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1. %&N&'() "'O*+S+ONS
&(D O- ST(T&
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)a/ $021!, 9 o December, or the imroement o the 3uality o education.
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(ll the resent 8oin toether and act.
7no/: That the 6ortes %enerales hae aroed and + come in to sanction the ollo/in la/.
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Students is the 6enter and the raison d < =tre o the education. )earnin )earnin in the school should be directed to become autonomous, critical, eole /ith o/n thouht. (ll the students hae a dream, all youn eole hae talent. Our eole and their talents are the most aluable thin /e hae as a country.
-or this reason, each and eery one o the students /ill be ob8ect o attention, in the search or talent deeloment, that education become the main instrument o social mobility, hel to oercome economic and social barriers and enerate asirations and ambitions reali>able or all. -or all this oranic la/ establishes the necessary mechanisms o ermeability and return bet/een di?erent aths and routes that are articulated.
(ll students ossess talent, but the nature o this talent di?ers amon them. (s a result, the educational system must hae mechanisms to reconi>e it and romote it. The reconition o this diersity amon student or uil on their s@ills and eAectations is the rst ste to/ards the deeloment o an educational structure structure that roides or di?erent aths. The loic o this reorm is based on the eolution to/ards a system able to steer students to/ard the tra8ectories most suitable to your abilities, so that their asirations to ma@e a reality and become routes that acilitate emloyability and encourae entrereneurshi throuh the ossibility or students and their arents, mothers or leal uardians6hoose the best otions or ersonal and roessional deeloment. Students /ith erormance roblems should hae secic rorams that imroe their ability to continue in the system.
Behind the talents o the eole they are the alues that articulate them, attitudes that drie them, cometencies cometencies that materiali>e materiali>e them and @no/lede that build them. The challene o a democratic d emocratic society is to create the conditions so that all students can ac3uire and eAress their talents, in short, the commitment to 3uality education as a suort or e3uality and social 8ustice.
&ducation is the enine that romotes the /ellC bein o a country. The educational leel o the eole determines its ability to comete
successully successully in the eld o the international international scene and the challenes that arise in the uture. +mroe the leel o citi>ens in the eld o education is oen the doors to hihCs@illed 8obs, /hich reresents a commitment to economic ro/th and a uture better.
+n the shere o the indiidual, education suosed to acilitate the ersonal deeloment and social interation. The educational leel determines, in reat /ay, the oals and eAectations o the ital ath, both roessionally and ersonally, as /ell as the set o
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@no/lede, resources and learnin tools that enable a erson to successully meet your oals.
Only a 3uality education system, inclusie, interatie and demandin, uarantees e3ual oortunities and ma@es e?ectie the ossibility that each student deelo the maAimum o their otential. The mandate o article 2#.2 o the Sanish 6onstitution /ill become e?ectie only rom the 3uality: Geducation /ill aim the ull deeloment o the human ersonality in the resect or the democratic rinciles o coeAistence and the rihts and undamental reedomsH.
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One o the ob8ecties o the reorm is to introduce ne/ atterns o behaior that ut education at the center o our society and economy.
The transormation o education deends not only on the educational system. Ihole society is /hich has to assume an actie role. &ducation is a tas@ that a?ects comanies, associations, trade unions, nonCoernmental orani>ations, as /ell as any other orm o maniestation o ciil society and, in articular /ay, to the amilies. The success o the social transormation in /hich /e are immersed
deends on education. No/, /ithout the inolement o ciil society there /ill be no educational transormation.
The amily reality in eneral, and in articular in the conteAt o its relationshi /ith education, is underoin roound chanes. They are necessary channels and habits that enable us to restore the balance and the strenth o relations bet/een uils and students, amilies and schools. -amilies are the rst resonsible or the education o their children and thereore the educational system has to hae the amily and trust their decisions.
They are hihlihtin the results o the /or@ o enerous teachers, amilies and other social actors, /ho ie us an otimistic beore the transormation o the education that /e are acin, o?er us a lon list o successul eAeriences in the most dierse areas, aourin local enironments, in many cases /ith lobal ro8ection, o cooeration and learnin.
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The roound chanes acin society re3uire a continuous and thouhtul adatation o the education system to the emerin demands o learnin.
The creation o conditions enablin the students to their ull ersonal and roessional deeloment, as /ell as their e?ectie articiation in social, cultural and economic transormation rocesses, is an unaoidable resonsibility o the ublic authorities.
Neer ho/ /e hae no/ had the oortunity o hain a custom and uniersal education. (s neer beore has education has had the ossibility o bein a so decisie element o e3uity and social /elare.
The main threat acin sustainability in deeloed societies is the racture o @no/lede, that is, slit bet/een those /ho hae @no/lede, s@ills and abilities to learn and do, and do learnin and those eAcluded. The ht aainst the eAclusion o a lare art o Sanish society, due to hih rates o school droCouts early and by lo/ leels o 3uality that today reorts the educational system, are the main imetus to reorm.
The school, and esecially ublic school, ound its main reason or bein in the ht aainst the ineitability o situations o in8ustice or deradation /hich hae been oin at each moment o its history. The modern school is the adocate o education as a utoia o social 8ustice and /elare. (ccordin to this unction, this oranic la/ directed school at the serice o a society that cannot
assume as normal or structural than an imortant art o their students,
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those /ho leae school beore they had basic @no/lede, cometences and s@ills, or those /hose educational leel is ar belo/ the international international standards o 3uality, leae at the start o his career in conditions o disadantae such that are doomed to unemloyment or 8ob o limited added alue.
These circumstances circumstances,, in today
/hich limits the ossibilities or social mobility, /hen they do not lead to the unaccetable transer o oerty.
+n accordance /ith the aboe reJection, it is imortant to hihliht that the imroement imroement o the democratic 3uality o a community asses ineAorably by the imroement o the 3uality o its educational system. (n increasinly comleA and articiatory democracy demand increasinly increasinly ormal and resonsible citi>ens. 'aisin current leels o education is an essential decision to romote eaceul coeAistence and cultural deeloment o society societ y.
&3uity and 3uality are t/o sides o the same coin. ( 3uality education system in /hich not a riority is to eliminate any hint o ine3uality is not imainable. There is no reater reater lac@ o e3uity e3uity that a system that een the indolence or mediocrity. -or the Sanish society is not enouh schoolin to meet the riht to education, 3uality is a constituent element o the riht to education.
+*
( more oen, lobal and articiatory society demands ne/ roles o citi>ens and /or@ers, more sohisticated sohisticated and diersied, in the same /ay that
re3uires alternatie /ays o orani>ation and manaement in collaboration and /or@ e3uiment, as /ell as roosals caable o assumin that the real strenth strenth is in the miA o s@ills and dierse @no/lede /hich reail are.
&ducation is the @ey to this transormation throuh the ormation o eole actie selCcondent, curious, enterrisin and innoatie, desirin to articiate in the society to /hich they belon, create alue indiidually and collectiely, can ta@e the alue o the balance bet/een e?ort and re/ard as their o/n. The educational educational system must both allo/ di?erent thins such as teachin learnin di?erently, in order to satisy to a e/ students, /ho hae been chanin /ith society.
6onitie abilities, bein essential, are not enouhK +t is necessary to ac3uire rom an early ae s@ills, such as critical thin@in, diersity manaement, creatiity or the ability to communicate, and @ey attitudes as indiidual condence, enthusiasm, enthusiasm, erseerance and the accetance o chane. +nitial education is becomin more decisie because b ecause today the learnin rocess is not comleted in the education system, but it is ro8ected throuhout the lie o the erson.
Ie need to oster conditions that allo/ aroriate methodoloical chane, so that the student is an actie element in the learnin rocess. 6urrent
students hae chaned radically in relation relation to the o a eneration ao. %lobali>ation %lobali>ation and the imact o ne/ technoloies ma@e di?erent its /ay to learn, communicate, ocus or aroach a tas@.
+t is necessary to enerate the belie that the educational system in a transarent and e3uitable re/ard erormance that is achieed in the educational ob8ecties, ob8ecties, and esecially esecially that reconi>es their contribution to imroin the enironment.
*irtually all deeloed countries are currently, or hae been ound in recent years, immersed in rocesses o transormation o their education systems. Social transormations inherent in a lobal, oen and interconnected /orld, li@e this one in /hich /e lie, hae to thin@ to the
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di?erent countries about the need or reulatory and rorammatic chanes o reater or lesser imortance to adat their education systems to the ne/ demands.
(t &uroean leel /e can cite to -inland, S/eden, %ermany, (ustria, -rance, +taly, Denmar@, "oland, unary and nited 7indom as eAamles o countries /hose education systems are in reie/. Outside the &uroean Bra>il, Sinaore, 4aan, 6hina ShanhaiF, 6anada OntarioF, 'eublic o 7orea and the .S. are also immersed in rocesses o imroin education, /ith reulatory and lannin in the medium and lon term chanes.
6omletion o an eAansie economic cycle and its ineitable budetary conse3uences cannot be an alibi to aoid the necessary reorms in our educational system. The cost o not assume these resonsibilities /ould not be other than the see increase social eAclusion and deterioration o
cometitieness.
Since the transition to democracy, Sain has achieed rates o almost 1L rom ! years schoolin and has deeloed the necessary tools to ensure minimum education leels to coer the basic needs o the students and ensure, or all educational institutions, minimum leels o 3uality throuh the establishment o criteria o uniormity. Ie must thus be considered as an achieement o the ast e/ decades the uniersali>ation o education, as /ell as inclusie education.
Di?erences bet/een uils o a heart and bet/een the arious centres indicate that /e hae a more homoeneous than aerae educational system, /hich translates into an e3uity indeA hiher than the O&6D aerae.
o/eer, the current system does not allo/ to roress to/ards an imroement o the 3uality o education, as they hihliht the results obtained by uils in the international assessment tests such as "+S( "roramme or +nternational Student (ssessmentF, the hih rates o early abandonment o education and trainin, and the small number o students reachin eAcellence. The ob8ectiity o international comaratie studies, reJectin the stanation o the system, at least lead to the conclusion that it is necessary a reorm o the educational system that Jee rom the ideoloical
debates that hae hindered roress in recent years. ( sensible, ractical, reorm allo/in to deelo to the ullest the otential o each student is necessary.
The results o 211, disseminated by &'OST(T Statistical Ofce o the &uroean 6ommunitiesF relatin to the education o the &uroe 22 stratey indicators, are clearly educational nelect early as one o the /ea@nesses o the educational system Sanish, by lacin the rate o abandonment by 2.5L in 211, /ith a tendency to decline but ar a/ay rom the current aerae &uroean alue 1!.5LF and the 1L taret set or 22.
On the other hand, the "+S( 29 reort yields results or Sain that hihlihts the insufcient leel obtained in readin comrehension, mathematical cometence and scientic cometition, ar rom the aerae o the O&6D countries.
The &uroean nion stratey or smart, sustainable and inclusie ro/th has established or the ori>on 22 e ambitious oals in the eld o emloyment, innoation, education, social interation, as /ell as climate and enery and has 3uantied the educational ob8ecties /hich is to et the &uroean nion to imroe the leels o education. +n 22, the &uroean nion must reduce droout to less than 1L and, at a minimum, at
least ML o the oulation aed bet/een ! and !M years must hae comleted e3uialent or hiher studies.
(ccordin to the &uroean Disability Stratey 21C 22, adoted in 21 by the &uroean 6ommission, this imroement in the leels o education should contact also to ersons /ith disabilities, /ho be them uarantee inclusie education and a trainin and 3uality /ithin the rame/or@ youth on the moe initiatie, ut or/ard by the &uroean stratey or ro/th
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+ntellient. To this end, /ill ta@e as a uidin rame/or@ and necessary reerence the +nternational 6onention on the rihts o ersons /ith disabilities, adoted by the nited Nations in December 2, eAistin and ully alicable in Sain since ;ay 2$.
To address the reduction o school droCouts, is to increase the ercentae o youn eole /ho comlete the educational leel o uer secondary education, leel ! cinema classication international standard o the education o the o the nited Nations or education, science and culture, N&S6OF. The achieement o this leel o education has become a @ey issue o the education and trainin systems in deeloed countries, and is also collected in the ro8ect o indicators o the education o the Orani>ation or cooeration economic and deeloment O&6DF, /hich stresses the need that youn eole comlete minimum leel ! cinema or their incororation into the labour mar@et /ith sufcient uarantees.
The normatie techni3ue chosen, loc@in o the oranic la/ o education )O&F, resonds to the recommendations o the O&6D based on best ractices o countries /ith educational systems /ith better results, in /hich reorms are raised steadily on a rame/or@ o oerall stability as inade3uacies are detected or ne/ needs arise. The roosal o the oranic la/ or the imroement o educational 3uality )O;6&F arises rom the need to resond to concrete roblems o our educational system /ho
are assumin a dra on social e3uity and cometitieness o the country, iin riority to the achieement o a rame/or@ o stability and aoidin eAtraordinary situations such as those eAerienced in our educational system in recent years.
The roosed chanes in our educational system by the )O;6& are based on eidence. The reorm aims to address the main roblems detected in the Sanish educational system on the oundations roided by the ob8ectie results reJected in eriodic assessments o &uroean and international bodies.
+nternational studies hae sho/n that those countries that hae relatiely raidly imroed the 3uality o their educational systems hae imlemented measures related to simlication o the curriculum and the reinorcement o instrumental @no/lede, JeAibili>ation o tra8ectories so that students can choose the most aroriate to their abilities and asirations, the deeloment o systems o eAternal ealuation 6ensus and consistent in timethe increase o the transarency o results, the romotion o reater autonomy and secialisation in educational institutions, the re3uirement or students, teachers and centres o accountability, yel incentie o the e?ort.
This reorm o the education system aims to be radualist and cautious based on the sense common and sustainable in time, as its success /ill be measured accordin to the ob8ectie imroement o the results o the students. This la/ is the result o a dialoue oen and sincere, see@in consensus, enriched /ith the contributions o the entire educational community.
*+
The reorm romoted by the )O;6& is suorted by eidence and collect best ractices comared. The main ob8ecties ursued by the reorm are early education reduce churn, imroe educational outcomes in accordance /ith international criteria, both in the comaratie rate o eAcellent students, as in the o raduates in comulsory secondary education, imroin emloyability, and stimulate the entrereneurial sirit o students. The rinciles on /hich the reorm iots are, undamentally, increasin the autonomy o the centres, the reinorcement o the caacity o the manaement o centres, endCoCstae eAternal ealuations, the rationali>ation o the educational o?er and JeAibili>ation o tra8ectories.
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The increase in the autonomy o the centres is a reiterated recommendation o the O&6D to imroe the results o them, necessarily lin@ed to the demand or reater transarency in accountability. Desite the ormal reiteration o the )O& on the imortance o autonomy, international sureys are still mar@in this actor as a decit o our system. +t is necessary that each centre has the ability to identiy /hat are its strenths and the needs o your enironment, to ta@e decisions on ho/ to imroe its methodoloical and educational o?er in this area, in direct relation, /here aroriate by their nature, /ith the stratey o educational administration. This resonsibility shall entail the re3uirement to demonstrate that ublic resources hae been used efciently and that hae led to a real imroement in the results. The autonomy o the centres is an
oen door to the attention to the diersity o the students, that maintains the cohesion and unity o the system and oens u ne/ ossibilities o cooeration bet/een the centres and net/or@in suort and shared learnin.
The reorm /ill also contribute to strenthenin the caacity o the manaement o the centres, iin directors, as reresentaties that are educational in the 6entral (dministration and resonsible or the educational ro8ect, the oortunity to eAercise reater leadershi teachin and manaement. On the other hand, the directie unction o/er throuh a system o rior certication or access to the ost o director, and sets a rotocol to accountable or the decisions made, actions o 3uality and the results o imlementin them. -e/ areas o the (dministration hae comleAity and si>e that has the net/or@ o ublic schoolsK bein a/are o its difculty and the e?ort inoled or their manaers, imroe their manaement is an inescaable challene or the system.
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&Aternal endCstae ealuations are one o the main innoations o the )O;6& /ith resect to the reious rame and one o the measures calls to imroe the 3uality o the education system in a more direct /ay. T/enty O&6D countries carry out their students eidence o this nature, and the
eidence suests that its imlementation has an imact o at least siAteen oints o imroement accordin to the criteria o "+S(.
These tests /ill hae a ormatie and dianostic character. On the one hand they should sere to ensure that all students reach the learnin leels aroriate or the normal deeloment o the ersonal and roessional lie as the intended title, and they must also allo/ uidin students in their school decision ma@in accordin to the @no/lede and s@ills that really hae. On the other hand, these tests normali>e the standards o 3ualications in all Sain, indicatin clearly the /hole o the education community /hat are the re3uired leels o re3uirements and introducin elements o certainty, ob8ectiity and comarability o results. +n addition, they roide arents, schools and educational administrations aluable inormation /ith a ie/ to uture decisions. The ob8ectie o this ealuation is the imroement o the learnin o the student, o the measures o manaement centres and the olicies o the administrations.
The transarency o the data should be chasin ater reortin on the alueCadded o centres in relation to the socioCeconomic circumstances o its enironment and, in articular, on the eolution o these.
Tests /ill be homoloous bias to /hich are carried
out at the international leel and, in articular, to the O&6D and ocus on the s@ills leel. (ccordin to the international standards, they must be careul in any case to be able to measure the results o the learnin rocess /ithout diminishin the desired autonomy o the centres, and should eAclude the ossibility o any @ind o trainin or its oercomin.
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"roosed assessments do not eAhaust the ossibilities o ealuation /ithin the system, /hile the educational administrations shall be resonsible or the decision on other ealuations.
The success o the roosed ealuations consist o ettin any student to nd an insurmountable barrier to them. &ach test is to o?er otions and ate/ays, so that anyone /ho /ants to continue learnin can be, under any circumstances, outside the system.
+
The rationali>ation o the educational o?er, reinorcin learnin core sub8ects contributin to the ac3uisition o @ey cometences or the academic deeloment o the students, at all staes is another basic ob8ectie o the reorm. 6urriculum reie/ that haens to the aroal o the oranic la/ must ta@e into account the learnin needs related to the raid social and economic chanes /e are eAeriencin. The simlication o curriculum deeloment is an essential element or the transormation o the educational system, simlication /hich, in accordance /ith the uidelines o the &uroean nion, should roide a solid @no/lede o the contents that /ill ensure e?ectieness in the ac3uisition o basic s@ills. This rocess o curriculum chane @eys are to romote a ision o interdiscilinary and, in articular, allo/ reater autonomy to the teachin unction, in such a /ay that it allo/s to satisy demands or reater customi>ation o education, ta@in into account the rincile o seciali>ation o the aculty.
'iidities o the system lead to the eAclusion o uils /hose eAectations are not adated to the established rame/or@. On the other hand, the ossibility o choosin bet/een di?erent tra8ectories uarantees an easier stay in the educational system and, conse3uently, reater ossibilities or their ersonal and roessional deeloment. ;ore JeAible aths, so that each student can deelo their ull otential, ocuses on the deeloment o rorammes or the imroement o learnin and erormance in the second and the third year o comulsory secondary education, basic roessional trainin, the anticiation o the routes to/ard hih school and ocational trainin, and the transormation o the current ourth course o comulsory secondary education in a undamentally rearatory course and /ith t/o distinct aths. This diersication /ill enable the student to receie a ersonali>ed attention so that it is aimed to/ard the educational ath that best suits their needs and asirations, /hich should aor its roression in the education system.
+t is a recurrin theme o the reorm remoin barriers to encourae the reali>ation, less than hih school uer staes, an increasinly clear re3uirement in the society in /hich /e lie, or /hat ne/ itineraries hae been raised and has been e3uied /ith hiher ermeability to the eAistin. The system, both ertical and hori>ontal ermeability, is one o the ma8or concerns o the
&uroean nion. Thus, la/ oen ate/ays bet/een all trainin aths and /ithin them, so that no decision o any student is irreersible. (ny student can ass alon their learnin rocess rom some areas to others accordin to his ocation, e?ort and lie eAectations, lin@in u /ith a lielon trainin needs.
