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INDEX
Page
...............................................................
13
PREAMBLE .............................................................................
13
33
Chapter I.
Principles and aims of education ...............................
Article 1. Principles .......................................................
Article 2. Aims ..............................................................
33
33
35
Chapter II.
Organisation of education and life-long learning .....
Article 3. Education ......................................................
Article 4. Basic education .............................................
Article 5. Life-long learning ...........................................
36
36
38
38
Chapter III.
The curriculum .............................................................
Article 6. The curriculum ..............................................
39
39
Index
Page
Chapter IV.
Cooperation between Education Administrations.........
Article 7. Agreements on education policies ...............
Article 8. Cooperation between Administrations ......
Article 9. Programmes of territorial cooperation ......
Article 10. Dissemination of information .....................
Article 11. Educational provision and resources .........
40
40
40
41
41
42
TITLE I
The organisation of education ................................................
43
Chapter I.
Infant education ..........................................................
Article 12. General principles ......................................
Article 13. Objectives ........................................... ......
Article 14. Planning and pedagogic principles ...........
Article 15. Provision of places and free education .....
43
43
43
44
45
Chapter II.
Primary education .......................................................
Article 16. General principles ......................................
Article 17. Objectives ..................................................
Article 18. Organisation ...............................................
Article 19. Pedagogic principles .................................
Article 20. Assessment .................................................
Article 21. Diagnostic evaluation .................................
46
46
46
48
49
49
50
Chapter III.
Compulsory secondary education .............................
Article 22. General principles ......................................
Article 23. Objectives ..................................................
Article 24. Organisation of the first, second and
third years ..................................................
Article 25. Organisation of the fourth year .................
Article 26. Pedagogic principles ..................................
Article 27. Programmes of curricular diversification ....
Article 28. Assessment and advancement ...................
50
50
51
53
55
56
57
57
Index
Page
61
Chapter IV.
Bachillerato ..................................................................
Article 32. General principles .......................................
Article 33. Objectives ...................................................
Article 34. Organisation ...............................................
Article 35. Pedagogic principles ..................................
Article 36. Assessment and advancement ...................
Article 37. Bachiller Certificate .....................................
Article 38. University entrance test ..............................
61
61
62
63
65
65
66
66
Chapter V.
Formacin profesional (vocational training) .............
Article 39. General principles ......................................
Article 40. Objectives ...................................................
Article 41. Access .........................................................
Article 42. Contents and organisation .........................
Article 43. Assessment .................................................
Article 44. Qualifications and validation ......................
67
67
68
69
70
70
71
Chapter VI.
Arts education .............................................................
Article 45. Principles .....................................................
Article 46. Organisation ...............................................
Article 47. Correspondence with other education
stages ..........................................................
FIRST SECTION. ELEMENTARY AND PROFESSIONAL
EDUCATION IN MUSIC AND DANCE .........................
Article 48. Organisation ...............................................
Article 49. Access .........................................................
Article 50. Qualifications ..............................................
59
59
71
71
72
72
73
73
73
73
Index
Page
74
74
74
75
75
75
76
77
77
78
78
78
79
79
80
Chapter VIII.
Sports education .........................................................
Article 63. General principles ......................................
Article 64. Organisation ...............................................
Article 65. Qualifications and validation ......................
80
80
81
82
Chapter IX.
Adult education ...........................................................
Article 66. Objectives and principles ...........................
Article 67. Organisation ...............................................
Article 68. Basic education .........................................
Article 69. Post-compulsory education ........................
Article 70. Schools ........................................................
83
83
84
85
86
87
Index
Page
TITLE II
Equity in Education .................................................................
Chapter I.
Students with specific educational support needs...
Article 71. Principles .....................................................
Article 72. Resources ....................................................
FIRST SECTION. STUDENTS WITH SPECIAL
EDUCATIONAL NEEDS ...............................................
Article 73. Scope ..........................................................
Article 74. Schooling ....................................................
Article 75. Social and work integration .......................
SECOND SECTION. HIGH ABILITY STUDENTS ..........
