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Spanish Baccalaureate
Spanish Baccalaureate
Spanish Baccalaureate
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The Spanish Baccalaureate (Spanish: Bachillerato, pronounced [baʧiʎeˈɾato] ⓘ)[a] is the post-16 stage of education in Spain, comparable to the A Levels in England, Wales and Northern Ireland, Highers in Scotland, the French Baccalaureate in France or the International Baccalaureate. It follows the ESO (compulsory stage of secondary education). After taking the Bachillerato, a student may enter vocational training (Higher-level Training Cycles, Ciclos Formativos de Grado Superior) or take the "PAU" (also commonly known as "PEvAU" or "Selectividad") exams in order to be admitted into a public university.

There are two parts, a core curriculum with the compulsory subjects ("fase de acceso") and a specialist part ("fase de admisión") with a number of pre-selected branches to choose from. The latter of these is technically optional, however reaching the necessary grade is significantly harder or impossible to achieve.

History

[edit]

In Spanish (and Hispano-American) education from the 13th century up to the 17th or 18th century, the term Bachiller referred to the lower grade of university studies, enabling entry to a profession without reaching the higher grades of licenciado or doctorado.

Before 1953 in Spain, the term bachillerato covered all of secondary education, which was taken after passing an entrance examination by those students expected to go to university. It consisted of seven yearly stages, normally taken between the ages of 10 and 17. On completion, students took a State Examination (Examen de Estado). From 1949 there was also a vocational or technical version (Bachillerato Laboral).

In 1953 the bachillerato was divided into two parts: Bachillerato Elemental (elementary) and Bachillerato Superior (higher). The first was taken over four years, at ages 10–14, and the second over two years at 15 and 16; each stage terminated with a final examination (Reválida). Students who had remained in primary education up to the age of 14, on passing the first-stage Reválida, could still enter the Bachillerato Superior, in which there were two branches: Sciences and Arts. Following this, students could take a one-year stage of pre-university studies (Preuniversitario, or "Preu" for short).

Reforms during the 1970s absorbed the Bachillerato Elemental into the upper stages of the basic education system for 6- to 14-year-olds, and replaced the Bachillerato Superior with a three-year Bachillerato Unificado Polivalente (BUP). At the age of 14 a student could now opt to enter the BUP without having to pass a specific test, or could go into vocational training. The "Preu" was replaced by a Curso de Orientación Universitaria (COU).

The introduction under "LOGSE [es]" of compulsory secondary education up to age 16 (Educación Secundaria Obligatoria, ESO) took place during the 1990s.[1] The Bachillerato now became a two-year course following the completion of compulsory education, with middle-grade vocational training as an alternative. It had five branches: Arts, Technology, Social Sciences, Health Sciences, and Humanities. Further reforms were made under the "LOE [es]" of 2006, and under the "LOMCE [es]" of 2013.

Present

[edit]

As established under LOE[2] (the Spanish Educational Law) of 2006, the Baccalaureate is studied over two years, usually upon the completion of compulsory secondary education (ESO). Following the enactment of LOMCE, there are four distinct branches: Arts (two paths), Sciences and Technology, Humanities and Social Sciences (with two "itineraries" for the Humanities and Social Sciences branch) and General.

Arts
Sciences and Technology
Humanities
Humanities and Social Sciences
Social Sciences

As in the compulsory primary and secondary stages of education, in the Baccalaureate there is a distinction between "core subjects", "specialist subjects" and "subjects chosen by the Autonomous Community" — this last category denotes the language and literature of the regional co-official language (Catalan, Valencian, Basque or Galician), if any. The national Government determines a set of core subjects, while the educational administrations of the autonomous communities may specify additional core subjects and will decide upon the list of non-core subjects.

Admission to the Baccalaureate is subject to a certificate of completion of compulsory secondary education (Graduado en Educación Secundaria Obligatoria), or certain technical qualifications.[3]

First year

[edit]

In the first year, "general" core subjects (brown background in the table) are taught, together with "optional" core subjects (white background), of which two are chosen in each modality, and specified subjects (green background).

Core subjects

[edit]
FIRST YEAR OF BACCALAUREATE
Fine Arts, Image and Design Music and Performing Arts Sciences Humanities Social sciences General
Spanish Language and Literature I and, if any, Co-official Language and Literature I Spanish Language and Literature I and, if any, Co-official Language and Literature I Spanish Language and Literature I and, if any, Co-official Language and Literature I Spanish Language and Literature I and, if any, Co-official Language and Literature I Spanish Language and Literature I and, if any, Co-official Language and Literature I Spanish Language and Literature I and, if any, Co-official Language and Literature I
Philosophy Philosophy Philosophy Philosophy Philosophy Philosophy
First Foreign Language I First Foreign Language I First Foreign Language I First Foreign Language I First Foreign Language I First Foreign Language I
Physical Education Physical Education Physical Education Physical Education Physical Education Physical Education
Religion or Transversal Projects of Education in Values Religion or Transversal Projects of Education in Values Religion or Transversal Projects of Education in Values Religion or Transversal Projects of Education in Values Religion or Transversal Projects of Education in Values Religion or Transversal Projects of Education in Values
Artistic Drawing I Musical Analysis I or Performing Arts I Mathematics I Latin I Maths for Social Sciences I General Maths
Technical Drawing for Fine Arts and Design I Musical Analysis I or Performing Arts I (the one not chosen above) Biology, Geology and Environmental Sciences Ancient Greek I History of the Contemporary World Economy, Entrepreneurship and Business
Volume Music Language and Practice Physics and Chemistry World Literature Economics Another first-year subject of any modality
Audiovisual Culture Choir and Vocal Technique I Technical Drawing I History of the Contemporary World World Literature
Artistic Projects Audiovisual Culture Technology and Engineering I Economics Ancient Greek I
Specialist subjects of the Autonomous Communities Specialist subjects of the Autonomous Communities Specialist subjects of the Autonomous Communities Specialist subjects of the Autonomous Communities Specialist subjects of the Autonomous Communities Specialist subjects of the Autonomous Communities

