THE SPANISH EDUCATION SYSTEM

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THE SPANISH EDUCATION SYSTEM
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I. DESCRIPTION OF THE PRESENT SITUATION

• Officially recognised education
• Non officially recognised education.

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DESCRIPTION OF THE PRESENT SITUATION

• What is understood as drop out
• Those students who drop out the education system
  before finishing their studies (absentees) and
  also those who obtain no qualification but a
  school-leaving certificate.
• The highest rates of absenteeism are found in
  gypsy children and youngsters

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OFFICIALLY RECOGNISED EDUCATION

• Some statistic facts
• 60 of teachers consider absenteeism one of the
  most important problems in secondary education,
  together with verbal agression between classmates
  and expulsion from the classroom.
• The rate of drop outs in Spain was 26, in 1994,
  4 points over the European average (22). (Before
  LOGSE, the Education Act of 1990).
• The average of students who leave without
  obtaining the relevant qualification is 8 in the
  centres collaborating in this research.

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OFFICIALLY RECOGNISED EDUCATION

• Factors that influence school drop out
• Learning difficulties.
• 40 of the students polled admitted they often
  had learning difficulties. Only 92 of them
  thought that they always had obvious learning
  difficulties.
• Educators from these centres informed that
  approximately 24 of their students (Compulsory
  Secondary Education) were being applied specific
  measures focused on diversity.

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OFFICIALLY RECOGNISED EDUCATION

• Factors that influence school drop out
• Misconduct in the classroom. Causes
• Students lack interest and motivation (523)
• Crisis of values in modern society (286)
• Lack of minimum knowledge required (should be
  acquired in Primary Education) (213)
• Family problems (19)
• Poor application of the Education Act, lack of
  support (resources) from the Administration
  (132)
• Insufficient preparation of teachers to face
  these conflicts (more than 50 of teachers arent
  prepared)

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OFFICIALLY RECOGNISED EDUCATION

• Factors that influence school drop out
• Classroom conflicts

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NON OFFICIALLY RECOGNISED EDUCATION

• Social Guarantee Programmes
• These programmes represent an educational option
  for those students who havent accomplished
  Compulsory Education (Primary and Secondary).
• 39 of youngsters who drop out from school
  without qualification find an employment after
  completing one of these programmes 4 rejoin the
  education system 23 are actively searching for
  employment 11 give up the programme without
  finishing, and 25 continue their training within
  the frame of Social Guarantee Programmes.

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NON OFFICIALLY RECOGNISED EDUCATION

• Social Guarantee Programmes

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NON OFFICIALLY RECOGNISED EDUCATION

• Adults Education
• It is an alternative for people older than 18 who
  havent got any qualification.
• Substantial change in the profile of students who
  joined this type of training over the last
  decade. Nowadays decrease in the demand of basic
  literacy courses and an increase in cultural and
  professional training.

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II. DESCRIPTION OF THE CURRENT SITUATION AND
NEEDS ENCOUNTERED
1. Students 2. Families 3. Teachers 4.
Education System 5. Social and political ambit
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STUDENTS CURRENT SITUATION

• Emotional problems learning difficulties are
  associated to emotional problemsdepression,
  anxiety, low self-esteem, etc.
• Lack of social skills and personal development
  lack of social abilities, attitudes, skills and
  competencies
• Organisational and work planning techniques
• Tutelage a great deal of these students come
  from outlying areas or broken families.
• Multicultural education Spanish training centres
  have students from different ethnic groups.
• Intellectual development intellectually
  handicapped students are often among those who
  drop out from school

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STUDENTS NEEDS ENCOUNTERED

• A specific and effective service to give
  attention to students emotional problems.
• Programmes and group dynamics to improve young
  peoples personal development.
• Provide students with organisational techniques
  and work planning.
• Alternative adult figures for students whose
  social problems are caused by their family
  situation, as well as techniques to help them
  improve their social skills.
• Deep analysis of the lacks and characteristics of
  the immigrant groups.
• Centres should be adapted to students with
  special educational needs (human and material
  resources).

