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Official Bulletin of the State

No. 295

Tuesday, December 10, 2013

Dry 1. P. 97858

1. GENERAL PROVISIONS

HEAD OF STATE

12886

Law 8/2013, 9 of December, for the improvement of the quality of education.

JUAN CARLOS I

KING OF SPAIN

All the present join together and act.

Know: That the Cortes Generales have approved and I come in to sanction the following law.

PREAMBLE

Students is the Center and the raison d ' être of the education. Learning in the school should be directed to become autonomous, critical, people with own thought. All the students have a dream, all young people have talent. Our people and their talents are the most valuable thing we have as a country.

For this reason, each and every one of the students will be object of attention, in the search for talent development, that education become the main instrument of social mobility, help to overcome economic and social barriers and generate aspirations and ambitions realizable for all. For all this organic law establishes the necessary mechanisms of permeability and return between different paths and routes that are articulated.

All students possess talent, but the nature of this talent differs among them. As a result, the educational system must have mechanisms to recognize it and promote it. The recognition of this diversity among student or pupil on their skills and expectations is the first step towards the development of an educational structure that provides for different paths. The logic of this reform is based on the evolution towards a system able to steer students toward the trajectories most suitable to your abilities, so that their aspirations to make a reality and become routes that facilitate employability and encourage entrepreneurship through the possibility for students and their parents, mothers or legal guardiansChoose the best options for personal and professional development. Students with performance problems should have specific programs that improve their ability to continue in the system.

Behind the talents of the people they are the values that articulate them, attitudes that drive them, competencies that materialize them and knowledge that build them. The challenge of a democratic society is to create the conditions so that all students can acquire and express their talents, in short, the commitment to quality education as a support for equality and social justice.

Education is the engine that promotes the wellbeing of a country. The educational level of the people determines its ability to compete

successfully in the field of the international scene and the challenges that arise in the future. Improve the level of citizens in the field of education is open the doors to high-skilled jobs, which represents a commitment to economic growth and a future better.

In the sphere of the individual, education supposed to facilitate the personal development and social integration. The educational level determines, in great way, the goals and expectations of the vital path, both professionally and personally, as well as the set of

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knowledge, resources and learning tools that enable a person to successfully meet your goals.

Only a quality education system, inclusive, integrative and demanding, guarantees equal opportunities and makes effective the possibility that each student develop the maximum of their potential. The mandate of article 27.2 of the Spanish Constitution will become effective only from the quality: «education will aim the full development of the human personality in the respect for the democratic principles of coexistence and the rights and fundamental freedoms».

II

One of the objectives of the reform is to introduce new patterns of behavior that put education at the center of our society and economy.

The transformation of education depends not only on the educational system. Whole society is which has to assume an active role. Education is a task that affects companies, associations, trade unions, non-governmental organizations, as well as any other form of manifestation of civil society and, in particular way, to the families. The success of the social transformation in which we are immersed

depends on education. Now, without the involvement of civil society there will be no educational transformation.

The family reality in general, and in particular in the context of its relationship with education, is undergoing profound changes. They are necessary channels and habits that enable us to restore the balance and the strength of relations between pupils and students, families and schools. Families are the first responsible for the education of their children and therefore the educational system has to have the family and trust their decisions.

They are highlighting the results of the work of generous teachers, families and other social actors, who give us an optimistic before the transformation of the education that we are facing, offer us a long list of successful experiences in the most diverse areas, favouring local environments, in many cases with global projection, of cooperation and learning.

III

The profound changes facing society require a continuous and thoughtful adaptation of the education system to the emerging demands of learning.

The creation of conditions enabling the students to their full personal and professional development, as well as their effective participation in social, cultural and economic transformation processes, is an unavoidable responsibility of the public authorities.

Never how we have now had the opportunity of having a custom and universal education. As never before has education has had the possibility of being a so decisive element of equity and social welfare.

The main threat facing sustainability in developed societies is the fracture of knowledge, that is, split between those who have knowledge, skills and abilities to learn and do, and do learning and those excluded. The fight against the exclusion of a large part of Spanish society, due to high rates of school drop-outs early and by low levels of quality that today reports the educational system, are the main impetus to reform.

The school, and especially public school, found its main reason for being in the fight against the inevitability of situations of injustice or degradation which have been going at each moment of its history. The modern school is the advocate of education as a utopia of social justice and welfare. According to this function, this organic law directed school at the service of a society that cannot

assume as normal or structural than an important part of their students,

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those who leave school before they had basic knowledge, competences and skills, or those whose educational level is far below the international standards of quality, leave at the start of his career in conditions of disadvantage such that are doomed to unemployment or job of limited added value.

These circumstances, in today's economy, more and more global and more demanding in the training of workers and entrepreneurs, they become a scourge

which limits the possibilities for social mobility, when they do not lead to the unacceptable transfer of poverty.

In accordance with the above reflection, it is important to highlight that the improvement of the democratic quality of a community passes inexorably by the improvement of the quality of its educational system. An increasingly complex and participatory democracy demand increasingly formal and responsible citizens. Raising current levels of education is an essential decision to promote peaceful coexistence and cultural development of society.

Equity and quality are two sides of the same coin. A quality education system in which not a priority is to eliminate any hint of inequality is not imaginable. There is no greater lack of equity that a system that even the indolence or mediocrity. For the Spanish society is not enough schooling to meet the right to education, quality is a constituent element of the right to education.

IV

A more open, global and participatory society demands new profiles of citizens and workers, more sophisticated and diversified, in the same way that

requires alternative ways of organization and management in collaboration and work equipment, as well as proposals capable of assuming that the real strength is in the mix of skills and diverse knowledge which prevail are.

Education is the key to this transformation through the formation of people active self-confident, curious, enterprising and innovative, desiring to participate in the society to which they belong, create value individually and collectively, can take the value of the balance between effort and reward as their own. The educational system must both allow different things such as teaching learning differently, in order to satisfy to a few students, who have been changing with society.

Cognitive abilities, being essential, are not enough; It is necessary to acquire from an early age skills, such as critical thinking, diversity management, creativity or the ability to communicate, and key attitudes as individual confidence, enthusiasm, perseverance and the acceptance of change. Initial education is becoming more decisive because today the learning process is not completed in the education system, but it is projected throughout the life of the person.

We need to foster conditions that allow appropriate methodological change, so that the student is an active element in the learning process. Current

students have changed radically in relation to the of a generation ago. Globalization and the impact of new technologies make different its way to learn, communicate, focus or approach a task.

It is necessary to generate the belief that the educational system in a transparent and equitable reward performance that is achieved in the educational objectives, and especially that recognizes their contribution to improving the environment.

Virtually all developed countries are currently, or have been found in recent years, immersed in processes of transformation of their education systems. Social transformations inherent in a global, open and interconnected world, like this one in which we live, have to think to the

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different countries about the need for regulatory and programmatic changes of greater or lesser importance to adapt their education systems to the new demands.

At European level we can cite to Finland, Sweden, Germany, Austria, France, Italy, Denmark, Poland, Hungary and United Kingdom as examples of countries whose education systems are in review. Outside the European Brazil, Singapore, Japan, China (Shanghai), Canada (Ontario), Republic of Korea and the U.S. are also immersed in processes of improving education, with regulatory and planning in the medium and long term changes.

v

Completion of an expansive economic cycle and its inevitable budgetary consequences cannot be an alibi to avoid the necessary reforms in our educational system. The cost of not assume these responsibilities would not be other than the see increase social exclusion and deterioration of

competitiveness.

Since the transition to democracy, Spain has achieved rates of almost 100% from 3 years schooling and has developed the necessary tools to ensure minimum education levels to cover the basic needs of the students and ensure, for all educational institutions, minimum levels of quality through the establishment of criteria of uniformity. We must thus be considered as an achievement of the past few decades the universalization of education, as well as inclusive education.

Differences between pupils of a heart and between the various centres indicate that we have a more homogeneous than average educational system, which translates into an equity index higher than the OECD average.

However, the current system does not allow to progress towards an improvement of the quality of education, as they highlight the results obtained by pupils in the international assessment tests such as PISA (Programme for International Student Assessment), the high rates of early abandonment of education and training, and the small number of students reaching excellence. The objectivity of international comparative studies, reflecting the stagnation of the system, at least lead to the conclusion that it is necessary a reform of the educational system that flee from the ideological

debates that have hindered progress in recent years. A sensible, practical, reform allowing to develop to the fullest the potential of each student is necessary.

The results of 2011, disseminated by EUROSTAT (Statistical Office of the European Communities) relating to the education of the Europe 2020 strategy indicators, are clearly educational neglect early as one of the weaknesses of the educational system Spanish, by placing the rate of abandonment by 26.5% in 2011, with a tendency to decline but far away from the current average European value (13.5%) and the 10% target set for 2020.

On the other hand, the PISA 2009 report yields results for Spain that highlights the insufficient level obtained in reading comprehension, mathematical competence and scientific competition, far from the average of the OECD countries.

The European Union strategy for smart, sustainable and inclusive growth has established for the Horizon 2020 five ambitious goals in the field of employment, innovation, education, social integration, as well as climate and energy and has quantified the educational objectives which is to get the European Union to improve the levels of education. In 2020, the European Union must reduce dropout to less than 10% and, at a minimum, at

least 40% of the population aged between 30 and 34 years must have completed equivalent or higher studies.

According to the European Disability Strategy 20102020, adopted in 2010 by the European Commission, this improvement in the levels of education should contact also to persons with disabilities, who be them guarantee inclusive education and a training and quality within the framework "youth on the move initiative, put forward by the European strategy for growth

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Intelligent. To this end, will take as a guiding framework and necessary reference the International Convention on the rights of persons with disabilities, adopted by the United Nations in December 2006, existing and fully applicable in Spain since May 2008.

To address the reduction of school drop-outs, is to increase the percentage of young people who complete the educational level of upper secondary education, level 3 cinema (classification international standard of the education of the of the United Nations for education, science and culture, UNESCO). The achievement of this level of education has become a key issue of the education and training systems in developed countries, and is also collected in the project of indicators of the education of the Organization for cooperation economic and development (OECD), which stresses the need that young people complete minimum level 3 cinema for their incorporation into the labour market with sufficient guarantees.

The normative technique chosen, locking of the organic law of education (LOE), responds to the recommendations of the OECD based on best practices of countries with educational systems with better results, in which reforms are raised steadily on a framework of overall stability as inadequacies are detected or new needs arise. The proposal of the organic law for the improvement of educational quality (LOMCE) arises from the need to respond to concrete problems of our educational system who

are assuming a drag on social equity and competitiveness of the country, giving priority to the achievement of a framework of stability and avoiding extraordinary situations such as those experienced in our educational system in recent years.

The proposed changes in our educational system by the LOMCE are based on evidence. The reform aims to address the main problems detected in the Spanish educational system on the foundations provided by the objective results reflected in periodic assessments of European and international bodies.

International studies have shown that those countries that have relatively rapidly improved the quality of their educational systems have implemented measures related to simplification of the curriculum and the reinforcement of instrumental knowledge, flexibilization of trajectories so that students can choose the most appropriate to their abilities and aspirations, the development of systems of external evaluation Census and consistent in timethe increase of the transparency of results, the promotion of greater autonomy and specialisation in educational institutions, the requirement for students, teachers and centres of accountability, yel incentive of the effort.

This reform of the education system aims to be gradualist and cautious based on the sense common and sustainable in time, as its success will be measured according to the objective improvement of the results of the students. This law is the result of a dialogue open and sincere, seeking consensus, enriched with the contributions of the entire educational community.

VI

The reform promoted by the LOMCE is supported by evidence and collect best practices compared. The main objectives pursued by the reform are early education reduce churn, improve educational outcomes in accordance with international criteria, both in the comparative rate of excellent students, as in the of graduates in compulsory secondary education, improving employability, and stimulate the entrepreneurial spirit of students. The principles on which the reform pivots are, fundamentally, increasing the autonomy of the centres, the reinforcement of the capacity of the management of centres, end-of-stage external evaluations, the rationalization of the educational offer and flexibilization of trajectories.

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VII

The increase in the autonomy of the centres is a reiterated recommendation of the OECD to improve the results of them, necessarily linked to the demand for greater transparency in accountability. Despite the formal reiteration of the LOE on the importance of autonomy, international surveys are still marking this factor as a deficit of our system. It is necessary that each centre has the ability to identify what are its strengths and the needs of your environment, to take decisions on how to improve its methodological and educational offer in this area, in direct relation, where appropriate by their nature, with the strategy of educational administration. This responsibility shall entail the requirement to demonstrate that public resources have been used efficiently and that have led to a real improvement in the results. The autonomy of the centres is an

open door to the attention to the diversity of the students, that maintains the cohesion and unity of the system and opens up new possibilities of cooperation between the centres and networking support and shared learning.

The reform will also contribute to strengthening the capacity of the management of the centres, giving directors, as representatives that are educational in the Central Administration and responsible for the educational project, the opportunity to exercise greater leadership teaching and management. On the other hand, the directive function power through a system of prior certification for access to the post of director, and sets a protocol to accountable for the decisions made, actions of quality and the results of implementing them. Few areas of the Administration have complexity and size that has the network of public schools; being aware of its difficulty and the effort involved for their managers, improve their management is an inescapable challenge for the system.

VIII

External end-stage evaluations are one of the main innovations of the LOMCE with respect to the previous frame and one of the measures calls to improve the quality of the education system in a more direct way. Twenty OECD countries carry out their students evidence of this nature, and the

evidence suggests that its implementation has an impact of at least sixteen points of improvement according to the criteria of PISA.

These tests will have a formative and diagnostic character. On the one hand they should serve to ensure that all students reach the learning levels appropriate for the normal development of the personal and professional life as the intended title, and they must also allow guiding students in their school decision making according to the knowledge and skills that really have. On the other hand, these tests normalize the standards of qualifications in all Spain, indicating clearly the whole of the education community what are the required levels of requirements and introducing elements of certainty, objectivity and comparability of results. In addition, they provide parents, schools and educational administrations valuable information with a view to future decisions. The objective of this evaluation is the improvement of the learning of the student, of the measures of management centres and the policies of the administrations.

The transparency of the data should be chasing after reporting on the value-added of centres in relation to the socio-economic circumstances of its environment and, in particular, on the evolution of these.

Tests will be homologous bias to which are carried

out at the international level and, in particular, to the OECD and focus on the skills level. According to the international standards, they must be careful in any case to be able to measure the results of the learning process without diminishing the desired autonomy of the centres, and should exclude the possibility of any kind of training for its overcoming.

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Proposed assessments do not exhaust the possibilities of evaluation within the system, while the educational administrations shall be responsible for the decision on other evaluations.

The success of the proposed evaluations consist of getting any student to find an insurmountable barrier to them. Each test is to offer options and gateways, so that anyone who wants to continue learning can be, under any circumstances, outside the system.

IX

The rationalization of the educational offer, reinforcing learning core subjects contributing to the acquisition of key competences for the academic development of the students, at all stages is another basic objective of the reform. Curriculum review that happens to the approval of the organic law must take into account the learning needs related to the rapid social and economic changes we are experiencing. The simplification of curriculum development is an essential element for the transformation of the educational system, simplification which, in accordance with the guidelines of the European Union, should provide a solid knowledge of the contents that will ensure effectiveness in the acquisition of basic skills. This process of curriculum change keys are to promote a vision of interdisciplinary and, in particular, allow greater autonomy to the teaching function, in such a way that it allows to satisfy demands for greater customization of education, taking into account the principle of specialization of the faculty.

X

Rigidities of the system lead to the exclusion of pupils whose expectations are not adapted to the established framework. On the other hand, the possibility of choosing between different trajectories guarantees an easier stay in the educational system and, consequently, greater possibilities for their personal and professional development. More flexible paths, so that each student can develop their full potential, focuses on the development of programmes for the improvement of learning and performance in the second and the third year of compulsory secondary education, basic professional training, the anticipation of the routes toward high school and vocational training, and the transformation of the current fourth course of compulsory secondary education in a fundamentally preparatory course and with two distinct paths. This diversification will enable the student to receive a personalized attention so that it is aimed toward the educational path that best suits their needs and aspirations, which should favor its progression in the education system.

It is a recurring theme of the reform removing barriers to encourage the realization, less than high school upper stages, an increasingly clear requirement in the society in which we live, for what new itineraries have been raised and has been equipped with higher permeability to the existing. The system, both vertical and horizontal permeability, is one of the major concerns of the

European Union. Thus, law open gateways between all training paths and within them, so that no decision of any student is irreversible. Any student can pass along their learning process from some areas to others according to his vocation, effort and life expectations, linking up with a lifelong training needs.

Next to these principles, it is necessary to highlight three areas on which the LOMCE makes special emphasis with a view to the transformation of the educational system: the information technology and communication, promotion of multilingualism, and the modernization of vocational training.

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XI

Technology has historically formed education and still shaping it. Personalized learning and its universalization as challenges of the educational transformation, as well as the satisfaction of learning in non-cognitive skills, the acquisition of attitudes and learning by doing, require the intensive use of technologies. Connect with the habits and experiences of new generations requires an in-depth review of the notion of classroom and educational, single space as possible from a reading of the educational function of new technologies.

