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Hi!

I am Edward and I am 16 years old. I am studying in 11th grade in Põlva Gymnasium. I like architecture and carpentry. I used to play table tennis on a professional level but due to lack of time have stopped playing. This is the first time i participate in an Erasmus+ project. I would really love to see how different schools systems work and how teaching may differ from country to country. Also looking forward to learning more about different cultures and traditions. This is also a very good chance to practice my English and get more comfortable speaking in English. I really hope that everything goes well and that this will be a memorable and enjoyable week.

Best Wishes

Edward

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Hiya!

I am a 12th grader in Põlva Gymnasium. As my mother is a maths teacher, I just so happen to be good at it. This is the first time I'm going on a trip for school, which sounded weird for me a couple of years ago. Põlva Gymnasium has given me many opportunities to make a better person out of myself. After becoming a student in Põlva Gymnasium I became a new human, I used to be a metal man, I didn't care much about anything, now I am trying to take part in everything. This project is also a huge part of me trying new things.

I love sports, all kinds of them, I've played football for a couple of years, when I was young, but I found a ballgame much better than football, it's called handball, I've been playing it for 10 years now and honestly, I can't live without it.

I am very much looking forward to meeting the students, that are welcoming us.

Martin

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Dear folks,

I am a chemistry teacher in Põlva Gümnaasium. It's my second year of teaching and I'm still in university doing my master's first year. My colleagues know me as a wizard in Photoshop and by my unique skills in photography. Before starting my work in education I was youth worker and taught media literacy to young people. I belive teaching should be fun and practical. FYI I am Põlva Gümnaasium graduate :)

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Hi,

I am math teacher. I have been working in Põlva Gymnasium since 2016. I love numbers, really :)

So I like singing and listen the music, watch sport and support local handball players with fanclub.

This project is first Erasmus project for me, so I look forward to getting know as well as your country and culture, school and students.

See you soon,

Marika

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Dear all,

I am an English teacher who is passionate about teaching and guiding students. I also have a deep love for reading poetry and biographies, translating books from English into Estonian, writing short stories, and everything related to writing, reading and content creation. Additionally, I am enthusiastic about travelling and stepping out of my comfort zone, sometimes venturing quite far. This is my first project, and I am absolutely thrilled about the opportunity.

Looking forward to seeing you all,

Ülle

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Create your own free avatar in 4 different styles. You can save it as a scalable SVG image or in the more common PNG format.

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Our expectations before Fuengorila via Mentimeter

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Our expectations before Fuengorila via Mentimeter

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https://www.menti.com/al8exp352puu

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Please turn on Javascript Your browser either doesn't support Javascript, or you've turned it off. To vote with Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

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05. septembril ootame kohtumisele 10. klasside õpilaste vanemaid. Anname ülevaate koolisüsteemist, õppetöö korraldusest ja õpilastele pakutavatest võimalustest meie juures alles õppetööd alustanud õpilaste vanematele. 06. septembril ootame koht... Loe edasi "

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05. septembril ootame kohtumisele 10. klasside õpilaste vanemaid. Anname ülevaate koolisüsteemist, õppetöö korraldusest ja õpilastele pakutavatest võimalustest meie juures alles õppetööd alustanud õpilaste vanematele. 06. septembril ootame koht... Loe edasi "

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RegioStars 2022 - Construction Of Gymnasium Of Põlva

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Hi! I'm Annika. I'm math teacher in Põlva Gymnasium. I have been working as a math teacher since 2007 and have taught children in basic school as well as secondary school. This is the first time I’m participating in the Eramsus+ project. I want to learn more about the education system of other countries and find ideas to make my lessons even more engaging and versatile. I think participaiting gives me lots of new experiences and and knowleges.

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I have been teaching German since 1981. For the past seven years, I’ve been a German language teacher and educational technologist at our lovely Põlva high school. Since 2005, I´ve been conducting international projects with my students (ETwinning, European and Erasmus+ projects, students’ email exchange,) to motivate them to learn German, to improve their German language skills, teamwork, and digital competences etc. From 2007 to 2017, I worked in the board of ESÕS (The Estonian Association of German Language Teachers), as head of the IT group. To this day I am an eager learner and I also like to share my knowledge with colleagues in Estonia and Europe ( IDT, DaFWEBKON, ETwinning, EPAS (Springday in Europe, Euroscola) etc. I work consistently creatively, innovatively and with dedication, so I have achieved prizes and international training opportunities for many projects and student competitions.

