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Structural Organizationand Features of the

Basque Educational System


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STRUCTURAL ORGANIZATIONAND FEATURES OF THE

BASQUE EDUCATIONAL SYSTEM

Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia

Servicio Central de Publicaciones del Gobierno Vasco

HEZKUNTZA, UNIBERTSITATEETA IKERKETA SAILA

DEPARTAMENTO DE EDUCACIN,UNIVERSIDADES E INVESTIGACIN

Vitoria-Gasteiz, 2007


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Structural organization and features of the Basque educational system. 1st. ed. Vitoria-Gasteiz :Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia = Servicio Central de Publicaciones del Gobierno

Vasco, 2007

p.; cm.

Port. y texto contrapuesto en francs: Gestion et caractristiques du systme educatif basque

1. Euskadi-Poltica educativa. I. Euskadi. Departamento de Educacin, Universidades e

Investigacin. II. Ttulo (francs)

37.014(460.15)

Edition: October, 2007

Print run: 1.000 copies

Administracin de la Comunidad Autnoma del Pas Vasco

Departamento de Educacin, Universidades e Investigacin

Internet: www.euskadi.net

Published by: Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia

Servicio Central de Publicaciones del Gobierno Vasco

Donostia-San Sebastin, 1 - 01010 Vitoria-Gasteiz

Cover: Carmen Cobo Musatadi

Typesetting: E.P.S., S.L.

Printed and bound by: Grficas Santamara

Legal deposit: VI-539/07


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In recent years Basque society, and especially the educational community, has

been carrying out widespread discussions about the needs of our educational system

and the type of curriculum which will meet our own specific needs, and equip our stu-

dents with a constantly updated ability to cope successfully with the problems of adult

life. The different proposals that have been put forward have been jointly adopted in

the Decree which governs the foundations of the basic curriculum for the compulsory

schooling period.

In the booklet which you have in your hands you can read, in summary form, about

the structure of the Basque educational system; its organization into stages brought

about by the new regulatory framework; and its main features.

The new framework puts forward contributions that are very important to take into

account in the teaching work done in schools: general educational skills and basic

skills to be mastered by everyone; the autonomy in teaching and organizational

terms to devise educational and management projects; participation in education by

different sectors of the educational community; treatment of languages which com-

bines the needs of our multilingual context with its socio-linguistic and socio-cultural

reality; inclusive education (which includes everyone) as a cornerstone of the Basque

educational system; etc.

It will please me immensely if this booklet helps the understanding in simple terms

of the philosophy, and the main changes to the new structural organization of edu-

cation coming into effect in the 2007-2008 academic year, which the various stake

holders in the educational field ourselves amongst them have been designing and

which, by a joint effort, we need to keep on bringing into reality.

Tontxu Campos GranadosBasque Minister of Education, Universities and Research

Introduction


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Principles of Education............................. 9

Stages in the Educational System............ 11

Infant Education ....................................... 13

Basic Education ....................................... 15

Primary Education............................... 18

Compulsory Secondary Education ...... 20

Baccalaureate Course.............................. 25

Vocational Training................................... 27

School Plans ............................................ 29

Timetable for application .......................... 31

INDEX


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Fundamental principles which govern the new method of organization of Basic Education:

The requirement to provide quality education to all students, at all levels of theeducational system, to help all persons on the road to success.

Now that education up to the age of 16 has become a universal phenomenon, the aim is to

improve educational standards and results across the board, reconciling quality education with

the inclusion of each and every student.

The need for all those who make up the educational community to work toge-ther to achieve this aim.

This inevitably calls for a joint effort.

The responsibility for success at school lies not only with the individual student, but also with

his or her family; the teaching staff; the schools; the Education Authorities; and, finally, the whole

of society, which is ultimately responsible for the quality of the educational system.

A firm commitment to the educational aims set by the European Union for the

coming years.

The European Union has taken it upon itself to improve the quality and effectiveness of educa-

tional and training systems, facilitating universal access to them and strengthening educations

role in the acquisition of fundamental social and civic values, such as neighbourliness, equality,

tolerance and respect.

Principles ofEducation

1

2

3


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The educational system is organized into stages, cycles, grades, courses and levels of educa-

tion in a way that allows students to proceed from one to the next and, where appropriate, to

switch within the same one.

The teaching provided by the educational system is as follows:

Infant Education

Basic Education

Primary Education.

Compulsory Secondary Education.

Baccalaureate Course.