NeAt to these rinciles, it is necessary to hihliht three areas on /hich the )O;6& ma@es secial emhasis /ith a ie/ to the transormation o the educational system: the inormation technoloy and communication, romotion o multilinualism, and the moderni>ation o ocational trainin.
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+
Technoloy has historically ormed education and still shain it. "ersonali>ed learnin and its uniersali>ation as challenes o the educational transormation, as /ell as the satisaction o learnin in nonCconitie s@ills, the ac3uisition o attitudes and learnin by doin, re3uire the intensie use o technoloies. 6onnect /ith the habits and eAeriences o ne/ enerations re3uires an inCdeth reie/ o the notion o classroom and educational, sinle sace as ossible rom a readin o the educational unction o ne/ technoloies.
+ncororatin enerali>ed to the educational system o the inormation technoloy and communication +6TF, /hich /ill ta@e into account the rinciles o desin or all and uniersal accessibility, /ill allo/ to customi>e education and adat it to the needs and to the ace o each student. On the one hand, it /ill sere or reinorcement and suort in cases o oor erormance and, secondly, /ill enable to eAand /ithout limitations the @no/lede transmitted in the classroom. Students /ith motiation can thus access, accordin to their caacity, educational resources that already o?er many national and international institutions at leels. The technoloies o inormation and communication /ill be a critical iece o the methodoloical chane that /ill lead to achiein the ob8ectie o imroin the 3uality o education. +n addition, the orderly and resonsible
use o these ne/ technoloies by students must be resent throuhout the educational system. The technoloies o inormation and communication /ill also be a @ey tool in the trainin o teachers and in the trainin o citi>ens throuhout lie, allo/in them to combine trainin /ith /or@ or ersonal obliations, and also /ill be in the manaement o the rocesses.
Once alued reious eAeriences, it is imeratie the model o diiti>ation o the school or /hich you ot to be economically sustainable, and that ocus on the creation o a diital ecosystem o national scoe that allo/s the normal deeloment o the otions o each education administration.
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The domain o a second or een a third orein lanuae has become a riority in education as a result o the rocess o lobali>ation in /hich /e lie, /hile sho/n as one o the ma8or shortcomins o our educational system. The &uroean nion sets the romotion o multilinualism as an essential ob8ectie or the construction o a &uroean ro8ect. The la/ stronly suorts multilinualism, stein u e?orts to et students to erorm is at least in a rst orein lanuae, /hose leel o listenin and readin comrehension and oral and /ritten eAression is decisie to oster emloyability and roessional ambitions, and thereore stronly
adocates the curricular incororation o a second orein lanuae Juently.
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The main di?erence o the Sanish educational system /ith the o our enironment is articularly lo/ number o students assin by our roessional trainin. This situation ineitably a?ects the emloyability and cometitieness o our economy, limitin ital otions o many youn eole. 'eitali>e the arenticeshi otion as an otion in accordance /ith the /ill o a ersonal deeloment and also its ermeability /ith the rest o the system is a strateic ob8ectie o this la/. To reach it is roosed moderni>ation o the o?er, its adatation to the re3uirements o the di?erent roductie sectors, the inolement o the comanies in the learnin rocess, /ith the imortant noelty o dual ocational trainin, and the search or an aroach to the models o the neihbourin countries /ith much lo/er leels o youth unemloyment. 6reates a
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ne/ title o basic ocational trainin is JeAible access routes rom basic ocational trainin to the medium leel and rom this to/ards the to rade, riority is ien to the contribution to the eAansion o the cometencies in basic ocational trainin and hal deree, dual ocational trainin is reulated and it is comlemented by electie sub8ects aimed at to rade cycles and the transit to/ard other teachins.
+*
The recommendation 22F 12 o the 6ommittee o ;inisters o the 6ouncil o &uroe to ;ember States on education or democratic citi>enshi, on October 1, 22, States that education or democratic citi>enshi is essential to romote a ree, tolerant and 8ust society and contributin to deend the alues and rinciles o reedom, luralismhuman rihts and the rule o la/, /hich are the oundations
o democracy.
One o the rinciles /hich insired the Sanish educational system is the transmission and imlementation o alues that romote ersonal reedom, resonsibility, democratic citi>enshi, solidarity, tolerance, e3uality, resect and 8ustice, and that they hel to oercome any @ind o discrimination. (lso roided as end to /hich ocuses the system educational Sanish rearin or the eAercise o citi>enshi and actie articiation in economic lie, social and cultural, /ith critical and resonsible attitude and adatability to chanin situations o the @no/lede society.
This la/ considers it essential rearation or actie citi>enshi and the ac3uisition o cometences social and ciic, collected on the recommendation o the &uroean "arliament and o the 6ouncil o 1$ December 2 on @ey cometences or lielon learnin. +n the conteAt o the methodoloical chane adocated by this oranic la/ this need is addressed across to incororate ciic and constitutional education into all sub8ects durin basic education, so that social and ciic s@ills should be included in the daily dynamics o the teachin and learnin rocesses and enhance that /aythrouh a 8oint aroach, the ossibility o transer and its uidin character.
*
The transormation o the educational system is the result o a sustained e?ort and constant educational reorm e?ort that is only ossible /ith the ermanent and resectul collaboration o all sta@eholders. +n articular, it /ill be imortant to romote a sincere cooeration bet/een the educational administrations enablin sharin o best ractices o the system and imroe territorial cohesion. +n addition, this la/ /ill ac3uire ull meanin to the deeloment o a uture la/ on the teachin unction.
Sinle article. ;odication o the oranic la/ 202 o ! may, education.
The oranic la/ 202, o ! may, education, is modied as ollo/s:
One. ;odies the /ordin o ararahs bF, @F and 1F and added ne/ ararahs h bisF and 3F to article 1 in the ollo/in terms:
GbF e3uity, to ensure e3ual oortunities or the ull deeloment o the ersonality throuh education, inclusie education, e3uality o rihts and
oortunities that hel to oercome any discrimination and uniersal accessibility to education, and actin as comensator element o ersonal, cultural, economic and social ine3ualities /ith secial attention to that arisin rom any tye o disability.
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h bisF the reconition o the role that corresonds to the arents and leal uardians as resonsible or the education o their children rst.
@F education or conJict reention and the eaceul resolution o the same, as /ell as or nonC
iolence in all areas o ersonal, amily and social lie o the bullyin secial yen.
1F deeloment, in the school, the alues that romote the e?ectie e3uality bet/een men and /omen, as /ell as the reention o enderCbased iolence.
3F the reedom o education, /hich reconi>es the riht o the arents and leal uardians to choose the tye o education and the 6enter or children, /ithin the rame/or@ o the constitutional rinciles.
T/o. (dded a ne/ article 2 bis /ith the ollo/in /ordin:
G(rticle 2 bis.H Sanish education system.
1. or the uroses o this la/, Sanish educational system means the set o administrations education, roessional education and other aents, ublic and riate, that erorm unctions o reulation, nancin or roision o serices or the eAercise o the riht to education in Sain, and the o/ners o this riht, as /ell as the set o relationsstructures, measures and actions that are imlemented to
roide it.
2. the educational administrations are the bodies o the %eneral State administration and the administrations o the autonomous communities cometent in educational matters.
!. or the achieement o the uroses secied in article 2, the Sanish educational system /ill eature, amon others, /ith the ollo/in instruments:
aF the 6ouncil School o the State, as an oran o articiation o the educational community in eneral rorammin education and adice to the %oernment.
bF the sectoral 6onerence o education, as an oran o cooeration bet/een the State and the autonomous communities.
eF sectoral tables o neotiation o ublic education and concerted education that constitute.
&ducational inormation system dFF.
eFF the State system o scholarshis and rants to study, as a uarantee o e3uality o oortunity in access to education.
M. the unctionin o the Sanish educational system is oerned by the rinciles o 3uality, cooeration, airness, reedom o education, merit, e3uality o oortunities, nonCdiscrimination, efciency in the allocation o ublic resources, transarency and accountability.
!. ( ne/ ararah 1 shall be added to article !, /ith the ollo/in /ordin:
G1 cycles o basic ocational trainin shall o?er comulsory and ree o chare.H
-our. The title o chater +++ o the reliminary title and article are /ritten in the ollo/in /ay:
G6hater +++
6urriculum and distribution o o/ers article . 6urriculum.
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1. or the uroses o the roisions o this oranic la/, the reulation o the elements that determine the rocesses o teachin and learnin or each o the teachins means curriculum.
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2. the curriculum /ill comrise the ollo/in elements:
aF the ob8ecties o each teachin and educational stae.
bF cometencies or caacities to aly the contents o each teachin and educational stae, in order to achiee the aroriate actiities and the e?ectie resolution o comleA roblems in an interated /ay. eF the contents, or sets o @no/lede, abilities, s@ills and
attitudes that contribute to the achieement o the ob8ecties o each teachin and educational stae and the ac3uisition o s@ills.
The contents are arraned in sub8ects that classied as sub8ects, areas, areas and modules accordin to the teachins, the educational staes or rorams inolin students.
dF the teachin methodoloy, /hich comrises both the descrition o teachin ractices and the Orani>ation o the /or@ o teachers.
eF standards and measurable learnin outcomes.
F the criteria or ealuation o the leel o ac3uisition o s@ills and the achieement o the ob8ecties o each teachin and educational stae.H
5. (dded a ne/ article bis, in chater +++ o the reliminary title, /ith the ollo/in /ordin:
G(rticle bis.H Distribution o o/ers. 1 corresonds to the %oernment:
aF the eneral manaement o the education system.
bF the reulation o the conditions o collection, deliery and aroal o academic and roessional titles and the basic rules or the deeloment o article 2# o the 6onstitution, in order to ensure the ullment o the obliations o the ublic authorities in this matter.
eF the eneral rorammin o the teachin, in the terms laid do/n in articles 2# et se3. o the Oranic (ct $019$5 o ! 4uly, reulatin the riht to education.
dF the hih insection and other o/ers /hich, in accordance /ith article 1M9.1.!. a o the 6onstitution, corresond to ensure the ullment o the obliations o the ublic authorities.
eF the desin o the core curriculum, in relation to ob8ecties, s@ills, content, ealuation criteria, standards and o learnin outcomes that are measurable, in order to ensure a common trainin and ofcial character and alidity throuhout the national 3ualications to that reerred to in this la/.
2. in rimary education, secondary education and baccalaureate, sub8ects /ill be roued in three bloc@s, core sub8ects, secic sub8ects and reional reeCelectie sub8ects, on /hich educational authorities and educational institutions carried out its unctions in the ollo/in /ay:
aF it /ill be u to the %oernment:
1. determine the common content, assessable learnin standards and the minimum bloc@ o stem sub8ects lesson time.
2. P determine assessable learnin standards relatin to the contents o the bloc@ o secic
sub8ects.
!. P determine the criteria o ealuation o the achieement o the ob8ecties o teachin and educational staes and the deree o the corresondin s@ills, as /ell as the %eneral characteristics o the tests, in relation to the nal ealuation o rimary education.
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bF it shall be or the ;inistry o education, culture and sort, nal ealuations o comulsory secondary education and hih school:
1. determine the criteria o ealuation o the achieement o the ob8ecties o teachin and educational staes and the deree o the corresondin s@ills, in relation to the contents o the bloc@s o core and secic sub8ects.
2. P determine the characteristics o the tests.
!. P Desin tests and establish its content or each call.
eF inside o the reulation and limits established by the %oernment, throuh the ;inistry o education, culture and sort, in accordance /ith the reious ararahs, the educational administrations shall:
1. P comlement the contents o the bloc@ o stem sub8ects.
2. P establish the contents o the secic sub8ects and electie reional bloc@s.
!rd. ma@e recommendations o teachin methods
or educational institutions /ithin its cometence.
M. P set the maAimum lesson time corresondin to the contents o the sub8ects o the bloc@ o stem sub8ects.
5. P set the time corresondin to the contents o the sub8ects o the secic sub8ects and electie reional bloc@s.
. P in relation to the ealuation durin the stae, comlement o ealuation criteria relatin to bloc@s o core and secic sub8ects, and establish criteria or the ealuation o the bloc@ o autonomous reeC electie sub8ects.
#. P assessable learnin standards relatin to the contents o the bloc@ o autonomous reeCelectie sub8ects.
dF inside o the reulation and limits established by the educational administrations in accordance /ith the reious ararahs, and accordin to the schedule o the educational o?er that set each educational administration, educational institutions can:
1. P comlement the contents o secic, core sub8ects and electie reional bloc@s and set its trainin o?er.
2nd. Desin and imlement o/n edaoical and didactic methods.
!. P determine the hourly load corresondin to the di?erent sub8ects.
eF the minimum lesson time corresondin to the sub8ects o stem sub8ects bloc@ /ill be set in lobal comutin or all rimary education, or the rst cycle o comulsory secondary education, or the ourth year o comulsory secondary education, and or each o the hih school courses, and shall not be less than 5L o the total o the school timetable set by each education administration as eneral. +n this comutation /ill not be ta@en into account ossible eAtensions o the schedule can be established on the eneral schedule.
!. or the second cycle o early childhood education, roessional art lessons, the teachin o lanuaes and sorts lessons, the %oernment /ill set the ob8ecties, cometences, content and criteria o ealuation o the core curriculum, /hich /ill re3uire
the 55 er 1 o the school schedules or the autonomous communities that hae coCofcial lanuae and 5 er cent or those /ho do not hae it.
M. /ith resect to ocational trainin, the %oernment /ill set the ob8ecties, cometences, content, learnin outcomes and criteria o ealuation o the core curriculum. The contents o the core curriculum /ill re3uire 55 er 1 hours or the autonomous communities that hae coCofcial lanuae and 5 er cent or those /ho do not hae it.
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5. the educational administrations shall romote enhance the autonomy o the centres, /ill ealuate its results and aly aroriate lans o action.
Schools /ill deelo and /ill comlement, /here aroriate, the curriculum o the di?erent staes and cycles in use o their autonomy, as set out in chater ++ o title * o this la/.
titles corresondin to the teachins reulated by this la/ /ill be aroed by the State and issued by the educational administrations under the conditions roided or in the leislation and the basic and secic rules /hich, in e?ect, handed do/n.
#. /ithin the rame/or@ o international cooeration in the eld o education, the %oernment, in accordance /ith the roisions o this article, may establish miAed curriculum o teachins o the Sanish education system and other systems educational, conducie to the resectie titles.H
. ( ne/ ararah ! shall be added to article 9, /ith the ollo/in /ordin:
G!. in territorial cooeration rorammes be ta@en into account, as a criterion or the territorial distribution o economic resources, the uni3ueness o these rorams in terms eared to romotin e3ual oortunities. (n adantae esecially the henomenon o the deoulation o a territory, as /ell as the eorahical disersion o the oulation, the insularity and needs resentin the schoolin o students o rural areas.
#. (mendin ararah 2 o article 1, /ith the ollo/in /ordin:
G2. the urose o rimary education is to acilitate the students learnin o eAression and oral comrehension, readin, /ritin, calculation, the ac3uisition o basic @no/lede o the culture, and the habit o coeAistence as /ell as those o study and /or@, artistic sense, creatiity and a?ection, in order to ensure a /ellCrounded education that contributes to the ull deeloment o the ersonality o the students and to reare them to use the comulsory secondary education.H
$. "ararahs b amendinF, hF and 8F o article 1#, /hich haens to hae the ollo/in /ordin:
GbF deelo habits o indiidual /or@ and team e?ort and resonsibility in the study, as /ell as
attitudes o condence in itsel, meanin critical, ersonal initiatie, curiosity, interest and creatiity in learnin, and entrereneurshi.
hF to @no/ the undamental asects o the nature o science, social sciences, eorahy, history and culture.
8F use di?erent reresentations and artistic eAressions and started the construction o *isual and audioisual roosals.
9. (rticle 1$ is /orded in the ollo/in /ay:
G1. the stae o rimary education comrises siA courses and is orani>ed in areas that /ill hae a lobal character and inclusie.H
2. students should ursue the ollo/in areas o the bloc@ o sub8ects stem in each o the courses:
aF natural sciences.
bF Social SciencesF.
eF Sanish lanuae and literature.
dF mathematics.
eF rst orein lanuae.
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!. students should ursue the ollo/in areas o the
bloc@ o sub8ects secic in each o the courses:
aF hysical education.
bF reliion, or social and ciic alues at the choice o the arents, mothers or uardians.
eF deendin on ad8ustment and rorammin o the o?erins that set each educational administration and, /here aroriate, the suly o educational institutions, at least one o the ollo/in areas o the bloc@ o secic sub8ects:
1. arts education.
2. second orein lanuae.
!. reliion, only i arents, mothers or uardians hae not chosen in the election reerred to in !.bF.
M. alues social and ciic, only i arents, mothers or uardians hae not chosen in the election reerred to in !.bF.
M. students must study area coCofcial lanuae and literature in the bloc@ o reeCelectie sub8ects autonomous in those autonomous communities that ossess the coCofcial lanuae, althouh they may be eAemt rom study or be assessed in that area the conditions laid do/n in the corresondin reional reulations. The area coCofcial lanuae and literature /ill receie a treatment analoous to the area o the 6astilian lanuae and literature.
+n addition, students may ursue any area in the bloc@ o sub8ects ree autonomic conuration, accordin to the reulation and the rorammin o the o?erins that set each educational administration and, /here aroriate, the suly o educational institutions, /hich may be the bloc@ o secic sub8ects that are not comleted, deeenin or strenthenin o core areas, or areas to be determined.
5. on the set o the stae, tutorial action /ill uide indiidual and collectie educational rocess o students.
. /ithout re8udice to its secic treatment in some o the areas o the stae, readin comrehension, oral and /ritten eAression, the media, the inormation technoloy and communication,
entrereneurshi and ciic and constitutional education is they /ill /or@ in all areas.
1. "ararah 2 o article 19 shall be deleted.
&leen. (dded a ararah M to article 19 /ith the ollo/in /ordin:
GM. the 6astilian or the coCofcial lanuae only shall be used as a suort in the rocess o orein lanuae learnin. 6omrehension and oral eAression riority /ill be ien.
&asin measures and methodoloical alternaties in teachin and ealuation o orein lanuae or students /ith disabilities, esecially or one that resents difculties in its oral eAression /ill be established. These adatations in no case shall be ta@en into account or lo/er the rades obtained.H
12. (rticle 2 is dra/n u in the ollo/in /ay: Garticle 2. &aluation durin the stae.
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1. the ealuation o the learnin rocesses o students /ill be continuous and comrehensie and /ill ta@e into account your roress in all areas.
The most suitable measures /ill be established so that conditions o the assessments are adated to the needs o students /ith secial educational needs.
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2. the student /ill enter the course or neAt stae /heneer deemed that it has achieed the ob8ecties and has reached the leel o the corresondin s@ills. + not, it may be reeated only once durin the stae, /ith a secic lan o reinorcement or recoery. +t esecially attend
indiiduali>ed ealuation results at the end o the third year o rimary education and end o rimary education.
! educational institutions /ill conduct an indiiduali>ed assessment to all students at the end o the third year o rimary education, as they hae the educational administrations, in /hich /ill chec@ is the deree o mastery o the s@ills, caabilities and s@ills in oral and /ritten comrehension, eAression and resolution o roblems relatin to the deree o ac3uisition o cometence in linuistic communication, calculation and mathematical cometition. This ealuation be unaorable, teachin sta? must ta@e the most aroriate ordinary or eAtraordinary measures.
M secial attention /ill receie durin the ersonali>ed attention o students, early dianoses and the establishment o mechanisms or strenthenin to achiee school success.
5. in those autonomous communities that ossess, alon /ith Sanish, other ofcial lanuae accordin to its statutes, the students may be eAemt rom the assessment o the coCofcial lanuae and literature area accordin to the corresondin reional leislation.H
1!. (rticle 21 is /orded as ollo/s: Garticle 21. -inal ealuation o rimary education.
1. at the end o the siAth year o rimary education, there /ill be an assessment o indiidual uils and students, in /hich /ill chec@ is the deree o ac3uisition o cometence in linuistic communication, mathematical cometence and basic cometences in science and technoloy, as /ell as the achieement o the ob8ecties o the stae.
2. the %oernment, ater consultation /ith the autonomous communities, /ill establish the ealuation criteria and the %eneral characteristics o the tests or all the system educational Sanish to ensure criteria and ealuation characteristics common to the entire territory.