I love flowers and make flower arrangements.

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Dear folks,

I am a head of study and a teacher of English  in Põlva Gümnaasium, which is the best school in the world for many reasons.

I have been collaborating in the frames of Erasmus+ projects since 2016 and been involved in Comenius as well as Asia-Europe Classroom Net projects.

Besides projects I love travelling to distant lands and reading detective stories.

Looking forward to learning about you, too.

Best wishes,

Florika

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Minister
Pilar Alegría

Primary languages

Spanish alongside co-official languages within respective regions, including Catalan, Basque and Galician

System type

Democratic Constituchy (check for accuracy)

Total

98.44

Male

98.93

Female

97.97

Total

9,909,886

Primary

4,654,727

Secondary

2,730,036

Post secondary

1,633,358 (community college)

Secondary diploma

80%

Post-secondary diploma

41%

Education in Spain is compulsory and free for all children aged between 6 and 16 years and is supported by the national government together with the governments of each of the country's 17 autonomous communities.

In Spain, primary school and secondary school are considered basic (obligatory) education. These are (6-12 years old), which is the Spanish equivalent of elementary school and the first year of middle school, and Secundaria (12-16 years old), which would be a mixture of the last two years of middle school and the first two years of High school in the United States.

As of 2020-21, Spain has 9,909,886 students. The largest group corresponds to primary education, with 4,654,727 students followed by secondary education with 2,730,036 and university students with 1,633,358. The smallest group is those in vocational education, with 887,710 students.

The Spanish education system is regulated by the Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa (LOMCE, Organic Law for the improvement of educational quality) that expands upon Article 27 of the Spanish Constitution of 1978.

Spain is working towards reforming vocational education and modernizing education to halt and reverse the rising unemployment rates.

The Spanish Constitution of 1978 establishes that the national government as well as the autonomous communities have competences in the Education. The articles that are about that fact are the 148th and the 149th. The national government has the power to decide the academic and professional certificates and the requirements for their acquisition. It also establishes the subjects that are taught, the assessment criteria and its expression.

Preescolar or Educación Infantil is encouraged for children under the age of six. There are two cycles of preschool which are divided by age; 0-3 years old and 3-6 years old. The first cycle is often held in daycare centers or preschools, escuela infantil colloquially guardería, and most of the time it is not free for pupils, although some city councils offer scholarships for their public preschool centers with limited places. The second cycle is free for all pupils enrolled in public schools that offer Educación Infantil (early childhood education), and is often held in Centro de Educación Infantil y Primaria, colloquially Colegio. The second cycle of preschool in public schools focus in on emotional development, movement and control of body habits, communication and language, and positive body image. The documents required for public registration include proof of residence, passport or residence card, or child's birth certificate, and, in some areas, proof of the child's vaccinations and a medical certificate of health.

Primaria or Educación Primaria, consists of six years, structured as three cycles, from first grade through sixth grade.

First Cycle: 1st and 2nd grade

Second Cycle: 3rd and 4th grade

Third Cycle: 5th and 6th grade

Spanish Language and Literature

Mathematics and science

Natural science

Social science

Physical education

First Foreign Language (English)

Artistic education: Arts and Crafts and Music

Second Foreign Language (French)

Third Foreign Language (German)

Citizenship and Human Rights' Education

Ethical Values / Religion (Catholic, Jewish, Muslim or Protestant)

Regional Language: Catalan, Galician, Basque, Valencian, Aragonese, Occitan-Aranese or Asturian (if so)

Secundaria or Educación Secundaria (ESO) consists of four years, structured as two cycles, from seventh to tenth grade:

First year of ESO (7th grade)

Second year of ESO (8th grade)

Third year of ESO (9th grade)

Fourth year of ESO (10th grade)

Some electives courses at some schools are the following:

