key competences spain

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Developing Key Compete

at School in Europe:


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Key Competences in Spain National overview 2011/12 1

SPAIN

For better understanding the information in the tables about the skills or competences below, it is necessary to include a small introduction explaining thecurricular context for the basic competences (competencias bsicas) in the Spanish Education System and the regulations in force.

The Organic Act on Education 2/2006 (LOE), May 3rd

, includes for the first time the term basic competence (competencia bsica) in the educationregulations establishing that curriculum is understood as the set of objectives, basic competences, contents, pedagogic methods and assessment criteria for

each study regulated by the present act.

The State regulations developed by the LOEestablish the curriculum for every education stages, Primary Education (ISCED 1), Lower Compulsory SecondaryEducation ESO-(ISCED 2), General Upper Secondary Education - Bachillerato - and Intermediate Vocational Training (ISCED 3), setting the common corecurriculum for the whole State, and being a part of the curriculum established by each Autonomous Community for their management scope (the corecurriculum established by the central government is 55% of the total curricular contents).

The core curriculum for the compulsory stages of the Spanish Education System (ISCED 1 and ISCED 2) establishes the objectives for every area or subject(expressed in terms of abilities), basic competences, contents and assessment criteria.

The core curriculum for General Upper Secondary Education and Intermediate Vocational Training (ISCED 3) establish the objectives (expressed in terms ofabilities), the contents and the assessment criteria for every subject (or module in the case of Training Cycles of Intermediate Vocational Training).

In Spain the State regulations have defined eight basic competences or essential learning which must have been developed by students at the end ofcompulsory education. The basic competences, integrating both formal studies incorporated to the different curricular areas or subjects, and the informal and

non-formal studies, are the following ones: Competence on Linguistic communication (Competencia en comunicacin lingstica); Mathematicalcompetence (Competencia matemtica); Competence on knowledge and interaction with the physical world (Competencia en el conocimiento y lainteraccin con el mundo fsico); Information and digital processing competence (Tratamiento de la informacin y competencia digital); Social and civiccompetences (Competencia social y ciudadana); Competence on Cultural awareness and expression (Competencia cultural y artstica); Competence onLearning to learn (Competencia para aprender a aprender); and Competence on Autonomy and personal initiative (Competencia en autonoma einiciativa personal).

Through the areas or subjects of the curriculum of compulsory education, all the students are expected to acquire the basic competences previously indicated. However, there is not a univocal connection between the teaching of some areas or subjects and the development of somecompetences. Each area or subject contributes to the development of different competences and, at the same time, each of the basic competences isachieved as a consequence of the work done by teaching several areas or subjects.

The core curriculum for Primary Education (ISCED 1) and Lower Compulsory Secondary Education (ISCED 2) describe for every area or subject how theycontribute to develop the basic competences, being the assessment criteria established for every subject the main reference for evaluating the degree ofcompetences acquisition.

For this reason it is necessary taking into account that:

the skills or competences analysed in the following tables (reading, mathematics, science, foreign languages, digital, social and civic andinitiative and entrepreneurship competences) do not have an exact connection with the basic competences established in the curriculum of thecompulsory stages of the Spanish Education System.
http://www.boe.es/buscar/doc.php?id=BOE-A-2006-21409http://www.boe.es/buscar/doc.php?id=BOE-A-2006-21409http://www.boe.es/buscar/doc.php?id=BOE-A-2006-21409http://www.boe.es/buscar/doc.php?id=BOE-A-2007-238http://www.boe.es/buscar/doc.php?id=BOE-A-2007-238http://www.boe.es/buscar/doc.php?id=BOE-A-2007-238http://www.boe.es/boe/dias/2007/11/06/pdfs/A45381-45477.pdfhttp://www.boe.es/boe/dias/2007/11/06/pdfs/A45381-45477.pdfhttp://www.boe.es/boe/dias/2007/11/06/pdfs/A45381-45477.pdfhttp://www.boe.es/boe/dias/2007/11/06/pdfs/A45381-45477.pdfhttp://www.boe.es/buscar/doc.php?id=BOE-A-2007-238http://www.boe.es/buscar/doc.php?id=BOE-A-2006-21409


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there is not any exclusive area or subject for developing each basic competence.

basic competences, as they are basic, are included in the curriculum for compulsory education stages (ISCED 1 and 2), which also consider theobjectives explained in terms of abilities. In their turn, in post-compulsory stages (General Upper Secondary Education and Intermediate VocationalTraining- ISCED 3), differenced by modalities and branches, the curriculum of subjects or vocational modules is aimed at achieving someobjectives expressed in terms of abilities to be developed by the students, depending on the studies for which he/she they are qualified, and on thevocational competences as for Vocational Training.


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Key Competence Mother tongue (Reading)

National strategy / actionplan

There is a national Plan for the Promotion of Reading (Plan de fomento de la lectura), dependent upon the Ministry ofEducation, Culture and Sport.The Act on Reading, Books and Libraries(2007) states that the plans for promoting reading willconsider reading as a basic tool for exercising the right to education and culture, within the framework of the information society,and they will stress the general interest of reading in society's everyday life by promoting the habit of reading.

Some competences regarding the legal regime for books and reading, as well as for the promotion of books, reading and liberalarts, are assigned to the Autonomous Communities, generally by means of subventions, within their territory. Thus, apart fromthe actions performed nation-wide, there are other acts and plans or specific initiatives for promoting reading both inside andoutside the schools at a regional level.

In addition, from the Ministry of Education, Culture and Sport, in collaboration with the Autonomous Communities, some actionshave been developed for years aimed at, on the one hand, improving the school libraries and, on the other one, at fosteringReading. Among them there is the Programme Reading for learning. Reading in the digital age (2011) ( Programa leer paraaprender. La lectura en la era digital) and the portal Leer.es.

Apart from that, the Ministry of Education, Culture and Sport, within the framework of the agreement signed with the Associationof Spanish Newspaper Editors (AEDE), has implemented the Project to Promote Newspapers in the classroom (Mediascopio),which aims to offer the educational community more resources to develop these skills. The objective is to promote generalreading of newspapers in particular, both in the classroom and at home; as well as to make newspapers an educationalresource. On one hand, the objective consists of helping teachers promote reading habits amongst the student body and toteach basic strategies for searching and treating information that students will use in their daily lives, both academically andprofessionally. On the other hand, the objective is to disseminate actions, materials and resources that promote the critical andselective analysis of mass media messages.