Incorporating generalized to the educational system of the information technology and communication (ICT), which will take into account the principles of design for all and universal accessibility, will allow to customize education and adapt it to the needs and to the pace of each student. On the one hand, it will serve for reinforcement and support in cases of poor performance and, secondly, will enable to expand without limitations the knowledge transmitted in the classroom. Students with motivation can thus access, according to their capacity, educational resources that already offer many national and international institutions at levels. The technologies of information and communication will be a critical piece of the methodological change that will lead to achieving the objective of improving the quality of education. In addition, the orderly and responsible

use of these new technologies by students must be present throughout the educational system. The technologies of information and communication will also be a key tool in the training of teachers and in the training of citizens throughout life, allowing them to combine training with work or personal obligations, and also will be in the management of the processes.

Once valued previous experiences, it is imperative the model of digitization of the school for which you opt to be economically sustainable, and that focus on the creation of a digital ecosystem of national scope that allows the normal development of the options of each education administration.

XII

The domain of a second or even a third foreign language has become a priority in education as a result of the process of globalization in which we live, while shown as one of the major shortcomings of our educational system. The European Union sets the promotion of multilingualism as an essential objective for the construction of a European project. The law strongly supports multilingualism, stepping up efforts to get students to perform is at least in a first foreign language, whose level of listening and reading comprehension and oral and written expression is decisive to foster employability and professional ambitions, and therefore strongly

advocates the curricular incorporation of a second foreign language fluently.

XIII

The main difference of the Spanish educational system with the of our environment is particularly low number of students passing by our professional training. This situation inevitably affects the employability and competitiveness of our economy, limiting vital options of many young people. Revitalize the apprenticeship option as an option in accordance with the will of a personal development and also its permeability with the rest of the system is a strategic objective of this law. To reach it is proposed modernization of the offer, its adaptation to the requirements of the different productive sectors, the involvement of the companies in the learning process, with the important novelty of dual vocational training, and the search for an approach to the models of the neighbouring countries with much lower levels of youth unemployment. Creates a

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new title of basic vocational training is flexible access routes from basic vocational training to the medium level and from this towards the top grade, priority is given to the contribution to the expansion of the competencies in basic vocational training and half degree, dual vocational training is regulated and it is complemented by elective subjects aimed at top grade cycles and the transit toward other teachings.

XIV

The recommendation (2002) 12 of the Committee of Ministers of the Council of Europe to Member States on education for democratic citizenship, on October 16, 2002, States that education for democratic citizenship is essential to promote a free, tolerant and just society and contributing to defend the values and principles of freedom, pluralismhuman rights and the rule of law, which are the foundations

of democracy.

One of the principles which inspired the Spanish educational system is the transmission and implementation of values that promote personal freedom, responsibility, democratic citizenship, solidarity, tolerance, equality, respect and justice, and that they help to overcome any kind of discrimination. Also provided as end to which focuses the system educational Spanish preparing for the exercise of citizenship and active participation in economic life, social and cultural, with critical and responsible attitude and adaptability to changing situations of the knowledge society.

This law considers it essential preparation for active citizenship and the acquisition of competences social and civic, collected on the recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. In the context of the methodological change advocated by this organic law this need is addressed across to incorporate civic and constitutional education into all subjects during basic education, so that social and civic skills should be included in the daily dynamics of the teaching and learning processes and enhance that waythrough a joint approach, the possibility of transfer and its guiding character.

XV

The transformation of the educational system is the result of a sustained effort and constant educational reform effort that is only possible with the permanent and respectful collaboration of all stakeholders. In particular, it will be important to promote a sincere cooperation between the educational administrations enabling sharing of best practices of the system and improve territorial cohesion. In addition, this law will acquire full meaning to the development of a future law on the teaching function.

Single article. Modification of the organic law 2/2006 of 3 may, education.

The organic law 2/2006, of 3 may, education, is modified as follows:

One. Modifies the wording of paragraphs b), k) and 1) and added new paragraphs h bis) and q) to article 1 in the following terms:

«(b) equity, to ensure equal opportunities for the full development of the personality through education, inclusive education, equality of rights and

opportunities that help to overcome any discrimination and universal accessibility to education, and acting as compensator element of personal, cultural, economic and social inequalities with special attention to that arising from any type of disability.

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h bis) the recognition of the role that corresponds to the parents and legal guardians as responsible for the education of their children first.

(k) education for conflict prevention and the peaceful resolution of the same, as well as for non-

violence in all areas of personal, family and social life of the bullying special yen.

1) development, in the school, the values that promote the effective equality between men and women, as well as the prevention of gender-based violence.

(q) the freedom of education, which recognizes the right of the parents and legal guardians to choose the type of education and the Center for children, within the framework of the constitutional principles."

Two. Added a new article 2 bis with the following wording:

«Article 2 bis.» Spanish education system.

1. for the purposes of this law, Spanish educational system means the set of administrations education, professional education and other agents, public and private, that perform functions of regulation, financing or provision of services for the exercise of the right to education in Spain, and the owners of this right, as well as the set of relationsstructures, measures and actions that are implemented to

provide it.

2. the educational administrations are the bodies of the General State administration and the administrations of the autonomous communities competent in educational matters.

3. for the achievement of the purposes specified in article 2, the Spanish educational system will feature, among others, with the following instruments:

(a) the Council School of the State, as an organ of participation of the educational community in general programming education and advice to the Government.

b) the sectoral Conference of education, as an organ of cooperation between the State and the autonomous communities.

(e) sectoral tables of negotiation of public education and concerted education that constitute.

Educational information system (d)).

(e)) the State system of scholarships and grants to study, as a guarantee of equality of opportunity in access to education.

4. the functioning of the Spanish educational system is governed by the principles of quality, cooperation, fairness, freedom of education, merit, equality of opportunities, non-discrimination, efficiency in the allocation of public resources, transparency and accountability."

3. A new paragraph 10 shall be added to article 3, with the following wording:

«10 cycles of basic vocational training shall offer compulsory and free of charge.»

Four. The title of chapter III of the preliminary title and article 6 are written in the following way:

«Chapter III

Curriculum and distribution of powers article 6. Curriculum.

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1. for the purposes of the provisions of this organic law, the regulation of the elements that determine the processes of teaching and learning for each of the teachings means curriculum.

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2. the curriculum will comprise the following elements:

(a) the objectives of each teaching and educational stage.

(b) competencies or capacities to apply the contents of each teaching and educational stage, in order to achieve the appropriate activities and the effective resolution of complex problems in an integrated way. (e) the contents, or sets of knowledge, abilities, skills and

attitudes that contribute to the achievement of the objectives of each teaching and educational stage and the acquisition of skills.

The contents are arranged in subjects that classified as subjects, areas, areas and modules according to the teachings, the educational stages or programs involving students.

(d) the teaching methodology, which comprises both the description of teaching practices and the Organization of the work of teachers.

(e) standards and measurable learning outcomes.

(f) the criteria for evaluation of the level of acquisition of skills and the achievement of the objectives of each teaching and educational stage.»

5. Added a new article 6 bis, in chapter III of the preliminary title, with the following wording:

«Article 6 bis.» Distribution of powers. 1 corresponds to the Government:

(a) the general management of the education system.

b) the regulation of the conditions of collection, delivery and approval of academic and professional titles and the basic rules for the development of article 27 of the Constitution, in order to ensure the fulfilment of the obligations of the public authorities in this matter.

(e) the general programming of the teaching, in the terms laid down in articles 27 et seq. of the Organic Act 8/1985 of 3 July, regulating the right to education.

(d) the high inspection and other powers which, in accordance with article 149.1.30. a of the Constitution, correspond to ensure the fulfilment of the obligations of the public authorities.

(e) the design of the core curriculum, in relation to objectives, skills, content, evaluation criteria, standards and of learning outcomes that are measurable, in order to ensure a common training and official character and validity throughout the national qualifications to that referred to in this law.

2. in primary education, secondary education and baccalaureate, subjects will be grouped in three blocks, core subjects, specific subjects and regional free-elective subjects, on which educational authorities and educational institutions carried out its functions in the following way:

(a) it will be up to the Government:

1. determine the common content, assessable learning standards and the minimum block of stem subjects lesson time.

2. ° determine assessable learning standards relating to the contents of the block of specific

subjects.

3. ° determine the criteria of evaluation of the achievement of the objectives of teaching and educational stages and the degree of the corresponding skills, as well as the General characteristics of the tests, in relation to the final evaluation of primary education.

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(b) it shall be for the Ministry of education, culture and sport, final evaluations of compulsory secondary education and high school:

1. determine the criteria of evaluation of the achievement of the objectives of teaching and educational stages and the degree of the corresponding skills, in relation to the contents of the blocks of core and specific subjects.

2. ° determine the characteristics of the tests.

3. ° Design tests and establish its content for each call.

(e) inside of the regulation and limits established by the Government, through the Ministry of education, culture and sport, in accordance with the previous paragraphs, the educational administrations shall:

1. ° complement the contents of the block of stem subjects.

2. ° establish the contents of the specific subjects and elective regional blocks.

3rd. make recommendations of teaching methods

for educational institutions within its competence.

4. ° set the maximum lesson time corresponding to the contents of the subjects of the block of stem subjects.

5. ° set the time corresponding to the contents of the subjects of the specific subjects and elective regional blocks.

6. ° in relation to the evaluation during the stage, complement of evaluation criteria relating to blocks of core and specific subjects, and establish criteria for the evaluation of the block of autonomous freeelective subjects.

7. ° assessable learning standards relating to the contents of the block of autonomous free-elective subjects.

(d) inside of the regulation and limits established by the educational administrations in accordance with the previous paragraphs, and according to the schedule of the educational offer that set each educational administration, educational institutions can:

1. ° complement the contents of specific, core subjects and elective regional blocks and set its training offer.

2nd. Design and implement own pedagogical and didactic methods.

3. ° determine the hourly load corresponding to the different subjects.

(e) the minimum lesson time corresponding to the subjects of stem subjects block will be set in global computing for all primary education, for the first cycle of compulsory secondary education, for the fourth year of compulsory secondary education, and for each of the high school courses, and shall not be less than 50% of the total of the school timetable set by each education administration as general. In this computation will not be taken into account possible extensions of the schedule can be established on the general schedule.

3. for the second cycle of early childhood education, professional art lessons, the teaching of languages and sports lessons, the Government will set the objectives, competences, content and criteria of evaluation of the core curriculum, which will require

the 55 per 100 of the school schedules for the autonomous communities that have co-official language and 65 per cent for those who do not have it.

4. with respect to vocational training, the Government will set the objectives, competences, content, learning outcomes and criteria of evaluation of the core curriculum. The contents of the core curriculum will require 55 per 100 hours for the autonomous communities that have co-official language and 65 per cent for those who do not have it.

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5. the educational administrations shall promote enhance the autonomy of the centres, will evaluate its results and apply appropriate plans of action.

Schools will develop and will complement, where appropriate, the curriculum of the different stages and cycles in use of their autonomy, as set out in chapter II of title V of this law.

6 titles corresponding to the teachings regulated by this law will be approved by the State and issued by the educational administrations under the conditions provided for in the legislation and the basic and specific rules which, in effect, handed down.

7. within the framework of international cooperation in the field of education, the Government, in accordance with the provisions of this article, may establish mixed curriculum of teachings of the Spanish education system and other systems educational, conducive to the respective titles.»

6. A new paragraph 3 shall be added to article 9, with the following wording:

«3. in territorial cooperation programmes be taken into account, as a criterion for the territorial distribution of economic resources, the uniqueness of these programs in terms geared to promoting equal opportunities. An advantage especially the phenomenon of the depopulation of a territory, as well as the geographical dispersion of the population, the insularity and needs presenting the schooling of students of rural areas."

7. Amending paragraph 2 of article 16, with the following wording:

«2. the purpose of primary education is to facilitate the students learning of expression and oral comprehension, reading, writing, calculation, the acquisition of basic knowledge of the culture, and the habit of coexistence as well as those of study and work, artistic sense, creativity and affection, in order to ensure a well-rounded education that contributes to the full development of the personality of the students and to prepare them to use the compulsory secondary education.»

8. ((Paragraphs b amending), h) and j) of article 17, which happens to have the following wording:

«(b) develop habits of individual work and team effort and responsibility in the study, as well as

attitudes of confidence in itself, meaning critical, personal initiative, curiosity, interest and creativity in learning, and entrepreneurship.

(h) to know the fundamental aspects of the nature of science, social sciences, geography, history and culture.

(j) use different representations and artistic expressions and started the construction of Visual and audiovisual proposals."

9. Article 18 is worded in the following way:

«1. the stage of primary education comprises six courses and is organized in areas that will have a global character and inclusive.»

2. students should pursue the following areas of the block of subjects stem in each of the courses:

(a) natural sciences.

(b) Social Sciences).

(e) Spanish language and literature.

(d) mathematics.

(e) first foreign language.

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3. students should pursue the following areas of the

block of subjects specific in each of the courses:

(a) physical education.

(b) religion, or social and civic values at the choice of the parents, mothers or guardians.

e) depending on adjustment and programming of the offerings that set each educational administration and, where appropriate, the supply of educational institutions, at least one of the following areas of the block of specific subjects:

1.0 arts education.

2.0 second foreign language.

(3.0 religion, only if parents, mothers or guardians have not chosen in the election referred to in 3.b).

4.0 values social and civic, only if parents, mothers or guardians have not chosen in the election referred to in 3.b).

4. students must study area co-official language and literature in the block of free-elective subjects autonomous in those autonomous communities that possess the co-official language, although they may be exempt from study or be assessed in that area the conditions laid down in the corresponding regional regulations. The area co-official language and literature will receive a treatment analogous to the area of the Castilian language and literature.

In addition, students may pursue any area in the block of subjects free autonomic configuration, according to the regulation and the programming of the offerings that set each educational administration and, where appropriate, the supply of educational institutions, which may be the block of specific subjects that are not completed, deepening or strengthening of core areas, or areas to be determined.

5. on the set of the stage, tutorial action will guide individual and collective educational process of students.

6. without prejudice to its specific treatment in some of the areas of the stage, reading comprehension, oral and written expression, the media, the information technology and communication,

entrepreneurship and civic and constitutional education is they will work in all areas."

10. Paragraph 2 of article 19 shall be deleted.

Eleven. Added a paragraph 4 to article 19 with the following wording:

«4. the Castilian or the co-official language only shall be used as a support in the process of foreign language learning. Comprehension and oral expression priority will be given.

Easing measures and methodological alternatives in teaching and evaluation of foreign language for students with disabilities, especially for one that presents difficulties in its oral expression will be established. These adaptations in no case shall be taken into account for lower the grades obtained.»

12. Article 20 is drawn up in the following way: «article 20. Evaluation during the stage.

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1. the evaluation of the learning processes of students will be continuous and comprehensive and will take into account your progress in all areas.

The most suitable measures will be established so that conditions of the assessments are adapted to the needs of students with special educational needs.

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2. the student will enter the course or next stage whenever deemed that it has achieved the objectives and has reached the level of the corresponding skills. If not, it may be repeated only once during the stage, with a specific plan of reinforcement or recovery. It especially attend

individualized evaluation results at the end of the third year of primary education and end of primary education.

3 educational institutions will conduct an individualized assessment to all students at the end of the third year of primary education, as they have the educational administrations, in which will check is the degree of mastery of the skills, capabilities and skills in oral and written comprehension, expression and resolution of problems relating to the degree of acquisition of competence in linguistic communication, calculation and mathematical competition. This evaluation be unfavorable, teaching staff must take the most appropriate ordinary or extraordinary measures.

4 special attention will receive during the personalized attention of students, early diagnoses and the establishment of mechanisms for strengthening to achieve school success.

5. in those autonomous communities that possess, along with Spanish, other official language according to its statutes, the students may be exempt from the assessment of the co-official language and literature area according to the corresponding regional legislation.»

13. Article 21 is worded as follows: «article 21. Final evaluation of primary education.

1. at the end of the sixth year of primary education, there will be an assessment of individual pupils and students, in which will check is the degree of acquisition of competence in linguistic communication, mathematical competence and basic competences in science and technology, as well as the achievement of the objectives of the stage.

2. the Government, after consultation with the autonomous communities, will establish the evaluation criteria and the General characteristics of the tests for all the system educational Spanish to ensure criteria and evaluation characteristics common to the entire territory.

3. the results of the assessment will be expressed in levels. The level obtained by each student shall be recorded in a report, which will be delivered to the parents, mothers or guardians and that shall be informative and guidance for schools in which students have completed the sixth year of primary education and for those that pursue the following school year, as well as for teaching teamsparents, mothers or guardians and pupils and students.

The educational administrations may establish specific plans of improvement in those public centres whose results are less than values which, to this end, are established.

In relation to the centers reached it will be to the regulations of the corresponding concert.»

Fourteen. Added an article 23 bis with the following wording: «article 23 bis.» Compulsory secondary education cycles.

The stage of compulsory secondary education is organized in materials and comprises two cycles, the first of three school years and the second one.

The second cycle or fourth year of compulsory secondary education will be mainly preparatory.»

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15. Article 24 is worded in the following way:

«Article 24. Organization of the first cycle of compulsory secondary education.

1. students should pursue the following general matters first and second block of stem subjects in courses:

(a) biology and geology in the first course.