Article 76. Scope ..........................................................
Article 77. Schooling ...................................................
THIRD SECTION. LATE ENTRIES INTO THE
EDUCATION SYSTEM ..................................................
Article 78. Schooling ....................................................
Article 79. Specific programmes ..................................
Chapter II.
Compensatory measures for inequalities in
education .....................................................................
Article 80. Principles .....................................................
Article 81. Schooling ....................................................
Article 82. Equal opportunities in rural areas ..............
Article 83. Subsidies and grants ..................................
Chapter III.
Enrolment in public and publicly-funded private
schools .........................................................................
Article 84. Student admission ......................................
Article 85. Specific admission procedures for
students in post-compulsory stages ............
Article 86. Equality in the application of admission
rules ...........................................................
Article 87. Equilibrium in student admissions ..............
89
89
89
90
91
91
91
92
92
92
92
93
93
93
94
94
94
95
95
96
96
98
99
99
Index
Page
100
Chapter IV.
Awards, competitions and recognition ......................
Article 89. Awards and competitions ...........................
Article 90. Recognition .................................................
101
101
101
TITLE III
Teaching staff ...........................................................................
103
Chapter I.
Duties ...........................................................................
Article 91. Duties ..........................................................
103
103
Chapter II.
Teaching staff in the different stages .........................
Article 92. Infant education ...........................................
Article 93. Primary education ........................................
Article 94. Compulsory secondary education and
Bachillerato .................................................
Article 95. Formacin profesional ...............................
Article 96. Arts education ............................................
Article 97. Foreign language teaching .........................
Article 98. Sports education .........................................
Article 99. Adult education ..........................................
105
106
106
107
108
108
Chapter III.
Teacher training ...........................................................
108
104
104
105
108
109
109
110
Index
Page
Chapter IV.
Teacher recognition, support and appraisal .............
Article 104. Teacher recognition and support...............
Article 105. Measures for public school teachers ........
Article 106. Appraisal of public school teachers .........
110
110
111
112
TITLE IV
Schools .....................................................................................
113
Chapter I.
General principles .......................................................
Article 107. Legal framework .......................................
Article 108. Classification of schools ............................
Article 109. Programming of the school network.........
Article 110. Accessibility ...............................................
113
113
114
114
115
Chapter II.
Public schools ..............................................................
Article 111. Denomination of public schools ...............
Article 112. Material and human resources ..................
Article 113. School libraries .........................................
115
115
116
117
Chapter III.
Private schools ............................................................
Article 114. Denomination ...........................................
Article 115. The nature of public schools ....................
118
118
118
Chapter IV.
Publicly-funded private schools .................................
Article 116. Public-funding agreements ......................
Article 117. Agreement modules .................................
118
118
120
Index
Page
TITLE V
Participation, autonomy and management of schools ...........
123
Chapter I.
Participation in the management and running of
schools .........................................................................
Article 118. General principles .....................................
Article 119. Participation in the management and
running of public and publicly-funded
private schools .........................................
124
Chapter II.
Autonomy of schools ..................................................
Article 120. General provisions.....................................
Article 121. Education project .....................................
Article 122. Resources ..................................................
Article 123. Management of public schools ................
Article 124. Organisation and running .........................
Article 125. Annual general programme .....................
125
125
126
127
127
128
128
123
123
Chapter III.
Governing bodies and teacher coordination of
schools .........................................................................
FIRST COUNCIL. SCHOOL COUNCIL ..........................
Article 126. Membership of the School Council ..........
Article 127. Powers and responsibilities
of the School Council.................................
SECOND SECTION. TEACHERS COUNCIL .................
Article 128. Membership ..............................................
Article 129. Powers and responsibilities ......................
130
132
132
132
134
134
10
129
129
129
Index
Page
Chapter IV.
Management of public schools ...................................
Article 131. Management team ....................................
Article 132. The responsibilities of the school head .....
Article 133. Selection of head ......................................
Article 134. Requirements for the post of school
head ..........................................................