Specialist subjects

[edit]

Specialist subjects, of which either two or three are to be chosen, depending on provision at the education centre:

  1. Anthropology and Sociology
  2. Applied Anatomy
  3. Artificial Intelligence
  4. Biomedicine
  5. Computer Science I
  6. Contemporary Artistic Languages
  7. Digital Creation and Computational Thinking
  8. Education for Democratic Coexistence I
  9. Energy Resources and Sustainability
  10. Entrepreneurial and Business Culture
  11. European Union
  12. Human Biology and Health
  13. Information and Communication Technologies I
  14. Legal and Democratic Culture
  15. Music Production
  16. Oratory
  17. Personal and Vocational Training and Guidance
  18. Photographic Creation and Film
  19. Psychology
  20. Scientific Culture
  21. Second Foreign Language I
  22. Society, Environment and Sustainable Territories
  23. The Classical Legacy
  24. Another first-year subject not taken by the student

Second year

[edit]

Core subjects

[edit]

In the second year, "general" core subjects (brown background in the table) are taught, together with "optional" core subjects (white background), of which two are chosen in each modality.

SECOND YEAR OF BACCALAUREATE
Art Sciences Humanities Social sciences
Spanish Language and Literature II and, if any, Co-official Language and Literature II Spanish Language and Literature II and, if any, Co-official Language and Literature II Spanish Language and Literature II and, if any, Co-official Language and Literature II Spanish Language and Literature II and, if any, Co-official Language and Literature II
History of Spain History of Spain History of Spain History of Spain
First Foreign Language II First Foreign Language II First Foreign Language II First Foreign Language II
History of Philosophy History of Philosophy History of Philosophy History of Philosophy
Art Foundation II Mathematics II Latin II Maths for Social Sciences II
Scenic Arts Biology Business Economics Business Economics
Design Technical drawing II Geography Geography
Audiovisual culture II Physics History of Art History of Art
Geology Greek II Greek II
Chemistry
Technology and Engineering II

Specialist subjects

[edit]

Specialist subjects, of which between two and four are to be chosen, depending on provision at the education centre:

  1. Musical analysis II
  2. Earth Sciences and Environmental Sciences
  3. Artistic Drawing II
  4. Technical Drawing II
  5. Foundations of Administration and Management
  6. History of Music and Dance
  7. Image and Sound
  8. Psychology
  9. Religion
  10. Second Foreign Language II
  11. Techniques of Graphic-Plastic Expression
  12. Industrial Technology II
  13. ICT II
  14. Material from the block of core subjects not taken by the student

Provision for adults

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Other means of study are especially designed for adults who wish to re-take their studies. These form part of the standard educational provision of some institutes, and are also offered in separate adult education centres.

The "nocturnal" version is provided on a timetable of evening classes. The details may vary according to location, but normally there are four teaching periods of 50 minutes with a 30-minute break in the middle, between 4pm and 10pm. To cater for working adults with less time to study, individual subjects are assessed annually; thus a pass in a subject, once obtained, remains valid in following years. The course content, however, is identical with what is taught at a daytime school.

Notes

[edit]

References

[edit]
Revisions and contributorsEdit on WikipediaRead on Wikipedia

Spanish Baccalaureate

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from Grokipedia
The Spanish Baccalaureate (Bachillerato) is a two-year post-compulsory upper stage in , generally undertaken by students aged 16 to 18 following the completion of compulsory secondary education (Educación Secundaria Obligatoria, ESO), with the primary aim of fostering advanced academic competencies, , and specialized knowledge to prepare for entrance or intermediate vocational training. Organized under the framework of the of Education Modification (LOMLOE) and Real Decreto 243/2022, the program divides into four modalities—Artes (with pathways in , image and design, or music and ), Ciencias y Tecnología, General, and Humanidades y Ciencias Sociales—allowing students to select subjects aligned with their intended career paths while completing a core curriculum of mandatory subjects such as Educación Física, Filosofía, Lengua Castellana y Literatura, Historia de España, and s. The structure incorporates common subjects across both years, modality-specific courses (e.g., Matemáticas II and Física in Ciencias y Tecnología, or Economía and Geografía in Humanidades y Ciencias Sociales), and optional electives like a second or interdisciplinary projects, emphasizing practical skills, , , and real-world application through competency-based evaluation criteria. Access requires the ESO graduation certificate or equivalent, with promotion to the second year permitted upon passing all subjects or failing no more than two, and the full título de Bachiller awarded upon overall completion, enabling progression to the Evaluación de Bachillerato para el Acceso a la Universidad (EBAU) for higher education admission. This system, implemented progressively from the 2022–2023 academic year, reflects reforms aimed at greater flexibility and alignment with European educational standards, though regional variations in co-official languages and optional offerings exist in autonomous communities.

Historical Development

Origins and Early 20th Century

The Spanish bachillerato, as a form of preparing students for , emerged during the liberal reforms of the early and was formalized under the Ley de Instrucción Pública of September 9, 1857, known as the Ley Moyano. This legislation organized the national education system into distinct levels, establishing segunda enseñanza (secondary instruction) as an optional, autonomous stage beyond , focused on deepening knowledge in , sciences, and languages to equip an elite—predominantly male—segment of society for higher studies and roles. Instruction occurred in public provincial institutes, with private institutions required to validate progress through state-administered annual examinations, ensuring uniformity and state oversight. The bachillerato under the Moyano framework typically spanned six to seven years, rooted in classical humanistic studies including Latin, Greek, mathematics, and , though it included rudimentary scientific elements; access often involved preparatory tutoring for those from non-institute backgrounds, reinforcing its exclusivity. From the late into the early 20th, the structure exhibited continuity with minimal substantive alterations, despite sporadic proposals for modernization—such as Krausist-inspired technical variants in or the Romanones plan of 1901—which failed amid resistance from traditionalists prioritizing classical preparation over vocational adaptation. A pivotal shift came in 1928 during the Primo de Rivera regime, when Minister Eduardo Callejo de la Cuesta's reform, via Real Decreto-Ley of May 19, restructured the bachillerato into an elemental cycle of four years with a unified emphasizing foundational skills, followed by a two-year superior cycle branching into letras () or exactas (sciences) to better match emerging professional needs while preserving access. This plan, debated extensively for balancing tradition and utility, represented the era's most significant pre-Civil War evolution, though implementation faced logistical challenges in expanding institutes and teacher training. By the early 1930s, Republican administrations introduced administrative tweaks, like the August 20, 1930, Real Orden enhancing oversight, but avoided overhauling the Callejo divisions amid political instability.