(b) Physics and chemistry in second year.

(e) geography and history in both courses.

d) Spanish language and literature in both courses.

(e) mathematics at both courses.

f) first foreign language in both courses.

2. students should pursue the following general matters of stem subjects during the third block:

(a) biology and geology.

(b) Physics and chemistry.

(e) geography and history.

d) Spanish language and literature.

(e) first foreign language.

3. as a matter of choice, in the block of stem subjects must pursue, well math oriented to academic studies, or math-oriented applied lessons, choice of parents, mothers or guardians or, where appropriate, of the students.

4. students must take the following block of subjects specific areas in each of the courses:

(a) physical education.

(b) religion or ethical values, at the choice of the parents, mothers or guardians or, where appropriate, of the student.

(e) depending on the regulation and the programming of educational opportunities that set each educational administration and, where appropriate, the supply of educational institutions, a minimum of one and maximum of four of the following block of specific subjects areas, which may be different for each of the courses:

1.0 classical culture.

2.0 plastic, Visual and Audiovisual education.

3.0 Introduction to the business and entrepreneurial activity.

4.0 music.

5.0 second foreign language.

6.0 technology.

(7.0 religion, only if parents, mothers or legal or, where appropriate, the student or student guardians have not chosen the choice indicated in paragraph 4.b). 8.0 values ethical, only if parents, mothers or legal or, where appropriate, the student or student guardians have not chosen the choice indicated in paragraph 4.b).

5. students should study matter co-official language and literature of the block of free-elective subjects autonomous in those autonomous communities that possess the co-official language, although they may

be exempt from study or be evaluated this matter under the conditions laid down in the corresponding regional regulations. Matter co-official language and literature will receive a treatment analogous to the of the Castilian language and literature matter.

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In addition, according to regulation and the programming of the offerings that set each educational administration and, where appropriate, the supply of educational institutions, students may pursue any matter more in the block of autonomic free-elective subjects, which may be the block of specific subjects not studied materials, or materials to determine. These matters of regional freeelective subjects block may be different in each of

the courses.

6. without prejudice to its specific treatment in some materials cycle, reading comprehension, oral and written expression, the media, the information technology and communication, entrepreneurship and civic and constitutional education will work in all subjects.

7. with the aim of facilitating the movement of students between primary education and the first year of compulsory secondary education, educational authorities and, where appropriate, educational institutions, may group together the first course materials in areas of knowledge."

Sixteen. Article 25 is drawn up in the following way:

«Article 25. Organization of fourth year of compulsory secondary education.

1. the parents, mothers or guardians legal or, where appropriate, pupils and students may choose to pursue the fourth year of compulsory secondary education by one of the following two options:

(a) choice of academic lessons for initiation to the high school.

(b) choice of teaching applied for initiation to professional training.

For these purposes, shall not be binding options studied in third year of compulsory secondary education.

2. in the choice of academic studies, students must take the following general core subjects block matters:

(a) geography and history.

b) Spanish language and literature.

(e) academic teachings-oriented mathematics. First foreign language (d)).

3 depending on the regulation and programming of

the offerings that set each educational administration and, if necessary, centers offer teachers, pupils and students must take at least two courses from among the following subjects of stem subjects block option:

1.0 biology and geology.

2.0 economy.

3.0 physics and chemistry.

4.0 latin.

4. in the choice of teaching applied, students must take the following general core subjects block subjects:

(a) geography and history.

b) Spanish language and literature.

(e) the applied teaching-oriented mathematics. First foreign language (d)).

5 depending on the regulation and programming of the offerings that set each educational administration and, if necessary, centers offer teachers, pupils and students must take at least two courses from among the following subjects of stem subjects block option:

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1.0 Sciences applied to the professional activity.

2.0 Introduction to the business and entrepreneurial activity.

3.0 technology.

6. students must take the following block of specific subjects areas:

(a) physical education.

(b) religion or ethical values, at the choice of the parents, mothers or guardians or in its case for the student.

e) depending on adjustment and programming of the offerings that set each educational administration and educational institutions offering appropriate, a minimum of one and maximum of four courses from the following subjects specific to block:

1.0 performing arts and dance.

2.0 scientific culture.

3.0 classical culture.

4.0 plastic, Visual and Audiovisual education.

5.0 philosophy.

6.0 music.

7.0-second foreign language.

8.0 information and communication technologies.

(9.0 religion, only if parents, mothers or guardians legal or if the student does not have chosen the choice indicated in paragraph 6.b). 10.0 values ethical, only if parents, mothers or guardians legal or if the student does not have chosen the choice indicated in paragraph 6.b). 11.0 a matter of stem subjects block not issued by the student.

7. students must study matter co-official language and literature in the block of free-elective subjects autonomous in those autonomous communities that possess the co-official language, although they may be exempt from study or be evaluated this matter under the conditions laid down in the corresponding regional regulations. Matter co-official language and literature will receive a treatment analogous to the of the Castilian language and literature matter.

In addition, according to regulation and the educational opportunities provided for each educational administration and programming in their case centers offer teachers, pupils and students may pursue any matter more in the block of autonomic free-elective subjects, which may be subjects of the block of specific subjects not completed, materials for expansion of the contents of any of the materials of the blocks of stem or specific subjects, or matters to be determined.

8. without prejudice to its specific treatment in some of the subjects of this course, reading comprehension, oral and written expression, the media, the information technology and communication, entrepreneurship and civic and constitutional education will work in all subjects.

9. administrations, educational and, in his case, the centres may elaborate itineraries to guide students in the choice of the core subjects of choice.

10 students must achieve the objectives of the stage to reach the level of the corresponding skills by the applied teaching both the option of academic studies.»

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Seventeen. A paragraph 6 shall be added to article 26 with the following wording:

"6. in the process of learning language foreign, Castilian or the co-official language only will be used as support. We prioritize the comprehension and oral expression.

Easing measures and methodological alternatives in teaching and evaluation of foreign language for students with disabilities, especially for one that presents difficulties in its oral expression will be established. These adaptations in no case shall be taken into account for lower the grades obtained.»

Eighteen. Article 27 is drawn up in the following way: «article 27. The learning and performance improvement programs.

1. the Government shall define the basic conditions to establish the requirements of programs of improving learning and performance that will take place starting from 2.0 course of compulsory secondary education.

In this case, a specific methodology through an organization of content, activities, practical and, where appropriate, of materials different from the established a general rule, in order that students can pursue the fourth course by ordinary means and obtain the title of graduated in obligatory secondary

education will be used.

2. the teaching staff may propose to fathers, mothers or legal guardians the addition to a programme of improvement of the learning and the performance of those students who have repeated at least one course at any stage, and that once completed the first year of compulsory secondary education are not able to promote to the second course, or that once completed second year are not in a position to promote the third. Program will be developed along second and third courses in the first case, or only on the third course in the second event.

Students and students who are not in a position to promote the fourth course, having completed the third year of compulsory secondary education, may exceptionally is a program of learning and performance improvement to repeat third grade.

3. these programs will be directed preferably to those students who present relevant learning difficulties not attributable to lack of study and effort.

4. the educational administrations shall ensure students with disabilities who participate in these programs the disposition of the resources which, as

a general rule, provision for the pupils in the Spanish educational system.'

Nineteen. Article 28 is drawn up in the following way: «article 28. Evaluation and promotion.

1. the evaluation of the learning of students of compulsory secondary education process will be continuous, formative e inclusive.

The most suitable measures will be established so that conditions of the assessments are adapted to the needs of students with special educational needs.

2. decisions on the promotion of students from one course to another, within the stage, will be taken form collegiate by teachers of the student set respective, attending to the achievement of the objectives and the degree of the corresponding skills.

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Students be promoted of course when they have completed all the courses taken or have negative evaluation in two subjects at most, and repeated course when they have negative evaluation in three or more subjects, or in two subjects that are Spanish language and literature and mathematics at the same time.

Exceptionally, the promotion of a student with negative evaluation in three matters may be authorized when the following conditions occur together:

(a) that two of the materials with negative evaluation are not simultaneously Spanish language and literature, mathematics,

(b) that the teaching team considers that the nature of the materials with negative evaluation does not prevent the student or student follow successfully the next course, which has favorable expectations of recovery and that the promotion will benefit their academic evolution,

(e) and that apply to the student the educational care measures proposed in the guidance Council refers to which paragraph 7 of this article.

May be also authorised by way of exception the promotion of a student with negative evaluation in two subjects that are Spanish language and literature and mathematics at the same time when the teaching team deemed that the student can continue successfully the next course, which has favorable expectations of recovery and that the promotion will benefit their academic evolution, and provided that apply to the student educational care measures proposed in the guidance Council which referred to paragraph 7 of this article.

For the purposes of this section, be computed only materials that, at a minimum, the student must study in each of the blocks. In addition, in relation to those students and students who have co-official language and literature, be computed only a matter in the block of free-elective subjects autonomic, regardless that such students could study more

subjects of that block. Materials with the same name in different courses of compulsory secondary education shall be regarded as different materials. Matter co-official language and literature will have the same consideration that the Castilian language and literature matter in those autonomous communities that have co-official language.

3. with the aim of facilitate the recovery of materials with negative evaluation to students, educational administrations will regulate conditions so that centres organize timely extraordinary testing conditions that determine.

4. those who promoted without having passed all the subjects must enroll no obsolete materials, continue to programmes of reinforcement which established the teaching staff and must not exceed assessments corresponding to such programmes of reinforcement. This circumstance shall be taken into account for the purposes of promotion provided for in the preceding paragraphs.

5. the student will repeat the same course only once and twice within the stage. When this second recurrence should occur in third or fourth year, will be extended one year the age limit referred to in paragraph 2 of article 4. Exceptionally, a student may be repeated a second time in fourth year if it has not repeated in the previous courses of the stage.

6. in any case, replays will be established so that curricular conditions are adapted to the needs of the student and are oriented to the overcoming of the difficulties identified.

7. in order to facilitate all students to achieve the objectives and reach the right degree of acquisition of relevant skills, the educational administrations shall establish measures of

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educational reinforcement, with special attention to the specific needs of educational support. The custom implementation of the measures will be reviewed periodically and, in any case, at the end of the academic year.

At the end of each of the compulsory secondary education courses will be given to parents, mothers or guardians of each student a guiding Council, which will include a report on the degree of achievement of objectives and corresponding skills acquisition, as well as a proposal to fathers, mothers or legal guardians or, ifthe student or student of the best route to follow, which may include the addition to a learning and performance improvement program or a cycle of basic vocational training.

8. After completing the first cycle of compulsory secondary education, as well as once completed second year when the student goes to incorporate exceptionally to a cycle of basic vocational training, will be delivered to the students a certificate of studies.

9. in those autonomous communities that possess, along with Spanish, other official language according to its statutes, the students may be exempt from the assessment of the co-official language and literature material according to the corresponding regional regulations.»

20. Article 29 is drawn up in the following way: «article 29. Final evaluation of compulsory secondary education.

1. at the end of the fourth year, students and students conduct an individualized assessment by the option of academic studies or applied teachings, in which the achievement of the objectives of the stage and the degree of the corresponding skills in relation to the following matters shall be checked:

(a) all general subjects in the block of stem subjects, except for biology, geology and physics and chemistry, which the student will be evaluated if you choose them between the materials of choice, as indicated in the following paragraph.

(b) two of the subjects of choice in stem subjects, in fourth year block.

(e) a matter of block of specific subjects in any of the courses, which are not physical education, Religion, or ethical values.

2. the students will perform the evaluation by either

of the two options of academic teaching or teachings applied, irrespective of the option given in the fourth year of compulsory secondary education, or by both options on the same occasion.

3 may submit to this evaluation students and students who have obtained good assessment positive in all matters, or else negative in a maximum of two materials provided that they are not at the same time Spanish language and literature, and mathematics. To this effect, matter co-official language and literature will have the same consideration that the Castilian language and literature matter in those autonomous communities that have co-official language.

For the purposes of this section, be computed only materials that, at a minimum, the student must study in each of the blocks. In addition, in relation to those students and students who have co-official language and literature, be computed only a matter in the block of free-elective subjects autonomic, regardless that such students could study more subjects of that block. Materials with the same name in different courses of compulsory secondary education shall be regarded as different materials.

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4. the Ministry of education, culture and sport will establish for all the system educational Spanish evaluation criteria and characteristics of the tests, and will design them and establish its content for each call.

5. the overcoming of this assessment will require a score even higher than 5 points out of 10.

6 students and students who have not passed evaluation by the chosen option, or who wish to raise their final grade of compulsory secondary education, may repeat the evaluation in successive calls, on request.

Students who have completed this evaluation by an option may be submitted back to evaluation by the other option if they wish, and not to exceed first call will repeat it in successive calls, on request.

Taken into account the qualification, higher than those obtained in the announcements that the student has passed.

At least two annual convocations, one ordinary and other extraordinary held.»

Twenty-one. Article 30 is worded in the following way:

«Article 30. Proposal for access to basic vocational training.

Teaching staff may propose to fathers, mothers or legal guardians, where applicable through the guiding advice, the incorporation of the student to a cycle of basic professional training when the degree of the skills advise as well, provided that it meets the requirements set out in article 41.1 of this organic law.»

Twenty-two. Article 31 is worded in the following way: «article 31. Graduate degree in secondary education.

1 obtain the title of graduated in obligatory secondary education will require overcoming the final evaluation, as well as a final grade of that stage even more than 5 points out of 10. The qualification end of education secondary compulsory is deducted from the following weighting:

(a) with a weight of 70%, the average of numeric grades obtained in each of the subjects in compulsory secondary education.

(b) with a weight of 30%, the note obtained in the final evaluation of compulsory secondary education. In case that the student has passed evaluation by the two options of final evaluation, referred to in article 29.1, for the final grade shall be the highest that obtained taking into account the obtained note in both options.

2. the title of graduated in obligatory secondary education access postobligatory teachings contained in section 3.4 of this organic law, in accordance with the requirements established for each teaching. 3. in the title shall include the option

or options that was carried out the final evaluation, as well as the final grade of secondary education.

Shall be recorded in the title, by Stagecoach or annex to the same, the new final grade of compulsory secondary education when the student was brought back to evaluation by the same option to raise your final grade.

Also shall be recorded, by Stagecoach or annex, overcome by the student or student of the final evaluation by a different option which is already recorded in the title, in which case the final grade will be the highest of which are obtained taking into account the results of both options.

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4. the boys and girls that have compulsory secondary education and do not receive the title to which this article refers will receive an official certification that will contain the number of completed years, as well as the degree of achievement of the objectives of the stage and the corresponding skills.

5. the educational administrations may provide personal attention measures aimed at students and students that have been presented to the final evaluation of compulsory secondary education have not passed it.

6 where to obtain the title of graduated in obligatory secondary education for the overcoming of the regulated test in paragraph 2 of article 68 of this law, the final grade of compulsory secondary education will be obtained in this test."

Twenty-three. Paragraphs 2 and 4 of article 32 shall be written in the following way:

«2 have access to studies of high school students

who are graduated in obligatory secondary education degree and have passed the final assessment of compulsory secondary education by choice of academic studies.

4. students may remain enrolled high school in ordinary regime for four years.»

Twenty-four. Article 34 is drawn up in the following way: «article 34. Organization of secondary general education.

1. modalities of high school that can offer the educational administrations and, where appropriate, educational institutions shall be as follows:

(a) science.

(b) Humanities and social sciences. (e) arts.

2. in the process of learning foreign language, Castilian or the co-official language only will be used as support. We prioritize the comprehension and oral expression.

Easing measures and methodological alternatives in teaching and evaluation of foreign language for students with disabilities, especially for one that presents difficulties in its oral expression will be established. These adaptations in no case shall be taken into account for lower the grades obtained.

«3. the Government, prior consultation to them communities autonomous, will regulate the regime of recognition reciprocal between them studies of high school and them cycles training of grade half of training professional, them teachings of Arts plastic and design of grade average, and them teachings sports of grade half, to can be dyed in has them studies overmatched, even when not is has reached the degree corresponding.»

Twenty-five. Added a new article 34 bis, which is drawn up in the following way:

«Article 34 bis.» Organization of the first year of high school.

1. in the category of Sciences, students must take the

following general block stem subjects matters:

(a) philosophy.

b) Spanish language and literature 1. e) mathematics 1.

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First foreign language 1 (d)).

e) depending on adjustment and programming of the offerings that set each educational administration and, where appropriate, the supply of educational institutions, at least two materials from the following matters of choice of main courses block:

1.0 biology and geology.

2.0 drawing 1.

3.0 physics and chemistry.

2. in the category of Humanities and social sciences, students must take the following general core subjects block subjects:

(a) philosophy.

b) Spanish language and literature 1. (e) first foreign language 1.

(d) for the route of Humanities, Latin 1. For the route of social science, mathematics applied to the social sciences 1.

e) according to the regulation and programming educational opportunities that set each educational administration and, where appropriate, the supply of educational institutions, at least two courses from among the following subjects of stem subjects block option, organized, where appropriate, in blocks that will facilitate the transition to higher education:

1.0 economy.

2.0 Greek 1.

3.0 history of the contemporary world.

4.0 literature.

3. in the category of Arts, students must take the

following general block stem subjects matters:

(a) philosophy.

b) fundamentals of art 1.