Furthermore, from the Ministry of Education, Culture and Sport, in collaboration with the Autonomous Communities, aProgramme for consolidating Basic Competences as the essential element of the curriculum (2011) (Programa para laconsolidacin de las Competencias Bsicas como elemento esencial del currculo ) is being carried out. The programme targetsall the members of the education community of the different stages of compulsory education (students, teachers, leadershipteams, families, etc.) with the purposes of:

1. Supporting the curriculum development in competence-based education for increasing in the near future the studentslevel of competences, favouring the development of their creativity, preventing and reducing the school failure andpromoting the development of a continuing lifelong learning (Proyecto COMBAS).

2. Supporting the development of projects seeking to consolidate the key competences in the curriculum through thepublication of economic subsidies.

3. Knowing the initial situation and the development of a competence-based education in order to evaluate the level andquality of its implementation.

4. Improving Initial Teacher Training in Primary and Secondary Education: Learning to teach key competences.

5. Establishing effective channels of information and communication.
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Status in the curriculum Reading, considered as a basic skill to be considered and worked on in every area or subject, is a key factor for developingbasic competences (competencias bsicas) and an essential part of the competence on Linguistic communication(Competencia en comunicacin lingstica) to be reached by the students at the end of compulsory education.

ISCED 1 and 2: The educational subject of Primary and Lower Compulsory Secondary Education 'Spanish Language andLiterature (Lengua Castellana y Literatura) and, if any, Co-official Language and Literature (Lengua Cooficial y Literatura),which is compulsorily studied in all the grades, focuses on listening, speaking and conversation, reading and writing, literatureeducation, as well as knowledge of the language. The new OrganicAct on Education(LOE, 2006) has put more emphasis on

reading. In particular,the regulationsestablish that, at primary level, at least 30 minutes should be devoted to reading every day.In the level of Lower Compulsory Secondary Education it is specified that schools must assure a specific time to reading whenteaching all the subjects in every grade of the said stage. Furthermore, during compulsory education, all curriculum subjectsshould be taught in such a way that they all encourage reading comprehension and interest in reading as well as good readinghabits.

General Upper Secondary Education (ISCED 3): The Organic Act on Education indicates among the objectives of GeneralUpper Secondary Education strengthening reading habits as a necessary condition for effective learning and as a mean ofpersonal development. The Education Authorities of the Autonomous Communities are in charge of promoting the necessarymeasures for developing activities stimulating the interest of reading and reading habits in the subjects provided in GeneralUpper Secondary Education. All the students of General Upper Secondary Education must take the subject of SpanishLanguage and Literature and, if any, Co-official Language and Literature. The curriculum of this subject is organised inthree contents blocks: The variety of discourses and the information processing; The literary discourse; and Languageknowledge. The contents in this last block are directly related to the contents in the previous blocks and especially to theunderstanding, expression and analyse activities and textual analysis.

Learning outcomes /objectives

The core curriculum gathers the description of the eight basic competences and the basic level to be reached by all the studentsat the end of Lower Compulsory Secondary Education. In every area (ISCED 1) or subject (ISCED 2) the objectives and contentsare to guarantee their development, and the assessment criteria are a reference to evaluate the acquisition level. The objectivesare expressed in terms of abilities to be reached at the end of every stage, while the contents and assessment criteria aredefined for each education cycles (1-2; 3-4; 5-6 grades) at ISCED level 1, at ISCED level 2 are defined for each grade, and in thelevel ISCED 3 for every subject making up the curriculum of General Upper Secondary Education or of the modules ortheoretical-practical areas of knowledge (Intermediate Vocational Training).

As it is the case in most countries, central Education Authorities do not issue achievement scales.

Among the assessment criteria expressed for the area or subject of Spanish Language and Literature related to the readingskill, we can highlight some examples in every level:

ISCED 1: First cycle (6-8 years old): To find specific information and to make direct inferences in texts reading.ISCED 2: First grade: To extract specific information and to identify the goal of written texts from social spheres near thestudents experience; to follow simple instructions; to identify the statements where the general theme is explicit and; todistinguish the parts of the text.

General Upper Secondary Education (ISCED 3): To characterise different kinds of oral and written texts, belonging to spheresof diverse uses, regarding the factors of the communicative situation, highlighting the most meaningful features of the genre towhich they belong, analysing the features of their register and assessing their suitability to the context.
http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-7899http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-7899http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-7899https://juglar.educacion.es/exchange/mercedes.lucio/Bandeja%20de%20entrada/No%20Subject-5.EML/SPAIN_Key%20Competences%2013-03-2012.doc/Configuraci%C3%B3n%20local/Temp/REAL%20DECRETO%201538/2006,%20de%2015%20de%20diciembre,https://juglar.educacion.es/exchange/mercedes.lucio/Bandeja%20de%20entrada/No%20Subject-5.EML/SPAIN_Key%20Competences%2013-03-2012.doc/Configuraci%C3%B3n%20local/Temp/REAL%20DECRETO%201538/2006,%20de%2015%20de%20diciembre,https://juglar.educacion.es/exchange/mercedes.lucio/Bandeja%20de%20entrada/No%20Subject-5.EML/SPAIN_Key%20Competences%2013-03-2012.doc/Configuraci%C3%B3n%20local/Temp/REAL%20DECRETO%201538/2006,%20de%2015%20de%20diciembre,https://juglar.educacion.es/exchange/mercedes.lucio/Bandeja%20de%20entrada/No%20Subject-5.EML/SPAIN_Key%20Competences%2013-03-2012.doc/Configuraci%C3%B3n%20local/Temp/REAL%20DECRETO%201538/2006,%20de%2015%20de%20diciembre,http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-7899


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Nationally standardised

tests and examinations

National tests (General Diagnosis Evaluation Evaluacin General de Diagnstico) in ISCED 1 and 2 conducted to samples ofpupils in fourth year of Primary Education and second year of Lower Compulsory Secondary Education for monitoring purposes.The aim is to evaluate the basic competences and to contribute to improve the education quality and equity; to direct theeducation policies; to increase the transparency and effectiveness of the Spanish Education System and; to provide informationon the acquisition degree of the basic competences. In the two national evaluations carried out up to the moment (in 2009 withthe students of fourth grade of Primary Education and in 2010 with those ones of second grade of Lower Compulsory SecondaryEducation), the competence on Linguistic communication, Mathematical competence, the competence on Knowledge and

interaction with the physical world and Social and civic competences have been the evaluated competences.In their turn, the Autonomous Communities also evaluate (Diagnosis Evaluation Evaluacin de Diagnstico), yearly and with acensus nature, the level of acquisition of basic competences by students within their territory. They are formative and internal forschools and informative for families, and their aim is to get to know the achievement level of schools and pupils, and to proposeimprovement plans if necessary.