Franco Era and Pre-Democracy Reforms

Following the , the Franco regime established a centralized system through the Ley de Reforma de la Enseñanza Media of , 1938, which defined the Bachillerato as a pathway to form elites aligned with national-Catholic principles, emphasizing classical , religion, and Spanish history to counteract Republican . This law replaced prior structures, requiring an ingreso examination for entry at age 10 after primary studies, and integrated ideological formation via subjects like Formación del Espíritu Nacional to promote regime loyalty and unity. Access remained limited, with enrollment rates under 5% of the age cohort in the , reflecting an elitist focus amid postwar economic constraints and prioritization of ideological conformity over mass expansion. The Bachillerato structure under this framework consisted of an Elemental stage (four years, covering Latin, , , and sciences with Catholic doctrine) followed by a reválida examination, then a Superior stage (initially three years of advanced and sciences), culminating in another reválida for university access. Curricula stressed , moral education, and Falangist values, with state oversight ensuring doctrinal purity; private Catholic institutions dominated delivery, while public institutes were underfunded until the . Subsequent adjustments included the Ley de Bases de Enseñanza Media y Profesional of July 16, 1949, which introduced the Bachillerato Laboral as a vocational alternative, comprising one general year followed by four years of technical specialization in fields like or , aimed at industrial workforce needs without the academic rigor of the university-oriented track. The Ley de Ordenación de la Enseñanza Media of February 26, 1953, restructured the Superior stage to two years plus a separate one-year Curso Preuniversitario, eliminating the prior requirement of completing full Superior studies for pre-university entry and slightly easing progression to broaden access amid stabilizing economy. These changes maintained the dual-track system but responded to labor demands, with Laboral enrollment growing to complement the traditional path, though overall participation stayed below 10% of youth until the late . In the regime's final phase, the Ley General de Educación of August 4, 1970, marked a technocratic shift toward modernization, replacing the prior Bachillerato with post-Educación General Básica (EGB, obligatory to age 14) options: the three-year Bachillerato Unificado Polivalente (BUP), a unified blending general culture, sciences, and humanities for broader preparation, followed optionally by the one-year Curso de Orientación Universitaria (COU) for higher studies or Formación Profesional. Enacted under plans to address skill shortages and rising secondary demand (enrollment nearing 20% by 1970), the reform centralized planning while retaining Catholic elements, facilitating gradual without immediate political ; implementation began in 1971, influencing the post-Franco transition.

Democratic Era Reforms (1978–Present)

Following the enactment of the Spanish Constitution in 1978, which enshrined education as a right and promoted equality of opportunity under Article 27, subsequent organic laws reformed the Bachillerato to align post-compulsory secondary education with democratic principles of decentralization to autonomous communities and integration with vocational pathways. The 1976 Real Decreto establishing the unified two-year Bachillerato was retained but progressively adapted, emphasizing preparation for higher education or employment amid rising enrollment rates from 20% in the early 1980s to over 40% by 2000. The LOGSE of October 3, 1990, formalized Bachillerato as a voluntary two-year program (ages 16-18) succeeding the newly compulsory ESO (Educación Secundaria Obligatoria), introducing three modalities—Ciencias y Tecnología, Humanidades y Ciencias Sociales, and Artes—to tailor curricula to student interests while mandating common subjects like , , and a for the first year, with increased emphasis on electives in the second. This reform extended free public access and aimed to reduce dropout rates, though implementation faced criticism for diluting academic rigor in favor of comprehensive evaluation without end-of-stage exams. The LOCE of December 23, 2002, sought to enhance quality by introducing diagnostic evaluations at the end of ESO for Bachillerato access and promoting center autonomy in subject selection, but it was largely repealed after the 2004 government change due to , with minimal lasting impact on Bachillerato structure. The succeeding LOE of May 4, 2006, reverted to LOGSE-like flexibility, reinforcing basic competencies over and integrating , while maintaining the two-year format and modalities without mandatory external tests for graduation. Under the LOMCE of December 9, 2013, reforms emphasized measurable outcomes to address stagnant results, mandating external "reválida" exams for Bachillerato entry after ESO and at program completion (titled EBAU/ precursor), reorganizing subjects into basic, specific, and optional categories with greater weight on core knowledge in sciences and languages, and reducing hours for "Education for Citizenship" to prioritize academic subjects. These changes aimed to improve and university readiness, increasing modality-specific depth, though they sparked debate over added student pressure without corresponding enrollment gains. The LOMLOE of December 19, 2020 (effective progressively through 2022), modified the LOE by eliminating reválidas, introducing a new "Bachillerato General" modality for broader access to without specialization, allowing graduation with one failing grade (up to 4.5/10) if compensated by strengths elsewhere, and enhancing digital competencies, , and inclusion provisions like accommodations for diverse needs. Royal Decree 243/2022 further specified curricula, reducing total credits slightly to 40-44 per year while mandating interdisciplinary projects, reflecting priorities of equity over selectivity amid ongoing critiques of persistent regional disparities in outcomes. These reforms, implemented amid disruptions, prioritize holistic development but face evaluation for efficacy in boosting completion rates, which hovered around 60-70% pre-2020.