(e) Spanish language and literature 1.

First foreign language 1 (d)).

e) depending on adjustment and programming of the offerings that set each educational administration and, where appropriate, the supply of educational institutions, at least two courses from among the following subjects of stem subjects block option:

1.0 Audiovisual culture 1.

2.0 history of the contemporary world.

3.0 literature.

4. students must take the following block of specific subjects areas:

(a) physical education.

(b) depending on the regulation and programming of the offerings that set each educational administration and, where appropriate, of the schools offer, a minimum of two and maximum of three subjects from among the following:

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1.0 Musical analysis 1.

2.0 applied anatomy.

3.0 scientific culture.

4.0 drawing art 1.

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5.0 drawing 1, except that parents, mothers or legal guardians or the

(student have already chosen technical drawing I in paragraph 1.e). 2.0).

6.0 language and Musical practice.

7.0 religion.

8.0 second foreign language 1.

9.0 Industrial Technology 1.

10.0 technologies of information and communication 1.

11.0 volume.

12.0 a matter of stem subjects block not issued by the student.

5. students should study matter co-official language and literature in the block of free-elective subjects autonomous in those autonomous communities that possess the co-official language, although they may be exempt from study or be evaluated this matter under the conditions laid down in the corresponding regional regulations. Matter co-official language and literature will receive a treatment analogous to the of the Castilian language and literature matter.

In addition, according to regulation and the programming of the offerings that set each educational administration and, where appropriate,

the supply of educational institutions, students may pursue any matter more in the block of autonomic free-elective subjects, which may be subjects of the block of specific subjects not completed, materials for expansion of the contents of any of the materials of the blocks of stem or specific subjects, or matters to be determined.

6. administrations, educational and, in his case, the centres may elaborate itineraries to guide students in the choice of the core subjects of choice.»

Twenty-six. Added a new article 34 ter, which is drawn up in the following way:

«Article 34 ter. Organization of the second year of high school.

1. in the category of Sciences, students must take the following general core subjects block matters:

(a) history of Spain.

b) Spanish language and literature 11. (e) Math 11.

First foreign language 11 (d)).

e) depending on adjustment and programming of the offerings that set each educational administration and, where appropriate, the supply of educational institutions, at least two materials from the following matters of choice of main courses block:

1.0 biology.

2.0 11 technical drawing.

3.0 physics.

4.0 geology.

5.0 chemistry.

2. in the category of Humanities and social sciences, students must take the following general core

subjects block subjects:

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b) Spanish language and literature 11.

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e) first 11 foreign language.

(d) for the route of Humanities, Latin 11. For the

social sciences, mathematics applied to social sciences 11 itinerary.

e) according to the regulation and programming educational opportunities that set each educational administration and, where appropriate, the supply of educational institutions, at least two courses from among the following subjects of stem subjects block option, organized, where appropriate, in blocks that will facilitate the transition to higher education:

1.0 economy of the company.

2.0 geography.

3.0 Greek 11.

4.0 history of art.

5.0 history of philosophy.

3. in the category of Arts, students must take the

following general block stem subjects matters:

a) fundamentals of art 11.

(b) history of Spain).

(e) Spanish language and literature 11.

First foreign language 11 (d)).

e) depending on adjustment and programming of the offerings that set each educational administration and, where appropriate, the supply of educational institutions, at least two courses from among the following subjects of stem subjects block option:

1.0 performing arts.

2.0 11 Audiovisual culture.

3.0 design.

4. depending on the regulation and of the programming of the offer educational that set each administration educational and, in its case, of the offer of them centers teaching, them students and students will study a minimum of two and maximum of three materials of them following of the block of subjects specific:

(a) 11 Musical analysis.

(b) the Earth and environmental sciences. (e) drawing artistic 11.

d) technical drawing 11, except that parents, mothers or guardians or students or student have already chosen technical drawing II in paragraph 1.e). 2.0

(e) Administration and management fundamentals.

f) history of philosophy, except that parents,

mothers or legal guardians or the

student have already chosen history of philosophy in paragraph 2.e). 5.0

(g) history of music and dance.

(h) image and sound.

(i) psychology.

(j) religion.

k) second language foreign 11.

1) techniques of Grafico-plastica expression.

(m) 11 Industrial Technology.

n) information technologies and communication 11.

(n) a block of stem subjects matter not issued by the student.

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5. students should study matter co-official language and literature in the block of free-elective subjects autonomous in those autonomous communities that possess the co-official language, although they may be

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exempt from study or be evaluated this matter under the conditions laid down in the corresponding regional regulations. Matter co-official language and literature will receive a treatment analogous to the of the Castilian language and literature matter.

In addition, according to regulation and the programming of the offerings that set each educational administration and, where appropriate, the supply of educational institutions, students may pursue any matter more in the block of autonomous free-elective subjects, which may be physical education, matters of specific subjects not completed block, materials for expansion of the contents of any blocks of stem or specific subjects materials, or materials to determine.

6. administrations, educational and, in his case, the centres may elaborate itineraries to guide students in the choice of the core subjects of choice.»

Twenty-seven. A paragraph 3 to article 35, which is drawn up in the following way is added:

«3. in the Organization of baccalaureate studies emphasis students and students with specific needs of educational support.»

Twenty-eight. Article 36 is drawn up in the following way: «article 36. Evaluation and promotion.

1. the evaluation of the learning of students will be continuous and differentiated according to the different materials. The teachers of each subject shall decide, at the end of the course, if the student has achieved the objectives and it has reached the proper degree of the corresponding skills.

The most suitable measures will be established so that conditions of the assessments are adapted to the needs of students with special educational needs.

2. students promoted from first to second in high school when they have completed the courses taken or have negative evaluation in two areas, maximum. In any case, they must enroll in second course first pending matters. Schools should arrange subsequent recovery efforts and the evaluation of pending matters.

For the purposes of this section, be computed only materials that, at a minimum, the student must study in each of the blocks. In addition, in relation to those students and students who have co-official language and literature, be computed only a matter

in the block of free-elective subjects autonomic, regardless that such students could study more subjects of that block.

Without exceeding the maximum period to pursue secondary education indicated in article 32.4, students may repeat each of high school courses once maximum, although they may exceptionally repeat a course a second time, prior favourable report of the teaching staff.

3. students may be an extraordinary test of materials that have not passed on the dates that determine the educational administrations.

4. the overcoming of second course materials which imply continuity will be conditioned to the overcoming of the corresponding materials in the first year. This correspondence is established by the rules of procedure.

«5. in those communities autonomous that possess, next to the Castilian, another language official in accordance with their statutes, them students and students may be exempt of perform the evaluation of the matter language co-official and literature according to the normative autonomic corresponding.»

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Twenty-nine. Added a new article 36 bis, which is drawn up in the following way:

«Article 36 bis.» Evaluation end of high school.

1. the students will conduct an individualized assessment at the end of high school, in which the achievement of the objectives of this stage and the degree of the corresponding skills in relation to the following matters shall be checked:

(a) all general subjects studied in the block of stem subjects. In the case of matters involving continuity, be taken into account only material in second year.

(b) two subjects of choice in the block of stem subjects in any of the courses. Matters involving continuity between the first and second courses only counted as a subject; in this case, be taken into account only matter in second year.

(e) a matter of block of specific subjects in any of the courses, which is not physical education or Religion.

2. only may be submitted to this evaluation students and students who have obtained a positive assessment in all subjects.

For the purposes of this section, be computed only materials that, at a minimum, the student must study in each of the blocks. In addition, in relation to those students and students who have co-official language and literature, be computed only a matter in the block of free-elective subjects autonomic, irrespective that the students can study more subjects of that block.

3. the Ministry of education, culture and sport, consultation to autonomous regions, shall be established for all the system educational Spanish evaluation criteria and characteristics of the tests, and will design them and establish its content for each call.

4. the overcoming of this assessment will require a score even higher than 5 points out of 10.

5. students and students who have not completed this evaluation, or who wish to raise their final qualification of Bachelor, may repeat evaluation in successive calls, on request.

Taken into account, the highest rating from those obtained in the announcements that have frequented.

At least two annual convocations, one ordinary and other extraordinary held.»

Thirty. Article 37 is drawn up in the following way: «article 37. Bachelor.

1 obtain Bachelor's will require overcoming the final evaluation of high school, as well as a final grade of secondary education equal to or greater than 5 points out of 10. The final score of this stage will be deducted from the following weighting:

(a) with a weight of 60%, the average of numeric grades obtained in each of the subjects in high school.

(b) with a weight of 40%, the note obtained in the final evaluation of high school.

2. the Bachelor's degree will enable it to access the different teachings that constitute higher education laid down in article 3.5, and it must include the signed form, as well as the final grade of high school.

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«(, 41.3. to), and 64.2. d) this Act.»

Thirty-one. Article 38 is drawn up in the following way:

«Article 38. Admission to official university degree teachings since the title of Bachelor's degree or equivalent.

1. universities will determine admission to official university education of grade of students who have obtained the degree of Bachelor or equivalent exclusively by the criterion of the final grade obtained in high school.

2. in addition, the universities may set procedures for admission to official university education of

grade of students who have obtained the degree of Bachelor or equivalent, in accordance with the regulations established by the Government, which must respect the principles of equality, nondiscrimination, merit and capacity. Such procedures used, together with the criteria of the final grade obtained in high school, one or several of the following assessment criteria:

(a) mode and subjects in high school, in relation to the chosen degree.

(b) qualifications obtained in specific subjects of the courses of

Bachelor's degree, or of the final evaluation of this stage.

(e) complementary academic or professional training. (d) studies carried out previously.

In addition, by way of exception, may establish specific assessments of knowledge and/or skills.

The weighting of the final grade obtained in the

Bachelor's degree must have a value, a minimum of 60% of the final result of the admission procedure.

The universities may agree on joint realization of all or part of the admissions procedures to establish, as well as the mutual recognition of the results of the evaluations made in the admissions procedures. 3. the procedures for admission to the University must be in terms of accessibility for students with disabilities.»

Thirty-two. Is modifies the wording of them paragraphs 2, 3 and 4 and is adds a new paragraph 7 to the article 39 in the following terms:

«2. the training, in the educational system, aims to prepare students for activity in a professional field and to facilitate their adaptation to labor changes that can occur throughout his life, contribute to their personal development and the exercise of democratic citizenship, and allow their progression in the education system and the system of vocational training for employmentas well as lifelong learning.

3. the training in the educational system comprises cycles of basic vocational training, intermediate and top grade, with a modular organization, of variable duration, which integrate the content

teoricopracticos suitable to the various professional fields.

4 vocational training titles will be referred, as a general rule, to the national catalogue of professional qualifications, and the cycles of vocational training which lead to their obtaining are as follows:

(a) basic training cycles.

(b) middle grade training cycles. (e) vocational training of top grade.

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The curriculum of these teachings snaps to the demands arising from the national system of qualifications and vocational training already set out in paragraph 4 of article 6.bis of this organic law.

Government regulations will develop measures which are necessary to allow correspondence, equivalence and recognition of certificates of professionalism regulated in paragraph 3 of article 26 of law 56/2003, of December 16, employment, with the titles of professional training of the educational system, through accredited competition units.

7 vocational training studies will pay special attention to students with specific needs of educational support.»

Thirty-three. Article 40 is to be drafted in the following way:

«Article 40. Objectives.

1. it training professional in the system education will contribute to the students get the results of learning that you allow:

(a) develop the skills of each title of vocational training.

(b) understand the Organization and the characteristics of the productive sector, as well as mechanisms of professional integration.

(e) meet the labour legislation and the rights and obligations arising from the employment relationship.

(d) learning by themselves and work as a team, as well as form in conflict prevention and the peaceful resolution of them in all areas of personal, family and social life with special attention to the prevention of gender-based violence.

(e) promote the effective equality of opportunities between men and women, as well as persons with disabilities, to access all kinds of career options and the exercise of the same training.

f) work in conditions of safety and health, as well as prevent the possible risks arising from work.

(g) develop a motivating professional identity of future learning and adaptation to the evolution of the productive processes and social change.

(h) strengthen the entrepreneurial spirit for the performance of activities and business initiatives.

(i) prepare students for progression in the education system.

(j) meet and prevent environmental risks.

2 cycles of basic vocational training, help students to acquire or complete the competences of lifelong learning.

3. the vocational training of middle-grade will contribute, in addition, to expand the skills of basic education adapted to a field or profession that allows students, lifelong learning, progress in the

educational system, and incorporated into the active life with responsibility and autonomy.»

Thirty and four. Article 41 is drawn up in the following way:

«Article 41. Conditions of access and admission.

1. the access to basic vocational training cycles require the simultaneous fulfilment of the following conditions:

(a) have completed fifteen years, or meet them during the calendar year in course and not exceed the seventeen years of age at the time of access or during the calendar year in progress.

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(b) have completed the first cycle of compulsory secondary education or, exceptionally, having completed the second course of compulsory secondary education.

e) have proposed the teaching team parents, mothers or legal guardians the incorporation of the student to a cycle of basic vocational training, in accordance with article 30.

2. the vocational training of middle-grade access will require the fulfillment of at least one of the following conditions:

(a) be in possession of at least one of the following titles:

1.0 title of graduated in obligatory secondary education, always that the student has passed the

final assessment of compulsory secondary education by teaching applied option.

2.0 basic professional degree.

3.0 Bachelor's degree.

4.0 an undergraduate degree.

5.0 a technical or vocational training technician title.

(b) be in possession of an accreditation certificate of having passed all high school subjects.

(e) have passed a specific training course for access to cycles of medium-grade in public or private centres authorized by the educational administration, and have 17 years old in the year of completion for the course. Course materials and its basic features will be regulated by the Government.

(d) have passed a test of access in accordance with the criteria established by the Government, and

have 17 years old in the year of the test.

Tests and courses listed in the previous paragraphs shall allow to demonstrate knowledge and skills sufficient to use cycles of intermediate training, in accordance with the criteria established by the Government.

In addition, whenever the demand for places in middle grade training cycles exceeds the supply, educational administrations may provide procedures for admission to the school, in accordance with the conditions determined by the Government according to the rules.

3 access to higher level training cycles, will require compliance with the following conditions:

(a) be in possession of the diploma of Bachelor, a college degree, or a degree of technical or higher technical vocational training, or an accreditation certificate of having passed all the matters of high school, or having passed a test of access, in accordance with the criteria established by the Government, and 19 years old in the year of the test.

The test must allow demonstrate knowledge and skills sufficient to use cycles of training of top grade, in accordance with the criteria established by the Government.

(b) provided that the demand for places in vocational training of top grade exceeds supply, educational administrations may establish procedures for admission to the school, in accordance with the conditions determined by the Government according to the rules.

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4. students and students who have not passed the entrance exams or tests that may form part of the procedures of admission, or who wish to raise the grades obtained, may repeat them in successive calls, on request.

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5. the Government shall establish, consultation to the autonomous communities, the basic criteria for the exemption of any part or total access tests or tests that may be part of the admissions procedures refer to which the previous paragraphs, depending on the training or work experience accredited by the applicant.

The most suitable measures 6 will be established so that testing of evaluation conditions are adapted to the needs of students with special educational needs.»

Thirty-five. Article 42 is drawn up in the following way: «article 42. Content and organisation of the range.

1 corresponds to the educational administrations set the offer of the teachings of vocational training, with respect to the rights recognized in the present law.

2. the curriculum of the teaching of vocational

training will include a phase of practical training in the workplace, which may be exempted who accredit work experience corresponding to the professional studies. The educational administrations shall cover this phase and the aforementioned exemption.

3. the vocational training will promote the integration of scientific, technological and organizational content of the professional field, as well as those of key subjects, and will ensure that students acquire and extend the skills necessary for their professional, personal and social development.

4. the cycles of basic vocational training shall ensure the skills of lifelong learning through the teaching of lessons organized into the following common building blocks:

(a) block of communication and social sciences, which will include the following matters:

1.0 Spanish language.

2.0 foreign language.

3.0 social sciences.

4.0 where appropriate, co-official language.

(b) block of applied sciences, which will include the following matters:

1.0 applied mathematics to the staff context and learning in a professional field.

2.0 science applied to the staff context and learning in a professional field.

Pedagogical criteria that will develop the training programs of these cycles will adapt to the specific characteristics of the students and promote teamwork. In addition, mentoring and educational and vocational guidance will have a special consideration.

In addition, the teachings of basic vocational training shall ensure that at least the training necessary to obtain a qualification of level 1 of the national catalogue of the professional qualifications

referred to in article 7 of the organic law 5/2002, of 19 June, qualifications and vocational training.

Cycles will have duration of two years, and will be implanted in the centers that determine the educational administrations.

Students may remain attending a basic training cycle for a maximum of four years.

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5. within the framework established by the

educational administrations, schools can offer students that you curse middle grade training cycles the following voluntary subjects to facilitate the transition of the student towards other teachings:

(a) communication in Spanish.

(b) communication in a foreign language. (e) applied mathematics.

(d) where appropriate, communication in co-official language.

In addition, in order to facilitate the progression of pupils towards vocational training higher level training cycles, schools can offer, within the framework established by the educational administrations, voluntary subjects related to the field or profession he concerned, whose overcoming will facilitate the admission into the vocational training of top grade in the terms that the Government determines by regulation.

