UNIVERSIDAD DE CASTILLA- LA MANCHA

Facultad de Educación de Albacete

Asignatura: Gestión e Innovación de Contextos Educativos

Profesor: Antonio Cebrián Martínez

Curso académico: 2015/2016

COMPARISON BETWEEN LOE AND LOMCE

Alumnos: María Lizán Moreno, Andrea Martínez Díaz

MªDolores Ortega Coy, Paola García Alcolea

Grado de Maestro en Educación Primaria

2º curso grupo B

Fecha de presentación 05/10/2015

In article 2 a new article is added. It’s called 2.bis “Spanish Education System” and it says that the Spanish Education System is governed by the principles of quality, cooperation, equity and equal opportunities.

In article 3 it says that nowadays the basic education is constituted by the Primary Education, the Compulsory Secondary Education and the Basic Academic Training.

In article 18 it says that in comparison to LOE it’s eliminated the three cycles and it’s changed by six grades that they’re organised into areas. These areas are:

Natural Science Social Science Artistic P.E

Spanish Language and Literature

First foreign language Mathematics

Also, it says that Education for Citizenship and Human Rights are removed from the above areas of fifth and sixth grade.

In article 19 it’s added that the comprehension and the oral expression of Spanish language or of an official language will be prioritized.

The article number 20 is new. It tells us that an assessment will be made to check the degree of acquisition of Basic Skills in linguistic communication and mathematics when children finish the third grade. If the result of a child is not favourable, this child could repeat the third grade. And also special attention to the personal attention of students and the establishment of enforcement mechanisms to achieve school success will be provided.

The article 21 is now called: “Final assessment of Primary Education”

When children finish the sixth grade they will make and assessment in which it will be check again the Basic Skills. These tests would be marked by outside school specialists.

According to Compulsory Secondary Education

This stage has two cycles, the first one of 3 years and the second one of 1 year. In the first year of ESO, subjects as Music, Education for Citizenship and Human Rights are been removed.

In Second of ESO, with the LOGSE Biology, Geology, Physics and Chemistry were joined into Natural Science, but with the LOMCE they’re separated into different subjects.

In third of ESO, they have been added two modal subjects: “Design and Technology” and “Information and Communications Technology”

Fourth of ESO is studied to begin baccalaureate or to begin the Basic Academic Training.

According to Mathematics, it has two modalities: One for baccalaureate and the other for the basic academic training.

ARTICLE 27

In LOE this article is named “Curricular diversification programs” but in LOMCE is named “Improving learning and performance”. Considering that one student need reinforcement, that student would attend the third year of secondarty education with a specific methodology for the title of the ESO. But with lomce is not the same, they started with methodology in the second year.

ARTICLE 28.

1- This article is named “Evaluation and Promotion”. In LOE If a student has failed two subjects at most, will be applied exceptionally, educational care mesures proposed by the group of the teachers of that student. In LOMCE is proposed by the orientation.

2- With LOE if failed subjects are not exceded three will be a special test for the them. In LOMCE instead of tests there are a personified reviews.

ARTICLE 29.

In LOE this article is named “Final evaluation of compulsory secondary” but in LOMCE is named “Diagnostic evaluation”.

In LOE by finishing secondary year we proceed to an assessment of basic skills. (in an indicative way)

In LOMCE there are an evaluation at the end of the fourth year of basic competencies and objectives ago. You can up two failed subjects qualified outside the center by specialist. Those who fail can be resubmitted in the next call.

ARTICLE 31.

“Certificate in Secondary Education”

1- With LOE the students who end beating basic skills recibe the title of ESO-With LOMCE students proceed to a final assessment is worth 30%, which makes media with course notes with a value of 70%. If this does not pass, student dont have Access to Bachelor.

2- They that not end the four courses recieve a certifiate contains the years studied. In LOMCE is the same but including the level in that certificate.

ARTICLE 32.

With LOOE you can stay 4 years in Bachelor in ordinary way

With LOMCE each degree course could be repeated once ordinarily, if fails again will proceed to extraordinary measures.

ARTICLE 34.

Is named “Organization”

With LOE the subjects of bachelor are divided into common, modality and optional.

With LOMCE the subjects are divided into mandatory, optional and specific.

ARTICLE 37. Is named “Bachelor Degree”

With LOE if you pass without any failed subjects in Bachelor, you get the title.

With LOMCE Although a student pass bachelor, it procedes to a final assessment that count 40%. The course must have passed more tan 5 points or 5. In the title the grade obtainted will be added.

ARTICLE 37 “Access to University”.

Is a new article, now with LOMCE Each university have its own rules of admission. The bachelor will note at least 60% of value of admission.

ARTICLE 41. ACCESS CONDITIONS.

In LOE for accesing to a “Professional Formation of Intermediate grade”, you only have to have the graduate of ESO. Also if you want to access to a “Proffesional Formation of Higher grade”, you have to pass Baccalaureate.

In LOMCE you need more things to access to anyone of them.

“Professional Formation of Intermediate grade”: You have to be 15 years old, pass ESO and you have to have the permission of your parents.

