Structure of the education system

The education system offers the following types of education: early childhood education, primary education, compulsory secondary education (ESO), Bachillerato, vocational training (VT), language education, artistic education, sports education, adult education and university education.

Primary education, compulsory secondary education and basic vocational training constitute basic education.

Secondary education is divided into compulsory secondary education and post-compulsory secondary education. Post-compulsory secondary education is made up of Bachillerato, intermediate vocational training, professional artistic education in music and dance and intermediate plastic arts and design, and intermediate sports education.

University education, higher artistic education, advanced vocational training, higher professional education in plastic arts and design, and higher sports education constitute higher education.

Language education, artistic education and sports education are considered specialised education.

Organic Law 2/2006 on Education (LOE) as amended by Organic Law 3/2020 (LOMLOE) is currently the basic standard regulating the education system and defining its structure. The structure of the Spanish education system corresponds to this organisational chart.

Non-university general education

Early childhood education is non-compulsory and organised in two cycles. The first cycle runs from 0 to 2 years of age, while the second cycle runs from 3 to 5 years of age and is free of charge.

Primary education and compulsory secondary education cover ten years of schooling, compulsory and cost-free for all the students.

Primary education is differentiated as the first compulsory stage of the education system and comprises six academic years, from 6 to 12 years of age. In addition, in all schools, a diagnostic assessment of the skills acquired by pupils is carried out in the fourth year, in accordance with the provisions of  article 21 of the LOE, as amended by the LOMLOE. 

On the other hand, Compulsory Secondary Education (ESO) takes place between the ages of 12 and 16 and covers four academic years. At the end of the stage, all students, regardless of whether they pass or fail, receive an official certificate stating the number of years studied and the level of acquisition of the competences for this stage.

Basic vocational training is open to students between 15 and 17 years of age, provided that they have passed the third year of ESO or, exceptionally, have completed the second year of ESO. The age of 15 may be reached during the current calendar year. In addition, a proposal of incorporation to these studies is required from the teaching team, addressed to the parents or legal guardians of the pupils.

This training leads to the award of the Technician and Compulsory Secondary Education Graduate diplomas.

Bachillerato is an educational stage that lasts two academic years and is generally attended between the ages of 16 and 18. On passing this stage, access is granted to the different higher education studies.

Vocational training in the education system, in addition to basic vocational training, comprises a set of training cycles that make up intermediate and advanced vocational training.

To access intermediate vocational training, it is necessary to meet one of the following requirements: holding the Compulsory Secondary Education Graduate Certificate; having passed a specific training course for access to intermediate training cycles in public or private centres authorised by the educational administration; having passed an entrance exam; or holding the Basic Technician Certificate.

In the case of those who pass a specific course or the entrance examination, they must be at least seventeen years of age in the year in which the examination is taken. Those who successfully complete these courses receive the Technician diploma, which gives them access to Bachillerato studies.

In order to access Advanced Vocational Training, it is necessary to meet one of the following requirements: holding the Bachillerato diploma corresponding to current educational legislation; having passed the Bachillerato Unificado Polivalente established in the General Education Act 14/1970 (repealed); holding an Intermediate Level Vocational Training Technician diploma; having passed a specific preparatory training course for access to higher level cycles in public or private centres authorised by the educational administration; having passed an entrance exam; or holding an Advanced Vocational Training Technician diploma or a university degree.

In the case of passing a specific course or the entrance examination, students must be at least nineteen years old in the year in which the examination is taken. Those who pass these studies obtain the qualification of Advanced Technician, which gives them access to the university studies related to the vocational training studies previously taken.

Vocational Training students who do not successfully complete their studies will receive an academic certificate for the vocational modules passed, the competences acquired and, where appropriate, the areas or subjects passed, which will have academic validity and provide partial accreditation of the professional competences acquired in relation to the  National System of Qualifications and Vocational Training.