The subjects referred to in the preceding paragraphs may be offered in classroom or distance and will not form part of the curriculum of middle grade training cycles.

6. will establish easing measures and methodological alternatives in teaching and evaluation of foreign language for students with disabilities, especially for one that presents difficulties in its oral expression. These adaptations in no case shall be taken into account for lower the grades obtained.»

Thirty-six. Added a new article 42 bis with the following wording:

«Article 42 bis.» The Spanish educational system of dual vocational training.

1. the dual training of the Spanish educational system is the set of actions and training initiatives that are aimed at the professional qualification of persons, in co-responsibility with the companies, harmonizing the processes of teaching and learning between schools and workplaces.

2. the Government shall regulate the conditions and basic requirements that allow the development by the educational administrations of dual vocational training in the field of the educational system.»

Thirty-seven. Article 43 is drawn up in the following way: «article 43. Evaluation.

1. the evaluation of the learning of students in basic vocational training cycles and in the vocational training of medium and top grade will be held by professional modules and, if necessary, by materials or blocks, in accordance with the conditions determined by the Government according to the rules.

2. the overcoming of the cycles of basic professional training, the vocational training of middle-grade and premium grade will require positive assessment in all modules and appropriate materials and blocks that compose them.»

Thirty-eight. Article 44 is drawn up in the following way: «article 44. Titles and validations.

1. students and students who pass a cycle of basic professional training will receive the corresponding basic professional title.

The basic professional title will allow access to the

vocational training of average degree of vocational training of the educational system.

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Students who are in possession of a basic professional degree may obtain the title of graduated in obligatory secondary education by any of the options referred to in article 29.1 of this organic law, by passing of the final evaluation of compulsory secondary education concerning the matters of the block of stem subjects which as a minimum should study at you choose the student. The final grade of compulsory secondary education will be the obtained note in the final evaluation of compulsory secondary education.

In addition, seniors aged 22 who have accredited professional competence units included in a basic professional degree, either through certificates of professionalism level 1 or by the procedure of evaluation and accreditation established, receive educational administrations basic professional title.

2. students and students that exceed the average degree of vocational training vocational will receive the title of technician of the corresponding profession.

The title of technician will allow access, after overcoming of a procedure for admission to the vocational training of top grade of vocational training of the educational system.

3. boys and girls that exceed the top grade of vocational training vocational obtained the title of technician.

The title of technician will allow access, after overcoming of a procedure for admission to university degree studies.

4. students and students who are in possession of a diploma of technician or technician may obtain the Bachelor title by overcoming the final evaluation of high school concerning the matters of the block of stem subjects that, at a minimum, they must be processed in mode and option choice the student.

Bachelor's you must refer to that title has been obtained as indicated in the previous paragraph, as well as the final grade of secondary education that will be the obtained note in the final evaluation of high school.

5. students and students not exceeding in all the teachings of the cycles of basic vocational training, or each of the vocational training of middle or superior degree, will receive a certificate of academic professional modules and if overmatched blocks or materials, which will impact academic and partial accreditation cumulative professional skills acquired in relation to the national system of qualifications and vocational training.

6. the Government shall regulate the regime of recognition and equivalences between the vocational training of medium and top grade of vocational training and other teachings and official studies, heard the relevant colleges.»

Thirty-nine. Paragraph 1 of article 46 is drawn up in the following way:

«1. the curriculum of the professional art education shall be defined by the procedure laid down in paragraph 3 of article 6 bis of this law.»

Forty. Article 50 is drawn up in the following way:

«1. overcoming teaching professionals of music or dance will give right to obtain the title of corresponding technician.»

2 students who is in possession of a diploma of technician of the professional teaching of music or dance can obtain Bachelor title by overcoming the final evaluation of high school concerning the matters of the block of stem subjects that, at a minimum, they must be processed in mode and option choice the student.

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Bachelor's you must refer to that title has been obtained as indicated in the previous paragraph, as well as the final grade of secondary education, which will be the obtained note in the final evaluation of high school.»

Forty-one. Paragraph 2 of article 53 is drawn up in the following way: «2. the title of technician of plastic arts and design will allow direct access to any of the modalities in high school. "

Forty-two. Paragraph 3 of article 54 is drawn up in the following way:

«3. students and students who have completed postsecondary music or dance get the Superior title of music or dance in the specialty is, that is also

included for all purposes in the level 2 of the Spanish qualifications framework for higher education and will be equivalent to the University Bachelor's degree. Provided that legislation required to be in possession of the diploma of degree, means that it meets this requirement who is in possession of the title top of music or dance.»

Forty-three. Paragraph 3 of article 55 is drawn up in the following way:

«3. those who have passed the teachings of dramatic art obtained the Superior title of dramatic art, which is also included for all purposes in level 2 of the Spanish qualifications framework for higher education and will be equivalent to university degree title.» Provided that legislation required to be in possession of the diploma of degree, means that it meets this requirement who is in possession of the Superior title of dramatic art.»

Forty-four. Paragraph 2 of article 56 is drawn up in the following way:

«2. boys and girls that exceed these studies obtained the Superior title of conservation and restoration of cultural property, which is also included for all purposes in level 2 of the Spanish qualifications framework for higher education and

will be equivalent to the University Bachelor's degree. Provided that legislation required to be in possession of the diploma of degree, means that it meets this requirement who is in possession of the title top of conservation and restoration of cultural property."

45. Paragraphs 3 and 4 of article 57 shall be written in the following way:

«3. the College of fine arts, which include the College of ceramics and glass upper studies, will lead to the Superior title of plastic arts in the specialty where appropriate, which is also included for all purposes in level 2 of the Spanish qualifications framework for higher education and will be equivalent to the University Bachelor's degree. Provided that legislation required to be in possession of the diploma of degree, means that it meets this requirement who is in possession of the Superior title of fine arts.

4. the College of design will lead to the Superior title of design, in the specialty that corresponds, it is included for all purposes in level 2 of the Spanish qualifications framework for higher education and will be equivalent to the University Bachelor's degree. Provided that legislation required to be in possession of the diploma of degree, means that it meets this requirement who is in possession of the Superior title of design.»

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Forty-six. Added two new sections 7 and 8 to article 58, with the following wording:

«7. the educational administrations may ascribe centers of higher artistic education through an agreement to universities, as referred to in article 11 of the organic law 6/2001, of 21 December, on universities.

8. the educational administrations may establish

procedures to promote autonomy and facilitate the organisation and management of the conservatories and colleges of artistic teaching."

Forty-seven. Paragraph 1 of article 59 is drawn up in the following way:

«1. the teaching of languages aims to empower students to the proper use of different languages, out of the ordinary stages of the education system, and are organized into the following levels: Basic, intermediate and advanced.» These levels correspond, respectively, with the levels A, B and C of the common European framework of reference for languages, which are subdivided into levels A1, A2, B1, B2, C1 and C2.

The teachings of the basic level will have the characteristics and the Organization governing the educational administrations.'

Forty-eight. It paragraph 1 of the article 62 is drafted in the following way:

«1. the Government shall determine, after consultation to the autonomous communities, equivalencies between the titles of the teaching of

languages and the rest of the titles of the teachings of the educational system.»

Forty-nine. Paragraph 4 of article 63 is drafted in the following way:

«4 sports teaching curriculum will adjust the demands derived from the national system of qualifications and vocational training and the provisions of paragraph 3 of article 6 bis of this law.»

Fifty. Article 64 is drawn up in the following way:

«Article 64. Organization.

1. the sports lessons will be structured in two grades, middle-grade and high-grade, and may be referred to the national catalogue of professional qualifications.

2. to access the medium grade will be required to be in possession of the title of graduated in obligatory secondary education in teaching applied option or in the academic studies. To access the higher degree you will need to be in possession of the title of

technical sports, mode or sports specialty that is determined by rules of procedure, and besides, at least one of the following titles:

(a) Bachelor's degree.

(b) title of senior technician. (e) undergraduate degree.

d) accreditation certificate of having passed all high school subjects.

You can also access middle and upper grades of these teachings, those applicants who, lacking the diplomas or certificates referred to in the preceding paragraph, exceed a test of access regulated by the educational administrations. To access this via the average degree is required to have the age of seventeen and nineteen for access to top grade, completed in the year of testing, or eighteen if he is credited to be in possession of a diploma of technical related that you want to access.

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The tests referred to in the preceding paragraph shall permit accredit degree between knowledge and sufficient skills, and to top grade maturity in relation to the objectives of secondary education, to study with use such teachings, according to the criteria set by the Government.

3. in the case of certain modalities or specialties, you can require also the overcoming of a test carried out by the educational administrations, credit merits sports or both requirements together. The Government will regulate the characteristics test and sporting merits, in such a way that is proven to have the conditions necessary to use corresponding teachings, as well as recognition by professional sports experience or accredited training.

4. the sports lessons will be organized in blocks and modules of variable duration, consisting of theoretical and practical knowledge areas appropriate to the different professional and sports fields.

5. the Government, after consultation with the autonomous communities, establish qualifications corresponding to the studies of sports lessons, basic aspects of the curriculum of each of them and the minimum requirements of the centres in which the respective teachings may provide."

Fifty-one. Article 65 is drawn up in the following way: «article 65. Qualifications and validation.

1. those who exceed sports teaching of middlegrade will receive the title of technical sports mode or corresponding sports specialty.

2. those who exceed the sports teaching of top grade will receive the title of technician sports mode or corresponding sports specialty.

3. the title of technical sports will allow access to all forms of secondary education.

4. the title of technician sports will allow access to university studies degree after overcoming an admission procedure.

5. the Government, after consultation with the autonomous communities and the corresponding colleges ears, will regulate the regime of recognition and equivalences between the sports teaching and other teachings and official studies. »

Fifty-two. Added a new paragraph h) to paragraph 3 of article 66, with the following wording:

"(h) acquire, expand and renew the knowledge, abilities and skills needed for the creation of enterprises and for the performance of activities and business initiatives."

Fifty-three. A new paragraph 9 shall be added to article 67 with the following wording:

«9. in view of their special circumstances, by rules of procedure may be specific curricula for the education of adults leading to obtaining one of the

titles established by this law.»

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Fifty and four. Article 68 is worded in the following way: «article 68. Mandatory teachings.

1. adult persons who want to acquire the skills and knowledge relevant to basic education will have an offer adapted to your conditions and needs.

2 corresponds to the educational administrations, in the field of its competences, regularly organize tests

persons over eighteen years of age to directly obtain the title of graduated in obligatory secondary education by either of the two options to which refers article 25.1 of this organic law, provided that they have achieved the objectives of the stage and reached the proper degree of the corresponding skills. The final grade of compulsory secondary education will be the obtained note in these tests.

In addition, the educational administrations shall ensure is to adopt the necessary measures to ensure equal opportunities, non-discrimination and universal accessibility of persons with disabilities to submit to such tests.

«3. for people who exceed the seventeen years of age, the educational administrations may establish training programs aimed at obtaining the diploma of technical basic professional, regardless of the possibility of completing the teachings of basic vocational training who had begun them as indicated in articles 30, 41.1 and 42.4.»

Fifty-five. (4) of article 69 is drawn up in the following way:

«4. the educational administrations, in the field of its competences, will be organized periodically tests to directly obtain Bachelor's and professional training

titles in accordance with the conditions and characteristics that the Government establish rules of procedure. To submit to the tests for obtaining the degree of Bachelor is required twenty years, eighteen for the title of technician and the basic professional title, twenty for the of technician or, where appropriate, nineteen for those who are in possession of the title of technician.

In addition, the educational administrations shall ensure is to adopt the necessary measures to ensure equal opportunities, non-discrimination and universal accessibility of people with disability submitted to such tests.'

Fifty-six. Paragraph 5 of article 69 is drawn up in the following way:

«5. them greater of eighteen years of age may access directly to them teachings artistic superior through the overcoming of a test specific, regulated and organized by them administrations educational, that accredits that the applicant has them knowledge, skills and skills necessary for study with use them corresponding teachings.» The minimum age of access to higher education of music and dance will be sixteen-year-old."

Fifty-seven. Paragraphs 1 and 2 of article 71 shall be

written in the following way:

«1. the educational administrations shall have the necessary means so that all students achieve the maximum personal, intellectual, social and emotional development as well as the objectives set out in General in this law.» The educational administrations may establish plans for priority institutions to specially support centers that escolaricen students in social disadvantage.

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2 corresponds to the educational administrations to ensure the resources necessary to enable students

requiring educational attention different from the ordinary, by special educational needs, by specific difficulties learning, ADHD, due to their high intellectual, has been incorporated later into the educational system capacities, or personal conditions of school history, to reach the maximum possible development of personal capabilities and«, in any case, the objectives laid down in General for all students.»

Fifty-eight. Article 76 is worded in the following way: «article 76. Scope.

It corresponds to the educational administrations take measures to identify students with high intellectual abilities and assess your needs early. Also corresponds to adopt plans of action, as well as curricular enrichment programs suited to those needs, allowing students to develop their abilities to the fullest.»

Fifty-nine. Add a fourth section in chapter I of title II and article 79 bis with the following wording:

«Fourth section. Students with specific difficulties of learning article 79 bis. Schooling and care measures.

1 corresponds to educational authorities take appropriate measures to identify students with specific learning difficulties and assess your needs early.

2. the schooling of students who have learning difficulties will be governed by the principles of standardization and inclusion and ensure nondiscrimination and effective equality in access and retention in the education system.

3. the identification, assessment and intervention of the educational needs of this student will be held as early as possible, in the terms that determine the educational administrations.»

Sixty. Paragraph 2 of article 84 is drawn up in the following way:

«2. when there are not enough seats, the admission process will be governed by the priority criteria for existence of brothers enrolled in the Centre, parents, mothers or guardians who work in the proximity of the home or the workplace of one of their parents, mothers or guardians, per capita income of the family unit and legal condition of large family and concurrence of disability in the student or any of its parents, mothers or siblings, without having any of

them exclusionary and without prejudice to the provisions of paragraph 7 of this article.

However, those centres having recognized a curricular specialization by the educational administrations, or participating in an action intended to boost the quality of the educational institutions described in article 122 bis, may be reserved to the discretion of the academic performance of the student up to 20 percent of the score assigned to applications for admission to postobligatory teachings. This percentage may be reduced or adjusted when necessary to prevent the breakdown of criteria of fairness and cohesion of the system.»

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Sixty-one. Paragraph 3 of article 84 is drawn up in the following way:

«3. in no case will there be discrimination on grounds of birth, race, sex, religion, opinion or any other condition or personal or social circumstance.

It does not constitute discrimination in the admission of students or the Organization of education differentiated by sex, whenever teaching that impart to develop in accordance with article 2 of the Convention on the fight against discrimination in the field of education, adopted on 14 December 1960 by the General Conference of UNESCO.

In any case the choice of differential by sex education may involve for families, students and pupils and corresponding schools less favourable treatment, not a disadvantage, at the time of subscription concerts with the educational administrations or in any other aspect. For this purpose, centers must expose in its educational project the educational reasons for the choice of this system, as well as academic measures carried out to promote equality.»

Sixty-two. Paragraph 7 of article 84 is drawn up in the following way:

«7. in procedures of admission of pupils in schools public that impart primary education, secondary education or high school, when there are sufficient seats, will have priority students and students who come from the centers of early childhood education, elementary education or secondary education, respectively, have attached.» In the case of concerted private establishments follow an analogous procedure, provided that such teachings are sustained with public funds.

In addition, they will have priority in the area of education, which corresponds to the door or to the workplace of one of their parents, mothers or guardians students and students whose schooling in public centres and private Charter come motivated by transfer of the family unit due to compulsory mobility of any of the parents, mothers or guardians, or a change of residence derived from acts of gender-based violence.»

Sixty-three. Is modifies the wording of the paragraph 2 of the article 85 in the following terms:

«2. in procedures of admission of students to the vocational training of middle-grade or higher grade

of vocational training, when there are not enough seats, is attend to provisions of article 41 of this law.»

Sixty-four. Added a new paragraph 4 to article 85 with the following wording:

«4 in supply in the distance, may be additional specific criteria in relation to personal and employment situations of adult persons.»

Sixty-five. Paragraph 3 of article 86 is drawn up in the following way:

«3. families may submit to the Centre in which they wish to educate their children applications for admission, which, in any case, must be processed. Educational institutions shall be informed of requests for admission that affect them."

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Sixty-six. Paragraph 2 of article 87(1) is drawn up in the following way:

«2. to facilitate the schooling and guarantee the right to education for students with specific needs of educational support, the educational administrations shall book until the end of the period of preregistration and registration a part of the places of public centres and private Charter.

In addition, may authorize an increase of up to ten per cent of the maximum number of students per classroom in public centres and private Charter from the same area of schooling, well to meet immediate needs of schooling for students of late incorporation, by needs that come motivated by transfer of the family unit in period of extraordinary schooling due to compulsory mobility of either parentmothers or guardians."

Sixty-seven. Paragraph 4 of article 107 is drawn up in the following way:

«4 corresponds to the Government regulation and the management of the Spanish public schools abroad, to whose effects may dictate unique standards in the application of this law to these centres in their special circumstances.»

Sixty-eight. Article 109 is worded in the following way: «article 109. Programming of the network of centres.