Vocational Training.

Language Teaching.

Arts Teaching. Sports Teaching.

Adult Education.

University Education.

Stages in theEducational System


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Language

Teaching

AdultEducat

ion

Optionalmodules

Science and

Technology

Humanities and

Social Sciences Arts

Training Cycles of

the Intermediate

Grade ofVocational Training

Intermediate Grade

in Creative Arts

and Design

Intermediate Grade

Sports Technical

Officer

HigherEducation

SecondaryEducatio

n

PrimaryEd.

InfantE

d.

HigherArtStudies

6years

I.V.S-B.P.

Vocationalteachinginmusicanddanc

e

Basicteachinginmusic

anddance

UniversityEducation

Bac

calaureateCourse

BasicEducation

Masters Degree

PostgraduateStudies

Doctorate

DoctoralStudies

Degree

UndergraduateStudies

Baccalaureate Certificate

School-Leaving Certificate

4thyear

3rdyear

2ndyear

1styear

6thyear5thyear

4thyear3rdyear

2ndyear1styear

Second Cycle,

ages 3 - 6

First Cycle,

ages 0 - 3

Technical Officer Qualification

Vocational andGeneral Modules

Vocational SkillBuilding

VocationalQualification

2ndyear

1styear

CompulsorySecondary

Education

PrimaryEducation

InfantEduca

tion

Music

Dance

Dramatic

Art

PlasticArts and

Design Advanced

Level

Intermediate

Level

Basic Level

Higher Diploma

Higher TechnicalDiploma

Training Cycles ofthe Higher Grade

of VocationalTraining


Higher GradeSports Technical

Officer

Stages in theEducational System

Entrance Test

Progress Test

Conditional Entrance


Higher Grade inCreative Arts and

Design

Technical Officer Qualification Technical Officer Qualification


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General principles

This is an educational stage with an identity of its own, catering for boys and girls between 0and 6 years of age.

It is of a voluntary nature and is divided into two cycles: the first one up to age 3 and the second

from age 3 to 6.

The second cycle of this educational stage will continue to be free.

Schools will have to draw up a teaching plan for each cycle.

Purpose

The purpose is to contribute to the physical, emotional, social and intellectual development ofboys and girls.

Areas

The educational content of Infant Education will be organized into the following areas: Self-knowledge and personal independence.

Knowledge of ones surroundings.

Verbal communication and representation.

In the second cycle of Infant Education the student will be encouraged to make his or her first

contact with reading and writing, and will be introduced early on to basic number skills; infor-

mation and communication technologies; and visual and musical expression.

Likewise particularly in the final year the student will be encouraged to make his or her first

contact with foreign languages.

The teaching staff

Direct educational delivery in the first cycle of Infant Education will be the responsibility of pro-

fessionals with the Infants Teacher qualification or the equivalent Licentiate Degree (between a

Bachelors and a Masters Degree) and, if required, other personnel duly qualified to be in char-

ge of girls and boys of this age.

The second cycle of Infant Education will be taught by teachers with the Infant Teacher qualifi-

cation or the equivalent Licentiate Degree. They may be supported in their teaching work by

teachers other than Infant Teachers when the teaching given requires.

InfantEducation


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This is the compulsory stage universal to all girls and boys of the relevant age group, and con-

sists of Primary Education and Compulsory Secondary Education.

Purposes

a) To prepare boys and girls to take up adult life and to live a full life as people with their own

individuality, as active members of society and committed to environmental protection and

sustainable development.

b) To impart to students the basic elements of Basque and universal culture, and to prepare

them to take up studies later on and to take up work with the due guarantees.

c) To raise students awareness and equip them to make the most of lifelong learning.

Skills

Skill may be defined as the ability to respond to complex demands and carry out diverse tasks

satisfactorily. It calls for a combination of practical abilities, knowledge, motivation, ethical

values, attitudes, emotions and other social and behavioural components that are mobilized in

unison to achieve effective action. Its distinguishing feature is that it constitutes know how that

is, applied knowledge, adaptable to diverse contexts and with an integrative quality, covering

knowledge, procedures and attitudes.

This more integrated approach to understanding content entails a change from the previous,

often fragmented understanding conceptual, procedural and attitudinal content.

The new framework establishes some general educational skills and basic skills which will have

to be acquired in Basic Education and whose achievement will have to contribute to both

Primary and Compulsory Secondary Education.