!. the results o the assessment /ill be eAressed in leels. The leel obtained by each student shall be recorded in a reort, /hich /ill be deliered to the arents, mothers or uardians and that shall be inormatie and uidance or schools in /hich students hae comleted the siAth year o rimary education and or those that ursue the ollo/in school year, as /ell as or teachin teamsarents, mothers or uardians and uils and students.
The educational administrations may establish secic lans o imroement in those ublic centres /hose results are less than alues /hich, to this end, are established.
+n relation to the centers reached it /ill be to the reulations o the corresondin concert.H
-ourteen. (dded an article 2! bis /ith the ollo/in /ordin: Garticle 2! bis.H 6omulsory secondary education cycles.
The stae o comulsory secondary education is orani>ed in materials and comrises t/o cycles, the rst o three school years and the second one.
The second cycle or ourth year o comulsory secondary education /ill be mainly rearatory.H
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15. (rticle 2M is /orded in the ollo/in /ay:
G(rticle 2M. Orani>ation o the rst cycle o comulsory secondary education.
1. students should ursue the ollo/in eneral matters rst and second bloc@ o stem sub8ects in courses:
aF bioloy and eoloy in the rst course.
bF "hysics and chemistry in second year.
eF eorahy and history in both courses.
dF Sanish lanuae and literature in both courses.
eF mathematics at both courses.
F rst orein lanuae in both courses.
2. students should ursue the ollo/in eneral matters o stem sub8ects durin the third bloc@:
aF bioloy and eoloy.
bF "hysics and chemistry.
eF eorahy and history.
dF Sanish lanuae and literature.
eF rst orein lanuae.
!. as a matter o choice, in the bloc@ o stem sub8ects must ursue, /ell math oriented to academic studies, or mathCoriented alied lessons, choice o arents, mothers or uardians or, /here aroriate, o the students.
M. students must ta@e the ollo/in bloc@ o sub8ects secic areas in each o the courses:
aF hysical education.
bF reliion or ethical alues, at the choice o the arents, mothers or uardians or, /here aroriate, o the student.
eF deendin on the reulation and the rorammin o educational oortunities that set each educational administration and, /here aroriate, the suly o educational institutions, a minimum o one and maAimum o our o the ollo/in bloc@ o secic sub8ects areas, /hich may be di?erent or each o the courses:
1. classical culture.
2. lastic, *isual and (udioisual education.
!. +ntroduction to the business and entrereneurial actiity.
M. music.
5. second orein lanuae.
. technoloy.
#. reliion, only i arents, mothers or leal or, /here aroriate, the student or student uardians hae not chosen the choice indicated in ararah M.bF. $. alues ethical, only i arents, mothers or leal or, /here aroriate, the student or student uardians hae not chosen the choice indicated in ararah M.bF.
5. students should study matter coCofcial lanuae and literature o the bloc@ o reeCelectie sub8ects autonomous in those autonomous communities that ossess the coCofcial lanuae, althouh they may
be eAemt rom study or be ealuated this matter under the conditions laid do/n in the corresondin reional reulations. ;atter coCofcial lanuae and literature /ill receie a treatment analoous to the o the 6astilian lanuae and literature matter.
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+n addition, accordin to reulation and the rorammin o the o?erins that set each educational administration and, /here aroriate, the suly o educational institutions, students may ursue any matter more in the bloc@ o autonomic reeCelectie sub8ects, /hich may be the bloc@ o secic sub8ects not studied materials, or materials to determine. These matters o reional reeC electie sub8ects bloc@ may be di?erent in each o
the courses.
. /ithout re8udice to its secic treatment in some materials cycle, readin comrehension, oral and /ritten eAression, the media, the inormation technoloy and communication, entrereneurshi and ciic and constitutional education /ill /or@ in all sub8ects.
#. /ith the aim o acilitatin the moement o students bet/een rimary education and the rst year o comulsory secondary education, educational authorities and, /here aroriate, educational institutions, may rou toether the rst course materials in areas o @no/lede.
SiAteen. (rticle 25 is dra/n u in the ollo/in /ay:
G(rticle 25. Orani>ation o ourth year o comulsory secondary education.
1. the arents, mothers or uardians leal or, /here aroriate, uils and students may choose to ursue the ourth year o comulsory secondary education by one o the ollo/in t/o otions:
aF choice o academic lessons or initiation to the hih school.
bF choice o teachin alied or initiation to roessional trainin.
-or these uroses, shall not be bindin otions studied in third year o comulsory secondary education.
2. in the choice o academic studies, students must ta@e the ollo/in eneral core sub8ects bloc@ matters:
aF eorahy and history.
bF Sanish lanuae and literature.
eF academic teachinsCoriented mathematics. -irst orein lanuae dFF.
! deendin on the reulation and rorammin o
the o?erins that set each educational administration and, i necessary, centers o?er teachers, uils and students must ta@e at least t/o courses rom amon the ollo/in sub8ects o stem sub8ects bloc@ otion:
1. bioloy and eoloy.
2. economy.
!. hysics and chemistry.
M. latin.
M. in the choice o teachin alied, students must ta@e the ollo/in eneral core sub8ects bloc@ sub8ects:
aF eorahy and history.
bF Sanish lanuae and literature.
eF the alied teachinCoriented mathematics. -irst orein lanuae dFF.
5 deendin on the reulation and rorammin o the o?erins that set each educational administration and, i necessary, centers o?er teachers, uils and students must ta@e at least t/o courses rom amon the ollo/in sub8ects o stem sub8ects bloc@ otion:
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1. Sciences alied to the roessional actiity.
2. +ntroduction to the business and entrereneurial actiity.
!. technoloy.
. students must ta@e the ollo/in bloc@ o secic sub8ects areas:
aF hysical education.
bF reliion or ethical alues, at the choice o the arents, mothers or uardians or in its case or the student.
eF deendin on ad8ustment and rorammin o the o?erins that set each educational administration and educational institutions o?erin aroriate, a minimum o one and maAimum o our courses rom the ollo/in sub8ects secic to bloc@:
1. erormin arts and dance.
2. scientic culture.
!. classical culture.
M. lastic, *isual and (udioisual education.
5. hilosohy.
. music.
#.Csecond orein lanuae.
$. inormation and communication technoloies.
9. reliion, only i arents, mothers or uardians leal or i the student does not hae chosen the choice indicated in ararah .bF. 1. alues ethical, only i arents, mothers or uardians leal or i the student does not hae chosen the choice indicated in ararah .bF. 11. a matter o stem sub8ects bloc@ not issued by the student.
#. students must study matter coCofcial lanuae and literature in the bloc@ o reeCelectie sub8ects autonomous in those autonomous communities that ossess the coCofcial lanuae, althouh they may be eAemt rom study or be ealuated this matter under the conditions laid do/n in the corresondin reional reulations. ;atter coCofcial lanuae and literature /ill receie a treatment analoous to the o the 6astilian lanuae and literature matter.
+n addition, accordin to reulation and the educational oortunities roided or each educational administration and rorammin in their case centers o?er teachers, uils and students may ursue any matter more in the bloc@ o autonomic reeCelectie sub8ects, /hich may be sub8ects o the bloc@ o secic sub8ects not comleted, materials or eAansion o the contents o any o the materials o the bloc@s o stem or secic sub8ects, or matters to be determined.
$. /ithout re8udice to its secic treatment in some o the sub8ects o this course, readin comrehension, oral and /ritten eAression, the media, the inormation technoloy and communication, entrereneurshi and ciic and constitutional education /ill /or@ in all sub8ects.
9. administrations, administrations, educational and, in his case, the centres may elaborate itineraries to uide students in the choice o the core sub8ects o choice.
1 students must achiee the ob8ecties o the stae to reach the leel o the corresondin s@ills by the alied teachin both the otion o academic studies.H
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Seenteen. ( ararah shall be added to article 2 /ith the ollo/in /ordin:
. in the rocess o learnin lanuae orein, 6astilian or the coCofcial lanuae only /ill be used as suort. Ie rioriti>e the comrehension and oral eAression.
&asin measures and methodoloical alternaties in teachin and ealuation o orein lanuae or students /ith disabilities, esecially esecially or one that resents difculties in its oral eAression /ill be established. established. These adatations adatations in no case shall be ta@en into account or lo/er the rades obtained.H
&ihteen. (rticle 2# is dra/n u in the ollo/in /ay: Garticle 2#. The learnin and erormance imroement rorams.
1. the %oernment shall dene the basic conditions to establish the re3uirements o rorams o imroin learnin and erormance that /ill ta@e lace startin rom 2. course o comulsory secondary education.
+n this case, a secic methodoloy throuh throuh an orani>ation orani>ation o content, actiities, ractical and, /here aroriate, o materials di?erent rom the established established a eneral rule, in order that students can ursue the ourth course by ordinary means and obtain the title o raduated in obliatory secondary
education /ill be used.
2. the teachin sta? may roose to athers, mothers or leal uardians the addition to a roramme o imroement o the learnin and the erormance o those students /ho hae reeated at least one course at any stae, and that once comleted the rst year o comulsory secondary education are not able to romote to the second course, or that once comleted second year are not in a osition to romote the third. "roram /ill be deeloed alon second and third courses in the rst case, or only on the third course in the second eent.
Students and students /ho are not in a osition to romote the ourth course, hain comleted the third year o comulsory secondary education, may eAcetionally is a roram o learnin and erormance imroement to reeat third rade.
!. these rorams /ill be directed reerably to those students /ho resent releant learnin difculties not attributable to lac@ o study and e?ort.
M. the educational administrations shall ensure students /ith disabilities /ho articiate in these rorams the disosition o the resources /hich, as
a eneral rule, roision or the uils in the Sanish educational system.<
Nineteen. (rticle 2$ is dra/n u in the ollo/in ollo/in /ay: Garticle 2$. &aluation and romotion.
1. the ealuation o the learnin o students o comulsory secondary education rocess /ill be continuous, continuous, ormatie ormatie e inclusie.
The most suitable suitable measures measures /ill /ill be established established so that conditions o the assessments are adated to the needs o students /ith secial educational needs.
2. decisions on the romotion o students rom one course to another, /ithin the stae, /ill be ta@en orm colleiate by teachers o the student set resectie, resectie, attendin to the achieement achieement o the ob8ecties and the deree o the corresondin s@ills.
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Students be romoted o course /hen they hae comleted all the courses ta@en or hae neatie ealuation in t/o sub8ects at most, and reeated course /hen they hae neatie ealuation in three or more sub8ects, or in t/o sub8ects that are Sanish lanuae and literature and mathematics at the same time.
&Acetionally, the romotion o a student /ith neatie ealuation in three matters may be authori>ed /hen the ollo/in conditions occur toether:
aF that t/o o the materials /ith neatie ealuation are not simultaneously Sanish lanuae and literature, mathematics,
bF that the teachin team considers that the nature o the materials /ith neatie ealuation does not reent the student or student ollo/ successully the neAt course, /hich has aorable eAectations o recoery and that the romotion /ill benet their academic eolution,
eF and that aly to the student the educational care measures roosed in the uidance 6ouncil reers to /hich ararah # o this article.
;ay be also authorised by /ay o eAcetion the romotion o a student /ith neatie ealuation in t/o sub8ects that are Sanish lanuae and literature and mathematics at the same time /hen the teachin team deemed that the student can continue successully successully the neAt course, /hich has aorable eAectations o recoery and that the romotion romotion /ill benet their academic eolution, and roided that aly to the student educational care measures roosed in the uidance 6ouncil /hich reerred to ararah # o this article.
-or the uroses o this section, be comuted only materials that, at a minimum, the student must study in each o the bloc@s. +n addition, in relation relation to those students and students /ho hae coCofcial lanuae and literature, be comuted only a matter in the bloc@ o reeCelectie sub8ects autonomic, reardless that such students could study more
sub8ects o that bloc@. ;aterials /ith the same name in di?erent courses o comulsory secondary education shall be rearded as di?erent materials. ;atter coCofcial lanuae and literature literature /ill hae the same consideration that the 6astilian lanuae and literature matter in those autonomous communities communities that hae coCofcial lanuae.
!. /ith the aim o acilitate the recoery o materials /ith neatie ealuation to students, educational administrations /ill reulate conditions so that centres orani>e timely eAtraordinary testin conditions that determine.
M. those /ho romoted /ithout hain assed all the sub8ects must enroll no obsolete materials, continue to rorammes o reinorcement /hich established the teachin sta? and must not eAceed assessments corresondin to such rorammes o reinorcement. This circumstance shall be ta@en into account or the uroses o romotion romotion roided or in the recedi recedin n ararahs.
5. the student /ill reeat the same course only once and t/ice /ithin the stae. Ihen this second recurrence should occur in third or ourth year, /ill be eAtended one year the ae limit reerred to in ararah 2 o article M. &Acetionally, &Acetionally, a student may be reeated a second time in ourth year i it has not reeated in the reious courses o the stae.
. in any case, relays /ill be established so that curricular conditions are adated to the needs o the student and are oriented to the oercomin o the difculties identied.
#. in order to acilitate all students to achiee the ob8ecties and reach the riht deree o ac3uisition o releant s@ills, the educational administrations shall establish measures o
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educational reinorcement, /ith secial attention to the secic needs o educational suort. The custom imlementation o the measures /ill be reie/ed eriodically and, in any case, at the end o the academic year.
(t the end o each o the comulsory secondary education courses /ill be ien to arents, mothers or uardians o each student a uidin 6ouncil, /hich /ill include a reort on the deree o achieement o ob8ecties and corresondin s@ills ac3uisition, as /ell as a roosal to athers, mothers or leal uardians or, ithe student or student o the best route to ollo/, /hich may include the addition to a learnin and erormance imroement roram or a cycle o basic ocational trainin.
$. (ter comletin the rst cycle o comulsory secondary education, as /ell as once comleted second year /hen the student oes to incororate eAcetionally to a cycle o basic ocational trainin, /ill be deliered to the students a certicate o studies.
9. in those autonomous communities that ossess, alon /ith Sanish, other ofcial lanuae accordin to its statutes, the students may be eAemt rom the assessment o the coCofcial lanuae and literature material accordin to the corresondin reional reulations.H
2. (rticle 29 is dra/n u in the ollo/in /ay: Garticle 29. -inal ealuation o comulsory secondary education.
1. at the end o the ourth year, students and students conduct an indiiduali>ed assessment by the otion o academic studies or alied teachins, in /hich the achieement o the ob8ecties o the stae and the deree o the corresondin s@ills in relation to the ollo/in matters shall be chec@ed:
aF all eneral sub8ects in the bloc@ o stem sub8ects, eAcet or bioloy, eoloy and hysics and chemistry, /hich the student /ill be ealuated i you choose them bet/een the materials o choice, as indicated in the ollo/in ararah.
bF t/o o the sub8ects o choice in stem sub8ects, in ourth year bloc@.
eF a matter o bloc@ o secic sub8ects in any o the courses, /hich are not hysical education, 'eliion, or ethical alues.
2. the students /ill erorm the ealuation by either
o the t/o otions o academic teachin or teachins alied, irresectie o the otion ien in the ourth year o comulsory secondary education, or by both otions on the same occasion.
! may submit to this ealuation students and students /ho hae obtained ood assessment ositie in all matters, or else neatie in a maAimum o t/o materials roided that they are not at the same time Sanish lanuae and literature, and mathematics. To this e?ect, matter coCofcial lanuae and literature /ill hae the same consideration that the 6astilian lanuae and literature matter in those autonomous communities that hae coCofcial lanuae.
-or the uroses o this section, be comuted only materials that, at a minimum, the student must study in each o the bloc@s. +n addition, in relation to those students and students /ho hae coCofcial lanuae and literature, be comuted only a matter in the bloc@ o reeCelectie sub8ects autonomic, reardless that such students could study more sub8ects o that bloc@. ;aterials /ith the same name in di?erent courses o comulsory secondary education shall be rearded as di?erent materials.
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M. the ;inistry o education, culture and sort /ill establish or all the system educational Sanish ealuation criteria and characteristics o the tests, and /ill desin them and establish its content or each call.
5. the oercomin o this assessment /ill re3uire a score een hiher than 5 oints out o 1.
students and students /ho hae not assed ealuation by the chosen otion, or /ho /ish to raise their nal rade o comulsory secondary education, may reeat the ealuation in successie calls, on re3uest.
Students /ho hae comleted this ealuation by an otion may be submitted bac@ to ealuation by the other otion i they /ish, and not to eAceed rst call /ill reeat it in successie calls, on re3uest.
Ta@en into account the 3ualication, hiher than those obtained in the announcements that the student has assed.
(t least t/o annual conocations, one ordinary and other eAtraordinary held.H
T/entyCone. (rticle ! is /orded in the ollo/in /ay:
G(rticle !. "roosal or access to basic ocational trainin.
Teachin sta? may roose to athers, mothers or leal uardians, /here alicable throuh the uidin adice, the incororation o the student to a cycle o basic roessional trainin /hen the deree o the s@ills adise as /ell, roided that it meets the re3uirements set out in article M1.1 o this oranic la/.H
T/entyCt/o. (rticle !1 is /orded in the ollo/in /ay: Garticle !1. %raduate deree in secondary education.
1 obtain the title o raduated in obliatory secondary education /ill re3uire oercomin the nal ealuation, as /ell as a nal rade o that stae een more than 5 oints out o 1. The 3ualication end o education secondary comulsory is deducted rom the ollo/in /eihtin:
aF /ith a /eiht o #L, the aerae o numeric rades obtained in each o the sub8ects in comulsory secondary education.
bF /ith a /eiht o !L, the note obtained in the nal ealuation o comulsory secondary education. +n case that the student has assed ealuation by the t/o otions o nal ealuation, reerred to in article 29.1, or the nal rade shall be the hihest that obtained ta@in into account the obtained note in both otions.
2. the title o raduated in obliatory secondary education access ostobliatory teachins contained in section !.M o this oranic la/, in accordance /ith the re3uirements established or each teachin. !. in the title shall include the otion
or otions that /as carried out the nal ealuation, as /ell as the nal rade o secondary education.
Shall be recorded in the title, by Staecoach or anneA to the same, the ne/ nal rade o comulsory secondary education /hen the student /as brouht bac@ to ealuation by the same otion to raise your nal rade.
(lso shall be recorded, by Staecoach or anneA, oercome by the student or student o the nal ealuation by a di?erent otion /hich is already recorded in the title, in /hich case the nal rade /ill be the hihest o /hich are obtained ta@in into account the results o both otions.
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M. the boys and irls that hae comulsory secondary education and do not receie the title to /hich this article reers /ill receie an ofcial certication that /ill contain the number o comleted years, as /ell as the deree o achieement o the ob8ecties o the stae and the corresondin s@ills.
5. the educational administrations may roide ersonal attention measures aimed at students and students that hae been resented to the nal ealuation o comulsory secondary education hae not assed it.
/here to obtain the title o raduated in obliatory secondary education or the oercomin o the reulated test in ararah 2 o article $ o this la/, the nal rade o comulsory secondary education /ill be obtained in this test.
T/entyCthree. "ararahs 2 and M o article !2 shall be /ritten in the ollo/in /ay:
G2 hae access to studies o hih school students
/ho are raduated in obliatory secondary education deree and hae assed the nal assessment o comulsory secondary education by choice o academic studies.
M. students may remain enrolled hih school in ordinary reime or our years.H
T/entyCour. (rticle !M is dra/n u in the ollo/in /ay: Garticle !M. Orani>ation o secondary eneral education.
1. modalities o hih school that can o?er the educational administrations and, /here aroriate, educational institutions shall be as ollo/s:
aF science.
bF umanities and social sciences. eF arts.
2. in the rocess o learnin orein lanuae, 6astilian or the coCofcial lanuae only /ill be used as suort. Ie rioriti>e the comrehension and oral eAression.
&asin measures and methodoloical alternaties in teachin and ealuation o orein lanuae or students /ith disabilities, esecially or one that resents difculties in its oral eAression /ill be established. These adatations in no case shall be ta@en into account or lo/er the rades obtained.
