education-spain.info

If you have plans to move to live to Spain with your child or children, then such question as school is a burning one for you. It is great responsibility to find such school where child can adapt to the new atmosphere as much easier as possible.

Remember that the younger your child the easier the process of adaptation will be.

You have to look for suitable school yourself; don’t trust all rumors which are flying around you. You may listen to them, take into consideration, but make decision according to your own impressions and information.

There are several types of schools which you may choose for your child. First variant is international school where pupils are taught according to British curriculum; there your child will get GCSE and A-Level.  Second variant is bilingual schools where the process of education is carried out in two languages. Spanish parents often choose such schools because they want their children to learn foreign language at high level. The third variant is Spanish private or public school. Pupils are taught in Spanish and other language is taught as foreign one.

If you had the idea to teach your child at home, you may face with troubles, because such practice in Spain is illegal.

Spain is a part of the European Union and that’s why it also has to adopt Bologna Plan by 2010.

Bologna Plan is rather complicated process which concerns all spheres of education and legal education is not am exception.  The Bologna Plan originates from 1999 when Ministers of Education and Science of countries-members of the EU gathered in order to begin the grand reform for standardization and unification of all educational systems of countries-members of the EU.

This plan presupposes two main goals: first one – is to create common educational environment and mutual recognition of university and college degrees; second goal is to create such universities which can be competitive with the top America universities.

But change of legal education is very difficult and not only because of changes of educational methods, but also because of different character of legal systems.

In Spain this change seems almost impossible, because legal education in this country is so far from modern realities of legal sphere. Such situation is determined by 40 years-long dictatorship of Franco. During that period legal education was closed for new achievements, innovations, ideas, approaches etc.  Of course, after Franco’s death the situation improved a little, but these improvements are tiny. The department of legal education still remains backward.

So, it is obvious that there will be much resistance to the introduction of bologna Plan in legal education in Spain, but nevertheless a lot of legal specialists and professor move with time and will give necessary support to the process of modernization.

Recently the study of management education at private and public educational establishments was carries out. Such aspects as resources, process, results and educational environment were studied and evaluated. As for resources, the evaluation concerned establishment’s qualifications and teaching resources. The process was evaluated according to pedagogical approaches.  Results were assessed according to skills and knowledge which students receive. And educational environment was evaluated in relation to tendencies in the sphere of Spanish management education and problems which management professors have in the process of their work.

According to well-known and confirmed statement, the education today is extremely important for economy and its development. And as for management education, in such conditions it is clear how obvious its importance is. Information for this study was collected through the Internet and by means of telephone discussions. In the study 55 institutions took part, among which 80% are public establishments and 20% are private ones.

As for results, recourses evaluation showed that sphere of management education depends upon faculty knowledge and abilities and opportunities. Concerning teaching staff, many professors don’t have any international experience and in modern sphere of globalization such experience is rather important.

Among other things which were observed, were professors’ achievements and students’ interest in certain discipline.
In general it became obvious that management education becomes more and more important in present days and it is necessary to pay more attention on the development of this sphere of education.

The bilingual situation which exists today in Spain, according to legal and institutional facts, has double basis:

1. Constitution of Spain confirms the existence and usage several languages in the country, because Spanish nature is multilingual and multicultural.
2. Structure of every Autonomous Community justify bilingual situation.

The official language of Spain is Spanish language which is also called as Castilian language. Other languages which are also widely used in different regions have the status of co-official language. In Basque Country and Navarre such language is Basque. Catalan is co-official language of Catalonia, the Balearic Islands and the Valencian Community, which later became officially knows as Valencian. In Galicia second language is Galician. There is one more co-official language which is spoken in Val d’Aran, district which is situated in north-west of Catalonia. It is called Aranese.

Bilingual situation which is supported by Constitution determined during past twenty year certain changes in the sphere of education. Such phenomenon as bilingual education is rather common today in Spain. The presence of Autonomous Communities which have their own languages except Spanish determines the appearance of great number of bilingual programs. Today such regions as Catalonia and Basque Country have bilingual educational systems and other regions with similar situation begin to develop their own bilingual educational programs.

What would be your reaction if you for example want to teach your child at home and you have such right, but in stead of give permission, you are accused in neglecting your own child?  Something similar is going on in the Spain concerning home education.