Objectives and Organizational Structure

Core Purpose and Duration

The Bachillerato serves as the upper secondary post-compulsory education stage in , with the primary purpose of developing students' intellectual and personal maturity through rigorous academic training, while imparting knowledge, skills, and attitudes essential for fulfilling social roles, achieving qualified workforce entry, and pursuing university-level studies under equitable conditions. This objective aligns with the framework established in the Organic Law 3/2020 (LOMLOE), which emphasizes preparation for and adaptability in a knowledge-based economy, building directly on the foundational competencies acquired during compulsory Educación Secundaria Obligatoria (ESO). The program spans two consecutive academic years, structured as a first course focused on broadening and a second course emphasizing specialization via modalities such as sciences, , or . Typically undertaken by students aged 16-17 in the initial year and 17-18 in the subsequent one, it follows ESO completion and precedes access to higher education via the Evaluación de Bachillerato para el Acceso a la Universidad (EBAU). This two-year duration ensures a balanced progression, with flexibility for adult learners or those repeating courses under regulated extensions.

Modalities and Pathways

The Spanish Bachillerato comprises four principal modalities, established by the modifying the Education System (LOMLOE) and detailed in Royal Decree 243/2022: General, , Sciences and , and and Social Sciences. These modalities structure the to align with students' academic interests and future pathways, with modality-specific subjects weighted more heavily in the entrance assessment (EBAU). Students select a modality at the start of the first year, which influences subject choices and prepares them for corresponding degree programs, though transitions between modalities are possible under certain conditions. The General modality, introduced under LOMLOE to enhance flexibility, emphasizes interdisciplinary skills and without deep specialization, making it suitable for students undecided on career paths or pursuing diverse fields like or communication sciences. It includes core subjects alongside electives from other modalities, allowing customization in the second year to bridge toward specific university requirements. The Arts modality divides into two distinct pathways: one focused on , , and , which prioritizes drawing, volume, color, and for careers in , , or ; and the other on , , and , covering , body expression, and performance techniques for fields like theater, , or . Each pathway mandates specific subjects in the first year, with second-year options reinforcing practical and theoretical foundations. The Sciences and Technology modality targets STEM-oriented students, featuring subjects such as Mathematics II, Physics, Chemistry, and Biology to prepare for , , or pure sciences degrees. It offers pathways through elective combinations in the second year, such as advanced physics or , to align with sub-disciplines like or . The Humanities and Social Sciences modality equips students for , , , or , with first-year subjects including Latin, and the World, , and . Second-year pathways allow specialization via options like Greek, , or , facilitating access to social science faculties while accommodating varied interests within the humanities.

Curriculum Composition

Compulsory Subjects Across Years

The Spanish Baccalaureate , as established by Real Decreto 243/2022 under the LOMLOE framework, mandates a set of common subjects applicable to all students irrespective of the chosen modality (sciences, humanities and social sciences, or arts). These subjects form the core foundation, emphasizing , historical understanding, philosophical reasoning, and physical development, and are distributed across the two years to build progressively. In regions with co-official languages, such as , the Basque Country, or Galicia, the corresponding co-official language and literature subject is also compulsory in both years. In the first year (1º de Bachillerato), the compulsory common subjects include Filosofía, which introduces foundational concepts in logic, , and ; Lengua Castellana y Literatura I, focusing on literary analysis and rhetorical skills; and Primera Lengua Extranjera I, typically English, emphasizing communicative proficiency. Educación Física is also required, promoting and motor skills development. These subjects total approximately 20-25 hours weekly, depending on regional adaptations, ensuring a balanced general education before modality-specific deepening. The second year (2º de Bachillerato) shifts toward synthesis and application, with compulsory common subjects comprising Historia de España, covering political, social, and economic developments from the onward; Historia de la Filosofía, examining key thinkers from antiquity to modernity; Lengua Castellana y Literatura II, advancing interpretive and argumentative writing; and Primera Lengua Extranjera II, building on prior . Educación Física remains compulsory in many implementations, though regional curricula may adjust its status to optional in this year to accommodate advanced academic loads. or alternative ethical education is offered but not universally compulsory, selected by students or guardians without impacting grading.
YearCompulsory Common Subjects
1º BachilleratoFilosofía; Lengua Castellana y Literatura I; Primera Lengua Extranjera I; Educación Física; Lengua Cooficial y Literatura I (if applicable)
2º BachilleratoHistoria de España; Historia de la Filosofía; Lengua Castellana y Literatura II; Primera Lengua Extranjera II; Educación Física (typically); Lengua Cooficial y Literatura II (if applicable)
This structure ensures continuity in core competencies while allowing progression from introductory philosophical inquiry in the first year to historical and philosophical synthesis in the second, preparing students for university entrance assessments like the EBAU.

Modality-Specific and Optional Subjects

In the Spanish Bachillerato, modality-specific subjects, known as materias de modalidad, form the core of each educational pathway and are designed to deepen knowledge in the chosen field, comprising one compulsory subject plus two selected from a designated list per . These subjects vary by the four modalities established under the LOMLOE curriculum: Artes (divided into branches for Plásticas, Imagen y Diseño, and for Música y Artes Escénicas), Ciencias y Tecnología, Humanidades y Ciencias Sociales, and General. The General modality, introduced in 2022, allows broader selection from subjects across other modalities to foster interdisciplinary preparation. Optional subjects, or materias optativas, provide flexibility and must include at least one second foreign language; additional options are determined by educational administrations and individual centers, often limited to 1-2 per student to maintain a total weekly load of around 30-32 hours. These may include subjects like advanced languages, informatics, or local offerings, with communities autónomas adapting lists to regional needs, such as co-official languages in or Galicia.

Artes Modality

In the Plásticas, Imagen y Diseño branch, first-year students take Dibujo Artístico I compulsorily, plus two from Cultura Audiovisual, Dibujo Técnico I, Proyectos Artísticos, or Volumen; second-year includes Dibujo Artístico II plus two from Dibujo Técnico II, Diseño, Fundamentos Artísticos, or Técnicas de Expresión Gráfico-plástica. For the Música y Artes Escénicas branch, first-year requires Análisis Musical I or Artes Escénicas I plus two from Análisis Musical I, Artes Escénicas I, Coro y Técnica Vocal I, Cultura Audiovisual, or Lenguaje y Práctica Musical; second-year mandates Análisis Musical II or Artes Escénicas II plus two from Análisis Musical II, Artes Escénicas II, Coro y Técnica Vocal II, Historia de la Música y de la Danza, or Literatura Dramática. Optional subjects here emphasize creative extensions, such as additional artistic techniques approved locally.