G!. the %oernment, rior consultation to them communities autonomous, /ill reulate the reime o reconition recirocal bet/een them studies o hih school and them cycles trainin o rade hal o trainin roessional, them teachins o (rts lastic and desin o rade aerae, and them teachins sorts o rade hal, to can be dyed in has them studies oermatched, een /hen not is has reached the deree corresondin.H
T/entyCe. (dded a ne/ article !M bis, /hich is dra/n u in the ollo/in /ay:
G(rticle !M bis.H Orani>ation o the rst year o hih school.
1. in the cateory o Sciences, students must ta@e the
ollo/in eneral bloc@ stem sub8ects matters:
aF hilosohy.
bF Sanish lanuae and literature 1. eF mathematics 1.
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-irst orein lanuae 1 dFF.
eF deendin on ad8ustment and rorammin o the o?erins that set each educational administration and, /here aroriate, the suly o educational institutions, at least t/o materials rom the ollo/in matters o choice o main courses bloc@:
1. bioloy and eoloy.
2. dra/in 1.
!. hysics and chemistry.
2. in the cateory o umanities and social sciences, students must ta@e the ollo/in eneral core sub8ects bloc@ sub8ects:
aF hilosohy.
bF Sanish lanuae and literature 1. eF rst orein lanuae 1.
dF or the route o umanities, )atin 1. -or the route o social science, mathematics alied to the social sciences 1.
eF accordin to the reulation and rorammin educational oortunities that set each educational administration and, /here aroriate, the suly o educational institutions, at least t/o courses rom amon the ollo/in sub8ects o stem sub8ects bloc@ otion, orani>ed, /here aroriate, in bloc@s that /ill acilitate the transition to hiher education:
1. economy.
2. %ree@ 1.
!. history o the contemorary /orld.
M. literature.
!. in the cateory o (rts, students must ta@e the
ollo/in eneral bloc@ stem sub8ects matters:
aF hilosohy.
bF undamentals o art 1.
eF Sanish lanuae and literature 1.
-irst orein lanuae 1 dFF.
eF deendin on ad8ustment and rorammin o the o?erins that set each educational administration and, /here aroriate, the suly o educational institutions, at least t/o courses rom amon the ollo/in sub8ects o stem sub8ects bloc@ otion:
1. (udioisual culture 1.
2. history o the contemorary /orld.
!. literature.
M. students must ta@e the ollo/in bloc@ o secic sub8ects areas:
aF hysical education.
bF deendin on the reulation and rorammin o the o?erins that set each educational administration and, /here aroriate, o the schools o?er, a minimum o t/o and maAimum o three sub8ects rom amon the ollo/in:
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1. ;usical analysis 1.
2. alied anatomy.
!. scientic culture.
M. dra/in art 1.
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5. dra/in 1, eAcet that arents, mothers or leal uardians or the
student hae already chosen technical dra/in + in ararah 1.eF. 2.F.
. lanuae and ;usical ractice.
#. reliion.
$. second orein lanuae 1.
9. +ndustrial Technoloy 1.
1. technoloies o inormation and communication 1.
11. olume.
12. a matter o stem sub8ects bloc@ not issued by the student.
5. students should study matter coCofcial lanuae and literature in the bloc@ o reeCelectie sub8ects autonomous in those autonomous communities that ossess the coCofcial lanuae, althouh they may be eAemt rom study or be ealuated this matter under the conditions laid do/n in the corresondin reional reulations. ;atter coCofcial lanuae and literature /ill receie a treatment analoous to the o the 6astilian lanuae and literature matter.
+n addition, accordin to reulation and the rorammin o the o?erins that set each educational administration and, /here aroriate,
the suly o educational institutions, students may ursue any matter more in the bloc@ o autonomic reeCelectie sub8ects, /hich may be sub8ects o the bloc@ o secic sub8ects not comleted, materials or eAansion o the contents o any o the materials o the bloc@s o stem or secic sub8ects, or matters to be determined.
. administrations, educational and, in his case, the centres may elaborate itineraries to uide students in the choice o the core sub8ects o choice.H
T/entyCsiA. (dded a ne/ article !M ter, /hich is dra/n u in the ollo/in /ay:
G(rticle !M ter. Orani>ation o the second year o hih school.
1. in the cateory o Sciences, students must ta@e the ollo/in eneral core sub8ects bloc@ matters:
aF history o Sain.
bF Sanish lanuae and literature 11. eF ;ath 11.
-irst orein lanuae 11 dFF.
eF deendin on ad8ustment and rorammin o the o?erins that set each educational administration and, /here aroriate, the suly o educational institutions, at least t/o materials rom the ollo/in matters o choice o main courses bloc@:
1. bioloy.
2. 11 technical dra/in.
!. hysics.
M. eoloy.
5. chemistry.
2. in the cateory o umanities and social sciences, students must ta@e the ollo/in eneral core
sub8ects bloc@ sub8ects:
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aF history o Sain.
bF Sanish lanuae and literature 11.
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eF rst 11 orein lanuae.
dF or the route o umanities, )atin 11. -or the
social sciences, mathematics alied to social sciences 11 itinerary.
eF accordin to the reulation and rorammin educational oortunities that set each educational administration and, /here aroriate, the suly o educational institutions, at least t/o courses rom amon the ollo/in sub8ects o stem sub8ects bloc@ otion, orani>ed, /here aroriate, in bloc@s that /ill acilitate the transition to hiher education:
1. economy o the comany.
2. eorahy.
!. %ree@ 11.
M. history o art.
5. history o hilosohy.
!. in the cateory o (rts, students must ta@e the
ollo/in eneral bloc@ stem sub8ects matters:
aF undamentals o art 11.
bF history o SainF.
eF Sanish lanuae and literature 11.
-irst orein lanuae 11 dFF.
eF deendin on ad8ustment and rorammin o the o?erins that set each educational administration and, /here aroriate, the suly o educational institutions, at least t/o courses rom amon the ollo/in sub8ects o stem sub8ects bloc@ otion:
1. erormin arts.
2. 11 (udioisual culture.
!. desin.
M. deendin on the reulation and o the rorammin o the o?er educational that set each administration educational and, in its case, o the o?er o them centers teachin, them students and students /ill study a minimum o t/o and maAimum o three materials o them ollo/in o the bloc@ o sub8ects secic:
aF 11 ;usical analysis.
bF the &arth and enironmental sciences. eF dra/in artistic 11.
dF technical dra/in 11, eAcet that arents, mothers or uardians or students or student hae already chosen technical dra/in ++ in ararah 1.eF. 2.
eF (dministration and manaement undamentals.
F history o hilosohy, eAcet that arents,
mothers or leal uardians or the
student hae already chosen history o hilosohy in ararah 2.eF. 5.
F history o music and dance.
hF imae and sound.
iF sycholoy.
8F reliion.
@F second lanuae orein 11.
1F techni3ues o %racoClastica eAression.
mF 11 +ndustrial Technoloy.
nF inormation technoloies and communication 11.
nF a bloc@ o stem sub8ects matter not issued by the student.
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5. students should study matter coCofcial lanuae and literature in the bloc@ o reeCelectie sub8ects autonomous in those autonomous communities that ossess the coCofcial lanuae, althouh they may be
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eAemt rom study or be ealuated this matter under the conditions laid do/n in the corresondin reional reulations. ;atter coCofcial lanuae and literature /ill receie a treatment analoous to the o the 6astilian lanuae and literature matter.
+n addition, accordin to reulation and the rorammin o the o?erins that set each educational administration and, /here aroriate, the suly o educational institutions, students may ursue any matter more in the bloc@ o autonomous reeCelectie sub8ects, /hich may be hysical education, matters o secic sub8ects not comleted bloc@, materials or eAansion o the contents o any bloc@s o stem or secic sub8ects materials, or materials to determine.
. administrations, educational and, in his case, the centres may elaborate itineraries to uide students in the choice o the core sub8ects o choice.H
T/entyCseen. ( ararah ! to article !5, /hich is dra/n u in the ollo/in /ay is added:
G!. in the Orani>ation o baccalaureate studies emhasis students and students /ith secic needs o educational suort.H
T/entyCeiht. (rticle ! is dra/n u in the ollo/in /ay: Garticle !. &aluation and romotion.
1. the ealuation o the learnin o students /ill be continuous and di?erentiated accordin to the di?erent materials. The teachers o each sub8ect shall decide, at the end o the course, i the student has achieed the ob8ecties and it has reached the roer deree o the corresondin s@ills.
The most suitable measures /ill be established so that conditions o the assessments are adated to the needs o students /ith secial educational needs.
2. students romoted rom rst to second in hih school /hen they hae comleted the courses ta@en or hae neatie ealuation in t/o areas, maAimum. +n any case, they must enroll in second course rst endin matters. Schools should arrane subse3uent recoery e?orts and the ealuation o endin matters.
-or the uroses o this section, be comuted only materials that, at a minimum, the student must study in each o the bloc@s. +n addition, in relation to those students and students /ho hae coCofcial lanuae and literature, be comuted only a matter
in the bloc@ o reeCelectie sub8ects autonomic, reardless that such students could study more sub8ects o that bloc@.
Iithout eAceedin the maAimum eriod to ursue secondary education indicated in article !2.M, students may reeat each o hih school courses once maAimum, althouh they may eAcetionally reeat a course a second time, rior aourable reort o the teachin sta?.
!. students may be an eAtraordinary test o materials that hae not assed on the dates that determine the educational administrations.
M. the oercomin o second course materials /hich imly continuity /ill be conditioned to the oercomin o the corresondin materials in the rst year. This corresondence is established by the rules o rocedure.
G5. in those communities autonomous that ossess, neAt to the 6astilian, another lanuae ofcial in accordance /ith their statutes, them students and students may be eAemt o erorm the ealuation o the matter lanuae coCofcial and literature accordin to the normatie autonomic corresondin.H
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T/entyCnine. (dded a ne/ article ! bis, /hich is dra/n u in the ollo/in /ay:
G(rticle ! bis.H &aluation end o hih school.
1. the students /ill conduct an indiiduali>ed assessment at the end o hih school, in /hich the achieement o the ob8ecties o this stae and the deree o the corresondin s@ills in relation to the ollo/in matters shall be chec@ed:
aF all eneral sub8ects studied in the bloc@ o stem sub8ects. +n the case o matters inolin continuity, be ta@en into account only material in second year.
bF t/o sub8ects o choice in the bloc@ o stem sub8ects in any o the courses. ;atters inolin continuity bet/een the rst and second courses only counted as a sub8ectK in this case, be ta@en into account only matter in second year.
eF a matter o bloc@ o secic sub8ects in any o the courses, /hich is not hysical education or 'eliion.
2. only may be submitted to this ealuation students and students /ho hae obtained a ositie assessment in all sub8ects.
-or the uroses o this section, be comuted only materials that, at a minimum, the student must study in each o the bloc@s. +n addition, in relation to those students and students /ho hae coCofcial lanuae and literature, be comuted only a matter in the bloc@ o reeCelectie sub8ects autonomic, irresectie that the students can study more sub8ects o that bloc@.
!. the ;inistry o education, culture and sort, consultation to autonomous reions, shall be established or all the system educational Sanish ealuation criteria and characteristics o the tests, and /ill desin them and establish its content or each call.
M. the oercomin o this assessment /ill re3uire a score een hiher than 5 oints out o 1.
5. students and students /ho hae not comleted this ealuation, or /ho /ish to raise their nal 3ualication o Bachelor, may reeat ealuation in successie calls, on re3uest.
Ta@en into account, the hihest ratin rom those obtained in the announcements that hae re3uented.
(t least t/o annual conocations, one ordinary and other eAtraordinary held.H
Thirty. (rticle !# is dra/n u in the ollo/in /ay: Garticle !#. Bachelor.
1 obtain Bachelor
aF /ith a /eiht o L, the aerae o numeric rades obtained in each o the sub8ects in hih school.
bF /ith a /eiht o ML, the note obtained in the nal ealuation o hih school.
2. the Bachelor
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G, M1.!. toF, and M.2. dF this (ct.H
ThirtyCone. (rticle !$ is dra/n u in the ollo/in /ay:
G(rticle !$. (dmission to ofcial uniersity deree teachins since the title o Bachelor
1. uniersities /ill determine admission to ofcial uniersity education o rade o students /ho hae obtained the deree o Bachelor or e3uialent eAclusiely by the criterion o the nal rade obtained in hih school.
2. in addition, the uniersities may set rocedures or admission to ofcial uniersity education o
rade o students /ho hae obtained the deree o Bachelor or e3uialent, in accordance /ith the reulations established by the %oernment, /hich must resect the rinciles o e3uality, nonC discrimination, merit and caacity. Such rocedures used, toether /ith the criteria o the nal rade obtained in hih school, one or seeral o the ollo/in assessment criteria:
aF mode and sub8ects in hih school, in relation to the chosen deree.
bF 3ualications obtained in secic sub8ects o the courses o
Bachelor
eF comlementary academic or roessional trainin. dF studies carried out reiously.
+n addition, by /ay o eAcetion, may establish secic assessments o @no/lede and0or s@ills.
The /eihtin o the nal rade obtained in the
Bachelor
The uniersities may aree on 8oint reali>ation o all or art o the admissions rocedures to establish, as /ell as the mutual reconition o the results o the ealuations made in the admissions rocedures. !. the rocedures or admission to the niersity must be in terms o accessibility or students /ith disabilities.H
ThirtyCt/o. +s modies the /ordin o them ararahs 2, ! and M and is adds a ne/ ararah # to the article !9 in the ollo/in terms:
G2. the trainin, in the educational system, aims to reare students or actiity in a roessional eld and to acilitate their adatation to labor chanes that can occur throuhout his lie, contribute to their ersonal deeloment and the eAercise o democratic citi>enshi, and allo/ their roression in the education system and the system o ocational trainin or emloymentas /ell as lielon learnin.
!. the trainin in the educational system comrises cycles o basic ocational trainin, intermediate and to rade, /ith a modular orani>ation, o ariable duration, /hich interate the content
teoricoracticos suitable to the arious roessional elds.
M ocational trainin titles /ill be reerred, as a eneral rule, to the national cataloue o roessional 3ualications, and the cycles o ocational trainin /hich lead to their obtainin are as ollo/s:
aF basic trainin cycles.
bF middle rade trainin cycles. eF ocational trainin o to rade.
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The curriculum o these teachins snas to the demands arisin rom the national system o 3ualications and ocational trainin already set out in ararah M o article .bis o this oranic la/.
%oernment reulations /ill deelo measures /hich are necessary to allo/ corresondence, e3uialence and reconition o certicates o roessionalism reulated in ararah ! o article 2 o la/ 502!, o December 1, emloyment, /ith the titles o roessional trainin o the educational system, throuh accredited cometition units.
# ocational trainin studies /ill ay secial attention to students /ith secic needs o educational suort.H
ThirtyCthree. (rticle M is to be drated in the ollo/in /ay:
G(rticle M. Ob8ecties.
1. it trainin roessional in the system education /ill contribute to the students et the results o learnin that you allo/:
aF deelo the s@ills o each title o ocational trainin.
bF understand the Orani>ation and the characteristics o the roductie sector, as /ell as mechanisms o roessional interation.
eF meet the labour leislation and the rihts and obliations arisin rom the emloyment relationshi.
dF learnin by themseles and /or@ as a team, as /ell as orm in conJict reention and the eaceul resolution o them in all areas o ersonal, amily and social lie /ith secial attention to the reention o enderCbased iolence.
eF romote the e?ectie e3uality o oortunities bet/een men and /omen, as /ell as ersons /ith disabilities, to access all @inds o career otions and the eAercise o the same trainin.
F /or@ in conditions o saety and health, as /ell as reent the ossible ris@s arisin rom /or@.
F deelo a motiatin roessional identity o uture learnin and adatation to the eolution o the roductie rocesses and social chane.
hF strenthen the entrereneurial sirit or the erormance o actiities and business initiaties.
iF reare students or roression in the education system.
8F meet and reent enironmental ris@s.
2 cycles o basic ocational trainin, hel students to ac3uire or comlete the cometences o lielon learnin.
!. the ocational trainin o middleCrade /ill contribute, in addition, to eAand the s@ills o basic education adated to a eld or roession that allo/s students, lielon learnin, roress in the
educational system, and incororated into the actie lie /ith resonsibility and autonomy.H
Thirty and our. (rticle M1 is dra/n u in the ollo/in /ay:
G(rticle M1. 6onditions o access and admission.
1. the access to basic ocational trainin cycles re3uire the simultaneous ullment o the ollo/in conditions:
aF hae comleted teen years, or meet them durin the calendar year in course and not eAceed the seenteen years o ae at the time o access or durin the calendar year in roress.
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bF hae comleted the rst cycle o comulsory secondary education or, eAcetionally, hain comleted the second course o comulsory secondary education.
eF hae roosed the teachin team arents, mothers or leal uardians the incororation o the student to a cycle o basic ocational trainin, in accordance /ith article !.
2. the ocational trainin o middleCrade access /ill re3uire the ulllment o at least one o the ollo/in conditions:
aF be in ossession o at least one o the ollo/in titles:
1. title o raduated in obliatory secondary education, al/ays that the student has assed the
nal assessment o comulsory secondary education by teachin alied otion.
2. basic roessional deree.
!. Bachelor
M. an underraduate deree.
5. a technical or ocational trainin technician title.
bF be in ossession o an accreditation certicate o hain assed all hih school sub8ects.
eF hae assed a secic trainin course or access to cycles o mediumCrade in ublic or riate centres authori>ed by the educational administration, and hae 1# years old in the year o comletion or the course. 6ourse materials and its basic eatures /ill be reulated by the %oernment.
dF hae assed a test o access in accordance /ith the criteria established by the %oernment, and
hae 1# years old in the year o the test.
Tests and courses listed in the reious ararahs shall allo/ to demonstrate @no/lede and s@ills sufcient to use cycles o intermediate trainin, in accordance /ith the criteria established by the %oernment.
+n addition, /heneer the demand or laces in middle rade trainin cycles eAceeds the suly, educational administrations may roide rocedures or admission to the school, in accordance /ith the conditions determined by the %oernment accordin to the rules.
! access to hiher leel trainin cycles, /ill re3uire comliance /ith the ollo/in conditions:
aF be in ossession o the diloma o Bachelor, a collee deree, or a deree o technical or hiher technical ocational trainin, or an accreditation certicate o hain assed all the matters o hih school, or hain assed a test o access, in accordance /ith the criteria established by the %oernment, and 19 years old in the year o the test.
The test must allo/ demonstrate @no/lede and s@ills sufcient to use cycles o trainin o to rade, in accordance /ith the criteria established by the %oernment.
bF roided that the demand or laces in ocational trainin o to rade eAceeds suly, educational administrations may establish rocedures or admission to the school, in accordance /ith the conditions determined by the %oernment accordin to the rules.
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M. students and students /ho hae not assed the entrance eAams or tests that may orm art o the rocedures o admission, or /ho /ish to raise the rades obtained, may reeat them in successie calls, on re3uest.
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5. the %oernment shall establish, consultation to the autonomous communities, the basic criteria or the eAemtion o any art or total access tests or tests that may be art o the admissions rocedures reer to /hich the reious ararahs, deendin on the trainin or /or@ eAerience accredited by the alicant.
The most suitable measures /ill be established so that testin o ealuation conditions are adated to the needs o students /ith secial educational needs.H
ThirtyCe. (rticle M2 is dra/n u in the ollo/in /ay: Garticle M2. 6ontent and oranisation o the rane.
1 corresonds to the educational administrations set the o?er o the teachins o ocational trainin, /ith resect to the rihts reconi>ed in the resent la/.
2. the curriculum o the teachin o ocational
trainin /ill include a hase o ractical trainin in the /or@lace, /hich may be eAemted /ho accredit /or@ eAerience corresondin to the roessional studies. The educational administrations shall coer this hase and the aorementioned eAemtion.
!. the ocational trainin /ill romote the interation o scientic, technoloical and orani>ational content o the roessional eld, as /ell as those o @ey sub8ects, and /ill ensure that students ac3uire and eAtend the s@ills necessary or their roessional, ersonal and social deeloment.
M. the cycles o basic ocational trainin shall ensure the s@ills o lielon learnin throuh the teachin o lessons orani>ed into the ollo/in common buildin bloc@s:
aF bloc@ o communication and social sciences, /hich /ill include the ollo/in matters:
1. Sanish lanuae.
2. orein lanuae.