Main initiatives /

Measures to tackle low

achievement

For attending students learning difficulties, the Spanish Education System takes into account a series of measures andprocesses to be applied regardless the sphere or competence where the students have difficulties or education needs. For thisreason, the measures bellow are the same ones applied if the students have a low level in the competence on Mathematics,Science, Foreign languages, etc.

I. Planning and organisation of attention to pupils' diversity within the school

On the basis of guidelines given by the Ministry of Education, the Autonomous Communities make reference to pupils diversityin their decrees developing the curriculum and have drawn up their own Attention to Diversity Plans, with the aim of putting intopractice educational measures and actions allowing the maximum adaptation of teaching-learning processes to thecharacteristics of pupils.

II. Prevention and identification of learning problems and, when applicable, pupil intervention: educational guidance services

A guidance system intervenes at three levels: classroom level (pupils form teacher), level of direct intervention in schools(Guidance Teams or Departments), and level of indirect or specific intervention with schools (Specific Teams).

III. Procedure to follow to obtain official and individual recognition leading to support measures

The decision-making process from the moment when a pupil presents learning difficulties (for example, reading difficulties)consists of several PHASES, and different professionals are involved in it.

1. The pupil presents learning difficulties at a given moment.

2. The teacher puts into practice ordinary measures to compensate such difficulties.

3. If the difficulties are not solved, a series of specific attention to diversity measures (either ordinary or extraordinary) are

taken.

If they identify that the pupil presents specific needs for educational support (alumnado con necesidad especfica de apoyoeducativo), the counsellor sends the psycho-pedagogical assessment report and a schooling report to the relevant EducationAuthority, for them to be informed and to be able to officially consider the pupil to have such needs. From that moment on, all thenecessary ordinary or extraordinary measures and support are applied.

The following measures are included among the measures to deal with pupils with learning difficulties, either in primary orsecondary education (the main measures that may be taken to tackle the learning difficulties related to reading will be
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Mathematics

National strategy / actionplan

General initiatives are forested in order to promote the development of mathematical basic skill. Among the last ones, there aretwo programmes developed by the Ministry of Education, Culture and Sport in cooperation with the Autonomous Communities:the Programme for consolidating the basic competences as the central element in the curriculum (Programa para laconsolidacin de las Competencias Bsicas como elemento esencial del currculo, 2010-2011), briefly commented in theprevious table, and the Programme for deepening knowledge (Programa de Profundizacin de Conocimientos (Profundiza,2010-2011), aimed at the most talented students between ISCED 1 and ISCED 3 with the greatest motivation for learning,promoting the interest in research, technology and innovation.

Status in the curriculum Mathematical competence is one of the basic competences to be developed during all the Compulsory Education (ISCED 1and 2). This competence is defined as the skill to use and connect numbers, their basic operations, symbols and forms forexpression and mathematical reasoning, both to produce and interpret different types of information and to increase knowledgeon quantitative and spatial aspects of reality, and to solve problems linked to everyday life and to the working world.

The subject ofMathematics (Matemticas) constitutes a compulsory subject until end of ISCED 2 (age 16) and afterwards(ISCED 3) it is optional depending on the branch. It is the one with the greatest contribution to acquire the Mathematicalcompetence, even if the rest of the areas or subjects also contribute to develop it. In the core curriculum official documents thespecific contribution of each subject to the development of the different basic competences is made explicit.

Learning outcomes /

objectives

Assessment criteriafocus on describing competence levels. In the current legislation the last assessment criteria of each cycle

(ISCED 1), grade (ISCED 2) or subject (ISCED 3), refers to the ability in problem solving using all the mathematical tools learnedwithin the cycle, grade or subject, connecting knowledge.

As it is the case in most countries, central Education Authorities do not issue achievement scales.

In order to illustrate the above-mentioned, one of the assessment criteria expressed for the Mathematics area or subject ispresented for every level:

ISCED 1: First cycle: in everyday situations, to perform simple numerical calculations with the operations of addition, subtractionand multiplication, using diverse procedures and personal strategies.

ISCED 2: First grade: to identify and describe regularities, guidelines and relations in sets of numbers, using letters forrepresenting different quantities and obtaining algebraic expressions as a synthesis in numerical series, as well as the numericalvalue of simple formula.

General Upper Secondary Education (ISCED 3): Mathematics I (Matemticas I): to use correctly real numbers and theiroperations for providing and exchanging information; to estimate the effects of the operations on real numbers and their graphicand algebraic representations, and to solve problems from the social reality and the nature implying the use of equations andinequalities, as well as interpreting the results got.

Mathematics applied to Social Sciences I (Matemticas aplicadas a las Ciencias sociales I): to use the real numbers forpresenting and exchanging information, to monitor and adapt the necessary margin of error for every situation, in a context ofproblems solving.


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Nationally standardised

tests and examinations

See the information concerning Nationally standardised tests and examinations in the table about Key Competence Mothertongue (Reading).

Main initiatives /

Measures to tackle low

achievement

The general measures and procedures considered by the Spanish Education System for attending the students difficultiesrelated to the mathematical basic skill are the same ones than those applied for other difficulties and described in the previoustable about Key Competence Mother tongue (Reading).

In the level ISCED 2 two specific measures for this competence are considered:

in all grades of Lower Compulsory Secondary Education (ESO) students can choose one or more optional subjectsaccording to the offer of this subjects designed by the Autonomous Communities and by the schools. Among thesesubjects, an optional subject forreinforcing Mathematics is offered in most Autonomous Communities.

the subject of Mathematics can be offered in two different options, A and B, in the last year of Lower CompulsorySecondary Education (15-16 years old). The two options stress contents partially differentiated depending on the bigger orsmaller emphasis placed on the terminal or preparatory nature of the stage, the bigger or smaller use of abstractsymbolism, the bigger or smaller demand for mathematical precision or rigor, etc. In all cases, Mathematics must beintroduced to students as a set of knowledge and procedures close to their experience which have evolved during thecourse of time and will certainly continue doing so in the future.

No national numerical targets for tackling low achievement.

