UNIVERSIDAD DE CASTILLA- LA MANCHA

Facultad de Educacin de Albacete

Asignatura: Gestin e Innovacin de Contextos Educativos
Profesor: Antonio Cebrin Martnez
Curso acadmico: 2015/2016

COMPARISON BETWEEN LOE AND LOMCE

Alumnos: Mara Lizn Moreno, Andrea Martnez Daz

MDolores Ortega Coy, Paola Garca Alcolea
Grado de Maestro en Educacin Primaria
2 curso grupo B
Fecha de presentacin 05/10/2015

In article 2 a new article is added. Its 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 its eliminated the three cycles and its
changed by six grades that theyre 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 its 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 theyre 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
Units 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 reas 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 SCHOOLS COUNCIL.

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

Decide of the students admission.

Decide the obtencion of resources.
Decide about the rouls of the School.
On the other hand The Competences of Schools Council in LOMCe was
something to advise the corret way to do any rule:

Inform of the srudents admission.

 Inform the obtencion of resources.

Inform about the rouls of the School.

According with Article 132 about Principals 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 teachers functions about
planification and organization.
Decide about students admission according with Lomces 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 arent 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 LOMCEs 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 students
admission.
Finally, LOMCEs 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 its not positive, the child could repeat.

b) If its 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 year
b) In third year
c) 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 Arts
c) 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