!. social sciences.
M. /here aroriate, coCofcial lanuae.
bF bloc@ o alied sciences, /hich /ill include the ollo/in matters:
1. alied mathematics to the sta? conteAt and learnin in a roessional eld.
2. science alied to the sta? conteAt and learnin in a roessional eld.
"edaoical criteria that /ill deelo the trainin rorams o these cycles /ill adat to the secic characteristics o the students and romote team/or@. +n addition, mentorin and educational and ocational uidance /ill hae a secial consideration.
+n addition, the teachins o basic ocational trainin shall ensure that at least the trainin necessary to obtain a 3ualication o leel 1 o the national cataloue o the roessional 3ualications
reerred to in article # o the oranic la/ 5022, o 19 4une, 3ualications and ocational trainin.
6ycles /ill hae duration o t/o years, and /ill be imlanted in the centers that determine the educational administrations.
Students may remain attendin a basic trainin cycle or a maAimum o our years.
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5. /ithin the rame/or@ established by the
educational administrations, schools can o?er students that you curse middle rade trainin cycles the ollo/in oluntary sub8ects to acilitate the transition o the student to/ards other teachins:
aF communication in Sanish.
bF communication in a orein lanuae. eF alied mathematics.
dF /here aroriate, communication in coCofcial lanuae.
+n addition, in order to acilitate the roression o uils to/ards ocational trainin hiher leel trainin cycles, schools can o?er, /ithin the rame/or@ established by the educational administrations, oluntary sub8ects related to the eld or roession he concerned, /hose oercomin /ill acilitate the admission into the ocational trainin o to rade in the terms that the %oernment determines by reulation.
The sub8ects reerred to in the recedin ararahs may be o?ered in classroom or distance and /ill not orm art o the curriculum o middle rade trainin cycles.
. /ill establish easin measures and methodoloical alternaties in teachin and ealuation o orein lanuae or students /ith disabilities, esecially or one that resents difculties in its oral eAression. These adatations in no case shall be ta@en into account or lo/er the rades obtained.H
ThirtyCsiA. (dded a ne/ article M2 bis /ith the ollo/in /ordin:
G(rticle M2 bis.H The Sanish educational system o dual ocational trainin.
1. the dual trainin o the Sanish educational system is the set o actions and trainin initiaties that are aimed at the roessional 3ualication o ersons, in coCresonsibility /ith the comanies, harmoni>in the rocesses o teachin and learnin bet/een schools and /or@laces.
2. the %oernment shall reulate the conditions and basic re3uirements that allo/ the deeloment by the educational administrations o dual ocational trainin in the eld o the educational system.H
ThirtyCseen. (rticle M! is dra/n u in the ollo/in /ay: Garticle M!. &aluation.
1. the ealuation o the learnin o students in basic ocational trainin cycles and in the ocational trainin o medium and to rade /ill be held by roessional modules and, i necessary, by materials or bloc@s, in accordance /ith the conditions determined by the %oernment accordin to the rules.
2. the oercomin o the cycles o basic roessional trainin, the ocational trainin o middleCrade and remium rade /ill re3uire ositie assessment in all modules and aroriate materials and bloc@s that comose them.H
ThirtyCeiht. (rticle MM is dra/n u in the ollo/in /ay: Garticle MM. Titles and alidations.
1. students and students /ho ass a cycle o basic roessional trainin /ill receie the corresondin basic roessional title.
The basic roessional title /ill allo/ access to the
ocational trainin o aerae deree o ocational trainin o the educational system.
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Students /ho are in ossession o a basic roessional deree may obtain the title o raduated in obliatory secondary education by any o the otions reerred to in article 29.1 o this oranic la/, by assin o the nal ealuation o comulsory secondary education concernin the matters o the bloc@ o stem sub8ects /hich as a minimum should study at you choose the student. The nal rade o comulsory secondary education /ill be the obtained note in the nal ealuation o comulsory secondary education.
+n addition, seniors aed 22 /ho hae accredited roessional cometence units included in a basic roessional deree, either throuh certicates o roessionalism leel 1 or by the rocedure o ealuation and accreditation established, receie educational administrations basic roessional title.
2. students and students that eAceed the aerae deree o ocational trainin ocational /ill receie the title o technician o the corresondin roession.
The title o technician /ill allo/ access, ater oercomin o a rocedure or admission to the ocational trainin o to rade o ocational trainin o the educational system.
!. boys and irls that eAceed the to rade o ocational trainin ocational obtained the title o technician.
The title o technician /ill allo/ access, ater oercomin o a rocedure or admission to uniersity deree studies.
M. students and students /ho are in ossession o a diloma o technician or technician may obtain the Bachelor title by oercomin the nal ealuation o hih school concernin the matters o the bloc@ o stem sub8ects that, at a minimum, they must be rocessed in mode and otion choice the student.
Bachelor
5. students and students not eAceedin in all the teachins o the cycles o basic ocational trainin, or each o the ocational trainin o middle or suerior deree, /ill receie a certicate o academic roessional modules and i oermatched bloc@s or materials, /hich /ill imact academic and artial accreditation cumulatie roessional s@ills ac3uired in relation to the national system o 3ualications and ocational trainin.
. the %oernment shall reulate the reime o reconition and e3uialences bet/een the ocational trainin o medium and to rade o ocational trainin and other teachins and ofcial studies, heard the releant collees.H
ThirtyCnine. "ararah 1 o article M is dra/n u in the ollo/in /ay:
G1. the curriculum o the roessional art education shall be dened by the rocedure laid do/n in ararah ! o article bis o this la/.H
-orty. (rticle 5 is dra/n u in the ollo/in /ay:
G1. oercomin teachin roessionals o music or dance /ill ie riht to obtain the title o corresondin technician.H
2 students /ho is in ossession o a diloma o technician o the roessional teachin o music or dance can obtain Bachelor title by oercomin the nal ealuation o hih school concernin the matters o the bloc@ o stem sub8ects that, at a minimum, they must be rocessed in mode and otion choice the student.
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Bachelor
-ortyCone. "ararah 2 o article 5! is dra/n u in the ollo/in /ay: G2. the title o technician o lastic arts and desin /ill allo/ direct access to any o the modalities in hih school.
-ortyCt/o. "ararah ! o article 5M is dra/n u in the ollo/in /ay:
G!. students and students /ho hae comleted ostsecondary music or dance et the Suerior title o music or dance in the secialty is, that is also
included or all uroses in the leel 2 o the Sanish 3ualications rame/or@ or hiher education and /ill be e3uialent to the niersity Bachelor
-ortyCthree. "ararah ! o article 55 is dra/n u in the ollo/in /ay:
G!. those /ho hae assed the teachins o dramatic art obtained the Suerior title o dramatic art, /hich is also included or all uroses in leel 2 o the Sanish 3ualications rame/or@ or hiher education and /ill be e3uialent to uniersity deree title.H "roided that leislation re3uired to be in ossession o the diloma o deree, means that it meets this re3uirement /ho is in ossession o the Suerior title o dramatic art.H
-ortyCour. "ararah 2 o article 5 is dra/n u in the ollo/in /ay:
G2. boys and irls that eAceed these studies obtained the Suerior title o conseration and restoration o cultural roerty, /hich is also included or all uroses in leel 2 o the Sanish 3ualications rame/or@ or hiher education and
/ill be e3uialent to the niersity Bachelor
M5. "ararahs ! and M o article 5# shall be /ritten in the ollo/in /ay:
G!. the 6ollee o ne arts, /hich include the 6ollee o ceramics and lass uer studies, /ill lead to the Suerior title o lastic arts in the secialty /here aroriate, /hich is also included or all uroses in leel 2 o the Sanish 3ualications rame/or@ or hiher education and /ill be e3uialent to the niersity Bachelor
M. the 6ollee o desin /ill lead to the Suerior title o desin, in the secialty that corresonds, it is included or all uroses in leel 2 o the Sanish 3ualications rame/or@ or hiher education and /ill be e3uialent to the niersity Bachelor
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-ortyCsiA. (dded t/o ne/ sections # and $ to article 5$, /ith the ollo/in /ordin:
G#. the educational administrations may ascribe centers o hiher artistic education throuh an areement to uniersities, as reerred to in article 11 o the oranic la/ 021, o 21 December, on uniersities.
$. the educational administrations may establish
rocedures to romote autonomy and acilitate the oranisation and manaement o the conseratories and collees o artistic teachin.
-ortyCseen. "ararah 1 o article 59 is dra/n u in the ollo/in /ay:
G1. the teachin o lanuaes aims to emo/er students to the roer use o di?erent lanuaes, out o the ordinary staes o the education system, and are orani>ed into the ollo/in leels: Basic, intermediate and adanced.H These leels corresond, resectiely, /ith the leels (, B and 6 o the common &uroean rame/or@ o reerence or lanuaes, /hich are subdiided into leels (1, (2, B1, B2, 61 and 62.
The teachins o the basic leel /ill hae the characteristics and the Orani>ation oernin the educational administrations.<
-ortyCeiht. +t ararah 1 o the article 2 is drated in the ollo/in /ay:
G1. the %oernment shall determine, ater consultation to the autonomous communities, e3uialencies bet/een the titles o the teachin o
lanuaes and the rest o the titles o the teachins o the educational system.H
-ortyCnine. "ararah M o article ! is drated in the ollo/in /ay:
GM sorts teachin curriculum /ill ad8ust the demands deried rom the national system o 3ualications and ocational trainin and the roisions o ararah ! o article bis o this la/.H
-ity. (rticle M is dra/n u in the ollo/in /ay:
G(rticle M. Orani>ation.
1. the sorts lessons /ill be structured in t/o rades, middleCrade and hihCrade, and may be reerred to the national cataloue o roessional 3ualications.
2. to access the medium rade /ill be re3uired to be in ossession o the title o raduated in obliatory secondary education in teachin alied otion or in the academic studies. To access the hiher deree you /ill need to be in ossession o the title o
technical sorts, mode or sorts secialty that is determined by rules o rocedure, and besides, at least one o the ollo/in titles:
aF Bachelor
bF title o senior technician. eF underraduate deree.
dF accreditation certicate o hain assed all hih school sub8ects.
Qou can also access middle and uer rades o these teachins, those alicants /ho, lac@in the dilomas or certicates reerred to in the recedin ararah, eAceed a test o access reulated by the educational administrations. To access this ia the aerae deree is re3uired to hae the ae o seenteen and nineteen or access to to rade, comleted in the year o testin, or eihteen i he is credited to be in ossession o a diloma o technical related that you /ant to access.
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The tests reerred to in the recedin ararah shall ermit accredit deree bet/een @no/lede and sufcient s@ills, and to to rade maturity in relation to the ob8ecties o secondary education, to study /ith use such teachins, accordin to the criteria set by the %oernment.
!. in the case o certain modalities or secialties, you can re3uire also the oercomin o a test carried out by the educational administrations, credit merits sorts or both re3uirements toether. The %oernment /ill reulate the characteristics test and sortin merits, in such a /ay that is roen to hae the conditions necessary to use corresondin teachins, as /ell as reconition by roessional sorts eAerience or accredited trainin.
M. the sorts lessons /ill be orani>ed in bloc@s and modules o ariable duration, consistin o theoretical and ractical @no/lede areas aroriate to the di?erent roessional and sorts elds.
5. the %oernment, ater consultation /ith the autonomous communities, establish 3ualications corresondin to the studies o sorts lessons, basic asects o the curriculum o each o them and the minimum re3uirements o the centres in /hich the resectie teachins may roide.
-ityCone. (rticle 5 is dra/n u in the ollo/in /ay: Garticle 5. Rualications and alidation.
1. those /ho eAceed sorts teachin o middleC rade /ill receie the title o technical sorts mode or corresondin sorts secialty.
2. those /ho eAceed the sorts teachin o to rade /ill receie the title o technician sorts mode or corresondin sorts secialty.
!. the title o technical sorts /ill allo/ access to all orms o secondary education.
M. the title o technician sorts /ill allo/ access to uniersity studies deree ater oercomin an admission rocedure.
5. the %oernment, ater consultation /ith the autonomous communities and the corresondin collees ears, /ill reulate the reime o reconition and e3uialences bet/een the sorts teachin and other teachins and ofcial studies. H
-ityCt/o. (dded a ne/ ararah hF to ararah ! o article , /ith the ollo/in /ordin:
hF ac3uire, eAand and rene/ the @no/lede, abilities and s@ills needed or the creation o enterrises and or the erormance o actiities and business initiaties.
-ityCthree. ( ne/ ararah 9 shall be added to article # /ith the ollo/in /ordin:
G9. in ie/ o their secial circumstances, by rules o rocedure may be secic curricula or the education o adults leadin to obtainin one o the
titles established by this la/.H
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-ity and our. (rticle $ is /orded in the ollo/in /ay: Garticle $. ;andatory teachins.
1. adult ersons /ho /ant to ac3uire the s@ills and @no/lede releant to basic education /ill hae an o?er adated to your conditions and needs.
2 corresonds to the educational administrations, in the eld o its cometences, reularly orani>e tests
ersons oer eihteen years o ae to directly obtain the title o raduated in obliatory secondary education by either o the t/o otions to /hich reers article 25.1 o this oranic la/, roided that they hae achieed the ob8ecties o the stae and reached the roer deree o the corresondin s@ills. The nal rade o comulsory secondary education /ill be the obtained note in these tests.
+n addition, the educational administrations shall ensure is to adot the necessary measures to ensure e3ual oortunities, nonCdiscrimination and uniersal accessibility o ersons /ith disabilities to submit to such tests.
G!. or eole /ho eAceed the seenteen years o ae, the educational administrations may establish trainin rorams aimed at obtainin the diloma o technical basic roessional, reardless o the ossibility o comletin the teachins o basic ocational trainin /ho had beun them as indicated in articles !, M1.1 and M2.M.H
-ityCe. MF o article 9 is dra/n u in the ollo/in /ay:
GM. the educational administrations, in the eld o its cometences, /ill be orani>ed eriodically tests to directly obtain Bachelor
titles in accordance /ith the conditions and characteristics that the %oernment establish rules o rocedure. To submit to the tests or obtainin the deree o Bachelor is re3uired t/enty years, eihteen or the title o technician and the basic roessional title, t/enty or the o technician or, /here aroriate, nineteen or those /ho are in ossession o the title o technician.
+n addition, the educational administrations shall ensure is to adot the necessary measures to ensure e3ual oortunities, nonCdiscrimination and uniersal accessibility o eole /ith disability submitted to such tests.<
-ityCsiA. "ararah 5 o article 9 is dra/n u in the ollo/in /ay:
G5. them reater o eihteen years o ae may access directly to them teachins artistic suerior throuh the oercomin o a test secic, reulated and orani>ed by them administrations educational, that accredits that the alicant has them @no/lede, s@ills and s@ills necessary or study /ith use them corresondin teachins.H The minimum ae o access to hiher education o music and dance /ill be siAteenCyearCold.
-ityCseen. "ararahs 1 and 2 o article #1 shall be
/ritten in the ollo/in /ay:
G1. the educational administrations shall hae the necessary means so that all students achiee the maAimum ersonal, intellectual, social and emotional deeloment as /ell as the ob8ecties set out in %eneral in this la/.H The educational administrations may establish lans or riority institutions to secially suort centers that escolaricen students in social disadantae.
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2 corresonds to the educational administrations to ensure the resources necessary to enable students
re3uirin educational attention di?erent rom the ordinary, by secial educational needs, by secic difculties learnin, (DD, due to their hih intellectual, has been incororated later into the educational system caacities, or ersonal conditions o school history, to reach the maAimum ossible deeloment o ersonal caabilities andG, in any case, the ob8ecties laid do/n in %eneral or all students.H
-ityCeiht. (rticle # is /orded in the ollo/in /ay: Garticle #. Scoe.
+t corresonds to the educational administrations ta@e measures to identiy students /ith hih intellectual abilities and assess your needs early. (lso corresonds to adot lans o action, as /ell as curricular enrichment rorams suited to those needs, allo/in students to deelo their abilities to the ullest.H
-ityCnine. (dd a ourth section in chater + o title ++ and article #9 bis /ith the ollo/in /ordin:
G-ourth section. Students /ith secic difculties o learnin article #9 bis. Schoolin and care measures.
1 corresonds to educational authorities ta@e aroriate measures to identiy students /ith secic learnin difculties and assess your needs early.
2. the schoolin o students /ho hae learnin difculties /ill be oerned by the rinciles o standardi>ation and inclusion and ensure nonC discrimination and e?ectie e3uality in access and retention in the education system.
!. the identication, assessment and interention o the educational needs o this student /ill be held as early as ossible, in the terms that determine the educational administrations.H
SiAty. "ararah 2 o article $M is dra/n u in the ollo/in /ay:
G2. /hen there are not enouh seats, the admission rocess /ill be oerned by the riority criteria or eAistence o brothers enrolled in the 6entre, arents, mothers or uardians /ho /or@ in the roAimity o the home or the /or@lace o one o their arents, mothers or uardians, er caita income o the amily unit and leal condition o lare amily and concurrence o disability in the student or any o its arents, mothers or siblins, /ithout hain any o
them eAclusionary and /ithout re8udice to the roisions o ararah # o this article.
o/eer, those centres hain reconi>ed a curricular seciali>ation by the educational administrations, or articiatin in an action intended to boost the 3uality o the educational institutions described in article 122 bis, may be resered to the discretion o the academic erormance o the student u to 2 ercent o the score assined to alications or admission to ostobliatory teachins. This ercentae may be reduced or ad8usted /hen necessary to reent the brea@do/n o criteria o airness and cohesion o the system.H
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SiAtyCone. "ararah ! o article $M is dra/n u in the ollo/in /ay:
G!. in no case /ill there be discrimination on rounds o birth, race, seA, reliion, oinion or any other condition or ersonal or social circumstance.
+t does not constitute discrimination in the admission o students or the Orani>ation o education di?erentiated by seA, /heneer teachin that imart to deelo in accordance /ith article 2 o the 6onention on the ht aainst discrimination in the eld o education, adoted on 1M December 19 by the %eneral 6onerence o N&S6O.
+n any case the choice o di?erential by seA education may inole or amilies, students and uils and corresondin schools less aourable treatment, not a disadantae, at the time o subscrition concerts /ith the educational administrations or in any other asect. -or this urose, centers must eAose in its educational ro8ect the educational reasons or the choice o this system, as /ell as academic measures carried out to romote e3uality.H
SiAtyCt/o. "ararah # o article $M is dra/n u in the ollo/in /ay:
G#. in rocedures o admission o uils in schools ublic that imart rimary education, secondary education or hih school, /hen there are sufcient seats, /ill hae riority students and students /ho come rom the centers o early childhood education, elementary education or secondary education, resectiely, hae attached.H +n the case o concerted riate establishments ollo/ an analoous rocedure, roided that such teachins are sustained /ith ublic unds.
+n addition, they /ill hae riority in the area o education, /hich corresonds to the door or to the /or@lace o one o their arents, mothers or uardians students and students /hose schoolin in ublic centres and riate 6harter come motiated by transer o the amily unit due to comulsory mobility o any o the arents, mothers or uardians, or a chane o residence deried rom acts o enderCbased iolence.H
SiAtyCthree. +s modies the /ordin o the ararah 2 o the article $5 in the ollo/in terms:
G2. in rocedures o admission o students to the ocational trainin o middleCrade or hiher rade
o ocational trainin, /hen there are not enouh seats, is attend to roisions o article M1 o this la/.H
SiAtyCour. (dded a ne/ ararah M to article $5 /ith the ollo/in /ordin:
GM in suly in the distance, may be additional secic criteria in relation to ersonal and emloyment situations o adult ersons.H
SiAtyCe. "ararah ! o article $ is dra/n u in the ollo/in /ay:
G!. amilies may submit to the 6entre in /hich they /ish to educate their children alications or admission, /hich, in any case, must be rocessed. &ducational institutions shall be inormed o re3uests or admission that a?ect them.
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SiAtyCsiA. "ararah 2 o article $#1F is dra/n u in the ollo/in /ay:
G2. to acilitate the schoolin and uarantee the riht to education or students /ith secic needs o educational suort, the educational administrations shall boo@ until the end o the eriod o reC reistration and reistration a art o the laces o ublic centres and riate 6harter.