1. Classical Culture

2. Initiation to Entrepreneurial and Entrepreneurial Activity

3. Music

4. Technology

5. Arts

6. Second Foreign Language

Some electives courses at some schools are the following:

1. Classical Culture

2. Initiation to Entrepreneurial and Entrepreneurial Activity

3. Music

4. Technology

5. Arts

6. Second Foreign Language

Some elective courses are the following:

1. Classical Culture

2. Initiation to Entrepreneurial and Entrepreneurial Activity

3. Music

4. Technology

5. Arts

6. Second Foreign Language

Some elective courses are the following:

1. Scenic Arts and Dance

2. Scientific Culture

3. Classic Culture

4. Philosophy

5. Music

6. ICT (Information and communications technology)

7. Second Foreign Language

8. Arts

Spanish Baccalaureate or Bachillerato consists of two optional additional final years in high school (mandatory education is until students are 16 years old), required if the student wants to attend University. Once students have finished Bachillerato, they can take their University Entrance Exam, Pruebas de Acceso a la Universidad (PAU), popularly called Selectividad. Selectividad is composed of two parts: the "general" section, which is mandatory for everyone, and the "specific" section, which consists of focus topics based on the students' academic interests and is theoretically optional. Selectividad is scored out of 14 points and students grade average and this score is then used to calculate students overall grade point average. In fact, 60% of this overall score is composed based on the students' GPA in Bachillerato and 40% of the score is based on the Selectividad grade.

First year of Baccalaureate (11th grade)

Second year of Baccalaureate (12th grade)

Spanish Language and Literature, as well as the co-official language, where applicable

Spanish Language and Literature, as well as the co-official language, where applicable

First Foreign Language (English)

First Foreign Language (English)

Philosophy

History of Spain

Physical Education

Science: Mathematics I
Social science:Mathematics oriented to social sciences IHumanities: Latin IArts: Basics of Art I

Science: Mathematics II
Social science:Mathematics oriented to social sciences IIHumanities: Latin II Basics of Art II

Students have to choose 2 of the following subjects:

Students have to choose 2 of the following subjects:

Science: Biology, Geology, Technical Drawing, Physics, Chemistry and Industrial Technology.

Science: Biology, Technical Drawing, Geology, Physics, Chemistry or Industrial Technology.

Social Science or Humanities: Economy, Greek, Contemporany World History or Universal Literature.

Social Science or Humanities: Business Economics, Greek, Art History, Geography.

Arts: Audiovisual Culture, Contemporany World History or Universal Literature.

Arts: Audiovisual Culture, Scenic Arts or Design.

Some elective courses are the following:

1. Musical Analysis

2. Second Foreign Language

3. Applied Anatomy

4. ICT (Information and communications technology)

5. Artistic Drawing

6. Volume

7. Musical Language and Practice

8. Religion

Some elective courses are the following:

1. Musical Analysis

2. Artistic Drawing

3. Fundamentals of Administration and Management

4. Religion

5. History of Music and Dance

6. Image and Sound

7. Psychology

8. Sociology

9. Graphics and Plastics Arts

10. Second Foreign Language

11. ICT (Information and communications technology)

12. History of Philosophy

There are three levels of education for professional skills acquisition besides the university education. These levels are Formación Profesional Básica or FPB (basic vocational education); Ciclo Formativo de Grado Medio or CFGM (medium level vocational education), which can be studied after the secondary education; and the Ciclo Formativo de Grado Superior or CFGS (higher level vocational education), which can be studied after the post-16 education.

There are 26 groups for these degrees and they include them by professional areas. 18 courses can be studied in the FPB, 62 in CFGM and 90 in CFGS.

Schools in Spain can be divided into 3 categories:

State schools (colegios públicos)

Privately run schools funded by the State (colegios concertados)

Purely private schools (colegios privados)

University of Barcelona

According to summary data for the year 2008-2009 from the ministry, state schools educated 67.4%, private but state funded schools 26.0%, and purely private schools 6.6% of pupils the preceding year. Usually, primaria is studied in a colegio and ESO and bachillerato are studied in an instituto. However, some schools only teach elementary school (K-6). K-12 schools also exist, although they are private schools or privately run schools funded by the State (colegios concertados). There are private schools for all the range of compulsory education. At them, parents must pay a monthly/termly/yearly fee. Most of these schools are run by religious orders, and also include single-sex schools.