Basic Education


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General educational skills

These are wide-ranging benchmarks for complete education, as well as being common to all

the disciplines and subjects of Basic Education.

a) Learning to live independently in a responsible way; learning to get to know oneself, to take

care of ones own mental and physical health, and to develop healthy habits. Learning to

enjoy nature and natural resources the birthright of all mankind and of current and future

generations responsibly.

b) Learning to learn and think with discernment interpreting, generating and weighing up infor-

mation from diverse sources, with special attention to the media. Learning to take decisions

and solve problems; learning study and working habits and strategies for learning; learning

to apply the methods of scientific and mathematical knowledge in order to identify and solve

problems in the diverse fields of knowledge and experience.

c) Learning to communicate in the two official languages and at least one foreign language;

learning to use and interpret with discrimination the media, and information and communi-

cations technologies; and likewise the artistic languages of musical, bodily, plastic and visual

expression.

d) Learning to live together; learning to interact positively and to use dialogue and negotiation

in situations of conflict, to participate actively and democratically, to co-operate and work ina group and to respect diversity.

e) Learning to develop as a person; being oneself, controlling negative emotions and seeing

oneself in a positive and realistic light; being independent and responsible for ones own

decisions, and acting in accordance with ethical principles.

f) Learning to take calculated risks; having the initiative to take decisions and take on respon-

sibilities; setting a value on making an effort and on overcoming difficulties; undertaking

enterprising initiatives in lifes different spheres.

Basic Education


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Basic skills

These are about combining knowledge, dexterity and abilities, attitudes and values appropriate

to the circumstances. All students who go through Basic Education need to have, which they

must achieve for the sake of their personal realization and development, in an integrated way

as well as that of being an active member of the community and fully integrated into society.

The basic skills are the following:

a) Skill in scientific, technological and health knowledge.

b) Skill at learning how to learn.

c) Mathematical skill.

d) Skill at communicating through language.

e) Skill at processing information, and digital skill.

f) Social and community skill.

g) Skill in humanistic and artistic knowledge.

h) Skill for personal independence and initiative.

The inclusion of basic skills in the curriculum has several purposes. In the first place, that of

blending the different elements of what one learns, both through formal education organised

into different disciplines or subjects and through informal and non-formal channels, secondly,

that of enabling all students to pull together the different elements of what they have learned, to

relate them to different types of content and to use them effectively when they need to do so in

different situations and contexts. And, lastly, that of steering the teaching process so that one

may identify which content and assessment criteria are essential and, in general, guiding the di-fferent decisions that affect the teaching and learning process.

Basic Education


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General principles

Primary education is compulsory and free. It comprises three cycles of two years each and is

organized into fully interconnected, integrated subjects.

Purpose

To provide education that will ensure the students personal development and own well-being;

equip him or her with the basic educational abilities in respect of oral expression and compre-

hension, reading, writing and arithmetic; and enable him or her to develop social skills, working

and study habits, an artistic sense, creativity and emotional depth.

Disciplines

The disciplines that are taught in all the cycles of this stage are as follows:

Knowledge of the natural, social and cultural surroundings.

Art education. Physical education.

Spanish language and literature.

Basque language and literature.

A foreign language.

Mathematics.

Religion (for those who want it) / Educational Focus (with content unrelated to other disci-

plines or to Religion).

In the third cycle of this stage schools will be able to include a second foreign language.

In the second year of the third cycle (the final year), the discipline Education for taking ones

place in society and human rights will be added in.

Although teaching is organized into subjects, this does not affect the fully interconnected natu-

re of the stage.

The time taken up by each year of Primary Education will be at least 875 hours per year.

Primary Education


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Finally, under the new system an assessment of students achievements will be carried out

at the end of the second cycle of Primary Education. This assessment will serve as staff

training and guidance for schools and as a school report for the students families, whilst

the Department of Education, Universities and Research will take the information obtained into

account in order to improve the attention given to students and ensure that they acquire the

basic skills.

Progress

At the end of each cycle of Primary Education, the teaching staff will make the relevant deci-

sions about the students progression to the next one.

A student will progress to the next educational cycle provided that he or she is considered to

have attained the required level of development of basic skills and degree of maturity, or that

any learning which is not yet complete will nevertheless be sufficient for the student to benefit

from the new cycle.

Whenever the above conditions are not met, the student will spend a further year in the same

cycle. This measure may be applied once (only) while the student is in Primary Education and

must be accompanied by a specific plan to bring the student up to the set standard.