Main initiatives /

Measures to improvemotivation

Apart from the general measures, aimed both at students and teachers and established at national level, consisting of providing

resources and training related to mathematical skill carried out by the Ministry of Education, Culture and Sport through theNational Institute of Education Technologies and Teacher Training (Instituto Nacional de Tecnologas Educativas y de Formacinde Profesorado INTEF) it is worth mentioning Mathematical Olympiads (Olimpiadas Matemticas) because of its nationalnature for students of the level ISCED 3.
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Science

National strategy / action

plan

There are two specific initiatives linked to the promotion and development of Science in Spain:

TheAct on Science, Technology and Innovation. This law expresses among its general objectives promoting scientific,technological and innovative culture through education, training and spreading in all the sectors and in the population as awhole. For this purpose it is regulated that theNational Plans for Scientific Research and Technological Innovation(Plan

Nacional I+D+i) must gather measures aimed at including scientific, technological and innovation culture, as a transversalaxis in the whole Spanish Education System.

The National Strategy for Science and Technology (Estrategia Nacional de Ciencia y Tecnologa ENCYT 2007-2015) has been prepared by the central Authority and the Autonomous Communities, and it constitutes a frameworkfor territorial cooperation in this matter. Regarding Education, the promotion of creativity, the interest in science andtechnology, the founding for better knowing the world, detecting problems and identifying solutions are established from anearly age.

Also, there are national overarching strategies from the Ministry of Education, Culture and Sport, in collaboration with theAutonomous Communities, the Programme for consolidating the basic competences as the essential element in the curriculum(2010-2011) and the Programme for deepening knowledge (Profundiza, 2010-2011), briefly commented in previous tables, arebeing developed.

Status in the curriculum The competence on Knowledge and interaction with the physical world is one out of the eight basic competences of the

core curriculum, both for Primary (ISCED 1) and Lower Compulsory Secondary Education (ISCED 2).

This competence is defined as the ability to interact with the physical world, not only in their natural aspects, but also in thosecreated by human action, making possible on this manner the understanding of facts, the prediction of consequences and theaction aimed at improving and preserving the conditions of the own, the others and the rest of human beings life.

ISCED 1: In the two grades making up each of the three cycles of Primary Education, one of the compulsory knowledge areasis Natural, Social and Cultural Environment (Conocimiento del medio natural, social y cultural). This area substantiallycontributes to the competence on Knowledge and interaction with physical world, since many of the integrating learningcompletely focus on the interaction of the human being with the surrounding world. In addition, in this stage there are otherareas, also compulsory, contributing to the competence on Knowledge and interaction with the physical world: Art Education(Educacin artstica); Physical Education (Educacin Fsica) or Mathematics (Matemticas).

ISCED 2: In this stage, the basic competence on Knowledge and interaction with the physical world is defined as the ability tointeract with the physical world, not only in their natural aspects, but also in those created by human action, making possible on

this manner to understand facts, the prediction of consequences and the action aimed at improving and preserving the conditionsof the own, the others and the rest of human beings life.

Science at Lower Compulsory Secondary Education is intended to be closer to students in order to promote progressivefamiliarization with scientific culture and scientific literacy. The Natural Sciences (Ciencias Naturales) subject comprisescontents and procedures of the different scientific disciplines. Its basic concepts draw from Physics ( Fsica), Chemistry(Qumica), Biology and Geology (Biologa y Geologa). It also incorporates, in connection with them, other sciences such asAstronomy (Astronoma), Meteorology (Meteorologa) or Ecology (Ecologa). The subject of Natural Sciences specially
http://www.boe.es/boe/dias/2011/06/02/pdfs/BOE-A-2011-9617.pdfhttp://www.boe.es/boe/dias/2011/06/02/pdfs/BOE-A-2011-9617.pdfhttp://www.boe.es/boe/dias/2011/06/02/pdfs/BOE-A-2011-9617.pdfhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=83b192b9036c2210VgnVCM1000001d04140aRCRDhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=83b192b9036c2210VgnVCM1000001d04140aRCRDhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=83b192b9036c2210VgnVCM1000001d04140aRCRDhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=7798714a6eb70210VgnVCM1000001034e20aRCRD&lang_choosen=enhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=7798714a6eb70210VgnVCM1000001034e20aRCRD&lang_choosen=enhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=7798714a6eb70210VgnVCM1000001034e20aRCRD&lang_choosen=enhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=7798714a6eb70210VgnVCM1000001034e20aRCRD&lang_choosen=enhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=7798714a6eb70210VgnVCM1000001034e20aRCRD&lang_choosen=enhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=7798714a6eb70210VgnVCM1000001034e20aRCRD&lang_choosen=enhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=7798714a6eb70210VgnVCM1000001034e20aRCRD&lang_choosen=enhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=7798714a6eb70210VgnVCM1000001034e20aRCRD&lang_choosen=enhttp://www.idi.mineco.gob.es/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd1001432ea0/?vgnextoid=83b192b9036c2210VgnVCM1000001d04140aRCRDhttp://www.boe.es/boe/dias/2011/06/02/pdfs/BOE-A-2011-9617.pdf


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Measures to improve

motivation

The High Scientific Research Council in Schools (El CSIC en la Escuela): run by the High Scientific Research Council,from now on HSRC in schools. The CSIC(Consejo Superior de Investigaciones Cientficas), depends on the Ministry ofEconomy and Competitiveness, through agreements with each Autonomous Community.

Scientific Routes Program(Rutas Cientficas): run by the Ministry of Education, Culture and Sport, in cooperation with theEducation Departments in the Autonomous Communities. In 2011 the Ministry of Education, Culture and Sport approvedsome helps for keeping on funding this programme, targeting students of General Upper Secondary Education andIntermediate Vocational Training, aimed at fostering the discovery and the widening of working fields and of interest for

students, highlighting the great reach, the devotion and importance of its development for current society.On the other hand, the Spanish Foundation for Science and Technology (Fundacin Espaola para la Ciencia y la Tecnologa-FECYT) (foundation of the State public sector, attached to the Ministry of Economy and Competitiveness whose mission isfostering science and innovation promoting its rapprochement to society) with the purpose of reaching one of the goals defined inits Strategic Plan 2010-2012, carries out the following initiatives for reaching the following objectives: Promoting scientificvocations: in collaboration with the Ministry of Education, Culture and Sport and the support from La Caixa Foundation (ObraSocial la Caixa), it organised in 2011 the 2

ndedition of the programme Summer Scientific Campus (Campus Cientficos de

Verano); Promoting scientific culture and innovation, through the Science week (Semana de la Ciencia), the ScientificCinema (Cine Cientfico); and la Fotociencia (Spanish National Contest of Scientific Photography); and Spreading,communication and scientific information therefore different networks have been created, at State, autonomous and locallevel with the goal of spreading scientific information; and a Network of museums of science, technology and innovation,currently made up by 24 centres of diverse typologies.

