Page 89 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 89
the esl situation in spain
Some relevant characteristics of Spain’s education system
The Spanish education system is decentralised. Educational powers are
shared between the State General Authority (Ministry of Education,
Culture and Sport) and the authorities of the Autonomous Communities
(Regional Ministries or Departments for Education). In certain autono-
mous cities (Ceuta, Melilla), the Ministry of Education alone exercises the
educational powers. While the central education administration executes
the government’s general guidelines on education policy and regulates ba-
sic elements of the system, it is the regional education authorities that de-
velop the regional regulations and hold the executive and administrative
competencies for managing the education system in their own territory
(Eurydice, n.d.).
Education in Spain is compulsory and free in publicly-funded schools
for children aged 6 to 16 (Eurydice, 2016). The length of compulsory edu-
cation was extended (as a prevention measure against ESL) in 2006, from
14 to 16 years of age (Nevala et al., 2011). Several transitions between edu-
cation levels may pose a risk factor for ESL (e.g. Eccles, 2004). Compulsory
education occurs in two stages, primary education (Educación Primaria,
6–12 years of age) that transitions into compulsory secondary education
(Educación Secundaria Obligatoria, 12–16 years of age). Streaming begins
at the age of 15 (diagnostic test) when students can apply for basic vocation-
al training (Formación Profesional Básica, 15–17 years of age) or successful-
ly complete the compulsory secondary education and continue studying
in upper secondary education (Bachillerato, 16–18 years of age) (Eurydice,
2016). They also have Specialised Education (Artistic, Sport and Language
education) that has its own organisation (Eurydice, n.d.).
Another important aspect of the education system related to ESL is
grade retention (risk factor). Regulations governing grade retention in
Spain state that a pupil can only be retained once in their primary educa-
tion and, if a pupil’s grades are not satisfactory, other criteria are taken into
account in the final decision on the pupil’s progression, and they may be
given the opportunity to conditionally progress to the next year (EACEA
P9 Eurydice, 2011). According to 2009 PISA data, Spain has one of the high-
est shares of repeaters at primary school (12.2%) (EC/EACEA/Eurydice/
Cedefop, 2014). The percentage of students repeating a grade in primary,
lower secondary or upper secondary school was 35%, and later dropped to
31.3% (OECD, 2015). In Spain, it is more likely to repeat a grade at secondary
education level than in primary education (Ikeda & García, 2014). Students
89
Some relevant characteristics of Spain’s education system
The Spanish education system is decentralised. Educational powers are
shared between the State General Authority (Ministry of Education,
Culture and Sport) and the authorities of the Autonomous Communities
(Regional Ministries or Departments for Education). In certain autono-
mous cities (Ceuta, Melilla), the Ministry of Education alone exercises the
educational powers. While the central education administration executes
the government’s general guidelines on education policy and regulates ba-
sic elements of the system, it is the regional education authorities that de-
velop the regional regulations and hold the executive and administrative
competencies for managing the education system in their own territory
(Eurydice, n.d.).
Education in Spain is compulsory and free in publicly-funded schools
for children aged 6 to 16 (Eurydice, 2016). The length of compulsory edu-
cation was extended (as a prevention measure against ESL) in 2006, from
14 to 16 years of age (Nevala et al., 2011). Several transitions between edu-
cation levels may pose a risk factor for ESL (e.g. Eccles, 2004). Compulsory
education occurs in two stages, primary education (Educación Primaria,
6–12 years of age) that transitions into compulsory secondary education
(Educación Secundaria Obligatoria, 12–16 years of age). Streaming begins
at the age of 15 (diagnostic test) when students can apply for basic vocation-
al training (Formación Profesional Básica, 15–17 years of age) or successful-
ly complete the compulsory secondary education and continue studying
in upper secondary education (Bachillerato, 16–18 years of age) (Eurydice,
2016). They also have Specialised Education (Artistic, Sport and Language
education) that has its own organisation (Eurydice, n.d.).
Another important aspect of the education system related to ESL is
grade retention (risk factor). Regulations governing grade retention in
Spain state that a pupil can only be retained once in their primary educa-
tion and, if a pupil’s grades are not satisfactory, other criteria are taken into
account in the final decision on the pupil’s progression, and they may be
given the opportunity to conditionally progress to the next year (EACEA
P9 Eurydice, 2011). According to 2009 PISA data, Spain has one of the high-
est shares of repeaters at primary school (12.2%) (EC/EACEA/Eurydice/
Cedefop, 2014). The percentage of students repeating a grade in primary,
lower secondary or upper secondary school was 35%, and later dropped to
31.3% (OECD, 2015). In Spain, it is more likely to repeat a grade at secondary
education level than in primary education (Ikeda & García, 2014). Students
89