Ciencias y Tecnología Modality

First-year students must take Matemáticas I, plus two from Biología, Geología y Ciencias Ambientales, Dibujo Técnico I, Física y Química, or Tecnología e Ingeniería I. In the second year, they choose Matemáticas II (or Matemáticas Aplicadas a las Ciencias Sociales II for certain pathways) plus two from Biología, Dibujo Técnico II, Física, Geología y Ciencias Ambientales, Química, or Tecnología e Ingeniería II. Optionals often include applied sciences like Informática or advanced physics, tailored by centers to support STEM transitions.

Humanidades y Ciencias Sociales Modality

First-year requires Latín I or Matemáticas Aplicadas a las Ciencias Sociales I, plus two from , Griego I, Historia del Mundo Contemporáneo, Latín I, Literatura Universal, or Matemáticas Aplicadas a las Ciencias Sociales I. Second-year mandates Latín II or Matemáticas Aplicadas a las Ciencias Sociales II, plus two from Empresa y Diseño de Modelos de Negocio, Geografía, Griego II, Historia del Arte, Latín II, or Matemáticas Aplicadas a las Ciencias Sociales II. Optional choices frequently cover or , with regional variations incorporating subjects like regional history.

General Modality

This pathway requires Matemáticas Generales in the first year plus two from any first-year modality subjects, including Economía or Emprendimiento y Actividad Empresarial; second-year includes Ciencias Generales plus two from second-year options across modalities, such as Movimientos Culturales y Artísticos. Designed for undecided students, optionals prioritize versatility, often drawing from interdisciplinary offerings like or digital culture.
ModalityCompulsory First-Year Specific SubjectExample Additional First-Year Choices (Select 2)Compulsory Second-Year Specific SubjectExample Additional Second-Year Choices (Select 2)
Artes (Plásticas)Dibujo Artístico ICultura Audiovisual, Dibujo Técnico IDibujo Artístico IIDiseño, Fundamentos Artísticos
Ciencias y TecnologíaMatemáticas IBiología, Física y QuímicaMatemáticas IIFísica, Química
Humanidades y Ciencias SocialesLatín I or Matemáticas Aplicadas IEconomía, Griego ILatín II or Matemáticas Aplicadas IIGeografía, Historia del Arte
GeneralMatemáticas GeneralesFrom any modality (e.g., Economía)Ciencias GeneralesFrom any modality (e.g., Movimientos Culturales)
This table illustrates core selections; full lists and optionals vary by center and community.

Variations Between First and Second Years

The curriculum of the Spanish Bachillerato exhibits a sequential progression between its first and second years, with the first year emphasizing foundational knowledge and basic competencies while the second year focuses on advanced application, critical analysis, and preparation for university entrance examinations. This structure is outlined in the , which organizes subjects into common (mandatory across modalities), modality-specific (tailored to one of four pathways: Artes, Ciencias y Tecnología, General, or Humanidades y Ciencias Sociales), and optional blocks. Common subjects in the first year include Educación Física, Filosofía, Lengua Castellana y Literatura I, and Lengua Extranjera I (typically English), alongside any co-official language and literature where applicable in autonomous communities. In contrast, second-year common subjects shift to Historia de España, Historia de la Filosofía, Lengua Castellana y Literatura II, and Lengua Extranjera II, building directly on first-year content to develop deeper interpretive and argumentative skills. Modality-specific subjects also demonstrate clear differentiation, often requiring successful completion of their first-year counterparts as a prerequisite for advancement. For instance, in the Ciencias y Tecnología modality, first-year offerings include introductory Física y Química and broad scientific projects, whereas the second year advances to specialized Física (covering fields, waves, and quantum concepts) and Biología (focusing on and ). Similarly, in Artes modalities, Dibujo Artístico I introduces basic techniques in the first year, progressing to advanced and composition in Dibujo Artístico II; Análisis Musical follows suit, from initiation to genre-specific techniques and therapeutic applications. Optional subjects, such as a second foreign language or Cultura Audiovisual, may be offered in either year but are typically scheduled to complement the progression, with regional administrations determining exact placements. Evaluation and promotion criteria reinforce these variations, as students advance from first to second year upon passing all subjects or failing no more than two, with failing grades in core sequential subjects potentially barring enrollment in advanced counterparts. First-year assessments prioritize basic competency acquisition through continuous evaluation, including projects and foundational exercises, while second-year evaluations emphasize practical application, such as design in the General modality or environmental resource analysis in Ciencias y Tecnología. Weekly instructional hours remain comparable (approximately 30-35 across both years), but second-year schedules allocate greater emphasis to modality-specific deepening to align with the Evaluación de Bachillerato para el Acceso a la Universidad (EBAU). This design ensures cumulative skill-building, with first-year content serving as a prerequisite scaffold for second-year specialization.

Assessment and Certification Processes

Internal Grading and Continuous Evaluation

The internal grading of the Spanish Bachillerato is conducted through continuous evaluation by subject teachers, emphasizing the progressive acquisition of competencies and knowledge over the two-year program. This process integrates methods tailored to each subject's objectives, including exams, projects, practical activities, oral presentations, portfolios, and participation in class discussions or experiments, with flexibility to adapt for students with specific educational needs without penalizing grades for accommodations. Teachers bear primary responsibility for determining student progress, analyzing both learning outcomes and the effectiveness of strategies, and must provide quarterly feedback to families on achievements and areas requiring improvement. Grades are assigned on a numerical scale from 0 to 10, expressed without decimals, where scores below 5 are deemed insufficient and result in failure for the subject. The evaluation criteria link directly to competency descriptors outlined in the , such as critical analysis in subjects like Historia de España or practical mastery in sciences like Física y Química, ensuring assessment reflects both theoretical understanding and applied skills. Attendance is factored in, with "No Presentado" (NP) recorded for students absent from required recovery or extraordinary assessments, distinct from a failing grade. Religion, if elected, is graded separately and excluded from the overall academic average. This continuous internal system culminates in a final subject grade that contributes to the student's Bachillerato average, which, alongside external EBAU results, determines access eligibility. Exceptional performance may earn distinctions like Mención Honorífica or Matrícula de Honor, awarded based on the final average exceeding defined thresholds, such as 9 or higher with specific conditions. The framework, established under Real Decreto 243/2022, prioritizes ongoing feedback to foster improvement rather than solely summative judgment, though subject-specific variations allow for emphasis on practical rigor in technical modalities or reflective depth in pathways.