Furthermore, the Autonomous Communities in their management scope develop other programmes and activities aiming atpromoting scientific culture of students from different education levels.
http://www.csic.es/web/guest/el-csic-en-la-escuelahttp://www.csic.es/web/guest/el-csic-en-la-escuelahttp://www.csic.es/web/guest/home;jsessionid=FC6534F7E939F8F56A96DB35A24268B9http://www.csic.es/web/guest/home;jsessionid=FC6534F7E939F8F56A96DB35A24268B9http://www.csic.es/web/guest/home;jsessionid=FC6534F7E939F8F56A96DB35A24268B9http://www.boe.es/boe/dias/2010/04/29/pdfs/BOE-A-2010-6787.pdfhttp://www.boe.es/boe/dias/2010/04/29/pdfs/BOE-A-2010-6787.pdfhttp://www.fecyt.es/fecyt/home.dohttp://www.fecyt.es/fecyt/home.dohttp://www.fecyt.es/fecyt/home.dohttp://www.fecyt.es/fecyt/docs/tmp/1611145900.pdfhttp://www.fecyt.es/fecyt/docs/tmp/1611145900.pdfhttp://www.fecyt.es/fecyt/docs/tmp/-1267917934.pdfhttp://www.fecyt.es/fecyt/docs/tmp/-1267917934.pdfhttp://www.fecyt.es/fecyt/docs/tmp/-1267917934.pdfhttp://www.fecyt.es/fecyt/docs/tmp/-1267917934.pdfhttp://www.semanadelaciencia.es/Publico/index.aspxhttp://www.semanadelaciencia.es/Publico/index.aspxhttp://www.semanadelaciencia.es/Publico/index.aspxhttp://www.semanadelaciencia.es/Publico/Cine/cinecientifico.aspxhttp://www.semanadelaciencia.es/Publico/Cine/cinecientifico.aspxhttp://www.semanadelaciencia.es/Publico/Cine/cinecientifico.aspxhttp://www.fotciencia.es/publico/index.aspxhttp://www.fotciencia.es/publico/index.aspxhttp://www.fotciencia.es/publico/index.aspxhttp://www.semanadelaciencia.es/Publico/Cine/cinecientifico.aspxhttp://www.semanadelaciencia.es/Publico/index.aspxhttp://www.fecyt.es/fecyt/docs/tmp/-1267917934.pdfhttp://www.fecyt.es/fecyt/docs/tmp/-1267917934.pdfhttp://www.fecyt.es/fecyt/docs/tmp/1611145900.pdfhttp://www.fecyt.es/fecyt/home.dohttp://www.boe.es/boe/dias/2010/04/29/pdfs/BOE-A-2010-6787.pdfhttp://www.csic.es/web/guest/home;jsessionid=FC6534F7E939F8F56A96DB35A24268B9http://www.csic.es/web/guest/el-csic-en-la-escuela


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Foreign languages


plan

Among the national specific strategies implemented at State level by the Ministry of Education, Culture and Sport, incollaboration with the Autonomous Communities, regarding the competence in Foreign languages, it is worth mentioning thefollowing ones: The Comprehensive Programme for learning foreign languages (Programa integral de aprendizaje de lenguasextranjeras (2010-2020)).

The Plan for boosting the learning of foreign languages (Plan de impulso al aprendizaje de lenguas extranjeras): it is aprogramme targeted at fostering improvements in foreign languages learning. In turn, the following programmes are includedwithin its framework:

the Programme PALE - Programme for Supporting the Teaching and Learning of Foreign Languages(Programa de Apoyoa la Enseanza y Aprendizaje de Lenguas Extranjeras), targeted at improving teachers linguistic competences;

the Linguistic Immersion Programmes (Programas de Inmersin Lingstica) aimed at students groups from differentAutonomous Communities and outside the school environment, for them to develop a programme for learning English withteachers specialised in this area;

the Exchange of language assistants, different teachers of foreign languages supported by the language assistants fromother countries;

the European Classrooms(Aulas Europeas), intensive language training courses aimed at career civil servants belongingto some teaching bodies;

theGrants, helps and participation in mobility programmes, usually related to foreign language courses abroad and in mostof cases during school holidays;

theadditional contribution for the beneficiaries taking part in the programme Erasmus;

and, lastly, different European initiatives and programmes as the Continuing Learning Programme, initiative from theEuropean Parliament and Council.

In addition, the Programme for consolidating Basic Competences as an essential element in the curriculum is a nationaloverarching strategy at State level for developing the competence on Foreign languages since it supports the curriculardevelopment of competence-based education.

Status in the curriculum The competence on Foreign languages, included within the more general basic competence Linguistic CommunicationCompetence, is one of the basic competences to be acquired by students at the end of compulsory education.

This competence is mainly developed through the areas (ISCED 1) orsubjects (ISCED 2 y 3) of Foreign Language (LenguaExtranjera) and it is a compulsory subject in every grade of compulsory education (ISCED 1 and 2), and also during the post-compulsory secondary stage (ISCED 3).