A student will progress to Compulsory Secondary Education if he or she has attained the appro-

priate level of development of basic skills and a suitable degree of maturity. He or she will also

progress if any learning not yet complete will not prevent him or her from benefiting from the

new stage.

Whenever these conditions are not met, the student may not progress to Compulsory Secondary

Education unless he or she has already repeated a year in one of his or her cycles.

Primary Education


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General principles

Compulsory Secondary Education is free. It comprises four school years.

As a general rule, students will be entitled to remain in Compulsory Secondary Education until

the age of eighteen.

Compulsory Secondary Education is organized into different subjects. The fourth year will be

structured so as to guide the student towards subsequent studies through the selection of free

choice subjects.

Subjects

In all years or some of them, the following subjects will be taught:

Basque Language and Literature.

Spanish Language and Literature.

A foreign language.

A second foreign language.

Mathematics.

Natural Sciences.

Social Sciences, Geography and History.

Physical Education.

Plastic and Visual Education.

Music.

Technologies.

Computing.

Education for taking ones place in society and human rights.

Ethical and civic education.

Biology and Geology.

Physics and Chemistry.

Latin.

Optional subjects and catching-up classes in weak subjects.

Religion (for those who want it) / Educational Focus (with content unrelated to other disci-

plines or to Religion).

CompulsorySecondary Education


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In the fourth year students will have to study three out of eight free choice subjects. Schools will

have to offer all these subjects:

Biology and Geology.

Physics and Chemistry.

Creative and Visual Education.

Computing.

Latin.

Music.

A second foreign language.

Technology.

In the third year schools will be able to split the subject of Natural Sciences into two different

subjects: Biology and Geology, and Physics and Chemistry.

In the fourth year schools will be able to organize the subject of Mathematics into two options

with different content.

The time taken up by each year of Compulsory Secondary Education will be at least 1,050

hours per year.

Finally, an assessment of students achievements will be carried out at the end of the secondyear of Compulsory Secondary Education. This assessment will serve as staff training and gui-

dance for schools and as a school report for the students families, whilst the Department of

Education, Universities and Research will take the information obtained into account in order to

improve the attention needed by students and ensure that they acquire the basic skills.

Purpose

To acquire the basic elements of education, especially in its human, artistic, scientific and techno-

logical aspects; to develop and consolidate study and working habits; to prepare students for

going on to further studies and into the world of work, and to train them to exercise their rights

and meet their obligations.

The teaching staff

In order to teach within Compulsory Secondary Education and the Baccalaureate Course one

must have a Bachelors Degree or an Engineering or Architectural Diploma, or the equivalent

Licentiate Degree (between a Bachelors and a Masters Degree), in addition to a Postgraduate

teaching qualification.



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Yearly progression

At the end of each year and as a result of the assessment process, the teaching team will deci-

de as a body whether to give clearance for each student to move up to the following year.

Students will progress to the next year when they have mastered the skills embodied in the aims

of the subjects studied, or have obtained a mark lower than a pass in not more than two sub-

jects. Students who obtain a mark lower than a pass in three or more subjects will repeat the

entire year.

Under exceptional circumstances the teaching team may decide that a student who has obtai-ned a mark lower than a pass in three subjects may progress to the next year. Any student who

moves up without having mastered the set level of skills in all subjects will be placed on a cat-

ching up programme.

A student may repeat the same year once (only), and may repeat two years at the most within

the stage. Exceptionally a student may repeat the fourth year twice if he or she has not pre-

viously repeated a year during the stage. In this case the age limit may be extended by one year.

Students who pass in all subjects of this stage will obtain the School-Leaving Certificate. This

Certificate may also be awarded to students who have completed the fourth year with a mark

lower than a pass in one or two subjects, and exceptionally in three if the teaching team consi-

ders that the nature of these subjects and their weighting within the stage as a whole has not

prevented the student from acquiring the basic skills and achieving the aims of the stage.

Staying on at school

Students are entitled to remain in Compulsory Secondary Education until the school year which

finishes in the year in which their 18th birthday falls, provided that the assessment team consi-

ders that the student, according to his or her attitudes and interests, is capable of obtaining the

School-Leaving Certificate.

Exceptionally, permission to remain in school until the age of 21 may be granted to students

attending Special Education classes in ordinary schools, and those who have special educa-

tional needs due to a physical, visual or auditory impairment and who are receiving specialist

support from Special Education teachers, provided that the assessment team is of the opinion

that the student may become better fitted for work in the specific classes of Task-Learning

Vocational Training.