External Examinations and EBAU

The Evaluación de Bachillerato para el Acceso a la Universidad (EBAU), formerly known as or Prueba de Acceso a la Universidad (PAU), serves as the primary external examination for students completing the Spanish Baccalaureate, determining eligibility and ranking for admission. Administered regionally by under a national framework established by the 3/2022 (LOMLOE), the EBAU evaluates competencies acquired during the two-year program and is typically held in , with a retake session in or . Unlike internal assessments, which focus on continuous evaluation for the Bachillerato title, the EBAU provides an independent, standardized measure to ensure comparability across institutions and regions. The EBAU comprises two phases: a compulsory general phase and an optional specific phase. The general phase includes four written exams, each lasting 90 minutes: Spanish Language and Literature II (assessing linguistic competence, text analysis, and literary history); a (usually English, but options include French, German, Italian, or Portuguese); (covering key historical periods and processes); and one modality-specific subject, such as Mathematics II for Science or Latin for Humanities. In some autonomous communities, may substitute for . Exams combine objective questions (e.g., multiple-choice) and subjective elements (e.g., essays or problem-solving), scored from 0 to 10 points by external committees of university professors and secondary educators. The specific phase allows students to take two or four additional subjects (e.g., Physics, , , or ) to boost their score, with two subjects weighted at 0.1–0.2 points each toward the final admission grade. Grading integrates EBAU results with the Bachillerato : the access grade (nota de acceso) is calculated as 60% of the Bachillerato mean (from internal evaluations across both years) plus 40% of the general phase , capped at 10.0; successful specific phase performance can add up to 2.0 or 4.0 bonus points if the subjects align with the intended degree's requirements, as determined by each university. A minimum general phase of 4.0 out of 10 is typically required for consideration, though competitive programs demand higher thresholds via scores (notas de corte). This , revised under LOMLOE to emphasize Baccalaureate performance, aims to reward sustained academic effort while using EBAU for merit-based selection, though critics note potential in internal assessments may undermine its objectivity. Regional variations exist, such as Catalonia's use of EVAU or Galicia's adaptations, but core structure remains consistent. External provisions extend to non-traditional candidates, including those validating foreign qualifications via UNED-accredited Pruebas de Competencias Específicas (PCE), which mirror EBAU subjects but are tailored for international systems. For overage or irregular students, extraordinary EBAU sessions or convalidation processes apply, ensuring access equity while maintaining rigor. Empirical data from 2023 sessions indicate pass rates exceeding 90% in the general phase, with averages around 6.5–7.0, though disparities persist by modality and region due to preparation disparities.

Provisions for Diverse Learners

Adult and Evening Programs

The Bachillerato for adults in Spain targets individuals over 18 years old who possess the Graduado en Educación Secundaria Obligatoria (ESO) or equivalent qualification, enabling them to pursue post-compulsory upper secondary education outside standard daytime schedules. These programs accommodate working professionals, parents, or others with daytime commitments, structured over two academic years but with modular flexibility allowing students to complete subjects incrementally without repeating passed modules. Publicly funded and offered gratis in Institutos de Educación Secundaria (IES) and dedicated adult education centers, they maintain the same core curriculum as daytime Bachillerato, divided into modalities such as Ciencias y Tecnología, Humanidades y Ciencias Sociales, and Artes, with compulsory subjects like Filosofía, Lengua Castellana y Literatura, and a foreign language. Evening or nocturnal modalities, a of presencial adult Bachillerato, operate primarily from late afternoon to night—typically 4:00 PM to 10:00 PM—to align with hours, and are explicitly designed for those unable to attend ordinary centers due to work obligations. Access permits exceptions for 16- to 18-year-olds with labor contracts, high-performance athletes, or comparable circumstances justifying daytime unavailability, provided ESO completion. Instruction emphasizes attendance and personalized tutoring, mirroring daytime evaluation via (60% weight) and final exams (40% weight), culminating in the Título de Bachiller for university access or vocational pathways. Unlike regular programs, adult evening formats permit semestral or trimestral pacing and subject exemptions based on prior validations, reducing redundancy for mature learners. These provisions address equity gaps in completion rates, as participants often face higher dropout risks from socioeconomic factors, yet empirical data from regional administrations indicate sustained enrollment, with reporting over 5,000 annual matriculations in adult Bachillerato modalities as of 2023. regulations under the Ley Orgánica de Educación (LOE) and subsequent reforms ensure alignment with national standards, though regional variations in center availability persist, concentrating offerings in urban areas.