Article 135. Selection procedures ................................
Article 136. Appointment .............................................
Article 137. Special appointments ...............................
Article 138. Cessation of the head ..............................
Article 139. Recognition of management function .......
134
134
135
136
137
138
138
139
139
139
TITLE VI
Evaluation of the education system ........................................
141
141
142
142
142
143
144
144
144
TITLE VII
Inspection of the education system ........................................
Article 148. Inspection of the education system ..........
147
147
Chapter I.
High Inspection ...........................................................
147
147
148
11
Index
Page
Chapter II.
Education Inspection ..................................................
Article 151. Functions of education inspection ............
Article 152. Education inspectorate .............................
Article 153. Duties and functions of the
inspectorate ..............................................
Article 154. Organisation of education inspection ......
149
149
150
150
151
TITLE VIII
Financial resources ..................................................................
Article 155. Resources for complying with the
stipulations of the present Law .................
Article 156. Annual report on public spending on
education ..................................................
Article 157. Resources for the improvement of
learning and teacher support ...................
12
153
153
153
154
PREAMBLE
Society today places great value on the education received by
young people, in the belief that both individual and collective welfare
depend on it. Education, which integrates cognitive, affective and
axiological dimensions, is considered essential for the development
of personality and full potential, for shaping personal identity and for
understanding reality. For society, education provides a means of
transmitting and, at the same time, of renewing the culture,
knowledge and values which sustain it, of extracting all the benefits
from its richness, of fostering democratic coexistence and respect for
individual differences, of promoting solidarity and preventing
discrimination, with the fundamental aim of achieving the necessary
social cohesion. Furthermore, education is the most effective way of
guaranteeing the exercise of democratic, responsible, free and active
citizenship, which is essential for the constitution of an advanced,
dynamic and equitable society. Good education is, therefore, the
greatest asset and main resource of a country and its citizens.
To provide education which meets the changing needs and
demands of people and social groups is not a new objective.
Historically, society has put its hopes for progress and development in
education. The idea of education as an instrument for enhancing the
13
Preamble
14
Preamble
15
Preamble
16
Preamble
17
Preamble
to improve the level of education for all students and combine quality
education with equity.
The second principle addresses the need for all members of the
education community to collaborate in order to fulfil this ambitious
goal. The combination of quality and equity implied by the above
principle requires inevitably a combined effort. There is often a lot of
insistence on students efforts. This is a fundamental principle which
should not be ignored, since without personal effort resulting from a
responsible attitude and commitment to ones own education, it is
very difficult to develop fully ones potential. But the responsibility for
student success does not rest solely on the individual student but also
on families, teaching staff, schools, Education Administrations and, in
the last analysis, on society as a whole, which is ultimately responsible
for the quality of the education system.
The concept of effort, which is vital in order to achieve quality
education, must apply to every member of the education community.
Each should make a specific contribution. Families must collaborate
closely and should be involved with the daily school work of their
children and with school life. Schools and staff should endeavour to
create rich learning environments which motivate and challenge.
Education Administrations must help all members of the school
community to carry out their duties, providing the necessary
resources and, at the same time, demanding commitment and effort.
In brief, society must support the education system and create a
favourable environment for life-long learning. Only a shared
commitment and effort will allow such ambitious aims to be achieved.
One of the most relevant consequences of shared effort is the
need to provide equitable schooling of students. The Spanish
Constitution recognises the existence of a dual network of public and
private schools. The Organic Law on the Right to Education establishes
a system of public funding agreements in order to provide an effective,
free public and social education service, under equal conditions and
within the framework of the general education programme. This model,
which respects the right to education and to freedom of choice, has
worked satisfactorily in broad terms, although, with time, new demands
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have arisen. One of the main demands refers to the equal distribution
of students among the different types of schools.