Autonomous University of Barcelona

All non-university state education is free in Spain, but parents have to buy (or make a contribution towards) their children's books and materials. (Subsidies, loans or second hand book sales are offered by Spain's Autonomous Regions (Comunidades), in some schools and by some local councils.) This, nominally at least, also applies to colegios concertados. Many schools are concertados, state funded up to the end of Primaria but purely private for the high school years. This drop in the proportion of pupils in educación concertada is matched by increases of approximately equal size in the proportion in both state and purely private education for ESO and Bachillerato.

Schools supply a list of what is required at the start of each school year and which will include art and craft materials as well as text and exercise books. From 2009, this figure was around £300 and in 2011 was nearer £500; as of 2011, the cost of books averaged 170 euros for preschool and 300 euros for elementary school students. In some regions, the autonomous government is giving tokens to exchange them in bookshops for free. This was adapted in 2006 in regions such as Andalusia, where pupils from 3 to 10 years old will get the books for free, and in subsequent years it is expected for all compulsory years. School uniform is not normally worn in state schools but is usually worn in private schools.

There is a largely uniform admissions process for state funded schools, both colegios públicos and colegios concertados. The main admissions procedures for pupils wishing to join a school in the autumn are carried out in the spring of the year in question.

Parents can choose the school to which they wish to send their child. It is not uncommon for there to be insufficient places in a popular school for all the children for whom places are requested. In such cases, places are allocated according to rather strictly defined admissions criteria as defined in Annex IX to the order establishing the process.

Schools run directly by the public authorities or privately with public assistance ( concertada) provide education free of charge, but (depending on the family's financial status), parents may be required to supply consumables such as textbooks and school uniforms as well as contributing to after school activities.

public schools (6-12 years old) are called centro de educación infantil y primaria (CEIP), colloquially colegio or cole, and secundaria public schools (12-16 years old) are called instituto de enseñanza secundaria (IES), colloquially instituto. Public (state) schools in Spain are free.

Private schools in Spain vary:some of the schools teach entirely in Spanish; some are run as Catholic schools; some are private and bilingual or trilingual and some are international schools which place emphasis on a second language, generally English. Private schools that are state subsidized ( educación concertada) are required to follow the Spanish syllabus, while international schools are free to follow other curriculums typically from other countries such as the US or UK. Private schools tend to be more costly especially in Barcelona or Madrid. Fees include tuition as well as school supplies and uniform.

Broadly similar to the British three-term system, but with slightly shorter holidays at Christmas (22 December - 7 January) and Easter (one week - 40 days after Ash Wednesday), and longer in the summer (normally from 23 June to 15 September). In 2005, the summer holiday ran from 22 June until 1-15 September, depending on the regions. The British half-term holiday does not exist, but there are frequent odd days and long weekends relating mainly to religious holidays and regional and national holidays. Schools use the trimester system (September to December, January to March/April, March/April to June).

In Spain, Spanish coexists with Basque, Catalan and Galician as the medium of instruction. Aranese (Aranés) is official in a small area of Catalonia and primary education is offered in this language. The linguistic model chosen by the regions with their own language varies per community.

Basque Country historically provided three teaching models: A, B or D. Model D, with education entirely in Basque, and Spanish as a compulsory subject, is the most widely chosen model by parents. In addition, Navarre offers the G model, with education entirely in Spanish, without a Basque language subject option. Model A offers Spanish as tuition language and Basque is learnt as a language subject. Model B offers 50% of the classes in Spanish and Basque.

The Basque Country approved its bilingual model in a decree of 1983. Navarre enacted its corresponding decree in 1988.

Catalonia and the Balearic Islands employ language immersion in Catalan.

After the 1970s, when Spain became a democracy, Catalonia was given rights over its own education system. A law passed in 1983, "Llei de Normalització Lingüística", defined the language immersion system of Catalonia. By 1986 the entire region had already switched to it.

The Balearic Islands took more time to make language immersion effective. A decree enacted in 1997 established that Catalan must be used in at least 50% of lessons. Schools have freedom to add more lessons, and usually they do.