Distance and Validation Options

The distance modality of the Spanish Baccalaureate is designed primarily for working adults, individuals with scheduling constraints, and Spanish nationals residing abroad who cannot attend conventional in-person centers. This option adheres to the national curriculum outlined in Organic Law 3/2020 (LOMLOE) but delivers content through online platforms, self-study materials, and virtual tutoring, with periodic assessments conducted at designated examination centers. Public institutions, including distance education institutes in autonomous communities like Andalucía, offer this modality semipresentially or fully remotely, enabling enrollment in full programs or individual subjects via flexible tracks. The Centro para la Innovación y Desarrollo de la Educación a Distancia (CIDEAD), operated by the Ministry of , Vocational Training and Sports, coordinates national distance offerings for compulsory secondary education (ESO) and Baccalaureate, including for expatriates. It provides free access for Spanish citizens abroad, with enrollment periods such as for odd-numbered courses (e.g., first year), supported by digital resources, personalized guidance, and proctored exams at consulates or allied institutions. Participants must meet age requirements—typically 18 for adults—and demonstrate basic ESO completion for entry, with the program emphasizing autonomy while ensuring equivalence to presencial certification for access via the EBAU. Validation options encompass convalidación of partial studies and homologación of foreign non-university qualifications equivalent to Baccalaureate components. Domestic students may request recognition of credits from prior Spanish enrollments or equivalent adult education modules, processed through regional education departments under ministerial guidelines, allowing progression without repetition—e.g., validating first-year subjects upon proof of ESO-level proficiency. For foreign credentials, the Ministry handles homologation of secondary titles or convalidación of specific courses (such as those akin to first-year Baccalaureate), requiring apostilled documentation, academic transcripts, and a fee (approximately €50-100 as of 2023), with decisions based on substantive equivalence rather than formal titles. These mechanisms, regulated by Order ECD/2008/2015 for adult provisions, facilitate access for over-18 learners but do not typically extend to non-academic experience validation, which is more prevalent in vocational training pathways. Approval rates vary by case complexity, with foreign homologations averaging 6-12 months processing time per Ministry data.

Performance Outcomes and Empirical Evidence

Domestic Completion and Transition Rates

The gross graduation rate for Bachillerato, defined as the proportion of graduates relative to the population aged 17–18 (theoretical completion age), was 55.6% in the 2022–2023 academic year. This metric captures the academic track's selectivity, as a substantial portion of the age cohort pursues vocational Formación Profesional (FP) instead, with FP intermediate-level graduation rates at 27.7% in the same period. Among Bachillerato completers, transition to is predominant, driven by high pass rates in the Evaluación de Bachillerato para el Acceso a la Universidad (EBAU). In 2023, 90.4% of participants approved the exams, rising to approximately 90% in 2024, with 295,250 approvals out of presented candidates. Nearly all graduates sit the EBAU to qualify for degree programs, resulting in over 85% proceeding to higher education, though exact enrollment figures vary by autonomous community and modality. Gender gaps in completion favor females, with 63% of girls versus 48% of boys obtaining the title based on 2021 cohort data; similar disparities persist in recent gross rates. Broader post-compulsory secondary completion, encompassing Bachillerato and , aligns with the early school leaving rate dropping to 13% in 2024—a historic low—indicating improved retention but underscoring Bachillerato's role in the academic pipeline amid competing vocational pathways.

International Comparisons and PISA Results

In the (PISA) 2022, which evaluates 15-year-old students' proficiency in , reading, and , achieved mean scores of 473 in , 474 in reading, and 485 in , positioning it near the average across these domains (472 in , 476 in reading, and 485 in ). These students, typically in the fourth year of compulsory (Educación Secundaria Obligatoria, or ESO), represent the cohort immediately preceding entry into the Bachillerato, providing insight into the foundational skills feeding into 's upper secondary system. While slightly outperformed the average in , it trailed in reading and matched in , ranking mid-tier among countries—behind high performers like (575 in ) and (510), but ahead of nations such as (471 in ). Historical trends reveal stagnation and recent declines in Spanish performance relative to benchmarks. From 2003 to 2018, Spain's scores averaged approximately 482 points, consistently at or slightly below the average, with minimal improvement over two decades. The 2022 results marked a sharp drop to 473 in —a decrease of about 8-10 points from 2018—mirroring a broader -wide post-pandemic decline of around 10 points, yet exacerbating Spain's lag behind stable top performers. In reading and science, similar patterns emerged, with Spain's scores representing its lowest since 's inception in 2000, underscoring limited systemic progress in core competencies essential for Bachillerato-level rigor.
DomainSpain 2022OECD Avg 2022Change from 2018 (Spain)Top OECD Performer 2022 (e.g., )
473472-8510
Reading474476-7511
4854850526
Equity metrics from 2022 indicate that socio-economic status accounts for 14% of variation in Spanish students' performance, marginally below the average of 15%, suggesting comparable but not superior mitigation of disparities compared to peers. However, 73% of Spanish students attained at least Level 2 proficiency in (basic operational skills), exceeding the figure of 69%, though this threshold masks gaps in higher-order problem-solving where underperforms relative to systems emphasizing analytical depth, such as those in . Direct comparisons of Bachillerato outcomes remain scarce due to its national specificity, but data imply that incoming students may face challenges in transitioning to the program's specialized tracks, contributing to 's overall outcomes aligning with medians rather than excelling.

Criticisms, Controversies, and Reform Debates

Structural and Pedagogical Shortcomings

The Spanish Bachillerato, as a two-year post-compulsory academic track, exhibits structural rigidities that limit student pathways and exacerbate inequities. The system's binary division between academic Bachillerato and vocational Formación Profesional (FP) often results in placements, with high abandonment rates following ESO; leads the in post-secondary dropout, with rates approximately doubling the UK's 12% and exceeding Germany's 16%, as many students unsuited to either option disengage entirely. Socioeconomic segregation compounds this, concentrating disadvantaged and immigrant students in public institutions while private options offer better resources, hindering equitable access and perpetuating —40% of under-35 workers hold degrees to their jobs. instability further strains the framework, with 33% precarious contracts in secondary education compared to the average of 18%, alongside shortages of over 43,000 educators nationwide, impeding consistent implementation. Pedagogically, the Bachillerato curriculum prioritizes rote memorization over skill-building, yielding outdated content disconnected from labor market needs and failing to foster or autonomy, as evidenced by persistent underperformance in problem-solving domains. Recent reforms under LOMLOE, intended to emphasize competencies, have drawn for insufficient —only 48% of educators report feeling adequately trained versus 79% OECD-wide—and for lacking support structures, resulting in overburdened staff unable to deliver individualized instruction amid high student-to-teacher ratios. This teacher-centered approach demotivates learners, contributing to low engagement and the system's inability to adapt to diverse needs, such as those of students with disabilities facing access barriers despite legal provisions. Absent unified metrics for vulnerability or absenteeism, pedagogical interventions remain inconsistent across regions, amplifying inefficiencies.