According to the Constitution, the right for education is guarantees for everyone and elementary education is compulsory and free. Also it is said that individuals and legal organizations have the right to open educational establishments. And public authorities should control and standardize these establishments. But there is nothing about home education. There isn’t written law concerning home education, that’s why the situation with it is rather complicated one.

Elementary education is recognized as an obligatory one, but home education is not recognized. So, all matters related to home education are considered according to welfare legislation. Based on this legislation, if child doesn’t attend school, then his parents neglect him.  The reasons why child doesn’t go to school are not important and are not considered. If children don’t visit school, then their parents would appear before the court.

If you don’t want to end up in such a way, then you may register your child at Clonlara School on the website clonlara.orf.  This distance learning school is in Michigan, education is carried out at home. It works not only with the US citizens, but also with people from 25 foreign countries.

Today many families consider home education as convenient option because the violence is progressing in schools. Nowadays the level of bullying at schools both from children and adults is terrible.  Home education is suitable for parents who want to give the best education for their children and don’t become victims of modern dangerous life.

In Spain there are already several organizations or societies which clain to adopt certain lows concerning home education, like A.L.E (Asociacion para la Libre Educacion or Assosiation for freedom of Education) and Plataforma por el Derecho a la Diferencia en Materia de Educación.

In recent times a lot of researched are dedicated to such problem as psychological consequences of immigration. And as apart of this wide research a smaller kind of research is carrying out.  The subject of this research is education of children of immigrants in Spain.

In general the process of immigration causes deep changes in the people’s minds and also these changes are complicated by such things as separation from close relatives and family members. Of course today a lot of processes of reunion are held on, but nevertheless all feelings, emotions, state of mind and soul of immigrants influence the process of education and perception of the whole process of education.

There are two sided in this influence. First one means that hard work of immigrants, the fight for surviving and other similar factors prevent from educational process. The other side is that all things which immigrants had seen and experiences during the process of resettlement persuade them that education is very important nowadays. That’s why a lot of immigrants are highly interested and motivated in getting education.

So, one of the main idea of this research is to show how the process of education of immigrants’ children influences their life within family, how it influences thoughts, views, expectations of the family of immigrants.

Results show that such immigrants have strong meritocratic views and thanks to their strength and persistence then can achieve a lot in their life.

Current Educational system in Spain is called LOGSE (Ley de Ordenación General del Sistema Educativo), this current Law of Education. The compulsory education in Spain begins at the age of 6 and finishes at the age of 16. Compulsory education consists of primary school and secondary school. Primary school lasts 6 years, secondary school lasts 4 years. Education under the age of six years also exists, but it is not obligatory. It depends upon possibilities which are in certain area. If there is an opportunity to begin child’s education early, children begin to visit infants’ school at the age of 3.
The academic year begins in the middle of September and finishes at the end of June, but dates can vary according to the region.

In order to pass from one grade to other grade it is necessary to accomplish all tasks which teachers create for students. It differs from British schools where students pass automatically from one grade to other.

At the end of secondary school student gets a Certificate of Secondary Education. After this, students can go to continue his education at one of four Spanish Bachillerato, the choice depends upon preferable student’s subject. Another variant is vocational training school. After the graduation of this stage of education, if student has adequate grades, he can enter the university. In order to enter Spanish university, it is necessary to pass entrance exam. In Spain as well as in Britain there are also special schools, like music, dance or art schools.

In order to get place in private Spanish schools it is necessary to apply directly to the school representatives. As for state schools, in every region there are own set of requirements which changes every year.

If you plan to enter the state school you need the following document: passports, child’s birth certificate, marriage certificate and other documents which confirm parents’ identity, also document which proves that you have a home and work in Spain.

Such forms of education as home education and online education are also available in Spain.

