Christmas, three days in February in some Autonomous Communities, between eight and 11 days at Easter and approximately 11 weeks of summer vacation. In addition, there are approximately seven public holidays per year.
The school year comprises 180 days at primary level and 175 days at secondary level. Schools open five days a week (Monday – Friday) with an average of 25 lessons at primary level and 30 lessons at secondary level per week. The minimum number of annual teaching hours is 810 at primary level (six- 12 years) and 906 at lower secondary level (12 – 16).
The official compulsory national curriculum is defined by the national Ministry of Education and Science (MEC). This accounts for around two-thirds of teaching time. The Autonomous Communities have the autonomy to define the remainder of the curriculum according to local need, and to adapt the compulsory national curriculum. The official state curriculum determines minimum goals for students to attain during each level of education, defined as a series of abilities and broad curricular areas.
Compulsory studies at primary level include the natural, social and cultural environment, artistic education, physical education, Spanish language and literature, foreign languages, mathematics and (optionally) religion. Foreign language learning is currently compulsory from age eight (the start of the second primary cycle). The regional language and literature is also taught in some Autonomous Communities.
The lower secondary core curriculum covers Spanish language and literature, foreign languages, the regional language and literature of the Autonomous Community (in some cases), mathematics, physical education, natural sciences, plastic and visual arts, social studies, geography and history, technology, music and (optionally) religion.
Recent legislation proposes the statutory introduction of a modern foreign language at the start of compulsory education (for children aged six).
The fundamental right to religious education is guaranteed by the State; schools must offer Catholic religion, but it is currently optional for students.
At primary and lower secondary school level, the cross-curricular themes of moral education, education for peace, for health, for the equality of the sexes, environment education and consumer education are introduced. During primary level education, some of these themes such as education for peace and education for gender equality are fully introduced. Others, such as sex education and consumer education, are introduced simply as a foundation for future study.
Throughout compulsory lower secondary education, the class teacher is responsible for coordinating students’ personal guidance with the support, as appropriate, of the Counselling Department. Consequently, the timetable for all staff and students during this phase includes one hour a week for guidance. At the end of compulsory secondary education (age 16), students receive non-binding careers education and advice and confidential guidance on their academic and vocational future.
Textbooks are selected by teachers, usually from a recommended list of authorised materials provided by the Autonomous Community.
In public and private educational establishments and at all levels, parents generally buy textbooks, although means-tested grants may be available to assist those in need.
There is no national or regional system of testing. The minimum core curriculum includes basic guidelines for assessment, which is an integral part of the curriculum.
Promotion between primary education cycles depends on students meeting curricular objectives, although students can repeat a year if necessary. Students usually transfer automatically from primary to compulsory secondary education (at around age 12). In compulsory lower secondary education (12- to 16-year-olds), students who fail to meet the objectives of a course may have to repeat the year. Each year may only be repeated once.
On completion of compulsory schooling (age 16), students receive the Graduado en Educación Secundaria Obligatoria certificate. In order to obtain this certificate students must pass all subjects studied. The certificate grants access to general upper secondary education (Bachillerato) or intermediate level specific vocational training (Formación Profesional Específica de grado medio).
The qualifications offered in post-compulsory upper secondary education are the Bachiller diploma (in general upper secondary education) and the Técnico certificate (in intermediate level specific vocational training).
Initial teacher training is usually provided in universities and teacher training colleges.
Courses for those training as pre-primary and primary teachers last for three years. Students are trained as generalists and are awarded a Maestro teaching diploma.
To train as secondary school teachers, students must usually have a Licenciado (the title obtained upon successfully completing the second cycle of university studies), or an architecture or engineering degree, prior to being accepted on a specialist teaching course lasting one year. Secondary school teachers are usually trained to specialise in one subject.