The Second Foreign Language (Segunda Lengua Extranjera) is not compulsory. In Primary Education (ISCED 1) from the thirdcycle of the stage (10-12 years old), the Education Authorities can include the teaching of a Second Foreign Language. InSecondary Education (ISCED 2 and 3), students can choice a Second Foreign Language as an elective subject in line with theframework established by the Education Authorities. The provision of the said subject is compulsory for all the schools and
http://www.educacion.gob.es/dctm/ministerio/horizontales/prensa/documentos/2011/03/programa-integral-aprendizaje-lenguas-ce-23-03-11.pdf?documentId=0901e72b80a2a58ahttp://www.educacion.gob.es/dctm/ministerio/horizontales/prensa/documentos/2011/03/programa-integral-aprendizaje-lenguas-ce-23-03-11.pdf?documentId=0901e72b80a2a58ahttp://www.educacion.gob.es/dctm/ministerio/horizontales/prensa/documentos/2011/03/programa-integral-aprendizaje-lenguas-ce-23-03-11.pdf?documentId=0901e72b80a2a58ahttp://www.educacion.gob.es/dctm/ministerio/horizontales/prensa/documentos/2011/03/programa-integral-aprendizaje-lenguas-ce-23-03-11.pdf?documentId=0901e72b80a2a58ahttp://www.educacion.gob.es/educacion/comunidades-autonomas/melilla/programas-educativos/programa-pale.htmlhttp://www.educacion.gob.es/educacion/comunidades-autonomas/melilla/programas-educativos/programa-pale.htmlhttp://www.educacion.gob.es/educacion/comunidades-autonomas/melilla/programas-educativos/programa-pale.htmlhttp://www.educacion.gob.es/educacion/comunidades-autonomas/melilla/programas-educativos/programa-pale.htmlhttp://www.educacion.gob.es/horizontales/servicios/profesores/convocatorias/extranjeros/auxiliares-conversacion-extranjeros-espana.htmlhttp://www.educacion.gob.es/horizontales/servicios/profesores/convocatorias/extranjeros/auxiliares-conversacion-extranjeros-espana.htmlhttp://www.educacion.gob.es/educacion/profesorado/formacion/formacion-permanente/cursos-congresos/cursos/aulas-europeas.htmlhttp://www.educacion.gob.es/educacion/profesorado/formacion/formacion-permanente/cursos-congresos/cursos/aulas-europeas.htmlhttp://www.educacion.gob.es/educacion/profesorado/formacion/formacion-permanente/cursos-congresos/cursos/aulas-europeas.htmlhttp://www.educacion.gob.es/horizontales/servicios/becas-ayudas-subvenciones/para-estudiar/idiomas.htmlhttp://www.educacion.gob.es/horizontales/servicios/becas-ayudas-subvenciones/para-estudiar/idiomas.htmlhttp://www.educacion.gob.es/horizontales/servicios/becas-ayudas-subvenciones/para-estudiar/idiomas.htmlhttp://www.educacion.gob.es/horizontales/servicios/becas-ayudas-subvenciones/movilidad/de-estudiantes/grado/programa-comunitario-erasmus.htmlhttp://www.educacion.gob.es/horizontales/servicios/becas-ayudas-subvenciones/movilidad/de-estudiantes/grado/programa-comunitario-erasmus.htmlhttp://www.educacion.gob.es/horizontales/servicios/becas-ayudas-subvenciones/movilidad/de-estudiantes/grado/programa-comunitario-erasmus.htmlhttp://www.oapee.es/oapee/inicio.htmlhttp://www.oapee.es/oapee/inicio.htmlhttp://www.educacion.gob.es/ifiie/investigacion-innovacion/competencias-basicas.htmlhttp://www.educacion.gob.es/ifiie/investigacion-innovacion/competencias-basicas.htmlhttp://www.educacion.gob.es/ifiie/investigacion-innovacion/competencias-basicas.htmlhttp://www.educacion.gob.es/ifiie/investigacion-innovacion/competencias-basicas.htmlhttp://www.oapee.es/oapee/inicio.htmlhttp://www.educacion.gob.es/horizontales/servicios/becas-ayudas-subvenciones/movilidad/de-estudiantes/grado/programa-comunitario-erasmus.htmlhttp://www.educacion.gob.es/horizontales/servicios/becas-ayudas-subvenciones/para-estudiar/idiomas.htmlhttp://www.educacion.gob.es/educacion/profesorado/formacion/formacion-permanente/cursos-congresos/cursos/aulas-europeas.htmlhttp://www.educacion.gob.es/horizontales/servicios/profesores/convocatorias/extranjeros/auxiliares-conversacion-extranjeros-espana.htmlhttp://www.educacion.gob.es/horizontales/servicios/profesores/convocatorias/extranjeros/auxiliares-conversacion-extranjeros-espana.htmlhttp://www.educacion.gob.es/educacion/comunidades-autonomas/melilla/programas-educativos/programa-pale.htmlhttp://www.educacion.gob.es/educacion/comunidades-autonomas/melilla/programas-educativos/programa-pale.htmlhttp://www.educacion.gob.es/dctm/ministerio/horizontales/prensa/documentos/2011/03/programa-integral-aprendizaje-lenguas-ce-23-03-11.pdf?documentId=0901e72b80a2a58ahttp://www.educacion.gob.es/dctm/ministerio/horizontales/prensa/documentos/2011/03/programa-integral-aprendizaje-lenguas-ce-23-03-11.pdf?documentId=0901e72b80a2a58a


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Social and civic competence


plan

Currently any national competency is being carried out with the purpose of exclusively proposing the development of Social andcivil competence, although it is promoted through generic initiatives (Programme for consolidating the Basic Competences asthe essential element of the curriculum). For further information see the section National strategy/ action plan in the table KeyCompetence Mother tongue (Reading).

Status in the curriculum Among the eight basic competences for lifelong learning it is included the Social and civic competence and it should bedeveloped through the entire curriculum of compulsory education.

Both ISCED1 and ISCED 2, the Social and civic competence is defined by the following text, which appears in the RoyalDecrees of national core curriculum ofPrimary Educationand ofLower Compulsory Secondary Education: This competencemakes it possible to understand the social reality in which we live, to cooperate, to live together and to exercise democraticcitizenship in a plural society, as well as to commit oneself to contribute to its improvement. Diverse knowledge and complexskills that enable to participate, to make decisions, to choose how to behave in certain situations and to be responsible for thedifferent choices and decisions are included in this competence. Citizenship education is taught as a separate compulsorysubject entitled 'Education for Citizenship and Human Rights' (Educacin para la Ciudadana y Derechos Humanos) in oneof the two grades of the last cycle (10-12 years old) of ISCED 1 and in one of the last three years of ISCED 2 (13-16 years old);'Ethical and civic education' (Educacin tico-cvica) in school year 10 (15-16 years old) in compulsory education, and'Philosophy and Citizenship' (Filosofa y Ciudadana) at General Upper Secondary level).

The national core curriculum for Primary and Lower Compulsory Secondary Education also both state that the promotion ofsocial and civic competences need to be supported by school culture: 'The organization and operation of schools andclassrooms, the students participation, the internal operating rules, the use of certain methodologies and teaching resources, orthe development, organization and operation of the school library, among other things, can help or hinder the development ofskills associated with [among others] the Social and civic competence'.

As it is a transversal competence of the curriculum, all the areas and subjects of the curriculum of compulsory education, apartfrom 'Education for Citizenship and Human Rights and the subject 'Ethical and civic education', contribute to develop thiscompetence. As an example, the contribution of some areas and subjects to develop the Social and civic competence isspecified bellow:

ISCED 1: Art Education (Educacin artstica): the interpretation and creation imply, in many cases, teamwork. This circumstancerequires cooperation, responsibilities assumption, follow-up of instructions and rules, care and preservation of materials andinstruments, application of specific techniques and appropriate use of spaces.

ISCED 2: Social Sciences, Geography and History (Ciencias Sociales, Geografa e Historia): The entire curriculum contributes to

acquire this competence, since the comprehension of the social, current and historical reality is the goal to be learned. However,it will really contribute if it has the perspective that the knowledge about societies evolution and organisation, their achievementsand problems, can be used by students for cope with societies.

