Educative Laws in Spain

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Educative Laws in Spain

LOE (2006)

Education for citizenship and the maintenance of the subject of Religion as a compulsory subject in schools but optional for pupils.

It allowed a maximum of two failed subjects to be taken at the end of the year and strengthened the teaching common to all the Autonomous Communities.

LOE-LOMCE (2013)

The reduction of optional subjects, the elimination of the subjects Citizenship Education and Science for the Contemporary World and the renewed emphasis on the subject of Religion.

The introduction of evaluations at the end of ESO and Bachillerato.

LOE-LOMLOE (2020)

The obligation for ordinary schools to implement the necessary means to enrol special education pupils within a period of ten years and the non-obligatory nature of taking the subject of Ethics in the 4th year of Secondary Education.

Elimination of Spanish as a vehicular language in education.

LOECE (1980)

The creation of collegiate bodies bringing together all sectors of the educational community and the implementation of a democratic system of organisation in schools and high schools.

First education law passed in democracy in Spain

LOCE (2002)

Implementation of different training itineraries in Secondary Education and Baccalaureate, a revalidation test at the end of Baccalaureate, the subject of computable religion and some changes in the training curricula of the Infant Education stage.

The implementation of many of its measures was parlised (a new law was passed in 2006).

LOPEG (1995)

It gave schools greater autonomy and obliged them to admit pupils from social minorities on a preferential basis.

Complement to LOGSE

LOGSE (1990)

Compulsory schooling up to the age of 16, the possibility of subjects taught by specialised teachers and the reduction of class ratios from 40 to 25 pupils.

Established the training cycles of Infant Education, Primary Education, Compulsory Secondary Education (ESO) and Bachillerato.

LODE (1985)

Private schools had to meet a number of requirements and were obliged to admit on a preferential basis those children who lived closest to the school, had siblings already studying in their classrooms or whose families were less well off.

Boosting of the so-called school councils