Spain Data

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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

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2019/2020 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
677,555
638,198
1,315,753
1.1
1,500,172
1,407,651
2,907,823
1.2
778,775
731,356
1,510,131
1.3
747,634
700,969
1,448,603
1.4
1.2 All children/learners enrolled in any form of recognised education
660,475
621,448
1,281,923
2.1
1,544,608
1,462,384
3,006,992
2.2
879,980
817,836
1,697,816
2.3
797,208
770,757
1,567,965
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
660,475
621,448
1,281,923
3.1
1,544,608
1,462,384
3,006,992
3.2
879,980
817,836
1,697,816
3.3
797,208
770,757
1,567,965
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
659,088
620,751
1,279,839
4.1
1,529,454
1,454,748
2,984,202
4.2
871,855
812,767
1,684,622
4.3
797,208
770,757
1,567,965
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
1,387
697
2,084
5.1
15,154
7,636
22,790
5.2
8,125
5,069
13,194
5.3
NA
NA
NA
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
M
M
M
6.1
M
M
M
6.2
M
M
M
6.3
M
M
M
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
M
M
M
7.1
M
M
M
7.2
M
M
M
7.3
M
M
M
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
8.1
M
M
M
8.2
M
M
M
8.3
M
M
M
8.4
1.4c All children/learners educated in other recognised forms of alternative education
M
M
M
9.1
M
M
M
9.2
M
M
M
9.3
M
M
M
9.4
1.4d All children/learners educated in recognised forms of home schooling
M
M
M
10.1
M
M
M
10.2
M
M
M
10.3
M
M
M
10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
M
M
M
11.1
M
M
M
11.2
M
M
M
11.3
M
M
M
11.4
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
13,501
5,506
19,007
1.1
74,808
31,556
106,364
1.2
41,837
19,079
60,916
1.3
18,009
8,290
26,299
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
13,501
5,506
19,007
2.1
74,808
31,556
106,364
2.2
41,837
19,079
60,916
2.3
18,009
8,290
26,299
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
12,583
5,019
17,602
3.1
63,818
25,910
89,728
3.2
35,922
15,344
51,266
3.3
18,009
8,290
26,299
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
12,114
4,809
16,923
4.1
59,654
23,920
83,574
4.2
33,712
14,010
47,722
4.3
18,009
8,290
26,299
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
469
210
679
5.1
4,164
1,990
6,154
5.2
2,210
1,334
3,544
5.3
NA
NA
NA
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
918
487
1,405
6.1
10,990
5,646
16,636
6.2
5,915
3,735
9,650
6.3
NA
NA
NA
6.4
2.4a All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by the ministry of education
918
487
1,405
7.1
10,990
5,646
16,636
7.2
5,915
3,735
9,650
7.3
NA
NA
NA
7.4
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
8.1
M
M
M
8.2
M
M
M
8.3
M
M
M
8.4
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
M
M
M
9.1
M
M
M
9.2
M
M
M
9.3
M
M
M
9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
M
M
M
10.1
M
M
M
10.2
M
M
M
10.3
M
M
M
10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
M
M
M
11.1
M
M
M
11.2
M
M
M
11.3
M
M
M
11.4

Spain - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

6–16

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-5 6-11 12-14 15-17
Is private sector education covered by the data provided for the country?
Yes

According to the UOE Methodology, we consider private institutions if they are controlled and managed by a non-governmental organisation. Private institutions are further classified as government-dependent private if they are financed mostly by public sources, and independent private institutions if they are not.

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
No
Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
No
Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.
Are you able to provide actual data to verify the 80% placement benchmark?
No
If no, which proxy are you using
Placement in a mainstream class implies 80% or more
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

Criteria for an official decision of SEN:

  • There has been an educational assessment procedure involving a multi-disciplinary team
  • The multi-disciplinary team includes members from within and external to the child’s/learner’s (pre)school
  • There is a legal document which describes the support the child/learner is eligible to receive and which is used as the basis for planning
  • The official decision is subject to a formal, regular review process, especially in changes of educational stage.
What educational assessment procedures are carried out and who is involved?

The educational evaluation procedure includes prior parental consent, an assessment of the pupil’s educational needs by a multi-disciplinary team, and finally, a recommendation from the school inspectorate. The pedagogical and curricular intervention and support needed are based on the above guidelines.

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

The class teacher and the school counsellor share the official report with the rest of the team, teachers and school teachers specialised in therapeutic pedagogy and/or speech and language, depending on the need described. The team members design the necessary actions based on the report’s recommendations, ranging from those with a total ordinary nature to others which are extraordinary.

The assessment of the children/learners depends on their characteristics. Therefore, the assessment criteria are modified to fit with the adjustments carried out in the education objectives and contents established in the educational recommendations and guidelines at the beginning of the course. All professionals involved in the educational assessment procedure take part in the formal, regular review process, which is compulsory in changes of educational stage.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?
No
Please describe which learners are considered ‘out-of-education’ in the country

There are no learners out of formal education

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