If you plan to put your child to Spanish school, you should know what schools are available in the Spain and what will be suitable for you and your child. Here are several types of schools in Spain:
1.    International schools. In these schools students are taught according to British curriculum. Fees in such schools are lower then in original British schools and the number of places reduces rather fast.  Such international schools may belong either to NABSS (National Association of British Schools in Spain) or to ECIS (European Council of International Schools). If you are going to return to England in near future then choose international school where National Curriculum is followed and such exams as IGCSE, AS/A Level or IB are carried out. Except British direction there are also international German or French schools.
2.    Bilingual schools. In Spain you can find certain number of private schools where the teaching is carried out in two languages. For example, in Andalucía bilingual programs were recently introduced to several schools. Here is a European School in Alicante with bilingual process of education. Before it was mainly used for teaching future stuff for the EU, but today everyone can try to enter. Bright example of private international school is the Colegio Rincon in Rincon De La Victoria, situated in the southern part of the country. British Council also sends bilingual programs to several Spanish schools which are situated both in cities and villages.
3.    Spanish schools. In Spain schools can be either public or private. There are also private schools which nevertheless get funds from government and they are called Concertados. Theyusually combine primary and secondary schools in one.  Parents can apply for the school place in spring before the beginning of new academic year in the autumn.
The language of education in Spanish schools is as a rule Spanish, or together with second official language, it depends upon the region. In Valencia second language in Valencian, that’s why there are educational programs which combine Spanish and Valencian.  Such regions as Galicia and Basque Country also have second languages.

In recent times the interest towards first deaf communities increases. And it is normal that a lot of specialists are interested in such question as language and communication within such community. One of the significant works on this topic was written by Susan Plann, it is called “A silent minority: deaf education in Spain, 1550-1835”. This book represents detailed research dedicated to the development of deaf education from 16th century till the beginning of 19th century.

This work consists of six chapters with conclusion and epilogue. Plann begins her work with presentation of the activity of Benedictine Pedro Ponce de Leon. He was a monk at the San Salvador monastery in Ona. He taught deaf boys from rich and noble families who have enough funds to pay for such education for their children. That monk used the mixed method of education which comprised sign language, writing and speaking. Maybe those deaf students were the first founders of the first deaf community in Spain. But this thought is not confirmed, because there is no exact facts which could prove such theory. Further Susan Plann introduces to readers work of other deaf educators, one of them is Juan Pablo Bonet, who lived in 17th century. His method of deaf education was based on oral practice. Plann doesn’t agree with such approach to the deaf education, because as she claims, deaf people become really handicapped only when they are taught by methods which are not suitable for them.

The new period in the sphere of deaf education in Spain began thanks to the work of French specialist Abbe de l’Epee in 18th century. With the introduction of his sign language, the deaf education entered in the new stage of development. In 1975 the first Royal School for Deaf was opened in Madrid.

Before the War of Independence this school has a success and on that time two remarkable teachers were working there. They were def from birth Roberto Pradez and clergyman Miguel Alea. The work of the last one is remarkable because it demonstrates the connection of language, thought and speech of deaf people. Alea came to conclusion that with time sign language can be complicated as well as oral language.

 In recent times a lot of scientists and researchers have become very interested in the origin of deaf communities all over the world. All of them of course have their specific questions, but the common thing in all these matters in the connection between culture and language within deaf communities. Susan Plann wrote the book “A Silent Minority: Deaf Education in Spain, 1550-1835”. This book is a careful research of the history and development of deaf education in Span from the very beginning till the nineteenth century.

This work is divided into sic chronological chapters with conclusion and epilogue.

Plann begins her book with the mentioning of Benedictine monk Pedro Ponce de Leon who worked a lot with deaf boys from aristocratic families. He lived in 16th century. That monk didn’t leave a lot of written information about his work, but according to existing information, Ponce de Leon’s method was characterized by using certain mixture of writing, signs and speaking.

After Plann presents information about other Spanish people who made their contributions to the process of deaf education. One of them is Juan Pablo Bonet. In 17th century he claimed that oral method is the best way for education of deaf people.

In 18th century after certain success of French Abbe de l’Epee in the sphere of deaf education, Spanish specialists decided to follow the example of their northern neighbor. In 1795 the first deaf school was opened in Madrid according to the decree of Charles IV. The sign language designed by l’Epee was taken as a basic at the First royal Deaf School in Madrid.

Then the War of Independence began in Spain and during this period there were two men who were working for the development of deaf education. These are deaf since birth Roberto Pradez and an abbot Jose Miguel Alea.

As for 19th century, during this time a lot of schools for deaf people were opened in main cities in Spain. But still the problem of deaf education continues to be a topic one.