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Basque Language in Education in Spain

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Basque Language in Education in Spain THE BASQUE LANGUAGE IN EDUCATION IN SPAIN European Research Centre on Multilingualism and Language Learning BASQUE The Basque language in education in Spain | 2nd Edition | c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu [email protected] | Regional dossiers series | t ca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Asturian; the Asturian language in education in Spain and Language Learning (formerly Mercator-Education) with financial support from the Fryske Basque; the Basque language in education in France (2nd ed.) Akademy and (until 2007) the European Commission (DG: Culture and Education) and (from Basque; the Basque language in education in Spain (2nd ed.) 2007 onwards) the Province of Fryslân and the municipality of Leeuwarden. Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France Catalan; the Catalan language in education in Spain Cornish; the Cornish language in education in the UK © Mercator European Research Centre on Multilingualism Corsican; the Corsican language in education in France and Language Learning, 2005 Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.) ISSN: 1570 – 1239 Gaelic; the Gaelic language in education in the UK 2nd edition Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.) The cover of this dossier changed with the reprint of 2008. German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy The contents of this publication may be reproduced in print, except for commercial purposes, Hungarian; the Hungarian language in education in Slovakia provided that the extract is proceeded by a complete reference to the Mercator European Irish; the Irish language in education in Northern Ireland (2nd ed.) Research Centre on Multilingualism and Language Learning. Irish; the Irish language in education in the Republic of Ireland Kashubian; the Kashubian language in education in Poland This regional dossier was compiled originally by Dr. Nick Gardner. He updated the dossier Ladin; the Ladin language in education in Italy in 2005. Unless otherwise stated academic data refer to the 2003-2004 school year and fi- Lithuanian; the Lithuanian language in education in Poland nancial data to 2004. All educational statistics provided by the relevant educational authority, Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden unless otherwise stated. North-Frisian; the North Frisian language in education in Germany (2nd ed.) Occitan; the Occitan language in education in France Polish; the Polish language in education in Lithuania Acknowledgements Romani and Beash; the Romani and Beash languages in education in Hungary The author wishes to express his gratitude to all the institutions and persons who have as- Sami; the Sami language in education in Sweden sisted in providing information and data both for the original and revised versions of this dos- Scots; the Scots language in education in Scotland sier. Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.) Slovene; the Slovene language in education in Italy (2nd ed.) Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in Poland Võro; the Võro language in education in Estonia From April 2007 onwards Saskia Benedictus-van den Berg has been responsible for the Welsh; the Welsh language in education in the UK publication of the Mercator Regional dossiers series. Contents Glossary ..............................................................................2 Foreword ..............................................................................5 1 Introduction ...........................................................7 2 Pre-school education ..........................................17 3 Primary education ..............................................19 4 Secondary education ..........................................20 5 Vocational education ..........................................22 6 Higher education ................................................24 7 Adult education ...................................................28 8 Educational research ..........................................30 9 Prospects............................................................31 10 Summary statistics .............................................33 Endnotes ............................................................................34 Education system in Spain .....................................................35 References and further reading ..............................................36 Addresses ............................................................................41 Other websites on minority languages ...................................47 What can the Mercator Research Centre offer you? ..............49 EDUCATION AND LESSER USED LANGUAGES Glossary AEK Alfabetatze Euskalduntze Koordinakundea (Coordinating body for literacy and second language learning, a private organi- sation grouping together a number of language schools for adults) BAC Basque Autonomous Community EAS Euskal Herriko Hizkuntza Adierazleen Sistema (System of lan- guage indicators for the Basque Country) EGA Euskararen Gaitasun-agiria (Certificate of Competence in Basque) EHU/UPV Euskal Herriko Unibertsitatea/Universidad del País Vasco (Uni- versity of the Basque Country) EIFE (Euskararen Irakaskuntza: Faktoreen Eragina (Influence of fac- tors on the learning of Basque) EIMA Euskal Ikasmaterialgintza (Production of Basque language school materials) HABE Helduen Alfabetatze eta Berreskalduntzerako Erakundea (Or- 2 ganisation for Adult Literacy and reBasquisation) HINE Hizkuntza Idatziaren Neurketa Eskolan (Evaluation of written language in school) IEI/CAP Irakaslanerako Egokitze Ikastaroa/Certificado de Aptitud Pedagó­gica IKA Ikas eta ari (Study and practise, a private organisation grouping together a number of language schools for adults) IRALE Irakasleen Alfabetatze Euskalduntzea (Teacher Literacy and Second Language Learning (of Basque)) ISEI-IVEI Irakas-sistema Ebaluatu eta Ikertzeko Erakundea-Instituto Vas- co de Evaluació­n y Investigació­n Educativa (Basque Institute for Research and Evaluation in Education) LOGSE Ley de Ordenació­n General del Sistema Educativo LOU Ley de Orgánica de Universidades (Organic Law of Universi- ties) [In case you’re wondering: a Law’s organic nature has nothing to do with sustainability! Declaring a law organic is simply a way of giving that law precedence over certain other legal documents] THE BASQUE LANGUAGE IN EDUCATION IN SPAIN UEU Udako Euskal Unibertsitatea (Basque Summer University) UNED Universidad Nacional de Educació­n a Distancia (National Uni- versity for Distance Learning) UPNA Universidad Pública de Navarra (Public University of Navarre) UZEI Unibertsitate Zerbitzuetarako Euskal Ikastetxea (Basque Cen- tre for University Services) IJSL International Journal of the Sociology of Language 3 EDUCATION AND LESSER USED LANGUAGES 4 THE BASQUE LANGUAGE IN EDUCATION IN SPAIN Foreword background The Mercator European Research Centre on Multilingualism and Language Learning (formerly Mercator-Education) aims at the acquisition, circulation, and application of knowledge in the field of regional and minority language education. Regional or minority languages are languages that differ from the official language of the state where they are spoken and that are tra- ditionally used within a given territory by nationals of that state forming a group numerically smaller than the rest of the state’s population. For several years an important means for the Mer- cator Research Centre to achieve the goal of knowledge acqui- sition and circulation has been the Regional dossiers series. The success of this series illustrates a need for documents stat- ing briefly the most essential features of the education system of regions with an autochthonous lesser used language. aim Regional dossiers aim at providing a concise description and basic statistics about minority language education in a specific 5 region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main ac- tors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for different target groups. target group Policymakers, researchers, teachers, students, and journalists may use the information provided to assess developments in European minority language schooling. They can also use a Regional dossier as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. link with In order to link these regional descriptions with those of na- Eurydice tional education systems, the format of the regional dossiers follows the format used by Eurydice, the information network on education in Europe. Eurydice provides information
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