11/07/ / total Mª del Mar Mollet Jodár – Mª Teresa Colino Merino – Mª Isabel Castro Rodríguez SPANISH EDUCATIONAL AND COUNSELLING SYSTEM

11/07/ / total Access exam to University Initial Vocational Qualification Programmes

11/07/ / total COMPULSORY SECONDARY EDUCATION Comprises ages Compulsory Secondary Education and Primary Education constitute the ten years of basic and compulsory education, common to all pupils. Pupils move automatically from one year to the next, but those who don´t achieve the objectives of the cycle may be obliged to repeat a year, at the end of the first cycle or after any of the second cycle years Pupils who have attained the objectives receive a Certificate of Secondary Education. This qualification allows to proceed to Baccalaureate and to Intermediate Level of Specific Vocational Training. Initial Vocational Qualification Programmes are designed for pupils who don´t obtain the Secondary Education Certificate. The structure of the education system

11/07/ / total To tackle early school dropout and to favour social, educational and labour insertion, those over 16 who have not obtained the Diploma on Secondary Studies, may undertake Initial Vocational Qualification Programmes. Include both general modules (basic and personal competences) and specific ones (vocational competences). These programmes give special emphasis in guidance with tutorization and personal monitoring. Vocational guidance and counselling resources

11/07/ / total INTERMEDIATE SPECIFIC VOCATIONAL TRAINING LEVEL All training cycles include an on-the-job training professional module. To be admitted to the intermediate level it will be necessary to have successfully completed the Compulsory Secondary Education However, access will also be possible by means of a test regulated by the Education Authorities. There are 22 different occupational families.16 specialities of arts and crafts and 6 of sports. These groups are either in the intermediate or superior level. Upon successful completion of intermediate vocational training, students may enrol in the higher secondary education –bachillerato-. The structure of the education system

11/07/ / total ADVANCED SPECIFIC VOCATIONAL TRAINING LEVEL To access advanced vocational training, it is compulsory to hold the bachillerato degree or to pass an entrance examination (with special conditions regulated by an order). This qualification allows pupils to enrol directly in University studies. The structure of the education system

Pre-primary Early years Primary Compulsory secondary education BASICEDUCBASICEDUC BASIC STUDIES OF MUSIC AND DANCES Certificate of Secondary education Initial vocational qualification programmes Professional labour certificate Post-Compulsory Secondary education Intermediate vocational training Intermediate Professional Plastic Art and design Intermediate Sports educatione Certificate of post-CSE Advanced vocational training Advanced Plastic Art and Design Advanced sports education Advanced Intermed. Basic LANGUAGESLANGUAGES ADULTEDUCATIONADULTEDUCATION PROF. EDUC. MUSIC AND DANCES University Degree Master Doctorat ADVANCED ARTISTIC EDUC. GENERAL EDUCATIONAL SYSTEM IN SPAIN LEGEND:  State education  Vocational Training System  Artisitic Education  Sports Education

INFORMATION ON THE SPANISH EDUCATION SYSTEM We work on: - Guidance and Vocational Guidance - Intermediate Level VET cycles - Higher Level VET cycles. ( Level 5 of the International Standard Classification of Education)

11/07/ / total MAINSTREAM EDUCATION 1- Early years (pre-primary) 2- Primary school 3- Compulsory Secondary Education 4- Post-Compulsory Secondary Education 5- Vocational Training 6- Adult education (non counselling) 7- University education (non counselling ) SPECIALISED EDUCATION Artistic, Sports and language education (non counselling)

11/07/ / total Vocational guidance and counselling resources DIFFERENT GUIDANCE STRUCTURES THROUGH REGIONS Inside the high schools: CD Counselling departments Outside: EOEP, Berritzegune, Early Care Teams,... Inside/outside: guidance teachers + EAP Specific teams (for pupils with motor, visual and hearing disabilities or serious development disorders)

Vocational guidance: The professionals  Each tutor of each classroom  Teachers who work specifically with pupils with Special Educational Needs: USEE, MPT.  Guidance teachers, FOL teachers.  EAP: Psycho-pedagogical Guidance and Advising Teams (or Guidance Departments or EOEPs).  Working teams of vocational information and guidance in every administrative division of the Education Department 11/07/ / total

11/07/ / total  “Professional Training and Guidance”  Spanish: Formación y Orientación Laboral  The holder: Selects job opportunities, identifying the different possibilities of labour integration, and the alternatives of lifelong learning. Applies teamwork strategies, assessing their effectiveness and efficiency on the achievement of the company’s goals. Exercises rights and complies with the duties derived from labour relationships, recognising them in the different job contracts. Determines the protective action of the Spanish Health Service in view of the different covered eventualities, identifying the different types of assistance. Assesses risks derived from his/her activity, analysing job conditions and risk factors present in his/her labour setting. Participates in the development of a risk prevention plan in a small enterprise, identifying the responsibilities of all agents involved. Applies protection and prevention measures, analysing risk situations in the labour setting of the Higher Technician in Metallic Constructions.  “Business and Entrepreneurial Initiative” Spanish: “Empresa e Iniciativa Emprendedora”  The holder: Recognices skills related to entrepreneurial initiative, analysing the requirements derived from job positions and business activities. Defines the opportunity of creating a small enterprise, assessing the impact on the performance setting and incorporating ethic values. Carries out the activities for the setting-up and implementation of a company, choosing the legal structure and identifying the associated legal obligations. Carries out basic administrative and financial management activities of an SME, identifying the main accounting and tax obligations and filling in documentation.

Vocational guidance: The professionals  EAP: Psycho-pedagogical Guidance and Advising Teams. Local services that give advice and assessment to all education centres. They are teams of psychologists, pedagogues, social worker, fisiotherapists, etc.  Identify and evaluate students ’ special educational needs  Give assessment and advice to the teachers in reference to psycho-pedagogical matters  Give assessment to the teachers, students and families about personal, professional and educational guidance  Collaborate with social and health services in order to offer a co-ordinate service to students and families in need 11/07/ / total

Vocational guidance: The professionals  Guidance teachers. Teaching and assessment functions. Personal attention to students with special needs  Co-ordination with EAP, EOEP…  Creation and/or adaptation of the specific tools for students with special needs  Collaboration in writing the Tutorial Action Plan of the centres  USEE Teachers:  Personal attention to students with special needs  Co-ordination with EAP.  Creation and/or adaptation of the specific tools for students with special needs  Promotion of the inclusion of children (with severe intellectual disabilities or severe mental health and behaviour problems) in ordinary classrooms. 11/07/ / total

11/07/ / total Vocational guidance and counselling resources Student guidance is offered all along compulsory education. The Tutoring Action Plan is a document that includes the organisation and functioning of all educational guidance actions carried out by form teachers in collaboration with other members of the centre. Tutorship consists of providing help and guidance to a student or group of students by a form teacher -the tutor-, appointed by the head of studies.

11/07/ / total Some actions developed through the Tutorial Action Plan are: promote students’ self-knowledge (with questionnaires, self reports,activities, training in decision-making), give information about the different academic paths offered by the education system, training in career choice through vocational interest inventories, informative sessions with students and families, round tables, discussion sessions with professionals from different economic sectors and professions, visits to industries, etc.. Vocational guidance and counselling resources