01 - Spain - Historical overview

The 1857 Ley de Instrucción Pública - Ley Moyano (Act of Public Instruction -Moyano Act) was the first to integrate higher education within the levels of the education system. This Act definitively incorporated technical and professional studies into post-secondary education, in addition to those already taught at university.

With the proclamation in 1873 of the First Spanish Republic, freedom of teaching was encouraged, and the Faculties of Philosophy and Arts, Sciences, Pharmacy, Law and Theology were regulated by decree.

The restoration of the Bourbon monarchy in 1874 and the beginning of the reign of Alfonso XII meant the introduction of a new political system (parliamentary monarchy) the framework of which was the 1876 Constitution. From this period until the military coup d’état staged by Primo de Rivera, the Conservative and the Liberal parties alternated in power, which resulted in an unstable period as far as educational policy was concerned.

At the end of the 19th century, education was again considered to be of utmost importance and therefore a series of reforms took place. These mainly concerned training colleges of maestros (the so-called escuelas normales, the university education curricula and university autonomy. In addition, the need to establish a balance between public and private education and to recognise academic freedom were championed.

During the regime of Primo de Rivera (1923-1930) the principle of academic freedom was abolished. Reforms were developed at university, those worth particular mention are the granting of permission to private university institutions to hold graduation ceremonies and the coordination of primary, secondary and higher university education.

With the proclamation of the Second Republic in 1931 a new stage was set for the education system since the Republican Constitution advocated a unified system of education, cost-free and compulsory primary education, academic freedom and secular education. As far as universities were concerned, enrolments increased and a significant rise in female enrolment occurred. However, in 1933 the second parliamentary elections of the Republic were called which resulted in a shift to the right. This was a backward step as regards many of the previous government’s educational approaches. However, university reform continued, following the same guidelines as before.

In 1936, after a military coup d état, the Civil War started. It lasted for three years and ended with the proclamation of the dictatorship of General Franco (1939-1975). In that period some acts on higher education were passed, among them the 1943 Act governing University Organisation and the 1957 Act on Technical Education. The latter contributed to standardise the system as it incorporated the schools of engineers and architects into the university system and provision was made for admitting a higher number of students.

During the last years of the dictatorship, the Ley General de Financiamiento de la Reforma Educativa, LGE (General Act on Education and Financing of the Educational Reform) was passed in 1970, which regulated and organised, for the first time in the 20th century, the entire Spanish education system, including the higher level. This Act structured university studies into three cycles, and the escuelas universitarias and university schools were established, as well as the Institutes of Educational Sciences. The latter were intended to improve teacher training, among other things. In addition, the National University Board was founded as an advisory body of the Ministry of Education and Science ( MEC) the main role of which was the coordination of universities. Besides, to enter university it was necessary to pass the curso de orientación universitaria ( COU), set by the university but taught at Bachillerato institutions (where the Bachillerato Unificado y Polivalente ( BUP), of 3 years’ duration, was also taught).

The 1978 Constitution was proclaimed in Spain after General Franco’s death in 1975, returning democracy to the country. Article 27 of the Constitution establishes the right to education and its 10 sections refer to the general principles that should govern educational regulations. As far as higher university education is concerned, section 10 of this article establishes the autonomy of universities.

In 1980, the bill of the Ley de Autonomía Universitaria, LAU (Act on University Autonomy) was presented which tried to offer the appropriate legislative development of section 10 mentioned above. However, it never came into effect as it was withdrawn in 1982.

In 1983, the Ley de Reforma Universitaria, LRU (Act on University Reform) was passed. With this Act, modernisation of the Spanish university started, which was based on three constitutional principles: the right of all Spaniards to education, academic freedom and university autonomy. The implementation of the LRU takes into account the need to adapt Spanish university education (through the adoption of the new curricula and flexibility as regards qualification processes) to the European university area.

Regarding non-university higher education, this area comprises a series of post-secondary studies of different nature, leading in some cases to official qualifications and in others to non-officially recognised certificates.

The 1985 Ley Orgánica Reguladora del Derecho a la Educación, LODE

With the approval of the 1990 Ley Orgánica de Ordenación General del Sistema Educativo, LOGSE (Act on the General Organisation of the Education System), advanced vocational training was established as higher non-university, formal education within mainstream education. In addition, advanced Artistic studies were regulated as enseñanzas de régimen especial offering qualifications equivalent to those awarded at university.

The Ley Orgánica de Universidades, LOU (Act on Universities) was passed on December 21st 2001. This Act repealed the previous LRU of 1983, whose main target was to improve quality and excellence throughout university activity. Without modifying the organisation of university studies, this Act promotes the role of the State administration as regards the cohesion of the university system; it also focuses on the powers of the Autonomous Communities concerning higher education, increasing university autonomy and establishing the necessary means to strengthen links between university and society. Likewise, the LOU sets up the National Agency for Quality Assessment and Accreditation (A NECA) as an external body to evaluate quality in university education. The A NECA contributes to the evaluation of both education and teaching practice as well as management and research activity. It also evaluates university services and programmes.

A new reform process of the education system is currently taking place with the passing of the 2006 Ley Orgánica de Educación, LOE (Act on Education) and the 2007 Act modifying the Act on Universities.

Eurydice - the information network on education in Europe


Date: 2009
Privacy Policy