“Professional Formation of Higher grade”: You have to pass Baccalaurate or get the cerficate of professional formation of intermediate grade; and you have to be admited in the centre of Professional Formation after passing a “admited test”.

ARTICLE 43. EVALUATION.

LOE and LOMCE have the same form to evaluate the “Professional Formation of Intermediate grade” or “Professional Formation of Higher grade”.

In those cases they have to do a high evaluation about the “Professional Unit” or “Unit´s Materials”.

ARTICLE 44. TITLES AND COMBALIDATIONS.

In LOE : - The students that pass or get the “Professional Formation of Intermediate

grade”, they will receive a title of “Tenchnical”. And it convalidate the access to the Baccalaureate.

- The students that pass or get the “Professional Formation of High grade”, they will receive a title of “High Tenchnical”. And it convalidate the access to the university.

In LOMCE:- It is the same that the LOE but if you have “Professional Formation of

Intermediate grade” and you want to access to a “Professional Formation of High grade” you have to pass a “admited test”.

ARTICLE 112 BIS “TECNOLOGY OF INFORMATION AND COMUNICATION”.

Is a new point and there is only in LOMCE: The teachers have to use tecnology and having to permit the access to Internet in all áreas of the School. For that reason the tecnology is very important in the education and in the behavour of the child.

ARTICLE 47. COMPETENCES OF SCHOOL´S COUNCIL.

On the one hand The Competences of School´s Council in LOE was something to order any rule at the School:

• Decide of the student´s admission.• Decide the obtencion of resources.• Decide about the rouls of the School.

On the other hand The Competences of School´s Council in LOMCe was something to advise the corret way to do any rule:

• Inform of the srudent´s admission.• Inform the obtencion of resources.• Inform about the rouls of the School.

According with Article 132 about Principal’s Competences we can find a difference between LOE and LOMCE: the addition of 4 new statements.

Principal must:

- pass projects and rules stablished by LOMCE

- Pass the annual program without damage teacher’s functions about planification and organization.

- Decide about student’s admission according with Lomce’s requirements

- Cooperate with local organisms and administrations in educational issues.

Also, the process to select the principal changes.

The Article 143 reflects the Evaluation of the Educational System:

The results of final stage and diagnostic evaluations are measured by indicators, those are commons in all schools and are coordinated by Instituto Nacional de Evaluacion Ed. & Educational administrations.

Referring to Article 144 about General Diagnostic Evaluations in LOMCE we find that those aren’t about Basic Competences, in contrast with LOE.

Moreover, School Calendar, reflected in Additional Order 5 will be changed in LOMCE: There are 175 days of school, but not including those days dedicated to final/stage evaluation as LOE manifested.

If we talk about changes in Professional Training in LOMCE we can see how higher and medium grade of Scenic Arts are erased, resting a degree without any differentiation between grades and knowledge.

In LOMCE’s Additional Order 30 about the Integration of Basic Competences in curriculum is reflected the obligation of the Ministry and each Autonomous Community to describe the relationships between Basic Competences, contents , and evaluation criteria in the different education contexts, keeping more attention in Compulsory courses.

Also we can find in Final Orders in LOMCE that for stablish Multilingual education it is necessary be done by the Government before asking Autonomous Communities. This is applicable from 2nd cycle of Preschool to Baccalaureate.

Another important change that implies LOMCE is the abolition of PAEG. As consequence, universities will stablish their own exams and rules for student’s admission.

Finally, LOMCE’s implantation calendar explains when LOMCE must be applied:

Course 2014/2015: In 1st, 3rd and 5th grade of Primary school.

Course 2015/2016: In 2nd, 4th and 6th grade of Primary school; 1st and 3rd of ESO; and 1st

of Baccalaureate.

Course 2016/2017: In 2nd and 4th year of ESO and 2nd of Baccalaureate.

T/F Questions

According to LOE, the basic education is constituted by the Primary Education and by the Compulsory Secondary School. True

Each university has its own rules True

With LOMCE subjects are divided in mandatory, optional and specific True

According with LOMCE days dedicated to final or stage evaluation are included in the 175 compulsory days of class that law reflects. False

The students that get the professional formation of intermediate grade receive a title of “High Technical” and it convalidates the access to the Baccalaureate. False

Option Questions

According to LOMCE, an assessment will be made in third of Primary Education to check the degree of acquisition of Basic Skills:

a) If it’s not positive, the child could repeat.

b) If it’s not positive, the child could pass to the next grade receiving reinforcement classes.

c) Both are correct.

With LOMCE you consider a student in need of reinforcement, that student begins with a specific methodology:

a) In second yearb) In third yearc) At the last year

In LOMCE Evaluations of the Educational System are measured by:

a) Indicators of each school.b) Indicators equal to every school.c) Indicators equal to every school, but taking into account each school

characteristics.

About Professional Training in LOMCE:

a) There are medium and higher grade b) There are medium and higher grade in Scenic Artsc) There are no distinction between grades in Scenic Arts

To access to a grade of professional formation in grade intermediate in LOMCE you need:

a) You have to be 15 years, pass ESO and you need the permission of your parents.

b) You have to pass Baccalaureate.c) You have to pass an “admit test”