Valencian Community offers different levels of immersion in Catalan (also known as Valencian in this territory), with the highest level having the widest adoption. Before implementing that model, the community offered two paths. One path taught Catalan in the Catalan language subject and used it as tuition language in either Social or Natural Science. The other path provided immersion in Catalan, approaching the level of the newer advanced immersion.

The immersion models have faced strong opposition by Spanish nationalists. They allege that schools are used as indoctrination centres and that this imposes barriers which worsens academic performance. There is no serious investigation that proves that academic results are worse for bilingual students. Also proficiency in Spanish amongst Catalan students is the same as the Spanish average.

In Galicia, Galician is used as tuition language in 50% of classes, except in preschool education which uses the majority mother tongue. This model approved by the People's Party has received criticism from the European Council.

Although Spanish is the official language of all schools in the Principality of Asturias, in many schools children are allowed to take Asturian-language classes from age 6 to 16. Elective classes are also offered from 16 to 19. Asturian is not co-official in the principality, but is protected by law ( Ley 1/1998, de 23 de marzo, de uso y promoción del bable/asturiano - "Law 1/1998, of 23 March, of Use and Promotion of Bable/Asturian")

Leonese is not official or used in education in the Autonomous community of Castile and León, and Extramaduran is not recognised or official in Extramadura.

The 1997 Aragonese law of languages stipulated that Aragonese (and Catalan) speakers had a right to the teaching of and in their own language. Following this, Aragonese lessons started in schools in the 1997-1998 academic year. It was originally taught as an extra-curricular, non-evaluable voluntary subject in four schools. However, whilst legally schools can choose to use Aragonese as the language of instruction, as of the 2013-2014 academic year, there are no recorded instances of this option being taken in primary or secondary education. In fact, the only current scenario in which Aragonese is used as the language of instruction is in the Aragonese philology university course, which is optional, taught over the summer and in which only some of the lectures are in Aragonese.

Occitan (Aranese) in Val d'Aran

The protection of Aranese, a dialect of Occitan, is guaranteed in Article 3.4 of Catalonia's 1979 Statute of Autonomy. Subsequently, Law 7/1983, on linguistic normalization, declares Aranese the language of Aran, proclaims certain linguistic rights of the Aranese and directs public service to guarantee its usage and teaching. Aranese is taught on all levels of compulsory education and has been the medium of instruction in the Aran Valley since 1984.

Fala is not recognised or official regionally in Extramadura, and not used in education.

As of January 2015, the International Schools Consultancy (ISC) listed Spain as having 210 international schools. ISC defines an 'international school' in the following terms "ISC includes an international school if the school delivers a curriculum to any combination of pre-school, primary or secondary students, wholly or partly in English outside an English-speaking country, or if a school in a country where English is one of the official languages, offers an English-medium curriculum other than the country's national curriculum and is international in its orientation." This definition is used by publications including The Economist. In 1977 the International Baccalaureate authorized the first school in Spain to teach the Diploma Programme. There are now 86 IB World Schools in Spain, of which 71 deliver an international education but in Spanish.

Llavador, José Beltrán, and Daniel Gabaldón-Estevan. "Framework for Sociological Research on Education in Spain." Journal of Educational Sociology 102 (2018): 145-151. online

Ochoa, Sarah Carrica, and Aurora Bernal Martínez de Soria. "The current framework of Development Education in Spain: achievements and challenges." Revista Iberoamericana de Estudios de Desarrollo= Iberoamerican Journal of Development Studies 8.1 (2019): 164-185. online

Rodriguez Garcia, Jose Antonio. "Islamic religious education and the plan against violent radicalization in Spain." British Journal of Religious Education 41.4 (2019): 412-421.

Alba-Ramirez, Alfonso, and Maria Jesus San Segundo. "The returns to education in Spain." Economics of Education Review 14.2 (1995): 155-166. online

Albert, Cecilia. "Higher education demand in Spain: The influence of labour market signals and family background." Higher Education 40.2 (2000): 147-162. online

de la Escosura, Leandro Prados, and Joan R. Rosés. "Human capital and economic growth in Spain, 1850-2000." Explorations in Economic History 47.4 (2010): 520-532. online

Lassibille, Gerard, and Lucia Navarro Gomez. "The evolution of returns to education in Spain 1980-1991." Education Economics 6.1 (1998): 3-9.

