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Infant and pre-primary education 0-6 Primary education 6-12 Secondary education Intermediate vocational training Upper secondary Upper vocational training University

 0-3 It has an educational and assistance nature.  3-6 It is the first stage in the education system. It’s not compulsory but 100% of children are in school

  The first compulsory stage in the system.  Divided into 3 periods of two years each

  It is a compulsory stage.  Four school years divided into two periods.  Students who do not reach the basic standards can have another chance with ‘PCPI’ (basic vocational training)  Students who get a certificate in Secondary Educational can go into Upper Secondary or Intemediate Vocational training.

  Two-year course  Three modalities: arts, science and technology and humanities and social sciences  Students get a diploma that enables them to continue their studies, either at the university (after passing a general exam) or in Advanced Vocational Training

 Students who have the certificate in secondary education and want to train to work in a specific profession  One or two-year courses

 Students who have passed upper secondary education  When they finish, they can also go to the university in fields related to their studies

Three teaching bodies can be distinguished:  Pre-Primary and Primary Education teachers,  Secondary Education teachers  Higher Education teachers (university and non-university education).

The initial training required for teaching differs in terms of the educational level to which it is addressed. It is provided by universities.The study programme for this course is focused on both academic and theoretical aspects and on pedagogical practice. igo=437V01

Continuing professional development is both a right and a duty of non-university teachers. Education authorities provide State in- service training programmes and establish the relevant agreements with other institutions to this end. The Educational authorities in each Autonomous Community are responsible for planning, organizing and supervising a wide range of training activities.

Teacher training institutions offer different activities that can be classified according two main approaches :  course-based activities.  school-based activities.

 Course-based activities are usually designed and organized by teacher training institutions, professional associations and universities. Their main aim is to adapt knowledge and teaching methods to trends in education and specific methodologies, as well as to all the aspects of co-ordination, guidance, tutoring, attention to diversity and school organisation.

 School-based activities, are organized by schools or groups of teachers and supervised and funded by Teacher training institutions. They usually deal with creating and experimenting new teaching materials and exchanging successful experiences.  2_

 Course-based activities:  l/node/96  School-focused activities:  l/category/2/55 There are few in-depth studies of their impact on teaching practice.