1 in the offer of squares programming, educational administrations shall harmonize the demands derived from the obligation having public powers guarantee the right of everyone to education and the individual rights of students and pupils, parents and legal guardians.

2. the educational administrations will schedule the educational offer of the teachings that in this law are declared free of charge, taking into account the general programming of education, existing budget allocations and the principle of economy and efficiency in the use of public resources and, as a guarantee of the quality of teaching, an adequate

and balanced education for students with specific needs of educational supporttaking into consideration the existing supply of public centres and private Charter and social demand. In addition, the educational administrations shall ensure the existence of sufficient capacity.'

Sixty-nine. Added a new article 111 bis with the following wording:

«Article 111 bis.» The information and communication technologies.

1. the Ministry of education, culture and sport will establish, after consultation to the autonomous communities, standards that ensure interoperability between different information systems used in the Spanish educational system, in the framework of the national interoperability scheme laid down in article 42 of law 11/2007, of 22 June, electronic access of citizens to public services.

To do so, the basic types of information systems used by the educational administrations, both for academic and administrative management support to learning will identify, and the basic technical specifications of the same and different levels of compatibility and safety in the treatment of the data to be achieved shall be determined. Within these

specifications will be considered particularly relevant definitions of the protocols and formats for the exchange of data between the administrations of educational information systems.

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These measures are also aimed to enhance and facilitate the use of administrative records in the framework of the educational statistics state, to enable the extension of the statistical information referred to students, teachers, schools and educational efforts, which will result in the improvement of the tools of analysis and monitoring of the educational activity and measures of improving the quality of the Spanish educational system.

2 virtual learning environments used in the educational centres sustained with public funds will facilitate the implementation of specific educational plans designed by teachers for the achievement of specific objectives of the curriculum, and should contribute to the extension of the concept of classroom in time and space. Therefore they shall, respecting the standards of interoperability, allow students access, from anywhere, at any time, to learning environments available in the schools where they study, taking into account the principles of universal accessibility and design for all persons and with full respect for the provisions of the applicable legislation on intellectual property.

3. the Ministry of education, culture and sport will establish, after consultation to the autonomous communities, the formats that must be supported by tools and support systems to learning in the field of public digital educational content in order to ensure its use, regardless of the technology platform which is still.

4. the Ministry of education, culture and sport will offer digital and technological access platforms to the educational community, which may incorporate teaching resources provided by the educational administrations and other agents for shared use. Resources must be selected according to parameters of methodological quality, adoption of

open standards and availability of sources that will facilitate its dissemination, adaptation, reuse and redistribution, and will be recognized as such.

5. promote the use, by the educational administrations and the management teams of the centers, the technologies of information and communication in the classroom, as a didactic means appropriate and valuable to carry out the tasks of teaching and learning.

6. the Ministry of education, culture and Sport shall develop consultation to the autonomous communities, a common framework of reference for teaching digital competence that orient the permanent teacher training and facilitating the development of a digital culture in the classroom."

Seventy. Article 116 is drawn up in the following way: «article 116. Concerts.

1. the private centres which offer free declared teachings in this law and meet needs of schooling, in the framework of the provisions of articles 108 and 109, shall benefit the regime of concerts in the legally established terms, without the choice of Centre by reason of his own character can represent for families, students and pupils and schools less favourable treatment, not a disadvantage, at the

time of subscription concerts with the educational administrations or in any other aspect. Centers that have access to the regime of educational consultation should formalize with educational administration who appropriate the corresponding concert.

2. between centers that meet the requirements set forth in the preceding paragraph, preference will be to qualify for the regime of concerts those who attend school populations of unfavourable economic conditions or who take experiences of educational interest to the educational system. In any case, preference will be centres that fulfill the above mentioned criteria, are constituted and operate on a cooperative basis.

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3 it is for the Government establish the basics that concerts should be. These aspects relate to the fulfilment of the requirements laid down in the organic law 8/1985 of 3 July, of the right to education yen standards that may be applicable of this law; to the processing of the request, the maximum duration of the concert and the causes of extinction; the obligations of the ownership of the concerted Center and educational administration; to the submission of the concert to the administrative law; to the singularities of the teachers without employment regime; the Constitution Council school center that is awarded the concert and the appointment of the director.

In particular, the educational concert will be a minimum of six years in the case of primary education, and four years in the rest of the cases.

4 corresponds to the autonomous communities enact the necessary rules for the development of the system of educational concerts, as laid down in this article and in the framework of the provisions of articles 108 and 109. The concert will establish the rights and mutual obligations in terms of economic regime, duration, extension and termination of the same number of concerted school units, accountability, plans of action and measures on the basis of academic results, and other conditions,

subject to the provisions governing the regime of concerts.

5 concerts may affect several centers, provided that they belong to a same owner.

6. the educational administrations may conclude, on a preferential basis, the cycles of basic professional training which, in accordance with the provisions of this organic law, concerted private centers impart to their students. These concerts will be general.

7. the concert for postobligatory teachings will be unique.

8. the educational administrations shall convene public tenders for the construction and management of centres agreed on dotacional public land.»

Seventy and one. Paragraph 6 of article 117 is drawn up in the following way:

«6. the Administration may not assume changes in labour costs of faculty and staff costs, arising from collective agreements exceeding the percentage of

overall increase of the amounts corresponding to wages referred to in paragraph 3 of this article.»

Seventy-two. Article 119 is drawn up in the following way:

«Article 119. Participation in the operation and the Government of public centres and private Charter.

1. the educational administrations shall ensure the intervention of the educational community in the control and management of the centres sustained with public funds through the School Board.

2. the teaching staff will also participate in the pedagogical decisions which correspond to the cloister, the teacher coordinating bodies and teams of teachers that taught a class on the same course.

3 corresponds to the educational administrations encourage the participation of students in the operation of the centres, through their delegates group and course, as well as their representatives on the School Board.

4. parents and students and students may also participate in the operation of the centres through their associations. The educational administrations shall foster information and training for them.

5. the centres shall have at least the following colleges, with the functions listed in this law:

(a) School Board.

(b) teachers cloister.»

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Seventy-three. Paragraphs 3 and 4 of article 120 are written in the following way:

«3. the educational administrations enhance and promote the autonomy of the centres, so that their economic resources, human and material to conform to plans of work and organization that develop, once they are suitably assessed and valued. Centres sustained with public funds must be held accountable for the results.

The educational administrations shall publish the results achieved by schools, considered in relation to the socio-economic and socio-cultural factors of the context to file, as indicated in articles 140 et seq. of this organic law and the terms the Government established by law.

The educational administrations may establish specific plans of improvement in those public centres that do not reach adequate levels.

In relation to the centers reached it will be to the regulations of the corresponding concert.»

«4. the centres, in the exercise of their autonomy, can adopt experiments, work plans, forms of organization, norms of coexistence and enlargement of the school calendar or lesson time areas or subjects, in terms that establish educational administrations and within the possibilities enabling legislation, including the labour, without which, in any case, necessary contributions to families or requirements for the educational administrations.»

Seventy-four. Paragraph 3 is modified and added a new paragraph 7 to article 121 with the following wording:

«3. within the framework established by the educational administrations, centres be established its educational projects, which should be made public in order to facilitate their knowledge by the whole of the education community. Also corresponds to the educational administrations contribute to the curriculum development favoring open modeling of teaching programming and educational materials that meet the different needs of students and faculty."

«7 corresponds to the educational administrations promote the specialisation curriculum of institutes of secondary education according to the alternatives set out in this law, so that these administrations may schedule an educational offer tailored to your

needs. Educational institutions shall include the curricular and organizational singularities and corresponding educational groupings in its educational project'

Seventy-five. Article 121 with the following wording shall be added a new paragraph S:

«B. the educational project of educational institutions with curricular specialization should incorporate specific aspects that define the unique character of the Centre».

Seventy-six. Article 122 is drawn up in the following way: «article 122. Resources.

1. the centers will be equipped with educational, human and material resources necessary to provide a quality education and ensure equality of opportunity in access to education.

2. the educational administrations shall assign larger endowments of resources to certain public facilities or private Charter, because the projects that need it or care to special conditions

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necessity of people enrolling. Such assignment will depend to accountability and justification of the appropriate use of these resources.

3 public educational institutions may obtain supplementary resources, prior approval of the director, in the terms that establish educational authorities, within the limits of the existing regulations. These resources will not come from the activities carried out by associations of parents, mothers and students for their purposes and should be applied to expenses, in accordance with the educational administrations established. »

Seventy-seven. Added a new article 122 bis, with the following wording: «article 122 bis.» Actions to promote the quality of schools.

1. be promoted actions aimed at promoting the quality of educational institutions, through the reinforcement of its autonomy and empowerment of the directive function, as they establish the Government and educational administrations.

These actions include mentions measures to the recognition of the centres, as well as actions of educational quality, which will aim at the promotion and promotion of quality in workplaces.

2. the actions of educational quality will depart from a comprehensive consideration of the Center, which can take as reference models of Management recognized at European level, and will have to contain all of the necessary tools for the realization of an educational project of quality. To this end, schools must submit strategic planning should include the objectives pursued, the results obtained, the management to develop appropriate measures to achieve the expected results, as well as the time frame and programming of activities.

The realization of quality educational activities shall be subject to accountability for the teaching centre.

3. the education quality project will result in the specialization of the educational institutions, which may include, among others, actions aimed to curricular specialization, excellence, teacher training, improvement of school performance, the attention of students with specific needs of educational support, or providing educational resources to shared digital platforms.

The results of the actions will be measured, above all for the improvements obtained by each centre in relation to the starting situation.

Quality educational activities, which must be competitive, they present for educational institutions autonomy for its implementation, both from the point of view of the management of manpower and material and financial resources.

4. for the realization of quality activities, the director of the Centre will have autonomy to adapt, during the period of implementation of these actions, the human resources to the needs arising from the same. The decisions of the director should be based on the principles of merit and capacity and must be authorized by the corresponding educational

administration, which will take care of that compliance with the applicable regulations in the field of human resources. Human resources management subject to specific assessment in accountability. The director will be available of the following faculties:

(a) establish requirements and specific merits for personal teaching official offered jobs as well as jobs in the interim.

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(b) reject, by reasoned decision, the incorporation to positions in interim of teachers coming from

centralized lists. This decision must be endorsed by the corresponding educational administration.

(e) when the post is vacant, without be covered permanently by official teaching career, and there is adequate funding and sufficient, propose, reasoned way, the extension on the secondment of the official teaching career that had been occupying the position provisionally or, in your case, the appointment again in the same put teaching acting official who came to play itwhere, in both cases, having worked on projects of quality, necessary for the continuity of the same. In any case, the proposal should be kept duly substantiated positive official assessment in the development of its activity within the appropriate project quality, as well as the origin and importance of its continuity in the post which had been developed within the project to ensure the quality and the achievement of objectives.

The educational administrations shall foster exercise the leadership role in educational institutions, providing the necessary autonomy of management managers to promote and develop the actions of educational quality.

5. the activity carried out by the staff on the implementation of the actions of educational quality, with a positive evaluation, must be recognized series both in the provision of jobs and for the purpose of professional career, among

others.»

Seventy-eight. Article 124 is drawn up in the following way:

«Article 124. Rules of organization, operation and coexistence.

1. the centres develop a plan to be incorporated into the annual general programming and coexistence that will collect all the activities that are programmed in order to foster a good climate of coexistence within the school, the realization of the rights and duties of pupils and the corrective measures applicable in the event of non-compliance with the existing regulationstaking into consideration the situation and personal conditions of the students, and the realization of performances for the peaceful resolution of conflicts with special attention to the actions of prevention of violence of gender, equality and non-discrimination.

2. the rules of coexistence and conduct of them centers will be of forced compliance, and must realize them duties of them students and students and them measures corrective applicable in case of breach, taking in consideration their situation and conditions personal.

The corrective measures will have a character education and recovery, shall ensure respect for the rights of the rest of the students and seek improvement in the relations of all the members of the educational community.

The corrective measures shall be provided to the fouls committed.

Those behaviors that threaten the personal dignity of other members of the educational community, who have as source or consequence a discrimination or harassment based on gender, orientation or sexual identity, or a source of racial, ethnic, religious, beliefs or disability, or that are carried out against the most vulnerable students by their personal, social or educational characteristics will have the qualification of very serious and will be associated with the expulsion as a corrective measuretemporarily or permanently, from the Center.

Decisions to adopt corrective measures by the Commission of minor misconduct shall take effect immediately.

3. the members of the management team and

teachers and teachers will be considered public authorities. Corrective action procedures, actions performed by teachers, professors and members of the management team of schools will have probative value and enjoy from

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presumption of veracity «iuris tantum» or unless there is evidence to the contrary, notwithstanding the evidence which, in defense of the respective rights or interests, may designate or provide the own students.

4. the educational administrations shall facilitate

centres, in the context of its autonomy, to develop its own rules of organization and operation.»

Seventy-nine. Paragraph d) of paragraph 1 of article 126 is drawn up in the following way:

"(d) a number of teachers which may not be less than one-third of the total number of members of Council, elected by the cloister and on behalf of the same."

Eighty. Article 127 is drawn up in the following way: «article 127. Powers of the School Board.

The School Board of the Centre shall have the following powers:

to) evaluate projects and standards who referred to in chapter II of title V of this organic law.

(b) to assess the annual general programme of the Centre, without prejudice to the competences of the cloister of the teaching staff in relation to planning and teaching organization.

(e) meet the nominations to the address and address projects submitted by the candidates.

(d) participate in the selection of the director of the Center, in the terms established by this organic law. Be informed of the appointment and cessation of the other members of the team management. In your case, prior agreement of its members, adopted by a majority of two-thirds, to propose the revocation of the appointment of the director.

(e) report on the admission of students, subject to the provisions of this law and regulations which develop it.

(f) meet disciplinary conflict resolution and ensure you adhere to the regulations in force. When disciplinary measures taken by the director correspond to behaviors of students that may seriously impair the coexistence of the Center, Council school, at the request of parents, mothers or legal guardians may review the decision and propose, if necessary, appropriate measures.

(g) propose actions and initiatives that favour coexistence in the Center, equality between men and women, equal treatment and non-discrimination

by the causes referred to in article 84.3 of this organic law, the peaceful resolution of conflicts, and the prevention of gender-based violence.

(h) promote the conservation and renovation of facilities and the school team and find complementary resources, in accordance with article 122.3.

(i) report on the guidelines for partnerships, educational and cultural purposes, with local governments, with other centres, institutions and agencies.

(j) analyse and assess the overall functioning of the Centre, the evolution of school performance and the results of internal and external evaluations in which participates the Center.

(k) develop proposals and reports, on its own initiative or at the request of the competent authority on the functioning of the Centre and the improvement of the quality of the management, as well as other aspects related to the quality of the same.

«1) any others assigned to him by the educational

administration.»

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Eighty-one. Article 132 is drawn up in the following way: «article 132. Powers of the director.

They are powers of the director:

(a) to represent the Center, representing the educational administration in the same and make you reach this approaches, aspirations and needs of the educational community.

(b) to direct and coordinate the activities of the Centre, without prejudice to the powers conferred to the cloister of the teachers and the School Board.

(e) exercise the pedagogical guidance, promote educational innovation and drive plans for the achievement of the objectives of the educational project of the Center.

(d) ensure compliance with laws and other regulations.

(e) exercise on Chief of staff seconded to the Centre.

(f) promote the coexistence in the Center, ensure the mediation in the resolution of conflicts and impose disciplinary measures which correspond to the students, in compliance with the regulations in force, without prejudice to the powers conferred to the School Board in article 127 of this law. To this end, the streamlining of procedures for the resolution of conflicts will be promoted in workplaces.

(g) promote collaboration with families, institutions and agencies that facilitate the Center relate to the environment, and foster a school environment that promotes the study and development of actions conducive to integrated training in knowledge and values of the students.

(h) promote internal assessments of the Centre and collaborate in external evaluations and the evaluation of the teaching staff.

(i) convening and chairing the academic ceremonies and meetings of the School Board and the cloister's Center faculty and execute the agreements adopted, in the field of its competences.

(j) make the procurement of works, services and supplies, as well as authorize expenditures in accordance with the Centre's budget, order payments and endorse certificates and official documents of the Centre, all in agreement with it to establish the educational administrations.

(k) to propose to the educational administration the appointment and dismissal of the members of the management team, prior information to the cloister of the teachers and the School Board of the Center.

1) approve projects and standards who referred to in chapter II of title V of this organic law.

(m) approve the annual general programme of the Centre, without prejudice to the competences of the cloister of the teaching staff in relation to planning and teaching organization.

(n) decide on the admission of students, subject to the provisions of this law and regulations which develop it.

(n) approve additional resources in accordance with article 122.3.

(o) set the guidelines for partnerships, educational and cultural purposes, with local governments, with other centres, institutions and agencies.

(p) any others that are entrusted to it by the education administration.»

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Eighty-two. Article 133 is drawn up in the following way: «article 133. Selection of the director.

1. the selection of the director will be made by a process involving the educational community and educational administration.

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2. the selection and appointment of Directors of public centres shall be carried out through meritbased among teachers of career officials that impart some of the teachings entrusted to the Centre.

3. the selection will take place in accordance with

the principles of equality, advertising, merit and capacity."