With the extension of the compulsory school age and the
access to education of new types of students, the conditions under
which schools must operate have become more complex. It is
therefore necessary to address the issue of diversity among students
and contribute in an equitable way to the new challenges and
difficulties that this diversity generates. In the last analysis, this means
that all schools, both public and publicly-funded, should honour their
social commitment to education and provide schooling without
exclusion, thereby emphasising the complementary character of both
school networks, while allowing them to conserve their identity. In
exchange, all schools financed with public funds should receive the
material and human resources necessary for them to carry out their
duties. In order to provide a public education service, society must
equip schools adequately.
The third underlying principle of the Law consists of the firm
commitment to the educational targets set by the European Union for
the coming years. The formation of the European Union has led to a
certain convergence of education and training systems which has
resulted in common educational aims for the beginning of the 21st
century.
The aim to turn the next decade into an economy based on
more competitive, dynamic knowledge, capable of sustaining
economic growth, accompanied by a quantitative and qualitative
improvement in employment and greater social cohesion has been
reflected in the formulation of common educational aims. In the light
of the rapid developments in science and technology and the impact
of these developments on social trends, it is more vital than ever to
ensure that education prepares people to live in the new knowledgebased society and be able to face its challenges.
It is for this reason that the European Union and UNESCO, in
the first place, have proposed improving the quality and effectiveness
of education and training systems. This implies improving teaching
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PRELIMINARY TITLE
CHAPTER I. PRINCIPLES AND AIMS OF EDUCATION
ARTICLE 1. PRINCIPLES.
The Spanish education system, set up in accordance with the
values of the Constitution and based on the respect for the rights and
liberties recognized therein, is inspired by the following principles:
a) Quality education for all students, regardless of their
condition and circumstances.
b) Equity that guarantees equal opportunities, educational
inclusion and non-discrimination and that acts as a
compensating factor for the personal cultural, economic and
social inequalities, with special emphasis on those derived
from disabilities.
c) The transmission and application of values that favour
personal liberty, responsibility, democratic citizenship,
solidarity, tolerance, equality, respect and justice and that
also help to overcome any type of discrimination.
d) The understanding of education as a continuous, life-long
learning process.
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research,
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ARTICLE 2. AIMS.
1. The Spanish education system will focus on achieving the
following aims:
a) The full development of students personality and capacities.
b) Education in the respect for basic rights and liberties,
equal rights and opportunities between men and women
and equal treatment and non-discrimination for the
disabled.
c) Education in the practice of tolerance and freedom within the
democratic principles of society and in the prevention of
conflicts and peaceful conflict resolution.
d) Education in individual responsibility and personal merit and
effort.
e) Education for peace, respect for human rights, community
life, social cohesion, cooperation and solidarity between
nations and the acquisition of values which favour respect for
living things and the environment, especially the value of
forests and sustainable development.
f) The development of the capacity of students to regulate their
own learning, trust in their capacities and knowledge and
develop their creativity, personal initiative and enterprising
spirit.
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TITLE I
THE ORGANISATION OF EDUCATION
CHAPTER I. INFANT EDUCATION
ARTICLE 12. GENERAL PRINCIPLES.
1. Infant education refers to the stage of education, with its
own identity, which attends to children from birth to the age of six.
2. Infant education is of a voluntary nature and its purpose is to
contribute to childrens physical, affective, social and intellectual
development.
3. To respect the fundamental responsibility of parents or
guardians during this stage, infant schools will cooperate closely
with them.
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infant education, especially in the last year. They will also provide
initial contact with reading and writing skills, introduce basic
numerical skills, information and communication technology (ICT) and
visual and musical expression.
6. Teaching methods in both cycles will be based on
experiences, activities and play and will be carried out in an
environment of affection and trust which will promote self-esteem
and social integration.
7. The Education Administrations will determine the
educational content of the first cycle of education, according to the
conditions laid down in this chapter. They will also regulate the
requirements that infant schools offering this cycle of infant education
must fulfil in terms of teacher-pupil ratios, installations and number of
school places.
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awareness,
creativity.
personal
initiative,
curiosity,
interest
and
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l) Know and value the animals which are closest to human life
and learn to look after them.
m) Develop their affective capacities in all aspects of personality and in their relations with others. Develop an attitude against violence, prejudices of any type and sexist
stereotypes.
n) Promote road safety and attitudes of respect which will
contribute to the prevention of road accidents.