+n addition, may authori>e an increase o u to ten er cent o the maAimum number o students er classroom in ublic centres and riate 6harter rom the same area o schoolin, /ell to meet immediate needs o schoolin or students o late incororation, by needs that come motiated by transer o the amily unit in eriod o eAtraordinary schoolin due to comulsory mobility o either arentmothers or uardians.
SiAtyCseen. "ararah M o article 1# is dra/n u in the ollo/in /ay:
GM corresonds to the %oernment reulation and the manaement o the Sanish ublic schools abroad, to /hose e?ects may dictate uni3ue standards in the alication o this la/ to these centres in their secial circumstances.H
SiAtyCeiht. (rticle 19 is /orded in the ollo/in /ay: Garticle 19. "rorammin o the net/or@ o centres.
1 in the o?er o s3uares rorammin, educational administrations shall harmoni>e the demands deried rom the obliation hain ublic o/ers uarantee the riht o eeryone to education and the indiidual rihts o students and uils, arents and leal uardians.
2. the educational administrations /ill schedule the educational o?er o the teachins that in this la/ are declared ree o chare, ta@in into account the eneral rorammin o education, eAistin budet allocations and the rincile o economy and efciency in the use o ublic resources and, as a uarantee o the 3uality o teachin, an ade3uate
and balanced education or students /ith secic needs o educational suortta@in into consideration the eAistin suly o ublic centres and riate 6harter and social demand. +n addition, the educational administrations shall ensure the eAistence o sufcient caacity.<
SiAtyCnine. (dded a ne/ article 111 bis /ith the ollo/in /ordin:
G(rticle 111 bis.H The inormation and communication technoloies.
1. the ;inistry o education, culture and sort /ill establish, ater consultation to the autonomous communities, standards that ensure interoerability bet/een di?erent inormation systems used in the Sanish educational system, in the rame/or@ o the national interoerability scheme laid do/n in article M2 o la/ 1102#, o 22 4une, electronic access o citi>ens to ublic serices.
To do so, the basic tyes o inormation systems used by the educational administrations, both or academic and administratie manaement suort to learnin /ill identiy, and the basic technical secications o the same and di?erent leels o comatibility and saety in the treatment o the data to be achieed shall be determined. Iithin these
secications /ill be considered articularly releant denitions o the rotocols and ormats or the eAchane o data bet/een the administrations o educational inormation systems.
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These measures are also aimed to enhance and acilitate the use o administratie records in the rame/or@ o the educational statistics state, to enable the eAtension o the statistical inormation reerred to students, teachers, schools and educational e?orts, /hich /ill result in the imroement o the tools o analysis and monitorin o the educational actiity and measures o imroin the 3uality o the Sanish educational system.
2 irtual learnin enironments used in the educational centres sustained /ith ublic unds /ill acilitate the imlementation o secic educational lans desined by teachers or the achieement o secic ob8ecties o the curriculum, and should contribute to the eAtension o the concet o classroom in time and sace. Thereore they shall, resectin the standards o interoerability, allo/ students access, rom any/here, at any time, to learnin enironments aailable in the schools /here they study, ta@in into account the rinciles o uniersal accessibility and desin or all ersons and /ith ull resect or the roisions o the alicable leislation on intellectual roerty.
!. the ;inistry o education, culture and sort /ill establish, ater consultation to the autonomous communities, the ormats that must be suorted by tools and suort systems to learnin in the eld o ublic diital educational content in order to ensure its use, reardless o the technoloy latorm /hich is still.
M. the ;inistry o education, culture and sort /ill o?er diital and technoloical access latorms to the educational community, /hich may incororate teachin resources roided by the educational administrations and other aents or shared use. 'esources must be selected accordin to arameters o methodoloical 3uality, adotion o
oen standards and aailability o sources that /ill acilitate its dissemination, adatation, reuse and redistribution, and /ill be reconi>ed as such.
5. romote the use, by the educational administrations and the manaement teams o the centers, the technoloies o inormation and communication in the classroom, as a didactic means aroriate and aluable to carry out the tas@s o teachin and learnin.
. the ;inistry o education, culture and Sort shall deelo consultation to the autonomous communities, a common rame/or@ o reerence or teachin diital cometence that orient the ermanent teacher trainin and acilitatin the deeloment o a diital culture in the classroom.
Seenty. (rticle 11 is dra/n u in the ollo/in /ay: Garticle 11. 6oncerts.
1. the riate centres /hich o?er ree declared teachins in this la/ and meet needs o schoolin, in the rame/or@ o the roisions o articles 1$ and 19, shall benet the reime o concerts in the leally established terms, /ithout the choice o 6entre by reason o his o/n character can reresent or amilies, students and uils and schools less aourable treatment, not a disadantae, at the
time o subscrition concerts /ith the educational administrations or in any other asect. 6enters that hae access to the reime o educational consultation should ormali>e /ith educational administration /ho aroriate the corresondin concert.
2. bet/een centers that meet the re3uirements set orth in the recedin ararah, reerence /ill be to 3ualiy or the reime o concerts those /ho attend school oulations o unaourable economic conditions or /ho ta@e eAeriences o educational interest to the educational system. +n any case, reerence /ill be centres that ulll the aboe mentioned criteria, are constituted and oerate on a cooeratie basis.
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! it is or the %oernment establish the basics that concerts should be. These asects relate to the ullment o the re3uirements laid do/n in the oranic la/ $019$5 o ! 4uly, o the riht to education yen standards that may be alicable o this la/K to the rocessin o the re3uest, the maAimum duration o the concert and the causes o eAtinctionK the obliations o the o/nershi o the concerted 6enter and educational administrationK to the submission o the concert to the administratie la/K to the sinularities o the teachers /ithout emloyment reimeK the 6onstitution 6ouncil school center that is a/arded the concert and the aointment o the director.
+n articular, the educational concert /ill be a minimum o siA years in the case o rimary education, and our years in the rest o the cases.
M corresonds to the autonomous communities enact the necessary rules or the deeloment o the system o educational concerts, as laid do/n in this article and in the rame/or@ o the roisions o articles 1$ and 19. The concert /ill establish the rihts and mutual obliations in terms o economic reime, duration, eAtension and termination o the same number o concerted school units, accountability, lans o action and measures on the basis o academic results, and other conditions,
sub8ect to the roisions oernin the reime o concerts.
5 concerts may a?ect seeral centers, roided that they belon to a same o/ner.
. the educational administrations may conclude, on a reerential basis, the cycles o basic roessional trainin /hich, in accordance /ith the roisions o this oranic la/, concerted riate centers imart to their students. These concerts /ill be eneral.
#. the concert or ostobliatory teachins /ill be uni3ue.
$. the educational administrations shall conene ublic tenders or the construction and manaement o centres areed on dotacional ublic land.H
Seenty and one. "ararah o article 11# is dra/n u in the ollo/in /ay:
G. the (dministration may not assume chanes in labour costs o aculty and sta? costs, arisin rom collectie areements eAceedin the ercentae o
oerall increase o the amounts corresondin to /aes reerred to in ararah ! o this article.H
SeentyCt/o. (rticle 119 is dra/n u in the ollo/in /ay:
G(rticle 119. "articiation in the oeration and the %oernment o ublic centres and riate 6harter.
1. the educational administrations shall ensure the interention o the educational community in the control and manaement o the centres sustained /ith ublic unds throuh the School Board.
2. the teachin sta? /ill also articiate in the edaoical decisions /hich corresond to the cloister, the teacher coordinatin bodies and teams o teachers that tauht a class on the same course.
! corresonds to the educational administrations encourae the articiation o students in the oeration o the centres, throuh their deleates rou and course, as /ell as their reresentaties on the School Board.
M. arents and students and students may also articiate in the oeration o the centres throuh their associations. The educational administrations shall oster inormation and trainin or them.
5. the centres shall hae at least the ollo/in collees, /ith the unctions listed in this la/:
aF School Board.
bF teachers cloister.H
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SeentyCthree. "ararahs ! and M o article 12 are /ritten in the ollo/in /ay:
G!. the educational administrations enhance and romote the autonomy o the centres, so that their economic resources, human and material to conorm to lans o /or@ and orani>ation that deelo, once they are suitably assessed and alued. 6entres sustained /ith ublic unds must be held accountable or the results.
The educational administrations shall ublish the results achieed by schools, considered in relation to the socioCeconomic and socioCcultural actors o the conteAt to le, as indicated in articles 1M et se3. o this oranic la/ and the terms the %oernment established by la/.
The educational administrations may establish secic lans o imroement in those ublic centres that do not reach ade3uate leels.
+n relation to the centers reached it /ill be to the reulations o the corresondin concert.H
GM. the centres, in the eAercise o their autonomy, can adot eAeriments, /or@ lans, orms o orani>ation, norms o coeAistence and enlarement o the school calendar or lesson time areas or sub8ects, in terms that establish educational administrations and /ithin the ossibilities enablin leislation, includin the labour, /ithout /hich, in any case, necessary contributions to amilies or re3uirements or the educational administrations.H
SeentyCour. "ararah ! is modied and added a ne/ ararah # to article 121 /ith the ollo/in /ordin:
G!. /ithin the rame/or@ established by the educational administrations, centres be established its educational ro8ects, /hich should be made ublic in order to acilitate their @no/lede by the /hole o the education community. (lso corresonds to the educational administrations contribute to the curriculum deeloment aorin oen modelin o teachin rorammin and educational materials that meet the di?erent needs o students and aculty.
G# corresonds to the educational administrations romote the secialisation curriculum o institutes o secondary education accordin to the alternaties set out in this la/, so that these administrations may schedule an educational o?er tailored to your
needs. &ducational institutions shall include the curricular and orani>ational sinularities and corresondin educational rouins in its educational ro8ect<
SeentyCe. (rticle 121 /ith the ollo/in /ordin shall be added a ne/ ararah S:
GB. the educational ro8ect o educational institutions /ith curricular seciali>ation should incororate secic asects that dene the uni3ue character o the 6entreH.
SeentyCsiA. (rticle 122 is dra/n u in the ollo/in /ay: Garticle 122. 'esources.
1. the centers /ill be e3uied /ith educational, human and material resources necessary to roide a 3uality education and ensure e3uality o oortunity in access to education.
2. the educational administrations shall assin larer endo/ments o resources to certain ublic acilities or riate 6harter, because the ro8ects that need it or care to secial conditions
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necessity o eole enrollin. Such assinment /ill deend to accountability and 8ustication o the aroriate use o these resources.
! ublic educational institutions may obtain sulementary resources, rior aroal o the director, in the terms that establish educational authorities, /ithin the limits o the eAistin reulations. These resources /ill not come rom the actiities carried out by associations o arents, mothers and students or their uroses and should be alied to eAenses, in accordance /ith the educational administrations established. H
SeentyCseen. (dded a ne/ article 122 bis, /ith the ollo/in /ordin: Garticle 122 bis.H (ctions to romote the 3uality o schools.
1. be romoted actions aimed at romotin the 3uality o educational institutions, throuh the reinorcement o its autonomy and emo/erment o the directie unction, as they establish the %oernment and educational administrations.
These actions include mentions measures to the reconition o the centres, as /ell as actions o educational 3uality, /hich /ill aim at the romotion and romotion o 3uality in /or@laces.
2. the actions o educational 3uality /ill deart rom a comrehensie consideration o the 6enter, /hich can ta@e as reerence models o ;anaement reconi>ed at &uroean leel, and /ill hae to contain all o the necessary tools or the reali>ation o an educational ro8ect o 3uality. To this end, schools must submit strateic lannin should include the ob8ecties ursued, the results obtained, the manaement to deelo aroriate measures to achiee the eAected results, as /ell as the time rame and rorammin o actiities.
The reali>ation o 3uality educational actiities shall be sub8ect to accountability or the teachin centre.
!. the education 3uality ro8ect /ill result in the seciali>ation o the educational institutions, /hich may include, amon others, actions aimed to curricular seciali>ation, eAcellence, teacher trainin, imroement o school erormance, the attention o students /ith secic needs o educational suort, or roidin educational resources to shared diital latorms.
The results o the actions /ill be measured, aboe all or the imroements obtained by each centre in relation to the startin situation.
Ruality educational actiities, /hich must be cometitie, they resent or educational institutions autonomy or its imlementation, both rom the oint o ie/ o the manaement o mano/er and material and nancial resources.
M. or the reali>ation o 3uality actiities, the director o the 6entre /ill hae autonomy to adat, durin the eriod o imlementation o these actions, the human resources to the needs arisin rom the same. The decisions o the director should be based on the rinciles o merit and caacity and must be authori>ed by the corresondin educational
administration, /hich /ill ta@e care o that comliance /ith the alicable reulations in the eld o human resources. uman resources manaement sub8ect to secic assessment in accountability. The director /ill be aailable o the ollo/in aculties:
aF establish re3uirements and secic merits or ersonal teachin ofcial o?ered 8obs as /ell as 8obs in the interim.
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bF re8ect, by reasoned decision, the incororation to ositions in interim o teachers comin rom
centrali>ed lists. This decision must be endorsed by the corresondin educational administration.
eF /hen the ost is acant, /ithout be coered ermanently by ofcial teachin career, and there is ade3uate undin and sufcient, roose, reasoned /ay, the eAtension on the secondment o the ofcial teachin career that had been occuyin the osition roisionally or, in your case, the aointment aain in the same ut teachin actin ofcial /ho came to lay it/here, in both cases, hain /or@ed on ro8ects o 3uality, necessary or the continuity o the same. +n any case, the roosal should be @et duly substantiated ositie ofcial assessment in the deeloment o its actiity /ithin the aroriate ro8ect 3uality, as /ell as the oriin and imortance o its continuity in the ost /hich had been deeloed /ithin the ro8ect to ensure the 3uality and the achieement o ob8ecties.
The educational administrations shall oster eAercise the leadershi role in educational institutions, roidin the necessary autonomy o manaement manaers to romote and deelo the actions o educational 3uality.
5. the actiity carried out by the sta? on the imlementation o the actions o educational 3uality, /ith a ositie ealuation, must be reconi>ed series both in the roision o 8obs and or the urose o roessional career, amon
others.H
SeentyCeiht. (rticle 12M is dra/n u in the ollo/in /ay:
G(rticle 12M. 'ules o orani>ation, oeration and coeAistence.
1. the centres deelo a lan to be incororated into the annual eneral rorammin and coeAistence that /ill collect all the actiities that are rorammed in order to oster a ood climate o coeAistence /ithin the school, the reali>ation o the rihts and duties o uils and the correctie measures alicable in the eent o nonCcomliance /ith the eAistin reulationsta@in into consideration the situation and ersonal conditions o the students, and the reali>ation o erormances or the eaceul resolution o conJicts /ith secial attention to the actions o reention o iolence o ender, e3uality and nonCdiscrimination.
2. the rules o coeAistence and conduct o them centers /ill be o orced comliance, and must reali>e them duties o them students and students and them measures correctie alicable in case o breach, ta@in in consideration their situation and conditions ersonal.
The correctie measures /ill hae a character education and recoery, shall ensure resect or the rihts o the rest o the students and see@ imroement in the relations o all the members o the educational community.
The correctie measures shall be roided to the ouls committed.
Those behaiors that threaten the ersonal dinity o other members o the educational community, /ho hae as source or conse3uence a discrimination or harassment based on ender, orientation or seAual identity, or a source o racial, ethnic, reliious, belies or disability, or that are carried out aainst the most ulnerable students by their ersonal, social or educational characteristics /ill hae the 3ualication o ery serious and /ill be associated /ith the eAulsion as a correctie measuretemorarily or ermanently, rom the 6enter.
Decisions to adot correctie measures by the 6ommission o minor misconduct shall ta@e e?ect immediately.
!. the members o the manaement team and
teachers and teachers /ill be considered ublic authorities. 6orrectie action rocedures, actions erormed by teachers, roessors and members o the manaement team o schools /ill hae robatie alue and en8oy rom
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resumtion o eracity Giuris tantumH or unless there is eidence to the contrary, not/ithstandin the eidence /hich, in deense o the resectie rihts or interests, may desinate or roide the o/n students.
M. the educational administrations shall acilitate
centres, in the conteAt o its autonomy, to deelo its o/n rules o orani>ation and oeration.H
SeentyCnine. "ararah dF o ararah 1 o article 12 is dra/n u in the ollo/in /ay:
dF a number o teachers /hich may not be less than oneCthird o the total number o members o 6ouncil, elected by the cloister and on behal o the same.
&ihty. (rticle 12# is dra/n u in the ollo/in /ay: Garticle 12#. "o/ers o the School Board.
The School Board o the 6entre shall hae the ollo/in o/ers:
toF ealuate ro8ects and standards /ho reerred to in chater ++ o title * o this oranic la/.
bF to assess the annual eneral roramme o the 6entre, /ithout re8udice to the cometences o the cloister o the teachin sta? in relation to lannin and teachin orani>ation.
eF meet the nominations to the address and address ro8ects submitted by the candidates.
dF articiate in the selection o the director o the 6enter, in the terms established by this oranic la/. Be inormed o the aointment and cessation o the other members o the team manaement. +n your case, rior areement o its members, adoted by a ma8ority o t/oCthirds, to roose the reocation o the aointment o the director.
eF reort on the admission o students, sub8ect to the roisions o this la/ and reulations /hich deelo it.
F meet discilinary conJict resolution and ensure you adhere to the reulations in orce. Ihen discilinary measures ta@en by the director corresond to behaiors o students that may seriously imair the coeAistence o the 6enter, 6ouncil school, at the re3uest o arents, mothers or leal uardians may reie/ the decision and roose, i necessary, aroriate measures.
F roose actions and initiaties that aour coeAistence coeAistence in the 6enter, e3uality bet/een men and /omen, e3ual treatment and nonCdiscrimination
by the causes reerred to in article $M.! o this oranic la/, the eaceul resolution o conJicts, and the reention o enderCbased iolence.
hF romote the conseration and renoation o acilities and the school team and nd comlementary resources, in accordance /ith article 122.!.
iF reort on the uidelines or artnershis, educational and cultural uroses, /ith local oernments, /ith other centres, institutions and aencies.
8F analyse and assess the oerall unctionin o the 6entre, the eolution o school erormance and the results o internal and eAternal ealuations in /hich articiates the 6enter.
@F deelo roosals and reorts, on its o/n initiatie or at the re3uest re3uest o the cometent authority on the unctionin o the 6entre and the imroement imroement o the 3uality o the manaement, as /ell as other asects related related to the 3uality 3 uality o the same.
G1F any others assined to him by the educational
administration.H
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&ihtyCone. (rticle 1!2 is dra/n u in the ollo/in /ay: /ay: Garticle Garticl e 1!2. "o/ers o the director. director.
They are o/ers o the director: director:
aF to reresent the 6enter, reresentin the educational administration in the same and ma@e you reach this aroaches, asirations and needs o the educational ed ucational community. community.
bF to direct and coordinate the actiities o the 6entre, /ithout re8udice to the o/ers conerred to the cloister o the teachers and the School Board.
eF eAercise the edaoical uidance, romote educational innoation innoation and drie lans or the achieement achieement o the ob8ecties o the educational ro8ect o the 6enter.
dF ensure comliance /ith la/s and other reulations.
eF eAercise on 6hie o sta? seconded to the 6entre.
F romote the coeAistence in the 6enter, ensure the mediation in the resolution o conJicts and imose discilinary measures /hich corresond to the students, in comliance /ith the reulations reulations in orce, /ithout re8udice to the o/ers conerred to the School Board in article 12# o this la/. To this end, the streamlinin o rocedures or the resolution o conJicts /ill be romoted in /or@laces.
F romote collaboration /ith amilies, institutions and aencies that acilitate the 6enter relate to the enironment, and oster a school enironment that romotes the study and deeloment o actions conducie to interated trainin in @no/lede and alues o the students.
hF romote internal assessments o the 6entre and collaborate in eAternal ealuations and the ealuation o the teachin sta?.
iF conenin and chairin the academic ceremonies and meetins o the School Board and the cloister
8F ma@e the rocurement o /or@s, serices and sulies, as /ell as authori>e eAenditures in accordance /ith the 6entre
@F to roose to the educational administration the aointment and dismissal o the members o the manaement team, rior inormation to the cloister o the teachers and the School Board o the 6enter.