Currently, it has been approved the Royal Decree 1190/2012, August 3rd

2012, modifying the Royal Decree 1513/2006,December 7

th2006, establishing the Core Curriculum for Primary Education and the Royal Decree 1631/2006, December 29th

2006, establishing the Core Curriculum for Lower Compulsory Secondary Education. This regulation modifies the CoreCurriculum in those aspects related to the Social and civil competence in the levels ISCED 1 and ISCED 2.
http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-21409http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-21409http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-21409http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2007-238http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2007-238http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2007-238http://www.boe.es/diario_boe/txt.php?id=BOE-A-2012-10473&lang=eshttp://www.boe.es/diario_boe/txt.php?id=BOE-A-2012-10473&lang=eshttp://www.boe.es/diario_boe/txt.php?id=BOE-A-2012-10473&lang=eshttp://www.boe.es/diario_boe/txt.php?id=BOE-A-2012-10473&lang=eshttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/diario_boe/txt.php?id=BOE-A-2012-10473&lang=eshttp://www.boe.es/diario_boe/txt.php?id=BOE-A-2012-10473&lang=eshttp://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2007-238http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-2006-21409


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Sense of initiative and entrepreneurship


plan

From the Ministry of Education, Culture and Sport (national level) with the different Autonomous Communities (regional level), apartfrom the generic initiatives for developing competences: Programme for consolidating Basic Competences as the essential elementof the curriculum (2010-2011) and Programme for deepening knowledge (Profundiza) (2010-2011) (for further information see thesection National strategy in the table Key Competence Mother tongue (Reading)), the Entrepreneurship education is developed byestablishing regulations on education including such aspect and designing and implementing educational initiatives to promote it.

On the other hand, the 2011Plan for Entrepreneurial supportby the Ministry of Industry, Energy and Tourism, fosters actions toboost and promote the entrepreneurship initiative in general. Among its action lines there one specifically aimed to promoteentrepreneurship education and enhance entrepreneurship sprit among young people: Lets become entrepreneurs together(Emprendemos juntos).

Recently, in 2011, a series of acts has been enacted, including some legislative changes so as to encourage and speed up thedevelopment of a more competitive economy. The changes established in these regulations try to favour the adaptation of theSpanish Education System, implementing reforms having an impact on the curriculum, with the goal of improving the studentscompetences so as to make their integration into the labour market easier.

http://www.boe.es/boe/dias/2011/03/05/pdfs/BOE-A-2011-4117.pdf(only ES)

http://www.boe.es/diario_boe/txt.php?id=BOE-A-2011-4551(only ES)

Status in the curriculum TheOrganic Act on Education (2006) establishes goals related to Entrepreneurship Education in every educational level (ISCED 1,2 and 3). The core curriculum established since then includes basic competences for the first time. For ISCED 1 and 2, thecompetence on Sense of initiative and entrepreneurship is in line with the basic competenceAutonomy and personal initiative.

The contribution of some areas (ISCED 1) orsubjects (ISCED 2) to the development of the basic competence Autonomy andpersonal initiative, where included Entrepreneurship Education, is indicated bellow as an example:

ISCED 1:Art Education (Educacin artstica): promoting in a meaningful manner the personal autonomy and initiative by examiningand investigating suitable mechanisms for defining possibilities, solutions search and knowledge acquisition, through creativity,contributing nor only to creativity, but also to innovation and flexibility; or Mathematics ( Matemticas): through the planning,resources management and planning of results of the area of mathematics, personal autonomy and initiative are promoted,developing at the same time entrepreneurship initiative.

ISCED 2: Technology (Tecnologa): through the learning for addressing technological problems, it develops the competence forpersonal autonomy and initiative and, at the same time, entrepreneurship sprit, for example, through the expression andcommunication of ideas and technical solutions, as well as investigating its viability and approach using all the appropriatetechnological means, graphic resources, symbols and vocabulary.

Entrepreneurship education is being systematically included in the curricula of all the Autonomous Communities.

In ISCED 2 (3rd

or 4th

year), and given that the regulations of the elective subjects depend on the Autonomous Communities, someCommunities have also included an elective subject which specifically covers the entrepreneurship education. The subject hasdifferent names in the different Autonomous Communities.

In the core curriculum of General Upper Secondary Education (ISCED 3), there is a specific subject of the branch Humanities andSocial Science, named Business economics (Economa de la empresa), which can be chosen by the students of this modality and
http://www.ipyme.org/en-us/IniciativaEmprendedora/Paginas/IniciativaEmprendedora.aspxhttp://www.ipyme.org/en-us/IniciativaEmprendedora/Paginas/IniciativaEmprendedora.aspxhttp://www.ipyme.org/en-us/IniciativaEmprendedora/Paginas/IniciativaEmprendedora.aspxhttp://www.emprendemosjuntos.es/es-ES/Paginas/EmprendemosJuntos.aspxhttp://www.emprendemosjuntos.es/es-ES/Paginas/EmprendemosJuntos.aspxhttp://www.emprendemosjuntos.es/es-ES/Paginas/EmprendemosJuntos.aspxhttp://www.boe.es/boe/dias/2011/03/05/pdfs/BOE-A-2011-4117.pdfhttp://www.boe.es/boe/dias/2011/03/05/pdfs/BOE-A-2011-4117.pdfhttp://www.boe.es/diario_boe/txt.php?id=BOE-A-2011-4551http://www.boe.es/diario_boe/txt.php?id=BOE-A-2011-4551http://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdfhttp://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdfhttp://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdfhttp://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdfhttp://www.boe.es/diario_boe/txt.php?id=BOE-A-2011-4551http://www.boe.es/boe/dias/2011/03/05/pdfs/BOE-A-2011-4117.pdfhttp://www.emprendemosjuntos.es/es-ES/Paginas/EmprendemosJuntos.aspxhttp://www.ipyme.org/en-us/IniciativaEmprendedora/Paginas/IniciativaEmprendedora.aspx


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by students of other branches. In some Autonomous Communities, there are also elective subjects which specifically cover theentrepreneurship education in ISCED 3. Several programmes of the Autonomous Communities include concrete implementationguidelines and practical tools. The goals and contents developed by these programmes are included in the contents of the differentsubjects of the curriculum.

Learning outcomes /

objectives

Learning outcomes belong to the categories of entrepreneurial attitudes, knowledge and sk ills.

Some objectives directly related to Entrepreneurship education are defined for ISCED 1-3.