There is also a dual vocational training modality within the scope of the education system in basic, intermediate and advanced vocational training. It is a set of training actions and initiatives that, in joint responsibility with companies, are aimed at the professional qualification of people, harmonising the teaching and learning processes between educational institutions and workplaces. Placements with companies are supervised by the Education Authorities. The regulatory development of Organic Law 3/2022 on the organisation and integration of Vocational Training is aimed at extending Dual Vocational Training to all students from the 2024-2025 academic year, so that Vocational Training students will be trained in the educational institution and in the company as from the first year of studies, with longer and higher quality placements in companies.

University education

Students in possession of the Bachillerato diploma who wish to attend university need to pass a test. The grade obtained in this test, provided that at least a pass mark is achieved, together with that of the Bachillerato studies, provides the access mark. The characteristics, design and general content of the university entrance exam are common to the entire country.

Adapted to the European Higher Education Area (EHEA), university education is divided into three cycles:

Firstly, Bachelor studies, the purpose of which is to provide the students with a general training, in one or several disciplines, directed to prepare them for carrying out professional activities. These lead to the award of a Bachelor's degree and consist of 240 ECTS credits, except for those which, subject to specific legislation or the rules of European Union Law, must have 300 or 360 credits. The structure is 60 credits per year and degree.

Secondly, Master programmes, the objective of which is  the acquisition of an advanced training of a specialised or multidisciplinary nature, either oriented towards academic or professional specialisation, or to promote initiation in research tasks. These lead to the award of a University Master's degree and consist of 60, 90 or 120 credits.

Official Bachelor and Masters' degrees are accompanied by the Diploma Supplement, according to what the EHEA stipulates.

Finally, PhD studies, which enable the acquisition of competences and skills related to quality scientific research and its development. Doctoral studies are organised through programmes and end with the preparation and public presentation of a doctoral thesis incorporating original research results. They have a maximum duration of three years of full-time dedication, from admission into the programme until the doctoral thesis is submitted. An extension of another year is allowed, which may exceptionally be renewed for an additional year. In the case of part-time studies, the maximum duration is five years, extendable for two more years, which may also, exceptionally, be further extended for an additional year.

Non-university specialised education

Artistic, sports and languages education have their own organisation and they are considered as specialised education.

Artistic education is organised as follows:

• elementary music and dance education;
• professional artistic education: professional education of music and dance and the intermediate and advanced training cycles of plastic arts and design studies;
• advanced artistic education: advanced Music and Dance education, Dramatic Arts education, Preservation and Restoration of Cultural Assets education, advanced Design studies and advanced Plastic Arts studies, including advanced studies of Glass and Ceramics.

Sports education is structured in two levels: intermediate and advanced.

Language education is organised into three levels: basic, intermediate and advanced. These levels correspond, respectively, to levels A, B and C of the Common European Framework of Reference for Languages (CEFR), and are subdivided into levels A1, A2, B1, B2, C1 and C2. In order to be admitted, students must be at least sixteen years old in the year in which they begin their studies. Exceptionally, students can be granted access at the age of 14 to study a language that is different from the one they learned at the stage of lower compulsory secondary education.

Pupils’ and families' rights and duties in compulsory education

The 1978 Spanish Constitution, in article 27, recognises the right to Education as one of the fundamental rights.

Article 4.1of the LOE, as amended by the LOMLOE, establishes the compulsory and cost-free nature of basic education.

Pupils' basic rights and duties

Article 6 of Organic Law 8/1985 regulating the Right to Education (LODE), as amended by the LOMLOE, recognises the following basic rights for students. Firstly, they have the right to receive comprehensive instruction ensuring the full development of their personality. Their personal identity, integrity and dignity must also be respected. Furthermore, their dedication, effort and performance must be objectively assessed and recognised.

Students have the right to receive educational and vocational guidance, as well as to have their freedom of conscience, religious and moral convictions respected, in accordance with the Constitution. They are also to be protected against all forms of bullying, discrimination and situations of violence or harassment at school. They have the right to express their opinions freely, always respecting the rights and reputation of others, within the framework of the school's rules of coexistence.