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Music.
Technology.
2. Furthermore, in each of the years all students will do the
following subjects:
Natural sciences.
Physical education.
Social sciences, geography and history.
Castilian language and literature and, if applicable, the coofficial language and literature.
Foreign language.
Mathematics.
3. In one of the first three years all students will do education for
citizenship and human rights, with special attention given to equality
between men and women.
4. In the third year natural sciences may be split into biology and
geology on the one hand, and physics and chemistry on the other.
5. In addition, in all of the three years, students may study an
optional subject. Options should include a second foreign language
and classical culture. The Education Administrations could include the
second foreign language among the subjects referred to in item 1.
6. In each of the first and second years students will do a
maximum of two subjects more than in the last cycle of primary
education.
7. While some subject areas will deal specifically with reading
comprehension, oral and written expression, audiovisual
communication, ICT and education in values, these aspects will also
be covered in all subject areas.
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communication
technologies
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RESTORATION
OF
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TITLE II
EQUITY IN EDUCATION
CHAPTER I. STUDENTS WITH SPECIFIC
EDUCATIONAL SUPPORT NEEDS
ARTICLE 71. PRINCIPLES.
1. The Education Administrations will dispose of the necessary
measures to ensure that all students reach their maximum personal,
intellectual, social and emotional potential, as well as the objectives
of a general nature established in the present Law.
2. It is the responsibility of the Education Administrations
to ensure that the necessary resources are available for students
who require additional educational support because of special
educational needs, specific learning difficulties, high intellectual
capacity, late entry to the education system or due to personal
conditions or past school records. Thus, they will be able to fulfil
their full potential and, at least, to reach the objectives set for all
students.
3. The Education Administrations will establish the procedures
and resources necessary to identify in good time the specific needs
of students referred to in the above item. All-round attention to
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students with specific educational support needs will start from the
moment these needs are identified and will be governed by the
principles of normalisation and inclusion.
4. It is the responsibility of the Education Administrations to
guarantee and regulate the schooling of these children and ensure
the participation of parents or guardians in the decisions which
affect the schooling and educational procedures of these students.
It is also their responsibility to adopt the appropriate measures to
provide parents of these children with adequate individual
assessment and the necessary information to help them in the
education of their children.
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this nature who should be admitted to each one of the public and
publicly-funded private schools and they will guarantee the human
and material resources required by the schools in order to provide this
support.
2. In order to facilitate and guarantee the right to education
to students with specific educational support needs, the Education
Administrations may reserve until the end of the pre-enrolment
and enrolment period a number of places in public and publiclyfunded private schools. Moreover, they may authorise an increase of
up to ten percent of the number of students per class in public and
publicly-funded private schools in the same catchment area to meet
the immediate needs of late entries into the school system.
3. The Education Administrations will adopt the measures as
stated in the above items, taking into account the socio-economic
and demographic conditions of the respective area, together with the
students personal or family circumstances which result in the need for
specific educational support.
4. Public and publicly-funded private schools are obliged to
provide schooling for all their students up until the end of compulsory
education, except in the case of a student changing school on his or
her familys wishes, or due to the implementation of one of the
clauses defined in the regulations concerning students right and
duties.
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TITLE III
TEACHING STAFF
CHAPTER I. DUTIES
ARTICLE 91. DUTIES.
1. The duties of teaching staff are, among others, the
following:
a) The programming, planning and teaching of the stages,
subjects and modalities entrusted to them.
b) The assessment of students and of the learning process.
c) Student tutorials, educational advice, guidance and support,
in collaboration with the families.
d) Educational, academic and professional guidance, in
collaboration, where appropriate, with the specialised
services or departments.
e) The intellectual, affective, psychomotor, social and moral
development of students.
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TITLE IV
SCHOOLS
CHAPTER I. GENERAL PRINCIPLES
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TITLE V
PARTICIPATION, AUTONOMY AND
MANAGEMENT OF SCHOOLS
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the respective owning body and will include the specific nature of
the school referred to in Article 115 of this Law.