Eighty-three. Paragraph 1 of article 134 is drawn up in the following way:

«1. will be requirements to participate in the contest of merits as follows:»

(a) have at least five years as a career officer in the educational public service.

(b) have taught direct as a career officer, for a period of at least five years, in any of the teachings which offers the center that it chooses.

(e) be in possession of the certification accreditation of having passed a training course on the development of the directive function, given by the Ministry of education, culture and sport or by the educational administrations of the autonomous communities. The characteristics of the training course will be developed by regulation by the Government. The certification shall be valid throughout the national territory.

(d) introduce a direction that includes, among others, objectives, lines of action and the evaluation of the same».

Eighty-four. Article 135 is drawn up in the following way: «article 135. Selection procedure.

1. for the selection of managers in public, educational administrations convened merit-based and will establish objective criteria and the selection procedure, as well as the criteria for the evaluation of the merits of the candidate and the project presented.

2. the selection will be conducted by a Commission composed, on the one hand, of representatives of the educational administrations, and on the other, in one higher proportion of thirty and fifty percent less, by representatives of the relevant institution. Of the latter, at least fifty percent shall be of the cloister of the teaching staff of the Centre. The educational administrations shall determine the total number of members of the commissions and the proportion between the representatives of the Administration and of the centers. In any case, they should be participation in commissions to the school boards of the centers.

The Commission will act as indicated in articles 22 to 27 of law 30/1992, of 26 November, legal regime of public administrations and common administrative procedure.

3. the selection will be based on merit scholars and professionals accredited by applicants, the assessment of the project's direction, and the experience and positive assessment of previous work developed as managerial and teaching work as a teacher or professor. Will be valued in particular the previous experience in a management team, the location of active duty, destiny, previous work and teaching work developed at the center whose address is requested, and, where applicable, having participated with a positive evaluation in the development of quality educational activities regulated in paragraph 4 of article 122 of the basic law«, or similar experiences.»

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Eighty-five. Article 136 is drawn up in the following way: «article 136. Appointment.

1 educational administration shall appoint a director of the corresponding, for a period of four years, to the applicant who has been selected in the procedure regulated in the previous article.

2. the appointment of the directors may be renewed for periods of the same duration, prior positive assessment of the work carried out at the end of them. The criteria and procedures of this evaluation will be public and objectives and shall include the results of assessments in individual, referred to in article 144(2), made during his tenure, which, in any case, consider the socio-economic and socio-cultural factors of the context and the follow-up of the evolution over time. The educational administrations may set a maximum limit for the renewal of the mandates."

Eighty-six. Paragraph 2 of article 140 shall be deleted.

Eighty-seven. Article 142 is drawn up in the following way:

«Article 142. Bodies responsible for the evaluation.

1 will be the evaluation of the educational system, the National Institute of educational evaluation and the relevant bodies of the educational administrations are determined, which will evaluate the educational system in the field of its competences.

2. the Government, after consultation with the autonomous communities, will determine the structure and functions of the National Institute of educational evaluation, in which the participation of the educational administrations shall be ensured.

3 management teams and teachers of educational institutions will collaborate with educational administrations in the evaluations carried out in their centres.»

Eighty-eight. He article 143 is drafted in the following way: «article 143.» Overall evaluation of

the educational system.

1. the National Institute of educational evaluation, in collaboration with the educational administrations, shall draw up multiannual plans for overall evaluation of the educational system. Public will be made prior to their implementation criteria and assessment procedures.

Also, the National Institute of educational evaluation will establish scientific and methodological standards that ensure the quality, validity and reliability of educational assessments, in collaboration with the educational administrations.

2. the National Institute of educational evaluation, in collaboration with the educational administrations, will coordinate the participation of the Spanish State in international assessments.

3. the National Institute of educational evaluation, in collaboration with the educational administrations, develop the State system of education indicators, which will contribute to the knowledge of the educational system and to guide decision-making educational institutions and all sectors involved in education. The data required for its preparation must be provided to the Ministry of education, culture and sport by educational administrations of

the autonomous communities.

4. with the aim of facilitate the diagnosis of weaknesses and the design and implementation of measures for the improvement of the quality of the Spanish educational system, the Ministry of education, culture and sport, in collaboration with the educational administrations, it contents 14(bis) will provide mechanisms to enable the incorporation of information

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In addition to the joint statistical treatment, allowing a better analysis of the factors that affect

educational performance and added value-based comparison.»

Eighty-nine. Article 144 is drawn up in the following way: «article 144. Individualized assessments.

1. the criteria of evaluation for individualized assessments indicated in articles 20.3, 21, 29 and 36 bis of this law will be common for the whole of the State.

In particular, tests and assessments referred to in articles 29 and 36 bis procedures will be designed by the Ministry of education, culture and sport, through the National Institute of educational evaluation. These tests will be standardized and design mode allowing to establish accurate valuations and fair comparisons, as well as the follow-up of the evolution over time of the results obtained.

The material realization of testing corresponds to the relevant educational authorities. Tests will be applied and qualified teachers of the Spanish educational system external to the Centre.

According to the rules will be regulated the

procedure for revision of the results of the evaluations.

2. the educational administrations may establish other assessments diagnostic purposes.

3. the educational authorities will establish more appropriate measures to make the conditions of realization of individualized assessments are adapted to the needs of students with special educational needs.»

Ninety. Paragraph 2 of article 147 is drawn up in the following way:

«2. the results of evaluations that make the educational administrations be placed on knowledge of the educational community through common indicators for all Spanish educational institutions, without identification of data of a personal nature and prior consideration of socio-economic and sociocultural factors in the context.

The Government will establish bases for use and public access to the results of the assessments, consultation to the autonomous communities.

The Ministry of education, culture and Sport shall periodically publish the conclusions of general interest of evaluations carried out by the National Institute of educational evaluation in collaboration with the educational administrations, and will release information periodically offering the State system of education indicators. In particular, will be published the results of educational institutions according to common education indicators for all Spanish educational institutions, without identification of data of a personal nature.»

Ninety-one. The additional provision second is worded in the following way:

«Second additional provision. Teaching of Religion.

1. the teaching of the Catholic religion shall comply with the provisions of the agreement on education and cultural affairs between the Holy See and the Spanish State.

To this end, and in accordance with what has said agreement, will include the Catholic religion as area or matter in educational levels corresponding to be mandatory for institutions offering and voluntary for students.

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2. the teaching of other religions shall be subject to the provisions of cooperation agreements concluded by the Spanish State with the Federation of Evangelical religious entities of Spain, the Federation of communities Israelites of Spain, the Islamic Commission of Spain and, where appropriate, can subscribe to them in the future with other faiths.

3. the determination of the curriculum and assessable learning standards that allow the verification of the achievement of the objectives and

the corresponding to the subject Religion competence acquisition will be responsibility of the respective religious authorities. Decisions on use of textbooks and teaching materials and, where applicable, monitoring and approval thereof correspond to the respective religious authorities, in accordance with the provisions of the agreements signed with the Spanish State."

Ninety-two. The additional provision quinta is worded in the following way:

«Fifth additional provision. School calendar.

The school calendar, which shall determine annually the educational administrations, shall comprise a minimum of 175 school days for mandatory teachings.

In any case, the computation of the school calendar include the days devoted to planned evaluations in the articles 19.3, 21, 29 and 36 bis of this law.»

Ninety-three. Section 4 of the twenty third additional provision is drafted in the following way:

«4. the transfer of the data, including reserved, necessary for the educational system, will take place preferably via telematics and shall be subject to the legislation on personal data protection.» In the case of the transfer of data between regions or between them and the State, minimum conditions will be agreed by the Government with the autonomous communities, in the bosom of the sectoral Conference on education."

Ninety-four. A new thirty additional provision third, with the following wording shall be added:

«Thirty-third additional provision. Degree in European baccalaureate international baccalaureate yen and pupils and students coming from educational systems of the Member States of the European Union or of other States which have signed international agreements.

1 you can access to the Spanish University in the same conditions as those who have obtained the degree of Bachelor in article 37 of this law:

(a) by virtue of the provisions contained in the Convention which establishes the Statute of the European schools, made in Luxembourg on 21 June 1994, the students who are in possession of the

European baccalaureate degree.

(b) those who have obtained the International Baccalaureate Diploma, issued by the International Baccalaureate Organization, with headquarters in Geneva (Switzerland).

(e) pupils and students coming from educational systems of Member States of the European Union or those of other States which have signed international agreements applicable in this respect, on a reciprocity basis, provided that such students to meet the academic requirements in their educational systems to gain access to their universities.

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2. the diplomas, diplomas and studies referred to in previous, obtained or made according to the requirements of each one of the systems of studies, will be equivalent in all respects to the degree of Bachelor in article 37 of this law.»

Ninety-five. Added a new additional provision thirty fourth, with the following wording:

«Thirty-fourth additional provision. Scholarships and study grants.

1. notifications that should practice on the occasion of the handling of the procedures of granting, revocation, revision of nursing and reinstatement of improper revenue on scholarships and study grants financed from the general budget of the State and whose competence is attributed to the Ministry of education, culture and sport, will be carried out in accordance with the following rules:

(a) notifications is practiced through the electronic office of the Ministry of education, culture and sport.

(b) in the cases referred to in article 59.5 of law 30/1992, of November 26, legal regime of public administrations and common administrative procedure, notifications shall be made exclusively in the edict Board located in the electronic office of the Ministry of education, culture and sport.

(e) in addition, the publication in the aforementioned edict Board will replace notification, have the same effects in the cases set out in paragraph 6 of article 59 of the law 30/1992, of 26 November, in accordance with the provisions of the corresponding call.

Notifications and publications that practice through the electronic office of the Ministry of education, culture and Sport shall be preceded by a written communication to stakeholders notice of this circumstance by means that are established in the corresponding call.

After ten calendar days from the notice had been published in the edict Board, means that it has been practiced, thus fulfilled the formality and continuing with the procedure.

The notification system provided for in this section

shall apply to proceedings which are initiated after the entry into force of this law. Calls for scholarships and grants to study published subsequent to the entry into force of this law must adapt to the content of this additional provision.

2. the scholarships and grants to study to be awarded for University and non-university studies with official academic validity shall be unattachable in all cases.

(3. Procederá el reintegro de las cantidades percibidas en concepto de becas y ayudas ael estudio, de conformidad con lo dispuesto en el artículo 37.1.i) of law 38/2003 of 17 November, General grant, in those cases where beneficiaries do not meet one or several of the requirements for obtaining scholarships or aid or had not certified them properly. "

Ninety-six. Added a new additional provision thirtyfifth, with the following wording:

«Thirty-fifth additional provision. Integration of competencies in the curriculum.

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competencies and the contents and criteria of evaluation of the different teachings from the entry into force of this law.

For these purposes, will be given priority attention to the curriculum of basic education.»

Ninety-seven. A new additional provision thirty sixth, with the following wording shall be added:

«Thirty-sixth additional provision. Admission to official university degree teachings since the qualifications of technician and senior technician sports and students in possession of a degree, diploma or study obtained or performed equivalent to Bachelor's degree abroad.

In accordance with current legislation, the Government will establish basic legislation allowing universities to set procedures for the admission to official university education of grade of students who have obtained a title of senior technician in training of technician of plastic arts and design, or higher technical sports, that referred to in article 4453 and 65, as well as students in possession of a degree, diploma or study equivalent to the degree of Bachelor, obtained or made in educational systems of States that are not members of the European Union with those who have not signed international agreements for the recognition of the degree of Bachelor in reciprocity regimen. In the latter case also the students must serve the remainder of requirements for the certification of the title, diploma or obtained or made overseas study.

Procedures must respect the principles of equality, non-discrimination, merit and capacity and will use

one or several of the following criteria for the evaluation of the students:

a) final grade obtained studied teachings, and/or modules or materials specific.

(b) relationship between previous qualifications and the required University degree curricula.

(e) complementary academic or professional training. (d) studies carried out previously.

In addition, exceptionally may establish specific assessments of knowledge and/or skills. In the case of pupils and students in possession of a degree, diploma or study obtained or made in foreign educational systems, assessments may be in English, and it will take into account the different topics of the curriculum of these educational systems.

The universities may agree on joint realization of all or part of the procedures of admission, as well as the mutual recognition of the results of the evaluations made on admission procedures.»

Ninety and eight. A new additional provision thirty seven, with the following wording shall be added:

«Thirty-seventh additional provision. Experts fluent in foreign languages.

For each school year, the educational administrations may exceptionally, when there is lack of teachers with sufficient language skills, incorporate experts fluent in languages foreign, domestic or foreign, as teachers in bilingual or multilingual programs, attending to the needs of programming of education for the development of multilingualism referred to the seventh final disposition of this organic law. These experts must be enabled by the administrations

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Educational, that determine the requirements of training and, where appropriate, experience that are considered necessary. In any case, experts must be in possession of the title of Doctor, Licenciado, engineer, architect or the corresponding degree or another equivalent degree for the purpose of teaching."

Ninety-nine. Added a new additional provision thirtyeighth, with the following wording:

«Thirty additional provision eight.» Spanish language, co-official languages and languages that enjoy legal protection.

1. the educational administrations shall guarantee the right of students to receive the teachings in English, official language of the State, and the other co-official languages in their respective territories. Castilian is lingua franca of education throughout the State and the co-official languages are also in the respective autonomous communities, in accordance with its statutes and regulations.

2. at the end of basic education, all students must understand and express themselves, orally and in writing, in the Spanish language and, where appropriate, in the corresponding co-official language.

3. the educational administrations shall take appropriate measures to use in the teaching of Castilian or the co-official languages is not a source of discrimination in the exercise of the right to education.

4. in the autonomous communities that possess, along with Spanish, another official language in accordance with their statutes, or, in the case of the region of Navarre, with the provisions of the organic law 13/1982, of 10 August, reintegration and improvement of the Foral regime in Navarre, the educational administrations must guarantee the right of students to receive the teachings in both official languagesprogramming its educational offer in accordance with the following criteria:

to) both the subject of Spanish language and literature as the co-official language and literature must teach in the corresponding languages.

(b) the educational administrations shall design and implement systems that ensure the delivery of nonlinguistic subjects by integrating the Spanish language and the co-official language in each cycle and the stages of compulsory courses, so obtain the domain of both official languages by the students, and without prejudice to the possibility of including foreign languages.

The educational administrations will determine the reasonable proportion of the Spanish language and the co-official language in these systems, can do heterogeneous way in its territory, according to attendant circumstances.

(e) the educational administrations may also establish systems in which the non-linguistic subjects be given exclusively in Spanish, co-official language or a foreign language, whenever there is offer alternative teaching sustained with public funds which is used as a vehicular each in co-official languages.

In these cases, the education administration must ensure a teaching offer sustained with public funds in which Spanish is used as language vehicle at a reasonable rate.

Parents, mothers or guardians entitled to their

children or wards to receive instruction in Spanish, within the framework of the educational programming. If the annual programming of the competent educational administration does not ensure reasonable teaching offer sustained with public funds in which Spanish is used as language vehicle, the Ministry of education, culture and sport,

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subject to verification of this situation, assume entirely, on behalf of the corresponding educational administration, effective school fees of these students in private schools where there is this offer with the conditions and the procedure to be determined by regulation, expenses that will reverberate to the educational administration.

It will be up to the Ministry of education, culture and sport verification of the so-called fact that determines the birth of financial obligation, through a procedure initiated at the request of the interested party, instructed by the high education inspection, and that needs to be audience to the affected educational administration. The expiration of the time limit without having notified express resolution will legitimize the person concerned or interested parties who had deduced the application to understand it refused by administrative silence. The Ministry of education, culture and sport will develop this administrative procedure regulations.

The financial obligation of the Ministry of education, culture and sport will be exceptional and shall terminate with the adoption by the competent educational administration of appropriate measures to ensure the individual linguistic rights of the students. For these purposes, shall not be considered adequate measures involving individual attention in Spanish or the separation into groups on the basis of the usual language.

5 shall be responsible for the high State inspection to ensure compliance with the rules on use of language vehicle in the basic teachings.

6. those autonomous communities where there are no official languages who benefit from legal protection offered them, where appropriate, in the block of free-elective subjects autonomous, in the terms that determine its regulatory.»

100. A new additional provision thirty ninth, with the following wording shall be added:

«Thirty-ninth additional provision. Final evaluation of the co-official language and literature course.

The subject co-official language and literature should be evaluated in the final evaluations referred to in articles 21, 29 and 36 bis and will be taken into account for the calculation of the obtained note in these final assessments in the same proportion as the Spanish language and literature course.

It corresponds to the competent educational authorities specify evaluation criteria, assessable learning standards and the design of the tests that apply to this subject, to be held simultaneously with the rest of the tests that make up the final evaluations.

Shall be exempt from these tests pupils who are

exempt from study or be evaluated for the subject co-official language and literature, according to the corresponding regional legislation.»

Cent one. A new forty additional provision, with the following wording shall be added:

«Forty additional provision. Final assessments in adult distance learning.

Schools public or private authorized to teach adult distance learning, final evaluations for obtaining official titles referred to in this law will be carried out in the form determined by the educational administrations that it has authorized or is that affiliated Centre.

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If the student resides outside the town where the authorised Centre is located, external evaluations may be made outside of this town, according to what is established by agreement between the distance of adult education centres, or through other forms to ensure the correct development of the tests that.»