Oliver, Josep, et al. "Returns to human capital in Spain: A survey of the evidence." in Returns to human capital in Europe: a literature review (ETLA, The Research Institute of the Finnish Economy, Helsinki (1999) pp: 279-297. online

Teixeira, Pedro, et al. "Mass higher education and its civic impacts in Portugal and Spain." Journal of Education Finance 46.4 (2021): 496-518.

Beltrán Tapia, F. J. and Martinez-Galarraga, J. "Inequality and education in pre-industrial economies: evidence from Spain", Explorations in Economic History, 69 (2018), pp. 81-101. online

Boyd, Carolyn P. "The Anarchists and Education in Spain, 1868-1909." Journal of Modern History 48.S4 (1976): 125-170.

Cappelli, Gabriele, and Gloria Quiroga Valle. "Female teachers and the rise of primary education in Italy and Spain, 1861-1921: evidence from a new dataset." Economic History Review 74.3 (2021): 754-783. online

de Guzmán, Victoria Pérez, Juan Trujillo-Herrera, and Encarna Bas Pena. "History and Microhistories of Social Education in Spain." Oxford Research Encyclopedia of Education (2021).

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Minister Pilar Alegría Primary languages Spanish alongside co-official languages within respective regions, including Catalan, Basque and Galician System type Democratic Constituchy (check for accuracy) Total 98.44 Male 98.93 Female 97.97 Total 9,909,886 Primary 4,654,727 Secondary 2,730,036 Post secondary 1,633,358 (community college) Secondary diploma 80% Post-secondary diploma 41% Education in Spain is compulsory and free for all children aged between 6 and 16 years and is supported by the national government together with the governments of each of the country's 17 autonomous communities.

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The Spanish education system comprises:

the education authorities, education professionals and other public and private actors who perform regulatory, financing or service provision functions for the exercise of the right to education included in the 1978 Spanish Constitution;

those entitled to the right to education;

the set of relations, structures, measures and actions being implemented in order to ensure it.

Key features of the education system

The Organic Law on Education 2/2006 ( LOE), in force since 2006, was modified by the Organic Law 3/2020 (LOMLOE) passed in 2020. The implementation of the amendments introduced by the LOMLOE started in the school year 2020/21 and ended at the beginning of the school year 2023/24.

This reform acknowledges the best interests of the child and places children's rights among the guiding principles of the system, promotes gender equality, encourages the continuous improvement of schools and the individualisation of learning, gives a central role to the development of digital competences and recognises the importance of education for sustainable development.

Main characteristics of the administration of the education system

Decentralisation: educational competences are shared between the General State Administration (Ministry of Education and Vocational Training) and the authorities of the autonomous communities (Departments for Education):

the central education administration executes the general guidelines of the Government on education policy and regulates the basic elements or aspects of the system;

regional education authorities develop the State regulations and have executive and administrative competences for managing the education system in their own territory.

Schools have pedagogical, organisational and managerial autonomy for their resources.

Participation of the education community in the schools' organisation, governance, running and evaluation.

Organisation and structure

The LOMLOE has introduced important modifications in the organisation of the Spanish education system with the aim of modernising it, restoring the system's equity and inclusiveness, improving results and increasing school success, as well as consolidating the education system as a basic pillar of knowledge policies.

Among the most important changes affecting the organisation, the following stand out:

provision for an increase in the number of public places in the first cycle of pre-primary education (ISCED 01) to meet all schooling requests and regulation of the curriculum and minimum requirements for the entire stage;

supression of the itineraries and the hierarchy between subjects in compulsory secondary education (ESO);

curricular diversification programmes and basic training cycles from 3rd year of ESO onwards leading to the award of the ESO graduate certificate;

modification of the promotion criteria;

annual, census-based diagnostic assessments in the 4th year of primary education and 2nd year of ESO and general, sample-based and multi-annual assessments of the education system in the 6th year of primary education and 4th year of ESO. These evaluations will have no academic effect;

changes in the administration and management of the education system: curriculum and distribution of competences, participation in the running and governance of schools, school autonomy, collegiate governing and coordinating bodies, management of public schools and evaluation of the education system;

promotion of dual vocational training at all levels of vocational training.