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FAMILIES CHARACTERISTICS OF MODERN FAMILIES

• Families feel incompetent with regards to their
  educational task They feel they lack knowledge
  and resources to deal with adolescent children.
• Time left for developing the parental role
  Incompatibility of timetables of parents and
  children, which makes young people spend a long
  time alone.
• Compromise of families concerning their
  childrens education the incompetence feeling
  mentioned above makes parents burden teachers
  with responsibilities (beyond their competences)
  and be more exigent with them.
• Search for alternative socialising agents to
  assume parents traditional responsibilities.

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FAMILIES NEEDS ENCOUNTERED

• To provide families with strategies to carry out
  a preventive and effective education of their
  children. Proposal a bigger offer (in primary
  and secondary education) of practical parents
  schools, where they could acquire daily
  educational routine.
• To make parents be more conscious of their
  importance as an educational figure, regardless
  of their sociocultural level.
• To make families become more involved in their
  childrens teaching/learning process.
• To provide families with bigger support from
  social services.

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TEACHERS CURRENT SITUATION

• Acknowledgement and prestige of education and
  teachers loss of authority and social status.
• The challenge of focusing on diversity teachers
  lack the necessary resources.
• Insufficient pedagogical preparation of teachers
  with regards to adolescent children.
• Misconduct in the classroom Teachers dont feel
  prepared to face classroom conflicts.
• The tutors role highlight the tutors role at
  school as a vocational guide for students.
  However, teachers lack compentences and resources
  for group attention.
• Information technologies in education some
  teachers are not prepared for using IT as a daily
  educational resource.
• Steady teams lack of coordination between
  teachers

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TEACHERS NEEDS ENCOUNTERED

• Teachers require more collaboration and support
  from families in the teaching process.
• Definition of their role, not only as
  transmitters of knowledge, but also as vocational
  guides for students.
• Inclusion, in teacher training, of specific
  preparation for dealing with adolescent children
• Permanent retraining of teachers in order to
  update their knowledge.
• New strategies and resources for teachers to face
  classroom conflicts.
• Support and material resources from the
  Administration.
• Awareness of the importance of coordination and
  teamwork.

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THE EDUCATION SYSTEM CURRENT SITUATION

• Law offers no alternative to officially
  recognised education until the age of 16 (inside
  or outside the official frame).
• Itinerant teachers high percentage of supply
  teachers, constantly changing, which makes
  teaching work more difficult.
• Coordination between primary and secondary
  education teaching staff
• Preventive measures to apply preventive measures
  in primary school before it is necessary to apply
  corrective measures.
• Scarcity of resources it hinders effective
  attention to students with learning difficulties.
• Ovecrowding in schools, while focusing on
  diversity demands individual attention.(30
  students per class)

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THE EDUCATION SYSTEM NEEDS ENCOUNTERED

• More flexibility to allow collaboration between
  training centres and other institutions
• Legal support to develop joint actions between
  official and non-official education. More
  autonomy in training centres so that legal
  matters do not hinder their initiatives.
• To improve the task of training centres bringing
  training and working worlds closer together.
• Improvement of communication between primary and
  secondary education centres.
• Measures focused on diversity and vocational
  guidance since primary school.
• Avoid overcrowding in order to offer quality
  training and individual attention.

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SOCIAL AND POLITICAL AMBIT. CURRENT SITUATION.

• Other resources alien to school lack of
  information about other services such as mental
  health centres and social care.
• Shortage of professionals in the field of health
  and social care
• Coordination between school and other
  institutions (local institutions above all).
• Global or comprehensive policies support from
  the government in order to co-ordinate the
  policies and measures that have to be developed.
• Promotion of young people associations and
  creation of alternative spaces for leisure
  activities.
• Analysis of the world of work, regarding the most
  wanted qualifications.

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SOCIAL AND POLITICAL AMBIT. NEEDS ENCOUNTERED.

• Further information about how to locate the
  different resources that may be used.
• Communication/coordination between resources
  inside and outside the school.
• Awareness of the importance, effectiveness and
  profitability of preventive measures.
• Creation of multidisciplinary teams (both at a
  local or regional level).
• Awareness of the profitability of coordinated
  measures between all the existing resources
  social services, young people associations,
  training centres, companies...

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III. DESCRIPTION OF THE EXISTING MEASURES

• Resources to attend students younger than 16
  years old
• Inside the school
• Figures
• Careers advice department pedagogue, teacher of
  therapeutic pedagogy, speech therapist.
• Schoolteacher
• Tutor
• Measures focused on diversity
• General measures
• Specific measures
• Outside the school
• Entities and institutions
• Family
• Young people and cultural associations
• Open centres
• Town councils
• Social services teachers, social workers, speech
  therapists, pedagogues.

