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Secondary education. Centres and teachers. By ownership of centre. Counties and Aran

Secondary education. Centres and teachers. By ownership of centre. Counties, areas and provinces Catalonia
Centres Teachers
State Private Total State Private Total
SY 2009/10 561 591 1,152 28,557 14,082 42,639
SY 2008/09 552 591 1,143 28,815 13,932 42,747
SY 2007/08 542 591 1,133 28,043 13,743 41,786
SY 2006/07 530 595 1,125 26,936 13,738 40,674
SY 2005/06 519 592 1,111 26,084 13,663 39,747
SY 2004/05 511 596 1,107 25,367 13,735 39,102
SY 2003/04 508 596 1,104 24,618 13,742 38,360
SY 2002/03 509 602 1,111 23,905 13,807 37,712
SY 2001/02 509 606 1,115 24,086 13,856 37,942
SY 2000/01 512 618 1,130 24,410 14,004 38,414
Source:
SY 2000/01-SY 2001/02: Departament d'Ensenyament. Servei d'Estadística i Documentació.
SY 2002/03-SY 2003/04: Departament d'Educació. Servei d'Estadística i Documentació.
SY 2004/05-SY 2008/09: Departament d'Educació. Servei d'Estadística, Informació i Documentació.
SY 2009/10: Ministry of Education.

Last update: November 23, 2010.

Methodological note

Definition of concepts

Secondary education
Educational that level that covers: obligatory secondary education (ESO), Batxillerat and specific vocational training of medium and higher level.

Methodological aspects

The data on infant, primary and secondary education is taken from an exploitation of the data provided by the Generalitat de Catalunya's Ministry of Education or teaching centres at all education levels. The public sector includes data for the centres that depend on the Ministry of Education and other public administrations, while the private sector deals with privately owned centres.

In 1990 the Law for general ordering of the education system (LOGSE) was passed, which modifies the previous education system (LGE) of 1970. In the 1991/92 academic year the teaching approved by the new law was gradually introduced and the 2000/01 academic year was the first in which none of the teaching relating to the previous education system was still in existence.

However, the two education models coexisted over the long period of experimentation and implantation of the new education law.

The data on centres and teaching staff is given, on the one hand, for infant and primary education as a whole, and on the other, for secondary education, although it is often the case that centres and teachers overlap in terms of the different levels given.

Data are provisional.