Furthermore, pupils have the right to participate in the running and life of the school, as well as to receive the necessary assistance and support to compensate for personal, family, financial and social and cultural disadvantage, particularly in the case of pupils with special educational needs which prevent or hinder their access to and permanence in the educational system. They are also entitled to social protection in the area of education, in cases of accident or family hardship.

On the other hand, article 7 of the LODE recognises the right of association of students, depending on their age, allowing the creation of student organisations.

With regard to the basic duties of students, it establishes that they must study and make an effort to achieve the maximum development according to their skills. They must also participate in training activities and, particularly, in school and complementary cost-free activities. It is important that they follow the teacher's guidelines and attend class respecting the timetables.

They must also participate and collaborate to improve school coexistence and achieve a suitable study environment, respecting the right of their schoolmates to education as well as the teachers’ authority and directions. They are also required to respect freedom of conscience, religious and moral beliefs, as well as the diversity, dignity, integrity and privacy of all the members of the educational community. They must also respect the school's rules of organisation, coexistence and discipline, as well as preserve and make good use of the school's facilities and teaching materials.

Families’ rights and duties

Article 4of Organic Law 8/1985 regulating the Right to Education (LODE), as amended by the LOMLOE, recognises a series of rights for families in relation to the education of their children. Firstly, they have the right to receive an education guaranteeing the highest quality, in accordance with the objectives established in the Constitution, the corresponding regional statute and relevant educational laws. They also have the freedom to choose their educational institution, either public or private, other than those created by public authorities.

Besides, families have the right to receive the religious and moral education consistent with their own convictions, as well as to be informed about the progress of their children's learning and socio-educational integration. They can also participate in their children's teaching and learning process, as well as in the organisation, functioning, governance and evaluation of the educational institution. Finally, they have the right to be heard in decisions that affect their children’s academic and professional guidance.

In addition, article 5 of the LODE guarantees their freedom of association in the educational sphere. Final provision 1.2 of the LOMLOE, modifying the LODE, establishes that educational authorities must encourage the exercise of the parents' right of association, as well as the formation of federations and confederations.

Meanwhile, article 4 of the LODE, as amended by the LOMLOE, states that families, as those primarily responsible for the education of their children, have certain duties. These include taking the necessary measures, or asking for help in the event of difficulty, to ensure that their children study compulsory education and attend classes regularly. They must also provide, as far as they are able, the necessary resources and conditions for school progress, as well as report any difficulties their children may have in their learning or socialisation processes.

Furthermore, families should encourage their children to carry out the study activities assigned to them and actively participate in the activities established under the educational commitments that the schools establish with them, with the aim of improving school performance. It is also important that they are aware of, participate in and support the evolution of their children's educational process, in collaboration with the teaching staff and the educational institutions.

Likewise, they must respect and enforce the rules established by the school, as well as the authority and educational indications of the teaching staff. They must also encourage respect for all members of the educational community, as well as participate in a cooperative manner in those projects and tasks proposed by the educational institution.

The rights and duties of students and families are regulated within each of the State educational authorities: the Ministry of Education, Vocational Training and Sports (MEFD)  in the cities of Ceuta and Melilla, as well as the Departments of Education in the autonomous communities. Their definition and implementation is established within the framework of school autonomy through the coexistence plan, which is part of the school development plan. 

Educational institutions

According to article 27.6 of the Spanish Constitution, individuals and legal entities are free to create educational institutions, subject to observance of the constitutional principles.

Non-university educational institutions according to their ownership and source of funding can be classified as:

• public schools: they are owned by the Public Education Administration and publicly-funded;
• private schools: they are      owned by a private natural or legal person and privately funded;
• publicly-funded private schools: they are are owned by a private individual or legal entity, but they can be publicly-funded through a regime of agreements.