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The Treatment of Diversity in Compulsory Secondary Education

Generalized and Specific Provision Plans

Generalized Provision Plans are those where a school in an underprivileged area provides a res-

ponse to the educational needs of its students through a generalized provision approach in the

school or stage.

Specific Educational Provision Plans are aimed at students with special educational needs due

to their belonging to an underprivileged social or cultural group, or to their having serious pro-

blems adapting, or being affected by failing at school.

Curricular Diversification Programmes

Schools may organize curricular diversification programmes for students who, after the relevant

assessment, need the content, practical activities and subjects of the curriculum to be organi-

zed differently and need specific methods for achieving the aims and acquiring the basic skills

of the stage, and obtaining the School-Leaving Certificate.

Students may participate in these programmes starting in the third year of CompulsorySecondary Education, or in the second year in the case of students who, having done the

second year and having already repeated a year once in the stage, are not ready to go up to

the third year.

The curriculum will be organized into two specific spheres: one with elements of education of a

linguistic and social nature, and the other with elements of education of a scientific and tech-

nological nature. In addition students will have to study, preferably in an ordinary class, at least

three subjects of those set for the stage not included in the preceding spheres.

Students who, at the end of the programme, are not ready to obtain the School-Leaving

Certificate, may remain in the programme for one more year.

Initial Vocational Skill-Building Programmes

These will be taught by authorized Compulsory Secondary Education Schools, either directly or

through agreements with, or under contract to, public or private bodies, or physical persons.

The programmes will be open to 16- to 18-year olds that is, students whose 16th, 17th or 18th

birthday falls before 31st December of the start year of the programme who have not obtained

the School-Leaving Certificate.



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Exceptionally, 15-year-olds may enrol if, having done the second year, they are not ready to go

up to the third year and have already repeated a year once in the stage

These programmes will include three types of modules: specific modules; educational modules

of a general nature; and modules which lead to obtaining the School-Leaving Certificate.

Initial Vocational Skill-Building Programmes for students with Special EducationalNeeds, and Task-Learning Classes

These programmes must include specific provision for students with special educational needswho, having a level of personal and social independence that enables them to take a job, can-

not join the mainstream.

These programmes will be delivered to students for a maximum of 4 years, ordinarily up to the

age of 20. On an extraordinary basis students may be permitted to remain in school until the

age of 21.

Complementary Schooling Programmes

These programmes are intended for students in Compulsory Secondary Education, up to age

15 their 15th birthday falling before 31st December of the start year of the programme who

have special needs for educational support due to serious personal conditions or to their his-

tory of schooling, once all the planned measures have been exhausted.



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BaccalaureateCourse

General principles

The Baccalaureate Course is voluntary and lasts two years, normally between the ages of 16

and 18.

There will be three types of Baccalaureate Course:

Humanities and Social Sciences.

Sciences and Technology.

Arts.

The Arts Baccalaureate Course will be sub-divided into two possible routes: one related to

Image, Plastic arts and Design, similar to the current one; and a new one, related to Music,

Dance and the Dramatic Arts.

Subjects

One of the prominent new features is that the common subjects of the Baccalaureate Course

include one in the scientific sphere, Sciences for the contemporary world, which will familiarize

students with the basic principles of scientific issues relevant in todays world.

Similarly, in one of the two years of the Baccalaureate Course and as one of the common sub-

jects, another new subject, Philosophy and Belonging to the Community, will be taught.

The new subjects related to the type of Baccalaureate Course in this case the Arts Baccalau-

reate Course and, within that, the Dramatic Arts, Music and Dance route are as follows:

Musical Analysis I and II.

Applied Anatomy.

Dramatic Arts.

Audio-Visual Culture.

History of Music and Dance.

Musical Language and Practice.

Universal Literature.


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General principles

Vocational Training comprises the set of training activities that equip students to do skilled work

in various trades.

It comprises a set of training cycles with a modular system of organization, of variable length

and with theoretical and practical content suited to the varied occupational fields.

The training cycles will be at intermediate and higher grade, will be cross-referenced to the

National List of Vocational Qualifications and will constitute Intermediate Grade Vocational

Training and Higher Grade Vocational Training respectively.

Conditions of access

Intermediate Grade Vocational Training will be open to students who hold the School-Leaving

Certificate.

Higher Grade Vocational Training will be open to students who hold the Baccalaureate

Certificate.