ISCED 1: to develop individual initiative and teamwork, effort and responsibility in study, as well as self-confidence, critical sense,

personal initiative, curiosity, interest and creativity in learning.ISCED 2: to develop an entrepreneurial spirit and self-confidence, participation, critical sense, personal initiative and the ability oflearning to learn, plan, make decisions and take on responsibilities.

ISCED 3: to consolidate the entrepreneurial spirit with attitudes based on creativity, flexibility, initiative, teamwork, self-confidenceand critical sense.

In ISCED 1 and 2, the basic competence Autonomy and personal initiative(transversal approach) refers to the following learningoutcomes, for example:

To use ones own judgment when choosing, imagining projects and taking the necessary actions to develop personal optionsand plans in the framework of individual or collective projects admitting responsibility for them, in the personal, social andwork-related areas.

Assessment See the information regarding Nationally standardised tests and examinations in the table on Key Competence Mother tongue

(Reading).Main initiatives /

measures to tackle low

achievement

There are not specific measures for responding the low performance of students in the subjects related to competence on Sense ofinitiative and entrepreneurship. The general measures and procedures considered by the Spanish Education System for attendingthe students difficulties related to the said competence are the same ones than those applied for others and described in thissection, in the table concerning Key Competence Mother tongue (Reading).

No national numerical targets for tackling low achievement.

Main initiatives /

measures to improve

motivation

Local and regional strategies for the promotion of Entrepreneurial culture encourage a wide range of initiatives carried out by theregional Education Authorities.

The general Directorate of Industry and Small and Medium-sized Enterprises (DGPYME) of the Ministry of Industry, Energy andTourism has prepared a series of didactic materials at the disposal of the schools so as to support training action. These materialshave been spread by the web site of the DGPYMEand in public events, meetings, etc.

In the framework of the collaboration agreement between the Ministry of Education, Culture and Sport and the High Council of

Chambers of Commerce, and specifically the programme Entrepreneurial round, the Chambers of commerce have developed somedidactic material for promoting the young students entrepreneurial spirit:

Dare to be entrepreneurial:http://todofp.es/dctm/todofp/emprendedores/atrevete-a-emprender.pdf?documentId=0901e72b8046daf5(only ES)

Workbook:http://todofp.es/dctm/todofp/emprendedores/cuaderno-de actividades.pdf?documentId=0901e72b8046daf6(only ES)

Didactic guide:http://todofp.es/dctm/todofp/emprendedores/guia-didactica.pdf?documentId=0901e72b8046daf7(only ES)
http://todofp.es/dctm/todofp/emprendedores/atrevete-a-emprender.pdf?documentId=0901e72b8046daf5http://todofp.es/dctm/todofp/emprendedores/atrevete-a-emprender.pdf?documentId=0901e72b8046daf5http://todofp.es/dctm/todofp/emprendedores/cuaderno-de%20actividades.pdf?documentId=0901e72b8046daf6http://todofp.es/dctm/todofp/emprendedores/cuaderno-de%20actividades.pdf?documentId=0901e72b8046daf6http://todofp.es/dctm/todofp/emprendedores/cuaderno-de%20actividades.pdf?documentId=0901e72b8046daf6http://todofp.es/dctm/todofp/emprendedores/guia-didactica.pdf?documentId=0901e72b8046daf7http://todofp.es/dctm/todofp/emprendedores/guia-didactica.pdf?documentId=0901e72b8046daf7http://todofp.es/dctm/todofp/emprendedores/guia-didactica.pdf?documentId=0901e72b8046daf7http://todofp.es/dctm/todofp/emprendedores/guia-didactica.pdf?documentId=0901e72b8046daf7http://todofp.es/dctm/todofp/emprendedores/cuaderno-de%20actividades.pdf?documentId=0901e72b8046daf6http://todofp.es/dctm/todofp/emprendedores/atrevete-a-emprender.pdf?documentId=0901e72b8046daf5


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Planned reforms regarding Key competences

Nowadays, the main planned reform is the one affecting the organisation of the fourth grade of Lower Compulsory Secondary Education. The reform will beimplemented in the 2014-2015 by the Royal Decree 881/2012, nevertheless, Education Authorities are free to implement already in 2011-2012.

The measures established are aimed at:

favouring that the students can continue their training once they have ended Lower Compulsory Secondary Education;

establishing options in the 4th

year of Lower Compulsory Secondary Education targeted to the different modalities of General Upper SecondaryEducation and to the different cycles of intermediate Vocational Training, with the end of guiding the students choice;

establishing an official certificate with the acquisition level of the basic competences of students completing Lower Compulsory Secondary Educationwithout obtaining the certificate (Graduado en Educacin Secundaria Obligatoria).

This reform of the core curriculum for ISCED 2 includes three new electives subjects in the 4th

year of Lower Compulsory Secondary Education, named:Food, Nutrition and Health (Alimentacin, Nutricin y Salud), Sciences Applied to the Professional Activity (Ciencias Aplicadas a la Actividad Profesional)and Professional Guidance and Entrepreneurial Initiative (Orientacin Profesional e Iniciativa Emprendedora).

REGULATIONS:

Royal Decree 1146/2011 July 29th modifying the Royal Decree 1631/2006 establishing the core curriculum corresponding Lower Compulsory SecondaryEducation, December 29th, as well as the Royal Decrees 1834/2008, November 8th, and 860/2010, July 2nd, affected by these changes.

Royal Decree 1190/2012, August 3rd 2012, modifying the Royal Decree 1513/2006, December 7th 2006, establishing the Core Curriculum for PrimaryEducation and the Royal Decree 1631/2006, December 29th 2006, establishing the Core Curriculum for Lower Compulsory Secondary Education.

Royal Decree 881/2012, June 1st

2012, modifying the first additional provision of the Royal Decree 1146/2011, July 29th

2011, on the timetable forimplementing Lower Compulsory Secondary Education
http://www.boe.es/boe/dias/2011/07/30/pdfs/BOE-A-2011-13117.pdfhttp://www.boe.es/boe/dias/2011/07/30/pdfs/BOE-A-2011-13117.pdfhttp://www.boe.es/boe/dias/2011/07/30/pdfs/BOE-A-2011-13117.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/06/02/pdfs/BOE-A-2012-7338.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2012/08/04/pdfs/BOE-A-2012-10473.pdfhttp://www.boe.es/boe/dias/2011/07/30/pdfs/BOE-A-2011-13117.pdfhttp://www.boe.es/boe/dias/2011/07/30/pdfs/BOE-A-2011-13117.pdf

key competences spain

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