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Diagnosis of the Educational System. 1997.



The Final Report of the Diagnosis of the Educational System 1997 span across several printed volumes:

  1. Elements for a Diagnosis of the Spanish Educational System. Global Report.
  2. Academic performance.
  3. Syllabus and teaching methods.
  4. School functioning.
  5. The teaching profession.
  6. Family and school.
These printed volumes are available only in Spanish, but in the following web pages the content of the first volume, which condenses and abstracts all the others, is available in English.


All the web pages related with the content of the volume

  1. Elements for a Diagnosis of the Spanish Educational System. Global Report.
have been archived and packed together in a compressed file for better downloading and reading off-line. Press the following button to download this compressed file.

Once the download process is completed, place this file in an exclusive directory, descompress it with winzip, unzip or a similar program and begin your reading by pointing your browser to the file index.htm.



Acronyms

AMPAS Asociaciones de Madres y Padres de Alumnos (Students’ Parent’s Associations)
BUP Bachillerato Unificado Polivalente (Spanish High School or Secondary School "Baccalaureate")
CAP Certificado de Aptitud Pedagógica (Pedagogical Skill Certificate)
CE Consejo Escolar (School Council)
CENIDE Centro Nacional para la Investigación y el Desarrollo Educativo (National Centre for Educational Research and Development)
CERI Centre for Educational Research and Innovation (OCDE)
CIDE Centro de Investigación y Documentación Educativa (Centre for Educational Research and Documentation)
DEP Direction de l'Évaluation et de la Prospective (Evaluation and Prospect Management, France)
EGB Educación General Básica (Primary School Education)
ESO Educación Secundaria Obligatoria (Compulsory Secondary School Education)
GDP Gross Domestic Product
IEA International Association for the Evaluation of Educational Achievement
IES Institutos de Educación Secundaria (Secondary Education Institutes - High Schools)
INCE Instituto Nacional de Calidad y Evaluación (National Institute for Quality and Evaluation)
INCIE Instituto Nacional de Ciencias de la Educación (National Institute for Educational Sciences)
INES International Indicators of Education Systems (OCDE)
LODE Ley Orgánica del Derecho a la Educación (Organic Educational Entitlement Act)
LOGSE Ley de Ordenación General del Sistema Educativo (Educational System General Organisation Act)
LOPEG Ley Orgánica de Participación, Evaluación y Gobierno de Centros Docentes (Organic Act on Participation, Evaluation and Administration of Schools)
OCDE Organización de Cooperación y Desarrollo Económicos (same as OECD, Organisation for Economic Co-operation and Development)
ONCE Organización Nacional de Ciegos Españoles (Spanish National Blind Organisation)
PAS Personal de Administración y Servicios (Administration and Services Personnel)
PC Proyecto Curricular (Syllabus Project)
PEC Proyecto Educativo de Centro (School Educational Project)
REM Reforma de Enseñanzas Medias (Secondary Education Reform)


This work of diagnosis would not have been possible without the support and participation by diverse institutions and numerous people, who we wish to thank here.

The institutions involved with INCE were the Senior Council for Evaluation of the Educational System of the Educational Department of the Regional Government of Catalonia, the Directorate General for Educational Organisation and Vocational Training at the Regional Government of Galicia, the Directorate General for Educational Organisation and Innovation and Linguistic Policy at the Regional Government of Valencia, the Office of the Vice-Councillor of Education of the Basque Regional Government, the Directorate General of Education of the County Community of Navarra, the Canary Institute for Educational Evaluation and Quality and the Directorate General for Educational Evaluation and Teacher Training of Andalusia, as well as several Directorates General and services at the Ministry of Education and Culture, especially the Sub-directorate General for Educational Inspection, the Provincial Directorates and the Territorial Technical Inspection Services for Education in the field of management at the Ministry of Education and Culture, at the Regional Governments of Galicia, Navarra and the Basque Country and the Regional Government of Valencia.

As to the persons involved, the list is too long for this table, so we have included in as a final Addendum. We wish to thank them all for their time generously spent, their competence and enthusiasm.

We also wish to record the encouragement we have received from the members of the Board of Governors of the INCE throughout the process, as well as the technical assistance and sincere criticism provided by the Scientific Committee at the Institute and each one of its members.


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