Skip to main content

Specialist education. Centres, teachers and students. By ownership of centre

Ensenyaments de règim especial. Centres, professors i alumnes. Per titularitat del centre Catalonia. School year 2002/2003
Alumnes. Per nivells.
Centres Professors Elemental Mitjà Superior Total
Música (1) 177 3,734 23,299 6,646 295 30,240
Públics 115 2,533 16,152 4,968 272 21,392
Privats 62 1,201 7,147 1,678 23 8,848
Dansa 57 279 7,393 205 35 7,633
Públics 5 62 505 165 35 705
Privats 52 217 6,888 40 0 6,928
Art dramàtic 1 (2) 139 0 0 0 277
Arts aplicades i disseny 29 685 0 693 4,431 5,124
Públics 24 615 0 642 3,956 4,598
Privats 5 70 0 51 475 526
Restauració i conservació 1 21 0 0 0 128
Idiomes (3) 16 395 0 0 0 29,679
Source: Departament d'Educació. Servei d'Estadística i Documentació.
Notes:
(1) Conservatoris i escoles de música.
(2) One centre on two sites: Terrassa and Barcelona.
(3) Escoles oficials d'idiomes.

Last update: December 11, 2012.

Methodological note

Definition of concepts

Special regime education
Education that is not integrated in the levels, stages or cycles of the general regime. They have their own structure and levels, and can be anything from elementary education or equivalent studies to diplomas or degrees. They can be studied at the same time as the general regime or special regime.

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.

The centres have been counted as many times as the number of teachings they provide.

Data are provisional.