Important challenges of the education system

Spain has prioritised the modernisation and flexibilisation of its education system:

improving the level of competence of the entire student body, compensating for any initial disadvantages;

regaining the equality lost during the crisis years;

modernising Vocational Training and improving its enrolment and qualification rates;

reducing early school drop-out and facilitating reintegration into the education system;

updating the teaching profession to lead curricular and didactic innovation;

improving the scope and quality of 0-3 education and its curriculum framework;

making secondary education more flexible with more individual attention for educational achievement;

increasing STEM vocations, especially among female students;

guaranteeing education in civic values in order to enable the exercise of critical and participatory citizenship;

guaranteeing an investment space in education and scholarships regardless of political alternation and economic circumstances.

Teaching staff characteristics

The minimum qualification level for basic education teachers in Spain ranges from a bachelor's degree or equivalent (ISCED 6) for pre-primary and primary education to a master's degree or equivalent (ISCED 7) for secondary education. The salary is higher than the average salary in the European Union (EU), however, the maximum increment is lower than the average and the time needed to reach that level is among the highest in the EU. Currently, a legislative proposal is being worked on to regulate, among other things, initial and continuous training, access to the profession and the development of the teaching career.

Training offer in the Education System

Early childhood education lasts until the age of 6. Although it is not a compulsory stage of education, the second cycle is free of charge in all institutions receiving public funding (public and publicly-funded privateinstitutions). The public institutions that provide this education are called nursery schools, and those which also offer primary education are called early childhood and primary schools.

Basic education is compulsory and provided free of charge in publicly funded institutions. It comprises ten years of schooling and consists of the following:

primary education, provided in primary schools and pre-primary and primary schools. It consists of six academic years, normally between the ages of 6 and 12.

compulsory secondary education (ESO), which is provided in secondary schools between the ages of 12 and 16. At the end of this stage, students receive their first official qualification, the Compulsory Secondary Education Graduate diploma (Graduado en Educación Secundaria Obligatoria), which gives them access to upper secondary education or to the labour market.

basic level training cycles, which are offered in secondary education high schools between the ages of 15 and 17. Students who complete these courses receive a diploma as Graduate in Compulsory Secondary Education and the qualification of Basic Technician in the corresponding specialisation.

Upper secondary education is also mainly provided in secondary education high schools. It lasts two academic years, generally attended between the ages of 16 and 18. It offers students two possibilities:

bachillerato (general option). Upon completion of high school, students receive the Bachiller's diploma.

intermediate vocational training (vocational option). The latter is also offered in high schools of vocational training, integrated vocational training centers and national reference centers. Once these studies are completed, students receive the title of Vocational Training Technician. Those graduates who wish to do so can continue their studies with intermediate vocational training specialization courses, in those professional families where this option exists.

Higher education comprises university studies, artistic studies and, vocational studies.

university studies are taught at universities and allow obtaining Bachelor's, Master's or Doctorate degrees.

higher artistic education is taught in higher artistic education centers and allows the obtaining of Bachelor's degrees in Higher Artistic Education, Master's and Doctorate degrees.

advanced vocational training is taught in the same centers as intermediate vocational training. Once these studies are completed, the student receives the title of Higher Technician in Vocational Training. Those graduates who wish to do so can continue their studies with higher-level vocational training specialization courses, in those professional families where this option exists.

Adult education (EPA) comprises different types of education offered by the educational, labour and local administrations in very different types of institutions. Face-to-face education leading to an official qualification in the education system are provided in mainstream institutions or in specific institutions for adult education. EPA is addressed to people over 18 years of age and, exceptionally, to people over 16 years of age who work and cannot attend ordinary schools, or who are high-performance athletes.

In addition to these types of education, the Spanish education system offers specialised education:

Language education, which includes language teaching at levels A1, A2, B1, B2, C1 and C2 according to the Common European Framework of Reference for Languages (CEFR). These programmes are provided in the official language schools.