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i) Lay the guidelines for collaboration, with the local council and
with other schools, entities and organisations, for
educationaand cultural purposes.
j) Analyse and assess the general functioning of the school,
trends in student performance and the results of internal and
external evaluations in which the school participates.
k) Draw up proposals and reports, on its own initiative or at the
request of competent Authority, on the functioning of the
school and improvements in management quality, as well as
on other related aspects.
l) Any others conferred on the Council by the Education
Administrations.
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b) Approve and assess the details of the curriculum and all the
educational aspects relating to the projects and annual
general programme.
c) Set the criteria relating to student guidance, tutoring,
assessment and remedial needs.
d) Promote initiatives in the area of experimentation and
pedagogic research and in the training of teachers in the
school.
e) Elect their representatives for the School Council and
participate in the appointing of the school head under the
terms established in the present Law.
f) Get to know the candidates applying for the school
headship and the management plans submitted by the
candidates.
g) Analyse and assess the general functioning of the
school, trends in student performance and the results of
internal and external evaluations in which the school
participates.
h) Inform about matters related to the organisation and
functioning of the school.
i) Be aware of the resolution of disciplinary conflicts and the
sanctions imposed and ensure that these abide by the
regulations in force.
j) Propose measures and initiatives which foster the school
community spirit.
k) Any others conferred on the Council by the Education
Administrations or by the respective norms of organisation
and functioning.
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TITLE VI
EVALUATION OF THE EDUCATION SYSTEM
ARTICLE 140. EVALUATION OBJECTIVES.
1. Evaluation of the education system will have the following
objectives:
a) Contribute to the quality and equity of the education system.
b) Guide education policies.
c) Increase the transparency and efficacy of the education
system.
d) Offer information on the extent to which the targets for
improvement as set by the Education Administrations have
been met.
e) Provide information on the extent to which the Spanish and
European goals in education have been achieved, as well as on
the fulfilment of the commitments regarding education made
in relation to both the demands of Spanish society and the
goals defined in the context of the European Union.
2. The objectives established in the previous item do not allow
the use of the results of the evaluations of the education system,
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TITLE VII
INSPECTION OF THE EDUCATION SYSTEM
ARTICLE 148. INSPECTION OF THE EDUCATION SYSTEM.
1. Inspection of the education system is the competence and
responsibility of the public authorities.
2. It is the responsibility of the relevant public administration to
structure, regulate and carry out education inspection within their
corresponding geographical area.
3. The education inspection will encompass all elements and
aspects of the education system, in order to ensure that laws are
complied with. The inspection should also ensure that all those who
participate in the processes of teaching and learning and in the
improvement of the education system and the quality and equity of
education fulfil there obligations while having their rights guaranteed.
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TITLE VIII
FINANCIAL RESOURCES
ARTICLE 155. RESOURCES FOR COMPLYING WITH
THE STIPULATIONS OF THE PRESENT LAW.
1. The public authorities will provide the education system
as a whole with the necessary financing to comply with the
stipulations of the present Law, in order to achieve the objectives
stated in it.
2. The State and the Autonomous Communities will agree
on a plan to increase public spending on education over the next
ten years. This increase should help to achieve the objectives
established in the present Law and gradually put public spending
on education on a par with average spending in the countries of
the European Union.
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[...]*
I hereto command all Spaniards, citizens and servants of the State, to
abide by and make all others abide by the Organic Law herein.
Madrid, 3rd May 2006
JUAN CARLOS R.
President of Government,
JOS LUIS RODRGUEZ ZAPATERO
*Additional, transitory, final and repealing provisions have not been included in this text. For a
complete text, see BOE, 106, 4th May, 2006.
The complete version of the Organic Law of Education is also available at the Ministry of
Education and Science web site (www.mec.es)
Please, note that the only legally binding text is that published in the Spanish Official Journal,
BOE 106, 4th May, 2006.
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