1F aroe ro8ects and standards /ho reerred to in chater ++ o title * o this oranic la/.
mF aroe the annual eneral roramme o the 6entre, /ithout re8udice to the cometences o the cloister o the teachin sta? in relation to lannin and teachin orani>ation.
nF decide on the admission o students, sub8ect to the roisions o this la/ and reulations /hich deelo it.
nF aroe additional resources in accordance /ith article 122.!.
oF set the uidelines or artnershis, educational and cultural uroses, /ith local oernments, /ith other centres, institutions and aencies.
F any others that are entrusted to it by the education administration.H
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&ihtyCt/o. (rticle 1!! is dra/n u in the ollo/in /ay: Garticle 1!!. Selection o the director.
1. the selection o the director /ill be made by a rocess inolin the educational community and educational administration.
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2. the selection and aointment o Directors o ublic centres shall be carried out throuh meritC based amon teachers o career ofcials that imart some o the teachins entrusted to the 6entre.
!. the selection /ill ta@e lace in accordance /ith
the rinciles o e3uality, adertisin, merit and caacity.
&ihtyCthree. "ararah 1 o article 1!M is dra/n u in the ollo/in /ay:
G1. /ill be re3uirements to articiate in the contest o merits as ollo/s:H
aF hae at least e years as a career ofcer in the educational ublic serice.
bF hae tauht direct as a career ofcer, or a eriod o at least e years, in any o the teachins /hich o?ers the center that it chooses.
eF be in ossession o the certication accreditation o hain assed a trainin course on the deeloment o the directie unction, ien by the ;inistry o education, culture and sort or by the educational administrations o the autonomous communities. The characteristics o the trainin course /ill be deeloed by reulation by the %oernment. The certication shall be alid throuhout the national territory.
dF introduce a direction that includes, amon others, ob8ecties, lines o action and the ealuation o the sameH.
&ihtyCour. (rticle 1!5 is dra/n u in the ollo/in /ay: Garticle 1!5. Selection rocedure.
1. or the selection o manaers in ublic, educational administrations conened meritCbased and /ill establish ob8ectie criteria and the selection rocedure, as /ell as the criteria or the ealuation o the merits o the candidate and the ro8ect resented.
2. the selection /ill be conducted by a 6ommission comosed, on the one hand, o reresentaties o the educational administrations, and on the other, in one hiher roortion o thirty and ty ercent less, by reresentaties o the releant institution. O the latter, at least ty ercent shall be o the cloister o the teachin sta? o the 6entre. The educational administrations shall determine the total number o members o the commissions and the roortion bet/een the reresentaties o the (dministration and o the centers. +n any case, they should be articiation in commissions to the school boards o the centers.
The 6ommission /ill act as indicated in articles 22 to 2# o la/ !01992, o 2 Noember, leal reime o ublic administrations and common administratie rocedure.
!. the selection /ill be based on merit scholars and roessionals accredited by alicants, the assessment o the ro8ect
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&ihtyCe. (rticle 1! is dra/n u in the ollo/in /ay: Garticle 1!. (ointment.
1 educational administration shall aoint a director o the corresondin, or a eriod o our years, to the alicant /ho has been selected in the rocedure reulated in the reious article.
2. the aointment o the directors may be rene/ed or eriods o the same duration, rior ositie assessment o the /or@ carried out at the end o them. The criteria and rocedures o this ealuation /ill be ublic and ob8ecties and shall include the results o assessments in indiidual, reerred to in article 1MM2F, made durin his tenure, /hich, in any case, consider the socioCeconomic and socioCcultural actors o the conteAt and the ollo/Cu o the eolution oer time. The educational administrations may set a maAimum limit or the rene/al o the mandates.
&ihtyCsiA. "ararah 2 o article 1M shall be deleted.
&ihtyCseen. (rticle 1M2 is dra/n u in the ollo/in /ay:
G(rticle 1M2. Bodies resonsible or the ealuation.
1 /ill be the ealuation o the educational system, the National +nstitute o educational ealuation and the releant bodies o the educational administrations are determined, /hich /ill ealuate the educational system in the eld o its cometences.
2. the %oernment, ater consultation /ith the autonomous communities, /ill determine the structure and unctions o the National +nstitute o educational ealuation, in /hich the articiation o the educational administrations shall be ensured.
! manaement teams and teachers o educational institutions /ill collaborate /ith educational administrations in the ealuations carried out in their centres.H
&ihtyCeiht. e article 1M! is drated in the ollo/in /ay: Garticle 1M!.H Oerall ealuation o
the educational system.
1. the National +nstitute o educational ealuation, in collaboration /ith the educational administrations, shall dra/ u multiannual lans or oerall ealuation o the educational system. "ublic /ill be made rior to their imlementation criteria and assessment rocedures.
(lso, the National +nstitute o educational ealuation /ill establish scientic and methodoloical standards that ensure the 3uality, alidity and reliability o educational assessments, in collaboration /ith the educational administrations.
2. the National +nstitute o educational ealuation, in collaboration /ith the educational administrations, /ill coordinate the articiation o the Sanish State in international assessments.
!. the National +nstitute o educational ealuation, in collaboration /ith the educational administrations, deelo the State system o education indicators, /hich /ill contribute to the @no/lede o the educational system and to uide decisionCma@in educational institutions and all sectors inoled in education. The data re3uired or its rearation must be roided to the ;inistry o education, culture and sort by educational administrations o
the autonomous communities.
M. /ith the aim o acilitate the dianosis o /ea@nesses and the desin and imlementation o measures or the imroement o the 3uality o the Sanish educational system, the ;inistry o education, culture and sort, in collaboration /ith the educational administrations, it contents 1MbisF /ill roide mechanisms to enable the incororation o inormation
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+n addition to the 8oint statistical treatment, allo/in a better analysis o the actors that a?ect
educational erormance and added alueCbased comarison.H
&ihtyCnine. (rticle 1MM is dra/n u in the ollo/in /ay: Garticle 1MM. +ndiiduali>ed assessments.
1. the criteria o ealuation or indiiduali>ed assessments indicated in articles 2.!, 21, 29 and ! bis o this la/ /ill be common or the /hole o the State.
+n articular, tests and assessments reerred to in articles 29 and ! bis rocedures /ill be desined by the ;inistry o education, culture and sort, throuh the National +nstitute o educational ealuation. These tests /ill be standardi>ed and desin mode allo/in to establish accurate aluations and air comarisons, as /ell as the ollo/Cu o the eolution oer time o the results obtained.
The material reali>ation o testin corresonds to the releant educational authorities. Tests /ill be alied and 3ualied teachers o the Sanish educational system eAternal to the 6entre.
(ccordin to the rules /ill be reulated the
rocedure or reision o the results o the ealuations.
2. the educational administrations may establish other assessments dianostic uroses.
!. the educational authorities /ill establish more aroriate measures to ma@e the conditions o reali>ation o indiiduali>ed assessments are adated to the needs o students /ith secial educational needs.H
Ninety. "ararah 2 o article 1M# is dra/n u in the ollo/in /ay:
G2. the results o ealuations that ma@e the educational administrations be laced on @no/lede o the educational community throuh common indicators or all Sanish educational institutions, /ithout identication o data o a ersonal nature and rior consideration o socioCeconomic and socioC cultural actors in the conteAt.
The %oernment /ill establish bases or use and ublic access to the results o the assessments, consultation to the autonomous communities.
The ;inistry o education, culture and Sort shall eriodically ublish the conclusions o eneral interest o ealuations carried out by the National +nstitute o educational ealuation in collaboration /ith the educational administrations, and /ill release inormation eriodically o?erin the State system o education indicators. +n articular, /ill be ublished the results o educational institutions accordin to common education indicators or all Sanish educational institutions, /ithout identication o data o a ersonal nature.H
NinetyCone. The additional roision second is /orded in the ollo/in /ay:
GSecond additional roision. Teachin o 'eliion.
1. the teachin o the 6atholic reliion shall comly /ith the roisions o the areement on education and cultural a?airs bet/een the oly See and the Sanish State.
To this end, and in accordance /ith /hat has said areement, /ill include the 6atholic reliion as area or matter in educational leels corresondin to be mandatory or institutions o?erin and oluntary or students.
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2. the teachin o other reliions shall be sub8ect to the roisions o cooeration areements concluded by the Sanish State /ith the -ederation o &anelical reliious entities o Sain, the -ederation o communities +sraelites o Sain, the +slamic 6ommission o Sain and, /here aroriate, can subscribe to them in the uture /ith other aiths.
!. the determination o the curriculum and assessable learnin standards that allo/ the erication o the achieement o the ob8ecties and
the corresondin to the sub8ect 'eliion cometence ac3uisition /ill be resonsibility o the resectie reliious authorities. Decisions on use o teAtboo@s and teachin materials and, /here alicable, monitorin and aroal thereo corresond to the resectie reliious authorities, in accordance /ith the roisions o the areements sined /ith the Sanish State.
NinetyCt/o. The additional roision 3uinta is /orded in the ollo/in /ay:
G-ith additional roision. School calendar.
The school calendar, /hich shall determine annually the educational administrations, shall comrise a minimum o 1#5 school days or mandatory teachins.
+n any case, the comutation o the school calendar include the days deoted to lanned ealuations in the articles 19.!, 21, 29 and ! bis o this la/.H
NinetyCthree. Section M o the t/enty third additional roision is drated in the ollo/in /ay:
GM. the transer o the data, includin resered, necessary or the educational system, /ill ta@e lace reerably ia telematics and shall be sub8ect to the leislation on ersonal data rotection.H +n the case o the transer o data bet/een reions or bet/een them and the State, minimum conditions /ill be areed by the %oernment /ith the autonomous communities, in the bosom o the sectoral 6onerence on education.
NinetyCour. ( ne/ thirty additional roision third, /ith the ollo/in /ordin shall be added:
GThirtyCthird additional roision. Deree in &uroean baccalaureate international baccalaureate yen and uils and students comin rom educational systems o the ;ember States o the &uroean nion or o other States /hich hae sined international areements.
1 you can access to the Sanish niersity in the same conditions as those /ho hae obtained the deree o Bachelor in article !# o this la/:
aF by irtue o the roisions contained in the 6onention /hich establishes the Statute o the &uroean schools, made in )uAembour on 21 4une 199M, the students /ho are in ossession o the
&uroean baccalaureate deree.
bF those /ho hae obtained the +nternational Baccalaureate Diloma, issued by the +nternational Baccalaureate Orani>ation, /ith head3uarters in %enea S/it>erlandF.
eF uils and students comin rom educational systems o ;ember States o the &uroean nion or those o other States /hich hae sined international areements alicable in this resect, on a recirocity basis, roided that such students to meet the academic re3uirements in their educational systems to ain access to their uniersities.
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2. the dilomas, dilomas and studies reerred to in reious, obtained or made accordin to the re3uirements o each one o the systems o studies, /ill be e3uialent in all resects to the deree o Bachelor in article !# o this la/.H
NinetyCe. (dded a ne/ additional roision thirty ourth, /ith the ollo/in /ordin:
GThirtyCourth additional roision. Scholarshis and study rants.
1. notications that should ractice on the occasion o the handlin o the rocedures o rantin, reocation, reision o nursin and reinstatement o imroer reenue on scholarshis and study rants nanced rom the eneral budet o the State and /hose cometence is attributed to the ;inistry o education, culture and sort, /ill be carried out in accordance /ith the ollo/in rules:
aF notications is racticed throuh the electronic ofce o the ;inistry o education, culture and sort.
bF in the cases reerred to in article 59.5 o la/ !01992, o Noember 2, leal reime o ublic administrations and common administratie rocedure, notications shall be made eAclusiely in the edict Board located in the electronic ofce o the ;inistry o education, culture and sort.
eF in addition, the ublication in the aorementioned edict Board /ill relace notication, hae the same e?ects in the cases set out in ararah o article 59 o the la/ !01992, o 2 Noember, in accordance /ith the roisions o the corresondin call.
Notications and ublications that ractice throuh the electronic ofce o the ;inistry o education, culture and Sort shall be receded by a /ritten communication to sta@eholders notice o this circumstance by means that are established in the corresondin call.
(ter ten calendar days rom the notice had been ublished in the edict Board, means that it has been racticed, thus ullled the ormality and continuin /ith the rocedure.
The notication system roided or in this section
shall aly to roceedins /hich are initiated ater the entry into orce o this la/. 6alls or scholarshis and rants to study ublished subse3uent to the entry into orce o this la/ must adat to the content o this additional roision.
2. the scholarshis and rants to study to be a/arded or niersity and nonCuniersity studies /ith ofcial academic alidity shall be unattachable in all cases.
!. "roceder el reintero de las cantidades ercibidas en conceto de becas y ayudas ael estudio, de conormidad con lo disuesto en el artculo !#.1.iF o la/ !$02! o 1# Noember, %eneral rant, in those cases /here beneciaries do not meet one or seeral o the re3uirements or obtainin scholarshis or aid or had not certied them roerly.
NinetyCsiA. (dded a ne/ additional roision thirtyC th, /ith the ollo/in /ordin:
GThirtyCth additional roision. +nteration o cometencies in the curriculum.
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e ;inistry o education, culture and sort /ill romote, in cooeration /ith the communities autonomous, the ade3uate descrition o the relations bet/een them
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cometencies and the contents and criteria o ealuation o the di?erent teachins rom the entry into orce o this la/.
-or these uroses, /ill be ien riority attention to the curriculum o basic education.H
NinetyCseen. ( ne/ additional roision thirty siAth, /ith the ollo/in /ordin shall be added:
GThirtyCsiAth additional roision. (dmission to ofcial uniersity deree teachins since the 3ualications o technician and senior technician sorts and students in ossession o a deree, diloma or study obtained or erormed e3uialent to Bachelor
+n accordance /ith current leislation, the %oernment /ill establish basic leislation allo/in uniersities to set rocedures or the admission to ofcial uniersity education o rade o students /ho hae obtained a title o senior technician in trainin o technician o lastic arts and desin, or hiher technical sorts, that reerred to in article MM5! and 5, as /ell as students in ossession o a deree, diloma or study e3uialent to the deree o Bachelor, obtained or made in educational systems o States that are not members o the &uroean nion /ith those /ho hae not sined international areements or the reconition o the deree o Bachelor in recirocity reimen. +n the latter case also the students must sere the remainder o re3uirements or the certication o the title, diloma or obtained or made oerseas study.
"rocedures must resect the rinciles o e3uality, nonCdiscrimination, merit and caacity and /ill use
one or seeral o the ollo/in criteria or the ealuation o the students:
aF nal rade obtained studied teachins, and0or modules or materials secic.
bF relationshi bet/een reious 3ualications and the re3uired niersity deree curricula.
eF comlementary academic or roessional trainin. dF studies carried out reiously.
+n addition, eAcetionally may establish secic assessments o @no/lede and0or s@ills. +n the case o uils and students in ossession o a deree, diloma or study obtained or made in orein educational systems, assessments may be in &nlish, and it /ill ta@e into account the di?erent toics o the curriculum o these educational systems.
The uniersities may aree on 8oint reali>ation o all or art o the rocedures o admission, as /ell as the mutual reconition o the results o the ealuations made on admission rocedures.H
Ninety and eiht. ( ne/ additional roision thirty seen, /ith the ollo/in /ordin shall be added:
GThirtyCseenth additional roision. &Aerts Juent in orein lanuaes.
-or each school year, the educational administrations may eAcetionally, /hen there is lac@ o teachers /ith sufcient lanuae s@ills, incororate eAerts Juent in lanuaes orein, domestic or orein, as teachers in bilinual or multilinual rorams, attendin to the needs o rorammin o education or the deeloment o multilinualism reerred to the seenth nal disosition o this oranic la/. These eAerts must be enabled by the administrations
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&ducational, that determine the re3uirements o trainin and, /here aroriate, eAerience that are considered necessary. +n any case, eAerts must be in ossession o the title o Doctor, )icenciado, enineer, architect or the corresondin deree or another e3uialent deree or the urose o teachin.
NinetyCnine. (dded a ne/ additional roision thirtyC eihth, /ith the ollo/in /ordin:
GThirty additional roision eiht.H Sanish lanuae, coCofcial lanuaes and lanuaes that en8oy leal rotection.
1. the educational administrations shall uarantee the riht o students to receie the teachins in &nlish, ofcial lanuae o the State, and the other coCofcial lanuaes in their resectie territories. 6astilian is linua ranca o education throuhout the State and the coCofcial lanuaes are also in the resectie autonomous communities, in accordance /ith its statutes and reulations.
2. at the end o basic education, all students must understand and eAress themseles, orally and in /ritin, in the Sanish lanuae and, /here aroriate, in the corresondin coCofcial lanuae.
!. the educational administrations shall ta@e aroriate measures to use in the teachin o 6astilian or the coCofcial lanuaes is not a source o discrimination in the eAercise o the riht to education.
M. in the autonomous communities that ossess, alon /ith Sanish, another ofcial lanuae in accordance /ith their statutes, or, in the case o the reion o Naarre, /ith the roisions o the oranic la/ 1!019$2, o 1 (uust, reinteration and imroement o the -oral reime in Naarre, the educational administrations must uarantee the riht o students to receie the teachins in both ofcial lanuaesrorammin its educational o?er in accordance /ith the ollo/in criteria:
toF both the sub8ect o Sanish lanuae and literature as the coCofcial lanuae and literature must teach in the corresondin lanuaes.
bF the educational administrations shall desin and imlement systems that ensure the deliery o nonC linuistic sub8ects by interatin the Sanish lanuae and the coCofcial lanuae in each cycle and the staes o comulsory courses, so obtain the domain o both ofcial lanuaes by the students, and /ithout re8udice to the ossibility o includin orein lanuaes.
The educational administrations /ill determine the reasonable roortion o the Sanish lanuae and the coCofcial lanuae in these systems, can do heteroeneous /ay in its territory, accordin to attendant circumstances.
eF the educational administrations may also establish systems in /hich the nonClinuistic sub8ects be ien eAclusiely in Sanish, coCofcial lanuae or a orein lanuae, /heneer there is o?er alternatie teachin sustained /ith ublic unds /hich is used as a ehicular each in coCofcial lanuaes.
+n these cases, the education administration must ensure a teachin o?er sustained /ith ublic unds in /hich Sanish is used as lanuae ehicle at a reasonable rate.
"arents, mothers or uardians entitled to their
children or /ards to receie instruction in Sanish, /ithin the rame/or@ o the educational rorammin. + the annual rorammin o the cometent educational administration does not ensure reasonable teachin o?er sustained /ith ublic unds in /hich Sanish is used as lanuae ehicle, the ;inistry o education, culture and sort,
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sub8ect to erication o this situation, assume entirely, on behal o the corresondin educational administration, e?ectie school ees o these students in riate schools /here there is this o?er /ith the conditions and the rocedure to be determined by reulation, eAenses that /ill reerberate to the educational administration.
+t /ill be u to the ;inistry o education, culture and sort erication o the soCcalled act that determines the birth o nancial obliation, throuh a rocedure initiated at the re3uest o the interested arty, instructed by the hih education insection, and that needs to be audience to the a?ected educational administration. The eAiration o the time limit /ithout hain notied eAress resolution /ill leitimi>e the erson concerned or interested arties /ho had deduced the alication to understand it reused by administratie silence. The ;inistry o education, culture and sort /ill deelo this administratie rocedure reulations.
The nancial obliation o the ;inistry o education, culture and sort /ill be eAcetional and shall terminate /ith the adotion by the cometent educational administration o aroriate measures to ensure the indiidual linuistic rihts o the students. -or these uroses, shall not be considered ade3uate measures inolin indiidual attention in Sanish or the searation into rous on the basis o the usual lanuae.
5 shall be resonsible or the hih State insection to ensure comliance /ith the rules on use o lanuae ehicle in the basic teachins.
. those autonomous communities /here there are no ofcial lanuaes /ho benet rom leal rotection o?ered them, /here aroriate, in the bloc@ o reeCelectie sub8ects autonomous, in the terms that determine its reulatory.H
1. ( ne/ additional roision thirty ninth, /ith the ollo/in /ordin shall be added:
GThirtyCninth additional roision. -inal ealuation o the coCofcial lanuae and literature course.