Ideological Content and Standards Erosion

Critics, including the VOX and religious organizations such as the Spanish Evangelical Alliance, have accused the Spanish Baccalaureate curriculum and associated materials of incorporating ideological biases that prioritize progressive narratives over factual . In history textbooks used in regions like Castilla y León and , VOX identified portrayals labeling the party itself as "ultranationalist, xenophobic, authoritarian, and populist" while favorably depicting left-wing groups like Podemos as aiming to "regenerate political life," alongside claims that the Second Spanish Republic shared a "" with the . Such content, according to these critiques, imposes partisan visions that distort historical analysis and undermine objective learning in the two-year Baccalaureate program. Affective-sexual education modules have drawn particular scrutiny for promoting gender ideology and early sexualization, conflicting with parental rights and biological realities. The Spanish Evangelical Alliance denounced programs featuring workshops with simulated sexual postures, cross-dressing activities to encourage alternative gender identities, and teachings that normalize gender incongruence or separate biological sex from personal identity, arguing these accelerate sexual activity among minors without regard for developmental stages and contribute to rising teen pregnancies and STDs. VOX has advocated for "pin parental" mechanisms allowing parents to veto such extracurricular sessions on equality, LGTBI issues, or violence prevention, viewing them as vehicles for ideological imposition rather than neutral education. Biology and geology texts in ESO transitioning to Baccalaureate have also been faulted for presenting the UN's 2030 Agenda as unquestionable dogma, fostering uncritical acceptance of globalist policies. These concerns extend to broader curriculum reforms under laws like LOMLOE (2020), which critics from conservative outlets argue embed leftist biases in subjects like and social sciences, such as skewed treatments of Spain's or market economies favoring interventionist views. In , additional nationalist indoctrination in Baccalaureate texts has prompted investigations by the Ombudsman into ideological skews questioning Spain's democracy, though national-level critiques emphasize a systemic progressive tilt influenced by governing coalitions. Proponents of these materials, often from educational administrations, maintain they promote inclusivity and critical thinking, but detractors contend the content prioritizes activism over empirical rigor, eroding the Baccalaureate's role as a preparatory stage for university. Parallel to ideological shifts, standards in the Baccalaureate have eroded through and lenient policies, decoupling internal assessments from objective competence. Data from the Ministry of Education show the percentage of students earning "sobresaliente" (9-10) grades rose from 12.7% a ago to 22.9% during the , stabilizing at 20.8% by 2024, while 43% of university entrants in 2024 arrived with Bachillerato averages of 8 or higher—far exceeding rates in external EBAU exams. Real Decreto 984/2021 facilitates this by permitting Bachillerato completion with one failed subject and limiting repetitions, alongside automatic promotions in prior stages, driven by goals to cut dropout rates (16% in 2020 vs. 10.2%) but resulting in titles awarded without verified mastery. Private centers exhibit higher averages (up to 0.8 points above public ones from 2015-2024), amplifying inequities and pressuring public schools to inflate grades to compete for university spots, as internal notes contribute 60% to EBAU access scores. Critics attribute this to evaluative permissiveness—e.g., no extraordinary recovery exams post-pandemic except in first-year Bachillerato—and administrative incentives to minimize failures, fostering complacency and mismatched skills evident in stagnant PISA rankings. This inflation, peaking with a 20-point rise in high grades since 2015 (half during 2020-2022), undermines the Baccalaureate's selectivity, as even "brilliant" students (one-third above 8 in 2024) face barriers to competitive degrees due to oversupply of inflated credentials. Reforms like LOMLOE's competency focus are blamed for prioritizing progression over rigor, with teachers facing institutional pressure to pass students, further diluting academic standards.

Comparative Effectiveness and Alternatives

and training (FP) serves as the primary alternative to the academic Bachillerato in , emphasizing practical skills and over theoretical preparation for . Empirical data indicate that FP yields superior short-term labor market insertion compared to Bachillerato pathways, which often lead to with subsequent . For instance, in 2019, higher-cycle FP graduates recorded a 71.8% rate, marginally exceeding that of university graduates by 0.7 s, while intermediate FP stood at 64.1%, offering a 12.4 advantage over sub-upper secondary qualifications. Unemployment rates further highlight this: 10.9% for higher FP versus 7.6% for university completers, though FP's modular structure and compulsory workplace placements (experienced by 98.4% of recent graduates in 2022) facilitate faster transitions amid 's persistent challenges. Bachillerato's effectiveness is constrained by high skills mismatches post-university, with 22% among workers and 35% field-of-study misalignment as of 2017, exacerbated by the academic track's dominance (67% of upper secondary enrollment). FP enrollment has surged, rising 9.4% in 2018-2019 versus a 1.1% increase for university undergraduates and a decline in Bachillerato participation, reflecting policy shifts toward vocational options amid early school-leaving rates of 13.9% in 2022. Only about 5% of higher FP graduates pursue access exams, underscoring divergent trajectories where FP better aligns with immediate job needs in sectors like and services. Internationally, systems like Germany's dual VET model—combining apprenticeships with schooling—outperform Spain's in , achieving upper secondary completion rates near 90% and below 7% as of recent data, compared to Spain's 74.7% for VET-equivalent graduates in 2022 (below the EU-27's 81.9%). The UK's A-levels, akin to Bachillerato in academic focus, similarly feed into universities but with stronger career guidance, yielding better matching than Spain's 44.4% peak in 2016. Spain's wage premium for tertiary over upper secondary (49%) lags the average, signaling inefficiencies in academic overemphasis. Other alternatives include the (IB) offered in select Spanish schools, which integrates global perspectives and yields a dual diploma with Bachillerato, potentially enhancing international mobility though participation remains limited (under 1% of upper secondary students). Adult and distance FP variants provide flexible re-entry for non-traditional learners, with modular credits reducing dropout risks compared to rigid Bachillerato structures. Reforms since 2020, including EUR 1.5 billion for VET modernization, aim to bolster these options by expanding dual FP places to 200,000 by 2024, prioritizing causal alignment with labor demands over universal academic progression.

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