Artistic education is delivered in different specific institutions, in accordance with each type and level of educationwhich includes:

elementary music and dance education;

professional artistic education in music, dance or arts and design;

higher artistic education, mentioned above.

Sports education, organised into intermediate and higher training cycles and taught in the same institutions as vocational education.

Structure of the education system
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Useful links

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This is a co-collaboration of an existing Erasmus+ project AEKL (Akadeemiline Edukus läbi Koostöö ja Lõimingu" / Academic Achievement through Collaboration and Integrated Learning). This is a job-shadowing project for teachers and a short group mobility project for students in the frames of which students and teachers from Põlva Gümnaasium have a chance to get acquainted with school systems of different European countries with the focus on collaborative learning.

The eTwinning project enables us to do our preparatory work (introduction of the participants (live)/online before and feedback as well as evaluation after every mobility.

We shall use interactive methods as well as short video conferences etc. for better communication and collaboration.

# data[].attributes.attachment_link.description
This is a co-collaboration of an existing Erasmus+ project AEKL (Akadeemiline Edukus läbi Koostöö ja Lõimingu" / Academic Achievement through Collaboration and Integrated Learning). This is a job-shadowing project for teachers and a short group mobility project for students in the frames of which students and teachers from Põlva Gümnaasium have a chance to get acquainted with school systems of different European countries with the focus on collaborative learning.

# data[].attributes.attachment_link.readable_text
This is a co-collaboration of an existing Erasmus+ project AEKL (Akadeemiline Edukus läbi Koostöö ja Lõimingu" / Academic Achievement through Collaboration and Integrated Learning). This is a job-shadowing project for teachers and a short group mobility project for students in the frames of which students and teachers from Põlva Gümnaasium have a chance to get acquainted with school systems of different European countries with the focus on collaborative learning.

The eTwinning project enables us to do our preparatory work (introduction of the participants (live)/online before and feedback as well as evaluation after every mobility.

We shall use interactive methods as well as short video conferences etc. for better communication and collaboration.

# data[].attributes.attachment_link.description
This is a co-collaboration of an existing Erasmus+ project AEKL (Akadeemiline Edukus läbi Koostöö ja Lõimingu" / Academic Achievement through Collaboration and Integrated Learning). This is a job-shadowing project for teachers and a short group mobility project for students in the frames of which students and teachers from Põlva Gümnaasium have a chance to get acquainted with school systems of different European countries with the focus on collaborative learning.

# data[].attributes.body
This is a co-collaboration of an existing Erasmus+ project AEKL (Akadeemiline Edukus läbi Koostöö ja Lõimingu" / Academic Achievement through Collaboration and Integrated Learning). This is a job-shadowing project for teachers and a short group mobility project for students in the frames of which students and teachers from Põlva Gümnaasium have a chance to get acquainted with school systems of different European countries with the focus on collaborative learning. The eTwinning project enables us to do our preparatory work (introduction of the participants (live)/online before and feedback as well as evaluation after every mobility. We shall use interactive methods as well as short video conferences etc. for better communication and collaboration.

# data[].attributes.attachment_link.readable_text
PASEN es un servicio de la Consejería de Educación que permite la comunicación entre los distintos miembros de la comunidad educativa.Desde PASEN se puede acceder a información como calificaciones, faltas de asistencia, notas de clase de algunas asignaturas y a toda la documentación disponible desde la utilidad punto de recogida ( boletín de calificaciones, informes individuales, consejo orientador, ...).

Al menos un tutor de cada alumno/a debería tener acceso a PASEN, la forma mas rápida y eficaz de acceder al sistema es instalar la aplicación móvil iPasen disponible en Google Play para móviles Android y en el Apple Store para móviles con iOS.

Uso de Pasen | Recuperar clave

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PASEN es un servicio de la Consejería de Educación que permite la comunicación entre los distintos miembros de la comunidad educativa.Desde PASEN se puede acceder a información como calificaciones, faltas de asistencia, notas de clase de algunas asignaturas y a toda la documentación disponible desde la utilidad punto de recogida ( boletín de calificaciones, informes individuales, consejo orientador, ...).