The sub8ect coCofcial lanuae and literature should be ealuated in the nal ealuations reerred to in articles 21, 29 and ! bis and /ill be ta@en into account or the calculation o the obtained note in these nal assessments in the same roortion as the Sanish lanuae and literature course.
+t corresonds to the cometent educational authorities seciy ealuation criteria, assessable learnin standards and the desin o the tests that aly to this sub8ect, to be held simultaneously /ith the rest o the tests that ma@e u the nal ealuations.
Shall be eAemt rom these tests uils /ho are
eAemt rom study or be ealuated or the sub8ect coCofcial lanuae and literature, accordin to the corresondin reional leislation.H
6ent one. ( ne/ orty additional roision, /ith the ollo/in /ordin shall be added:
G-orty additional roision. -inal assessments in adult distance learnin.
Schools ublic or riate authori>ed to teach adult distance learnin, nal ealuations or obtainin ofcial titles reerred to in this la/ /ill be carried out in the orm determined by the educational administrations that it has authori>ed or is that afliated 6entre.
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+ the student resides outside the to/n /here the authorised 6entre is located, eAternal ealuations may be made outside o this to/n, accordin to /hat is established by areement bet/een the distance o adult education centres, or throuh other orms to ensure the correct deeloment o the tests that.H
6ent t/o. ( ne/ rst orty additional roision /ith the ollo/in /ordin shall be added:
G-irst orty additional roision. "reention and eaceul resolution o conJicts and alues underinnin democracy and human rihts.
+n the di?erent staes o basic education curriculum shall be ien consideration learnin the reention and eaceul resolution o conJicts in all areas o ersonal, amily and social lie, and o the alues underinnin democracy and human rihts, /hich must include in any case the reention o enderC based iolence and the study o the olocaust as a historical act.
Three hundred. ( ne/ additional roision added ortyCsecond /ith the ollo/in /ordin:
G-orty second additional roision. 6enter or innoation and deeloment o the distance education 6+D&(DF.
The 6enter or innoation and deeloment o education at distance 6+D&(DF o the ;inistry o education, culture and sort, /ill imart learnin throuhout the national territory.
The %oernment /ill establish, /ithout re8udice to the rinciles included in this oranic la/, a secic reulation o the 6+D&(D.H
-our hundred. (dded a ne/ third orty additional roision /ith the ollo/in /ordin:
G(ailable additional orty third.H 6entres distance hiher sorts education.
The %oernment may reulate and manae, /ithin the scoe o sort o hih leel and the reulation o the State -ederated sort, StateCo/ned centers that o?er sorts teachins o hiherCleel distance throuhout the national territory.<
-ie hundred. "ararah ! o the tenth transitional roision shall be deleted. SiA hundred. The nineteenth transitional roision shall be deleted.
Seen hundred. -inal disosition 3uinta is /orded in the ollo/in /ay:
G-ith nal roision. S@illCrelated title.
1. the resent la/ dictates /ith basic character under the rotection o cometition /hich corresonds to the State in accordance /ith article 1M9.1.1. a, 1$th and !.a o the 6onstitution. &Acet the basic character concerned the ollo/in recets: articles 5.5 and 5.K #K $.1 and $.!K 9K 11.1 and 11.!K 1M.K 15.!K 22.5K 2M.K 2.1 and 2.2K !1.5K !5K M2.! and M2.5K M#. 5$.M, 5$.5, 5$. and 5$.# and 5$.$K .! and .MK .2 and .MK #.2,#.!,#.,#.# and #.$K $.!K #2.M and #2.5K $9K 9K 1.!K 11K 12.2, 12.! and 12.MK 1!.1K 15.2K 1.2 and 1.!K bis.M 111 and 111 bis.5K 112.2, 112.!, 112.M and 112.5K 11!.! and 11!.MK 122.2 and 122.!K 122 bisK 12!.2, 12!.!, 12!.M and
12!.5K 12M.1, 12M.2 and 12M.MK 125K 1!.1K 1!1.2 and 1!1.5K 1MM.!K 1M5K 1MK 15MK teenth additional roision, sections 1, M, 5 and #K thirty ourth additional roisionK thirty seenth additional roisionK and ourth nal roision.
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2 articles 29, !1, ! bis and !# are held under the ausices o the eAclusie cometence o the State on the reulation o the conditions o rocurement, issuance and reconition o academic and roessional 3ualications.H
&iht hundred. The seenth nal roision is /orded
in the ollo/in /ay:
GThey hae character o la/ chater + o the reliminary title, article !K MK 5.1, 5.2K 6hater +++ o the reliminary titleK articles 1K 1#K 1$.1,1$.2, 1$.!, 1$.M and 1$.K 19.1K 22K 2!K 2! bisK 2MK 25K 2#K !K !$K $K #1. #MK #$K #9 bisK $K $1.! and $1.MK $2.2K $!K $M.1, $M.2, $M.!, $M.M, $M.5, $M., $M.#, $M.$ and $M.9K $5K 1$K 19K 115K 6hater +* o title +*K articles 11$K 119K 12.1 and 12.2K 12#K 12$K 129K urther roisions siAteenth, seenteenth, thirtyC third and thirtyCsiAthK the siAth transitional roision, third ararahK the tenth transitional roisionK the nal roisions rst and seenth, and the sinle reealin roision.
Nine hundred. (dded a ne/ seenth nal disosition, /ith the ollo/in /ordin:
GSeenth nal disosal bis.H Bases o lurilinual education.
The %oernment /ill establish bases o lurilinual education rom second cycle o reCschool education until hih school, consultation to the autonomous communities.H
-irst additional roision. (uthori>ed centers or modalities o secondary education.
1 educational institutions o secondary education /hich, at the entry into orce o the resent la/, imart any o the trac@s o the mode o science and technoloy, /ill be automatically authori>ed to teach the modality o Sciences established in this la/.
2 educational institutions o secondary education /hich, at the entry into orce o the resent la/, imart any o the trac@s o the modality o umanities and social sciences, /ill be automatically authori>ed to teach the humanities and social sciences modality established in this la/.
! educational institutions o secondary education /hich, at the entry into orce o the resent la/, imart any o the trac@s o the modality o (rts, /ill be automatically authori>ed to teach the arts modality established in this la/.
Second additional roision. 'e3uirements to articiate in cometitions o merit or selection o Directors o ublic centres.
(llotments and ublic centres directors accreditations issued rior to the entry into orce o this la/ shall be deemed e3uialent to the certication accreditation o hain assed the trainin course on the deeloment o the unction directie, indicated in ararah 1, letter eF, article 1!M o this oranic la/.
Third additional roision. Derees and studies rior to the entry into orce o this la/.
1. the title o retrieed raduated in obliatory secondary education rior to the imlementation o the nal ealuation o comulsory secondary education established in this la/, /ill allo/ access to all the ostobliatory teachins contained in section !.M, rior comliance /ith the re3uirements established in this (ct or each o them, /ith the eAcetion o the re3uirement o hain assed the nal assessment o comulsory secondary education.
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2. students and students /ho had assed the comulsory modules o an initial roessional 3ualication roram rior to the introduction o the rst course o basic ocational trainin cycles may access to the ocational trainin o aerae deree o ocational trainin, as /ell as obtain the title o raduated in obliatory secondary education or the oercomin o the nal ealuation o comulsory secondary education established in article 29 o this la/ by the otion alied teachins.
! be acceted, as the title o Bachelor reerred to in article M1.!. toF, the Bachelor
M. students and students /ho hae assed the entrance eAam to 6ollee established by article !$ o oranic la/ 202 o ! may, or the tests laid do/n in reious reulations /ith similar ob8ect, @ee the obtained note at the time accordin to the criteria and conditions roided by the %oernment, /hile they may submit to the admissions rocedures
set by the uniersities to raise the note.
5. those /ho had not assed the niersity entrance test and had obtained the title o Bachelor
-ourth additional roision. "romotion o hysical actiity and a balanced diet.
The educational administrations shall ta@e measures so that hysical actiity and a balanced diet are art o children
-ith additional roision. TeAtboo@ lendin system.
The ;inistry o education, culture and sort /ill romote the ree loan o teAtboo@s and other curriculum materials or the basic education centres sustained /ith ublic unds, in the bosom o the sectoral 6onerence on education.
-irst transitional roision. 'e3uirements to articiate in cometitions o merit or selection o Directors o ublic centres.
Durin the e years ollo/in the date o the entry into orce o this la/, shall not be re3uired to articiate in cometitions o merit or selection o Directors o ublic establishments, ossession o the certication accreditation o hain assed the trainin course on the deeloment o the unction directie, indicated in ararah 1, letter eF, article 1!M o this oranic la/, althouh it must be ta@en into account as a merit o the candidate /ho ossesses it.
Second transitional roision. (lication temorary o the article $M.! o the la/ oranic 2 0 2, o ! de mayo, o education.
The riate schools that in 21! denied them the renoation o the concert education or reduced
school units arraned on the sole round o?er di?erentiated by seA education may re3uest that it is alied as indicated in article $M.! o this oranic la/ or the remainder o the current term o concerts /ithin the eriod o t/o months rom its entry into orce.
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-irst nal roision. ;odication o the oranic la/ 021, o 21 December, on uniersities.
One. (mendin ararah ! o article M2 o the oranic la/ 021, o 21 December, /hich is /orded as ollo/s:
G! corresonds to the %oernment, ollo/in a reort o the %eneral 6onerence on niersity olicy, establish the basic rules or the admission o students alyin or enterin uniersities, al/ays /ith resect or the rinciles o e3uality, merit and ability, yen all case as indicated in article !$ o the la/ 202, o ! mayG, education.H
T/o. This roision has the character o la/.
Second nal roision. ;odication o the la/ oranic $ 0 19$5, o ! o 4uly, reulatin o the riht to the education.
The oranic la/ $019$5 o ! 4uly, reulatin the riht to education, is modied as ollo/s:
One. "ararah 2 o article 5M is dra/n u in the ollo/in /ay: G2. the o/ers o the director /ill be:H
aF direct and coordinate all the educational actiities o the 6entre, in accordance /ith the roisions in orce, /ithout re8udice to the
unctions o the School Board o the 6enter.
bF to eAercise academic head o the teachin sta?.
eF conenin and chairin the academic ceremonies and meetins o the cloister o the teachin sta? and the School Board.
dF endorse the certications and academic documents rom the 6enter.
eF imlement areements o the orans members /ithin the scoe o its o/ers.
F sole the serious issues raised by the 6entre in the eld o disciline o students.
F many other aculties by le reulation o internal reime in the academic eld.
T/o. "ararah 1 o article 5 is dra/n u in the ollo/in /ay:
G1. the concerted riate centers School Board /ill be constituted by:H
aF the director.
bF three reresentaties o the o/ner o the 6enter. eF our reresentaties o the teachin sta?.
dF our reresentaties o arents, mothers or leal uardians o uils, elected by and amon them.
eF t/o reresentaties o the students, elected by and amon them, rom the rst year o comulsory secondary education.
F a reresentatie o the ersonnel o administration and serices.
Once constituted the School Board o the 6entre, this means a erson that dries educational measures that oster real and e?ectie e3uality bet/een men and /omen.
-urthermore, in the secic secial education centers and those /ho hae seciali>ed classrooms, a comlementary educational sta? reresentatie /ill be art also o the School Board.
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One o the reresentaties o the arents in the School Board /ill be aointed by the most reresentatie (ssociation o arents in the 6enter.
(lso concerted centers that imart ocational trainin may incororate your school board
reresentatie o the business /orld, aointed by business oranisations, in accordance /ith the rocedure established by the educational administrations.H
!. (rticle 5# is dra/n u in the ollo/in /ay:
G-ityCseen article.
+t is u to the School Board o the 6entre, /ithin the rame/or@ o the rinciles laid do/n in this la/:
aF interene in the aointment o the director o the 6entre, in accordance /ith article 59.
bF interene in the selection o the teachin sta? o the 6entre, in accordance /ith article .
eF articiate in the rocess o admission o uils and students, ensurin the sub8ect to the rules on it.
dF meet the discilinary conJict resolution and ensure you adhere to the reulations in orce. Ihen
discilinary measures ta@en by the director corresond to behaiors o students that may seriously imair the coeAistence o the 6enter, 6ouncil school, at the re3uest o arents, mothers or leal uardians may reie/ the decision and roose, i necessary, aroriate measures.
eF aroe the budet o the 6entre in relation to them unds rom o the (dministration and /ith the amounts authori>ed, as /ell as the accountability annual o accounts.
F inorm and ealuate the eneral rorammin o the 6entre that, on an annual basis, /ill dra/ u the manaement team.
F roose, /here aroriate, to administration authori>ation to establish ercetions to the amilies o the students by school sulementary actiities.
hF articiate in the imlementation o the lobal educational center line and reortin uidelines or the rorammin and deeloment o comlementary school actiities, eAtraCcurricular actiities and school serices.
iF aroe, on the roosal o the o/ner o the
6enter, contributions rom the amilies o students and uils to carry out eAtracurricular actiities and the school serices as they are determined by the educational administrations.
8F reortin criteria or the articiation o the 6entre cultural, sorts and recreational actiities, as /ell as health care actions 6enter could roide that their collaboration.
@F romote collaboratie relations /ith other centers, cultural and educational uroses.
1F reort, a roosal o the holder, 6enter internal reime reulation. mF to articiate in the ealuation o the eneral ;arch o the 6enter in administratie and educational asects.
nF roose actions and initiaties that aour coeAistence in the 6enter, e3uality bet/een men and /omen, e3ual treatment and nonCdiscrimination or the reasons reerred to in article $M.! o the oranic la/ 202 o ! may, education, eaceul conJict resolution, and the reention o enderC based iolence.
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-our. (rticle 59 is dra/n u in the ollo/in /ay:
G-ityCnine article.
1. the director o the centers reached shall be aointed by the rorietor, rior reort o the School Board o the 6enter, /hich /ill be adoted by a ma8ority o the attendin members.
2. the mandate o the director /ill hae a duration o three years. Not/ithstandin the oreoin, holder may dismiss director beore the end o this
eriod /hen there are 8ustied reasons that /ill account to the School Board o the 6enter.H
5. (rticle is dra/n u in the ollo/in /ay:
G(rticle siAty.
1. the acancies o teachers in 6harter schools /ill be announced ublicly.
2. or the uroses o its roision, the School Board o the 6enter, accordin to the o/ner, establish selection criteria, basically coerin the rinciles o merit and ability.
!. the o/ner o the 6entre, toether /ith the director, /ill roceed to the selection o ersonnel, in accordance /ith the criteria o selection that has established the School Board o the 6entre.
M. the o/ner o the 6enter /ill ie account to the School Board o the roision o teachers /ho erorm.
5. the cometent educational administration shall eriy that rocedures or the selection and dismissal o teachers is conducted in accordance /ith the roisions o the recedin ararahs and can deelo the conditions o alication o these rocedures.H
. "ararah 1 o article 1 is dra/n u in the ollo/in /ay:
G1. in case o breach o the obliations arisin rom the reime o concert, shall constitute a 6onciliation 6ommission /hich may aree, unanimously, the adotion o the necessary measures, /ithin the leal rame/or@, to correct the inrinement committed by the concerted 6entre.H
#. (dditional layout rst (ct $019$5 o ! 4uly, reulatin the riht to education is reealed.
$. This roision has the character o la/.
Third nal roision. (mendin the oranic la/ $019$ o 22 Setember, nancin o the autonomous communities.
One. (dded a ararah ! to eihth additional roision o la/ $019$, o 22 Setember, nancin o the autonomous communities, /ith the ollo/in /ordin:
GTo carry out the imact to the corresondin autonomous school ees o students in riate schools /here there is a rane o teachin in /hich Sanish is used as lanuae ehicle, as indicated by the roision o additional thirtyCeihth o the oranic la/ 202 o ! may, education, the State may deduct or retainamounts aid by all the resources o the autonomous nancin schemes, the amount o school ees in riate centres underta@en by the ;inistry o education, culture and sort on behal o the autonomous communities.
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-ourth nal roision. 'eulatory deeloment.
The %oernment, on the roosal o the ;inistry o education, culture and sort, /ill dictate the roisions necessary or the imlementation and deeloment o the roisions o this la/, /ithout re8udice to reulatory deeloment corresondin to erorm to the autonomous communities in the scoe o their o/ers.
-ith nal roision. 6alendar o imlantation.
1. the amendments made to the curriculum, orani>ation, ob8ecties, romotion and ealuation o rimary education shall be imlemented or the rst, third and th courses in the academic year 21MC215, and or the second, ourth and siAth courses in the academic year 215C21.
2. the chanes made in the curriculum, orani>ation, ob8ecties, re3uirements or obtainin certicates and dilomas, rorams, romotion and comulsory secondary education assessments shall be imlemented or the rst and third courses in the academic year 215C21, and the second and ourth courses in the academic year 21C21#.
The ealuation end o education secondary comulsory corresondin to the call that /ill erorm in the year 21# not /ill hae e?ects academic. This school year /ill only erorm a sinle call.
!. the chanes made in the curriculum, orani>ation, ob8ecties, re3uirements or obtainin certicates and dilomas, rorams, romotion and hih school assessments shall be imlemented or the rst course in the academic year 215C21, and the second course in the school year 21C 21#.
-inal ealuation o Bachelor
resectiely, /ith the articles MM.M and 5.2 o the oranic la/ 202 o ! ;ay.
M basic ocational trainin cycles /ill roressiely relace initial roessional 3ualication rorams. e rst course o them cycles o trainin roessional Basic is imlemented in the course school 21MC215, course in /hich is deleted the o?er o modules re3uired o them rorams o 3ualication roessional initialK Durin this course, students eAceedin oluntary modules /ill be raduatin in comulsory secondary education. The second course o basic ocational trainin cycles /ill be imlemented in the school year 215C21.
5. the amendments made to the curriculum o the ocational trainin o rade aerae ocational trainin shall be imlemented only at the beinnin o the cycles, in the academic year 215C21.
. the amendments made to the conditions o access and admission to the teachins reulated in this la/ shall aly in the school year 21C21#.
On the other hand, access and admission to ofcial uniersity education o rade /ill be made in the ollo/in /ay:
toF students /ho hae obtained the deree o Bachelor or e3uialent:
1. /ho access rior to the school year 21#C21$ must hae assed the entrance eAam to 6ollee established by article !$ o oranic la/ 202 o ! may, or the tests laid do/n in reious reulations /ith similar ob8ect.
2. /ho hae access in the school year 21#C21$ or later courses must meet the re3uirements set out in the ne/ article !$ o oranic la/ 202 o ! ;ay.
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bF students and raduates in &uroean baccalaureate or +B students: those /ho access the 21MC215 school year and subse3uent courses must meet the re3uirements indicated in the ne/ article !$ and the thirty third additional roision o the oranic la/ 202 o ! ;ay.
eF uils and students comin rom educational systems o the ;ember States o the &uroean nion or o other States /hich hae sined international areements: those /ho access the 21MC215 school year and subse3uent courses must meet the re3uirements listed in the ne/ article !$ and the thirty third additional roision o the oranic la/ 202, may !.
dF uils and students in ossession o the 3ualications o technician and senior technician sorts, or a deree, diloma or study e3uialent to the deree o Bachelor, obtained or made in educational systems o States that are not members o the &uroean nion /ith those /ho hae not subscribed international areements or the reconition o the deree o Bachelor in recirocity reimen: those /ho access the 21MC215 school year and subse3uent courses must meet the re3uirements listed in the thirty siAth additional roision o la/ 202, o ! ;ay.
#. the rest o curricular modications laid do/n in this la/ may be imlanted rom the 21MC215 school year.
SiAth nal roision. &ntry into orce.
The resent la/ shall enter into orce on the t/entieth day o its ublication in the GOfcial %a>etteH.
Thereore,
Sent to all Saniards, riate and authorities, /hich hae and /ill @ee this oranic la/.
;adrid, December 9, 21!.
4(N 6(')OS '.
The "rime ;inister, ;('+(NO '(4OQ B'&Q