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III. DESCRIPTION OF THE EXISTING MEASURES

• Resources to attend to students older than 16
  years old.
• Inside the school
• Figures the same as for students younger than 16
• Training programmes Intermediate Vocational
  Training, Non-Compulsory Secondary Education
  (High School), Advanced Vocational Training,
  University
• Outside the school
• Entities and institutions the same as before,
  adding
• Companies
• SERVEF (Valencian Training and Employment
  Service)
• Unions
• NGOs
• Training programmes Social Guarantee Programmes,
  Trades Workshops, Adults Education, Training for
  unemployed people,Training and careers advice
  workshops

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III. DESCRIPTION OF THE EXISTING MEASURES

• Measures focused on diversity at school. (younger
  than 16 )
• General measures applied to all the students
  without exception.
• Concretion of the curriculum, including
  strategies and resources to offer different
  solutions to the needs encountered
• Optionality
• Reinforcing activities
• Tutorship and guidance

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III. DESCRIPTION OF THE EXISTING MEASURES

• Measures focused on diversity at school. (younger
  than 16 )
• Specific measures applied to students with
  learning difficulties
• Adaptations to access curriculum specific
  support for those students with serious
  difficulties to access the educational
  curriculum.
• Significant individual curricular adaptations,
  for students with special educational needs.
• Programmes for curricular diversification, for
  students older than 16 years old, still in
  Compulsory Secondary Education after having
  repeated 2 years, but interested in obtaining the
  Secondary Education Qualification
• Programme for curricular diversification
  in-groups, for students younger than 16 years
  old, with serious difficulties to get adapted to
  school.
• Flexible groups dividing some groups in certain
  areas where there is an obvious difference
  between students with regards to their learning.

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III. DESCRIPTION OF THE EXISTING MEASURES

• Resources for students older than 16
  non-officially recognised education.
• Valencian Training and Employment Service
  (SERVEF).
• This service is responsible for implementing the
  Valencian policy regarding labour arbitration,
  career guidance, vocational training and
  promotion of employment.
• It offers free information and advice for those
  older than 16, but also labour arbitration,
  training for unemployed people, measures to
  promote employment and self-employment, and
  develops actions for improving employability.
• Vocational Advice and Training Workshops (TFIL)
• Once beneficiaries have gone through the previous
  actions and received career guidance, they can be
  led to one of these workshops, which will be
  adapted to their requirements.
• These courses are addressed to long-term
  unemployed, people younger than 25 years old,
  women, handicapped people or those marginalised
  by society.

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III. DESCRIPTION OF THE EXISTING MEASURES

• Resources for students older than 16
  non-officially recognised education
• Training for unemployed people
• Free courses for unemployed people older than 16
  years old who want to improve their professional
  skills. A certificate is issued at the end of the
  course.
• These courses are programmed according to the
  training needs encountered in each region.
• Trade workshop
• Free courses governed by the Regional Economy,
  Treasury and Employment and Economy Department,
  addressed to unemployed people between 16 and 25
  years old. No qualifications are required.
• The contents of these courses are related to
  community service.

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III. DESCRIPTION OF THE EXISTING MEASURES

• Resources for students older than 16
  non-officially recognised education
• Social Guarantee Programmes
• Free courses governed by both the Regional
  Employment and Education Departments, carried out
  by training centres, town councils, career
  guidance centres, companies and NGOs.
• They are addressed to young people between 16 and
  21 years old who havent accomplished Compulsory
  Secondary Education or have just obtained a
  school-leaving certificate.
• The difference between SGP and other Trades
  Workshops is that in this case students dont
  receive any economic compensation.
• Permanent Schools for Adults
• They are governed by the Education Ministry, and
  addressed to people older than 18 years old who
  want to improve their professional qualification
  as well as to develop abilities required for
  their social, economic, political and cultural
  life.

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III. DESCRIPTION OF THE EXISTING MEASURES

• Some co-ordination initiatives
• Co-ordination groups composed by teachers and
  social services
• Co-ordination with NGOs
• Local intervention plan
• Commission to prevent absenteeism
• Open leisure centres or Youth centres
• Young people associations
• Vocational and social guidance centres