Vocational Training may also be accessed by candidates who, lacking the academic pre-requi-

sites, pass an entrance test moderated by the Department of Education, Universities and

Research. In order to gain access via this route to Intermediate Grade Training Cycles. Students

will be required to be at least seventeen years of age, or nineteen in order to access Higher

Grade Training Cycles according to the birthday that falls in the year of taking the test or

eighteen years of age if the student is confirmed to have a Technical Officer qualification related

to the one which he or she wishes to study for.

Vocational Training


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The School Educational Plan

By School Educational Plan is meant the total provision created by the various choices of edu-

cation on offer and the broad guidelines which serve as a benchmark for coherently directing

the process of the educational communitys participation in that school.

The School Educational Plan will include the values, aims and priorities which govern action; the

criteria for the use of languages in the learning process; the free choice subjects offered; the

general aspects of the assessment process; the personal tutoring action plan and the measu-

res through which diversity is ensured.

Schools, through exercising their independence, may develop experimental schemes, working

plans, ways of organizing or expanding the school timetable ..., within the terms laid down.

The School Language Plan

By School Language Plan is meant the planning of all aspects related to the teaching and use

of languages which each school undertakes in order to implement the plan within its own sphe-

re. The Language Plan will develop the criteria for the teaching and use of languages in the lear-

ning process, as set out in the Educational Plan, and will determine the treatment of languagesin the Curricular Plan.

The School Curricular Plan

By School Curricular Plan is meant the planning of the components of the curriculum which

each school carries out in order to develop and complete the plan within its own context.

The Curricular Plan will determine at least the following matters:

The educational skills, aims and content suited to students needs in all aspects of tea-

ching.

The specific assessment criteria per cycle or year; the minimum levels of skill to be acqui-

red by the end of each stage; and decisions on the process of assessing students and

giving them clearance to move up a year.

The curricular aspect of the schools own Language Plan.

Determining educational and teaching criteria and options with regard to methodology and

curricular materials that will ensure the continuity and coherence of teachers work.

School Plans


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The criteria for the complete treatment of students with a specific need for educational sup-

port including those with special educational needs, highly gifted students and those who

entered the educational system late.

Decisions with regard to the optional nature of subjects and diversifying the curriculum.

The criteria for performing personal tutoring activity and the development of educational

guidance for students.

Further input will be done while the different cycles and years are being brought in. Once the

process of bringing them in is complete, the Curricular Plan will be submitted to the Education

Authority.

In state schools and grant-maintained private schools the Curricular Plan will have to be drawn

up by the Teaching Unit. This same Teaching Unit is responsible for approving the Plan in the

case of state schools and grant-maintained private schools.

School Plans


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2008-09

2009-10

2007-08

School year APPLICATION

New academic organization. Introduction of: 1st cycle of Primary Education. 1st and 3rd years of Compulsory Secondary Education.

Vocational Training qualifications and those of the respective newcurricula.

Music and Dance: basic teaching and the first 4 years of vocatio-nal teaching.

Creative Arts and Design: Intermediate Grade.

Sports teaching: the establishment of the new qualifications, thebasic aspects of the curriculum and the schools minimum requi-

rements will be initiated. Official Language Schools: Basic and Intermediate Levels.

Assessment, clearance for moving up a year and qualifications inCompulsory Secondary Education.

New academic organization of the Basic and Intermediate Level oflanguage teaching.

New entrance tests for Vocational Training. University access for foreign students who are not members of the

European Union or of countries with which an Agreement exists.

New criteria for the admission of students. New academic organization. Introduction of:

New Infant Education. 2nd cycle of Primary Education. 2nd and 4th year of Compulsory Secondary Education. 1st year of the Baccalaureate Course.

Music and Dance: 5th and 6th years of vocational teaching. Creative Arts and Design: Higher Grade. Official Language Schools: Advanced Level.

Blanket assessment of students achievements in the 4th year ofPrimary Education (at 10/11 years of age) and the 2nd year of

Compulsory Secondary Education (at 13/14 years of age). New academic organization of the Advanced Level of Language

Teaching.

New adult education tests for obtaining the School-Leaving Certificateand the Baccalaureate Certificate.

First year of the Initial Vocational Skill-Building Programmes.

New academic organization. Introduction of: 3rd cycle of Primary Education. 2nd year of the Baccalaureate Course.

New University entrance tests. Second year of the Initial Vocational Skill-Building Programmes.

Timetable for application

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