Cent two. A new first forty additional provision with the following wording shall be added:

«First forty additional provision. Prevention and peaceful resolution of conflicts and values underpinning democracy and human rights.

In the different stages of basic education curriculum shall be given consideration learning the prevention and peaceful resolution of conflicts in all areas of personal, family and social life, and of the values underpinning democracy and human rights, which must include in any case the prevention of genderbased violence and the study of the Holocaust as a historical fact."

Three hundred. A new additional provision added forty-second with the following wording:

«Forty second additional provision. Center for innovation and development of the distance education (CIDEAD).

The Center for innovation and development of education at distance (CIDEAD) of the Ministry of education, culture and sport, will impart learning throughout the national territory.

The Government will establish, without prejudice to the principles included in this organic law, a specific regulation of the CIDEAD.»

Four hundred. Added a new third forty additional provision with the following wording:

«Available additional forty third.» Centres distance higher sports education.

The Government may regulate and manage, within the scope of sport of high level and the regulation of the State Federated sport, State-owned centers that offer sports teachings of higher-level distance throughout the national territory.'

Five hundred. Paragraph 3 of the tenth transitional provision shall be deleted. Six hundred. The nineteenth transitional provision shall be deleted.

Seven hundred. Final disposition quinta is worded in the following way:

«Fifth final provision. Skill-related title.

1. the present law dictates with basic character under the protection of competition which corresponds to the State in accordance with article 149.1.1. a, 18th and 30.a of the Constitution. Except the basic character concerned the following precepts: articles 5.5 and 5.6; 7; 8.1 and 8.3; 9; 11.1 and 11.3; 14.6; 15.3; 22.5; 24.6; 26.1 and 26.2; 31.5; 35; 42.3 and 42.5; 47. 58.4, 58.5, 58.6 and 58.7 and 58.8; 60.3 and 60.4; 66.2 and 66.4; 67.2,67.3,67.6,67.7 and 67.8; 68.3; 72.4 and 72.5; 89; 90; 100.3; 101; 102.2, 102.3 and 102.4; 103.1; 105.2; 106.2 and 106.3; bis.4 111 and 111 bis.5; 112.2, 112.3, 112.4 and 112.5; 113.3 and 113.4; 122.2 and 122.3; 122 bis; 123.2, 123.3, 123.4 and

123.5; 124.1, 124.2 and 124.4; 125; 130.1; 131.2 and 131.5; 144.3; 145; 146; 154; fifteenth additional provision, sections 1, 4, 5 and 7; thirty fourth additional provision; thirty seventh additional provision; and fourth final provision.

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2 articles 29, 31, 36 bis and 37 are held under the auspices of the exclusive competence of the State on the regulation of the conditions of procurement, issuance and recognition of academic and professional qualifications.»

Eight hundred. The seventh final provision is worded

in the following way:

«They have character of law chapter I of the preliminary title, article 3; 4; 5.1, 5.2; Chapter III of the preliminary title; articles 16; 17; 18.1,18.2, 18.3, 18.4 and 18.6; 19.1; 22; 23; 23 bis; 24; 25; 27; 30; 38; 68; 71. 74; 78; 79 bis; 80; 81.3 and 81.4; 82.2; 83; 84.1, 84.2, 84.3, 84.4, 84.5, 84.6, 84.7, 84.8 and 84.9; 85; 108; 109; 115; Chapter IV of title IV; articles 118; 119; 126.1 and 126.2; 127; 128; 129; further provisions sixteenth, seventeenth, thirtythird and thirty-sixth; the sixth transitional provision, third paragraph; the tenth transitional provision; the final provisions first and seventh, and the single repealing provision."

Nine hundred. Added a new seventh final disposition, with the following wording:

«Seventh final disposal bis.» Bases of plurilingual education.

The Government will establish bases of plurilingual education from second cycle of pre-school education until high school, consultation to the autonomous communities.»

First additional provision. Authorized centers for modalities of secondary education.

1 educational institutions of secondary education which, at the entry into force of the present law, impart any of the tracks of the mode of science and technology, will be automatically authorized to teach the modality of Sciences established in this law.

2 educational institutions of secondary education which, at the entry into force of the present law, impart any of the tracks of the modality of Humanities and social sciences, will be automatically authorized to teach the humanities and social sciences modality established in this law.

3 educational institutions of secondary education which, at the entry into force of the present law, impart any of the tracks of the modality of Arts, will be automatically authorized to teach the arts modality established in this law.

Second additional provision. Requirements to participate in competitions of merit for selection of Directors of public centres.

Allotments and public centres directors accreditations issued prior to the entry into force of this law shall be deemed equivalent to the certification accreditation of having passed the training course on the development of the function directive, indicated in paragraph 1, letter e), article 134 of this organic law.

Third additional provision. Degrees and studies prior to the entry into force of this law.

1. the title of retrieved graduated in obligatory secondary education prior to the implementation of the final evaluation of compulsory secondary education established in this law, will allow access to all the postobligatory teachings contained in section 3.4, prior compliance with the requirements established in this Act for each of them, with the exception of the requirement of having passed the final assessment of compulsory secondary education.

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2. students and students who had passed the compulsory modules of an initial professional qualification program prior to the introduction of the first course of basic vocational training cycles may access to the vocational training of average degree of vocational training, as well as obtain the title of graduated in obligatory secondary education for the overcoming of the final evaluation of compulsory secondary education established in article 29 of this law by the option applied teachings.

3 be accepted, as the title of Bachelor referred to in article 41.3. to), the Bachelor's degree issued after studying old high school unified and versatile.

4. students and students who have passed the entrance exam to College established by article 38 of organic law 2/2006 of 3 may, or the tests laid down in previous regulations with similar object, keep the obtained note at the time according to the criteria and conditions provided by the Government, while they may submit to the admissions procedures

set by the universities to raise the note.

5. those who had not passed the University entrance test and had obtained the title of Bachelor's degree prior to the implementation of the final evaluation of high school established in this law, can access directly the official grade university educations, although they must overcome the admissions procedures set by the universities.

Fourth additional provision. Promotion of physical activity and a balanced diet.

The educational administrations shall take measures so that physical activity and a balanced diet are part of children's behavior. For this purpose, these administrations shall promote the daily practice of sports and physical exercise by students during the school day, in the terms and conditions which, following the recommendations of the competent bodies, ensure a proper development to promote active, healthy and independent lives. The design, coordination and monitoring of the measures adopted for this purpose in the school, will be borne by teachers with qualifications or expertise in these areas.

Fifth additional provision. Textbook lending system.

The Ministry of education, culture and sport will promote the free loan of textbooks and other curriculum materials for the basic education centres sustained with public funds, in the bosom of the sectoral Conference on education.

First transitional provision. Requirements to participate in competitions of merit for selection of Directors of public centres.

During the five years following the date of the entry into force of this law, shall not be required to participate in competitions of merit for selection of Directors of public establishments, possession of the certification accreditation of having passed the training course on the development of the function directive, indicated in paragraph 1, letter e), article 134 of this organic law, although it must be taken into account as a merit of the candidate who possesses it.

Second transitional provision. Application temporary of the article 84.3 of the law organic 2 / 2006, of 3 de mayo, of education.

The private schools that in 2013 denied them the renovation of the concert education or reduced

school units arranged on the sole ground offer differentiated by sex education may request that it is applied as indicated in article 84.3 of this organic law for the remainder of the current term of concerts within the period of two months from its entry into force.

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First final provision. Modification of the organic law 6/2001, of 21 December, on universities.

One. Amending paragraph 3 of article 42 of the organic law 6/2001, of 21 December, which is worded as follows:

«3 corresponds to the Government, following a report of the General Conference on University policy, establish the basic rules for the admission of students applying for entering universities, always with respect for the principles of equality, merit and ability, yen all case as indicated in article 38 of the law 2/2006, of 3 may«, education.»

Two. This provision has the character of law.

Second final provision. Modification of the law organic 8 / 1985, of 3 of July, regulating of the right to the education.

The organic law 8/1985 of 3 July, regulating the right to education, is modified as follows:

One. Paragraph 2 of article 54 is drawn up in the following way: «2. the powers of the director will be:»

(a) direct and coordinate all the educational activities of the Centre, in accordance with the provisions in force, without prejudice to the

functions of the School Board of the Center.

(b) to exercise academic head of the teaching staff.

(e) convening and chairing the academic ceremonies and meetings of the cloister of the teaching staff and the School Board.

(d) endorse the certifications and academic documents from the Center.

(e) implement agreements of the organs members within the scope of its powers.

(f) solve the serious issues raised by the Centre in the field of discipline of students.

(g) many other faculties by le regulation of internal regime in the academic field."

Two. Paragraph 1 of article 56 is drawn up in the following way:

«1. the concerted private centers School Board will be constituted by:»

(a) the director.

(b) three representatives of the owner of the Center. (e) four representatives of the teaching staff.

(d) four representatives of parents, mothers or legal guardians of pupils, elected by and among them.

(e) two representatives of the students, elected by and among them, from the first year of compulsory secondary education.

(f) a representative of the personnel of administration and services.

Once constituted the School Board of the Centre, this means a person that drives educational measures that foster real and effective equality between men and women.

Furthermore, in the specific special education centers and those who have specialized classrooms, a complementary educational staff representative will be part also of the School Board.

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One of the representatives of the parents in the School Board will be appointed by the most representative Association of parents in the Center.

Also concerted centers that impart vocational training may incorporate your school board

representative of the business world, appointed by business organisations, in accordance with the procedure established by the educational administrations.»

3. Article 57 is drawn up in the following way:

«Fifty-seven article.

It is up to the School Board of the Centre, within the framework of the principles laid down in this law:

(a) intervene in the appointment of the director of the Centre, in accordance with article 59.

b) intervene in the selection of the teaching staff of the Centre, in accordance with article 60.

(e) participate in the process of admission of pupils and students, ensuring the subject to the rules on it.

(d) meet the disciplinary conflict resolution and ensure you adhere to the regulations in force. When

disciplinary measures taken by the director correspond to behaviors of students that may seriously impair the coexistence of the Center, Council school, at the request of parents, mothers or legal guardians may review the decision and propose, if necessary, appropriate measures.

(e) approve the budget of the Centre in relation to them funds from of the Administration and with the amounts authorized, as well as the accountability annual of accounts.

(f) inform and evaluate the general programming of the Centre that, on an annual basis, will draw up the management team.

(g) propose, where appropriate, to administration authorization to establish perceptions to the families of the students by school supplementary activities.

(h) participate in the implementation of the global educational center line and reporting guidelines for the programming and development of complementary school activities, extra-curricular activities and school services.

(i) approve, on the proposal of the owner of the

Center, contributions from the families of students and pupils to carry out extracurricular activities and the school services as they are determined by the educational administrations.

(j) reporting criteria for the participation of the Centre cultural, sports and recreational activities, as well as health care actions Center could provide that their collaboration.

(k) promote collaborative relations with other centers, cultural and educational purposes.

(1) report, a proposal of the holder, Center internal regime regulation. (m) to participate in the evaluation of the general March of the Center in administrative and educational aspects.

(n) propose actions and initiatives that favour coexistence in the Center, equality between men and women, equal treatment and non-discrimination for the reasons referred to in article 84.3 of the organic law 2/2006 of 3 may, education, peaceful conflict resolution, and the prevention of genderbased violence."

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Four. Article 59 is drawn up in the following way:

«Fifty-nine article.

1. the director of the centers reached shall be appointed by the proprietor, prior report of the School Board of the Center, which will be adopted by a majority of the attending members.

2. the mandate of the director will have a duration of three years. Notwithstanding the foregoing, holder may dismiss director before the end of this

period when there are justified reasons that will account to the School Board of the Center.»

5. Article 60 is drawn up in the following way:

«Article sixty.

1. the vacancies of teachers in Charter schools will be announced publicly.

2. for the purposes of its provision, the School Board of the Center, according to the owner, establish selection criteria, basically covering the principles of merit and ability.

3. the owner of the Centre, together with the director, will proceed to the selection of personnel, in accordance with the criteria of selection that has established the School Board of the Centre.

4. the owner of the Center will give account to the School Board of the provision of teachers who perform.

5. the competent educational administration shall verify that procedures for the selection and dismissal of teachers is conducted in accordance with the provisions of the preceding paragraphs and can develop the conditions of application of these procedures.»

6. Paragraph 1 of article 61 is drawn up in the following way:

«1. in case of breach of the obligations arising from the regime of concert, shall constitute a Conciliation Commission which may agree, unanimously, the adoption of the necessary measures, within the legal framework, to correct the infringement committed by the concerted Centre.»

7. Additional layout first Act 8/1985 of 3 July, regulating the right to education is repealed.

8. This provision has the character of law.

Third final provision. Amending the organic law 8/1980 of 22 September, financing of the autonomous communities.

One. Added a paragraph 3 to eighth additional provision of law 8/1980, of 22 September, financing of the autonomous communities, with the following wording:

«To carry out the impact to the corresponding autonomous school fees of students in private schools where there is a range of teaching in which Spanish is used as language vehicle, as indicated by the provision of additional thirty-eighth of the organic law 2/2006 of 3 may, education, the State may deduct or retainamounts paid by all the resources of the autonomous financing schemes, the amount of school fees in private centres undertaken by the Ministry of education, culture and sport on behalf of the autonomous communities.

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Two. This provision has the character of law.

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Fourth final provision. Regulatory development.

The Government, on the proposal of the Ministry of education, culture and sport, will dictate the provisions necessary for the implementation and development of the provisions of this law, without prejudice to regulatory development corresponding to perform to the autonomous communities in the scope of their powers.

Fifth final provision. Calendar of implantation.

1. the amendments made to the curriculum, organization, objectives, promotion and evaluation of primary education shall be implemented for the first, third and fifth courses in the academic year 2014-2015, and for the second, fourth and sixth courses in the academic year 2015-2016.

2. the changes made in the curriculum, organization, objectives, requirements for obtaining certificates and diplomas, programs, promotion and compulsory secondary education assessments shall be implemented for the first and third courses in the academic year 2015-2016, and the second and fourth courses in the academic year 2016-2017.

The evaluation end of education secondary compulsory corresponding to the call that will perform in the year 2017 not will have effects academic. This school year will only perform a single call.

3. the changes made in the curriculum, organization, objectives, requirements for obtaining certificates and diplomas, programs, promotion and high school assessments shall be implemented for the first course in the academic year 2015-2016, and the second course in the school year 20162017.

Final evaluation of Bachelor's degree corresponding to the two calls that occur only in 2017 will be considered for admission to the University, but its overcoming will not be required to obtain the degree of Bachelor. Also be taken into account for the degree of bachelor students and students who are in possession of a diploma of technician grade average or higher vocational training or teaching professionals of music or dance, in accordance,

respectively, with the articles 44.4 and 50.2 of the organic law 2/2006 of 3 May.

4 basic vocational training cycles will progressively replace initial professional qualification programs. He first course of them cycles of training professional Basic is implemented in the course school 2014-2015, course in which is deleted the offer of modules required of them programs of qualification professional initial; During this course, students exceeding voluntary modules will be graduating in compulsory secondary education. The second course of basic vocational training cycles will be implemented in the school year 2015-2016.

5. the amendments made to the curriculum of the vocational training of grade average vocational training shall be implemented only at the beginning of the cycles, in the academic year 2015-2016.

6. the amendments made to the conditions of access and admission to the teachings regulated in this law shall apply in the school year 2016-2017.

On the other hand, access and admission to official university education of grade will be made in the following way:

to) students who have obtained the degree of Bachelor or equivalent:

1.0 who access prior to the school year 2017-2018 must have passed the entrance exam to College established by article 38 of organic law 2/2006 of 3 may, or the tests laid down in previous regulations with similar object.

2.0 who have access in the school year 2017-2018 or later courses must meet the requirements set out in the new article 38 of organic law 2/2006 of 3 May.

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No. 295

Official Bulletin of the State

Tuesday, December 10, 2013

Dry 1. P. 97921

(b) students and graduates in European baccalaureate or IB students: those who access the 2014-2015 school year and subsequent courses must meet the requirements indicated in the new article 38 and the thirty third additional provision of the organic law 2/2006 of 3 May.

(e) pupils and students coming from educational systems of the Member States of the European Union or of other States which have signed international agreements: those who access the 2014-2015 school year and subsequent courses must meet the requirements listed in the new article 38 and the thirty third additional provision of the organic law 2/2006, may 3.

(d) pupils and students in possession of the qualifications of technician and senior technician sports, or a degree, diploma or study equivalent to the degree of Bachelor, obtained or made in educational systems of States that are not members of the European Union with those who have not subscribed international agreements for the recognition of the degree of Bachelor in reciprocity regimen: those who access the 2014-2015 school year and subsequent courses must meet the requirements listed in the thirty sixth additional provision of law 2/2006, of 3 May.

7. the rest of curricular modifications laid down in this law may be implanted from the 2014-2015 school year.

Sixth final provision. Entry into force.

The present law shall enter into force on the twentieth day of its publication in the «Official Gazette».

Therefore,

Sent to all Spaniards, private and authorities, which have and will keep this organic law.

Madrid, December 9, 2013.

JUAN CARLOS R.

The Prime Minister, MARIANO RAJOY BREY

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