Presentation of the Spanish Education System and one short presentation of the system of guidance an

1
Presentation of the Spanish Education
System(and one short presentation of the system
of guidance and counselling)

• Academia-Iceland
• April 7-11 2008
• Ana Santos-Pilar Pinedo

2
LOE 2006

• The new ongoing process of general reform of
  education started with the 2006 Ley Orgánica de
  Educación, LOE (Law on Education)
• The new Act rests upon three basic principles
• Quality and equity in education.
• The need for all sectors in the educational
  community to cooperate in order to achieve
  learning success.
• A firm commitment to the EU common educational
  aims in the process of convergence of education
  and training systems.
• The calendar for the implementation establishes a
  time frame of five years to be gradually
  implemented

3
STRUCTURE OF EDUCATIONAL SYSTEM

• PRE-PRIMARY EDUCATION (Age 0-6)
• FIRST STAGE Age 0-3 (the net enrolment rate is
  less than 20)
• SECOND STAGE Age 3-6 (the net enrolment rate is
  almost 100-It is free of charge-)
• COMPULSORY EDUCATION (Age 6-16)
• PRIMARY EDUCATION (divided into three two-years
  stages) Age 6-12
• LOWER SECONDARY EDUCATION (divided into two
  two-year stages) Age12-16
• POST-COMPULSORY SECONDARY EDUCATION (Age16-18)
• GENERAL UPPER SECONDARY EDUCATION (2 years) Age
  16-18
• INTERMEDIATE SPECIFIC VOCATIONAL TRAINING (1½-2
  years) Age 16-18
• HIGHER EDUCATION
• UNIVERSITY EDUCATION different Cycles (Passing
  univ. entrance examination)
• NON-UNIVERSITY EDUCATION Advanced Specific
  Vocational Training, Higher Artistic Education
  and Advanced Sports Technician

4
(No Transcript)
5
(No Transcript)
6
SYSTEM OF GUIDANCE AND COUNSELLING CURRENTLY-

• Three levels that work of coordinated form
• Classroom tutorial teacher.
• School Guidance Department.
• Educational Sector Guidance Equipment Sector.
• More information
  http//www.mec.es

7
SYSTEM OF GUIDANCE AND COUNSELLING (LOE)

• This system is the same for the whole country.
• Each Autonomous Community is responsible for the
  development of their own system.

8
Pilar (CANTABRIA-AUTONOMOUS COMMUNITY OF SPAIN-)

• Teacher of Secondary Education (Speciality of
  Psychology)
• Educational and Vocational Guidance
  (Orientadora)
• Main Competencies
• Educational Guidance
• Career Development
• Counselling
• Information Management
• Consultation and Coordination
• Community Capacity Building
• Main Functions
• Teaching -Psychology --General Upper
  Secundary
• -Learning Strategies--
  Lower Secundary
• Counselling and Advising the educational
  community in the development of several
  Educational Project
• Work at Guidance Department

9
Guidance Department

• Personnel
• Counsellor
• Supporting teachers
• Functions to give support
• Teaching-learning process (PAD)
• PAT Tutorial proceeding Plan
• POAP Academic and Vocational counselling Plan

10
SYSTEMS OF GUIDANCE AND COUNSELLING
(CANTABRIA-SPAIN)

• The guidance is a continuos process.It has three
  levels
• Tutorial action
• Specialist Advice
• At Pre-Primary
• Equipos de Atención Temprana (Early Education
  Teams)
• At Primary (and Pre-Primary)
• Unidades de Orientación (Guidance Units)
• Equipos de Orientación (Guidance Teams)
• At Secondary
• Departamentos de Orientación (Counselling/Guidan
  ce Department)
• At Interculturalidad
• Aulas de Dinamización Intercultural (Cultural
  Diversity Classes)
• At Vocational Training
• Servicios de Orientación Profesional
  (Vocational Guidance)
• Specific Advice
• Servicio de Asesoramiento y Apoyo a la
  Orientación (Specific Team Disabled, Adult)
  
• More information http//www.educantabr
  ia.es

11
(No Transcript)
12
ANA SANTOS

• TASKS
• Tutorial plan
• Attention to diversity
• Guidance Counselor and Vocacional Training
• To support late incorporated students into the
  Spanish educational system,
• Especial Educational Support
• To mediate with families

13
DROP OUT AND ABSEENTISM Preventive Actions

• GENERAL PREVENTION
• Programs to encourage coordination between
  Primary Education and Secondary Education
• School Parents
• Models of cooperative learning related to the
  diversity of the students
• Inclusive model to facilitate the integration
  of immigrant students without knowledge of the
  Spanish tongue
• Curricular Diversification Programmes

14

• Regarding vocational training, the LOE determines
  a greater flexibility to access and relationship
  among the different subsystems of vocational
  training. In order to increase the flexibility of
  the education system and to encourage lifelong
  learning, some links between mainstream education
  and vocational training have been established

15
SECONDARY PREVENTION (students with continued
absenteeism)

• To establish individualized attention and
  tutoring protocols to handle these situations
  with the student and the family
• Social-educational monitoring programs
• Reinforcement and support school programs

16
TUTORIAL ACTION

• To help students improving their habits and
  results.
• Organizing the study at home by the selected
  students time spent at homework, technical
  study, the use of the diary,
• Collaborate with families and students through
  the signing of some agreements which specify the
  tasks assigned to parents to help their sons and
  daughters when studying at home

17
Objective 1 To Develop control measures and
monitoring of absentist student or at risk.

• 1.1. At the centre we have set up a system to
  monitor the attendance of students fast and
  efficiently, weekly, through the meetings that
  the guidance counselor has with the students
  tutors.

18
Objective 2 Intervention with the families

• 2.1. Meetings with the families of the students
  in risk of dropping out.
• Attendance and improving their schooling. In
  that case, our work is aimed at provide the
  necessary resources and to continue the
  integration of the child in the center.
• 2.2. Interviews and meetings with small groups to
  discuss parenting skills and family education
  models.

19

• 2.3. Meeting monthly with a representative of the
  Municipal Social Services to deal with cases to
  solve problems that may interfere in the
  maintenance of situation of absenteeism and need
  municipal intervention.

20
Objective 3 To develop support measures in and
out of school in order to facilitate integration
of absentist school pupil or at risk of becoming
one.

• 3.1. Helping the mentors and tutors to facilitate
  the integration of the group, especially during
  the first moments of his return to the center,
  through a tracking

21

• 3.2. To establish a support classes in the
  evenings, at the high school, to help the
  students in risk of neglecting or problems with
  family care to do their homework and to promote
  their integration into the school

22
Objective 4 Collaboration with other
institutions and agencies to develop Program
goals

• 4.1. Coordination with the Municipal Social
  Services
• 4.2. Coordination with the Municipal Commission
  of Absenteeism
• 4.3. Collaboration with other institutions and
  agencies