At the same time, names of non-university educational institutions according to the education provided can be:

• pre-primary schools, which provide early childhood education and can offer the entire stage (0-6 years) or only the first cycle (0-3 years);
• primary schools (CEP);
• pre-primary and primary schools (CEIP);
• pre-primary and primary schools that are authorised to provide compulsory secondary education (CEIPSO). Thus, pupils in CEIPSOs can remain in the school from the age of 3 until the age of 16.
• secondary education institutes (IES), which may offer ESO and/or bachillerato and/or vocational training;
• vocational training institutions, which only offer vocational training programmes;
• integrated vocational training centres, which offer all vocational training courses;
• special education centres, which provide schooling for pupils with special educational needs that cannot addressed within the framework of the measures for attending to diversity in ordinary institutions;
• adult education centres (CEPA), which offer education for adults;
• adult education classrooms, which are integrated within primary education institutions and/or secondary education institutions (IES);
• rural grouped schools (CRA), which are groupings of several schools in neighbouring areas gathered in a single school working jointly; they are located in rural areas where the socio-demographic characteristics require this type of school grouping.

It is the responsibility of the Education Administrations to determine the name of those public institutions that offer education combined in a different way to the above.

Vocational training is provided both in public and private educational institutions, authorised by the concerning Education Authority, and also in institutions specifically. These are the national reference institutions. They are public institutions specialised in the different productive sectors, carrying out innovation and experimentation action in terms of vocational training.

Universities, providing university education, can be classified, depending on their ownership, into public or private. They all comprise:

• university schools;
• faculties;
• departments;
• research university institutes;
• doctoral colleges;
• other centres or structures required for the performance of their functions.

Finally, article 111 of the Organic Law 2/2006 on Education (LOE), modified by the LOMLOE, also establishes the name of the institutions in which specialised education is offered:

• Artistic education:
  • conservatories of music and dance: elementary and professional music and dance education;
  • higher conservatories or higher schools of music and dance: advanced music and dance education;
  • art schools: professional plastic arts and design education;
  • higher schools of dramatic arts: advanced dramatic arts education;
  • higher schools for the preservation and restoration of cultural assets: advanced preservation and restoration of cultural assets education;
  • higher schools of design: advanced design education;
  • higher schools of plastic arts: advanced plastic arts education.
• Language education:
  • Official Language Schools: elementary, intermediate and advanced language education;
• Sports Education:
  • they do not have a specific name: public or private schools authorised by the corresponding education authority, included in vocational training institutions or in authorised institutions of the different sport federations.

Home education

According to national legislation full-time compulsory education cannot be provided at home.

Home education is authorized only in exceptional circumstances for health reasons. It concerns only pupils who cannot attend school due to a prolonged stay at home by medical prescription. It can be carried out at home or at the hospital, remaining so until the health condition leading to it ends.

Hospital teaching has the following characteristics:

• Purpose: ensure the continuity of the educational process of hospitalised students and avoid or reduce as far as possible the negative consequences that their stay in hospital may cause both on an educational and personal level.
• Target groups: pupils at compulsory schooling age hospitalised for a long period of time.
• Organisation:
  • Based on a national agreement from 1998, each autonomous community has developed this programme according to its own particularities.
  • Each participating hospital provides the necessary spaces for the activity of the school units.
  • The educational administration provides the necessary teachers and resources.
  • During the period of hospitalisation, the students keep their school place in the ordinary institution where they are enrolled.
  • The teaching staff in the hospital classroom is coordinated both with the teaching staff of the student's reference institution (to meet their curricular needs) and with the healthcare team in order to adapt the educational activity to the medical and emotional circumstances of each student.

On the other hand, home teaching programmes have the following particularities:

• Purpose: ensure the continuity of the educational process of students who are required to stay at home upon medical prescription and avoid or reduce as far as possible the negative consequences that their stay at home may cause both on an educational and personal level.
• Target groups: pupils at compulsory schooling age who cannot attend school due to a prolonged stay at home by medical prescription.
• Organisation: each educational administration has developed this programme according to its needs and possibilities, the main options being the following:
  • providing civil servant teachers who exclusively provide this service;
  • providing civil servant teachers who work part-time with these students, either from an ordinary institution or from a hospital classroom;
  • awarding grants to private non-profit organisations to implement the programme.