Spanish Educational System Evolution PDF

UNIT 1. The Evolution of the Spanish Educational System PART I General Regulation on Public Instruction (1821) Constitution (1812) Quintana Reports (1814) Universal Primary Education. Education is an instr...

UNIT 1. The Evolution of the Spanish Educational System PART I General Regulation on Public Instruction (1821) Constitution (1812) Quintana Reports (1814) Universal Primary Education. Education is an instrument of social reform. The Spanish Parliament had Universal Education. powers in educational matters. Public and free Structure of the educational system: first, second and third education (early,middle and higher education). Regulation of public and private education. Promotion and defense of free public education. Duke of Rivas Plan (1836) This plan was established under the Regency of Queen Maria Christina, 1833-1843 with three educational levels: - Primary, secondary, and higher instruction. Pidal Plan (1845) The bases are established for the first definition of the contemporary educational system, which is carried out with the promulgation of the Moyano Law in 1857. The Moyano Law (1857) or Public Instruction Law: Consensus: progressives and moderates. Consolidation of the liberal educational system. Structure of education: a) primary education (6-9 years old), divided into elementary (compulsory and free for those who cannot afford it) and higher education. b) secondary education, comprising 6 years of genera studies and studies applied to industrial professions; c) higher education, which refers to university studies, and higher education. Regulation of initial training, form of access to teaching bodies in public education. Centralism, uniformity and secularisation. STRENGTHS A relative freedom of teaching and a timid introduction of adult education and education for people with hearing and visual disabilities. What happened in Spain between the Moyano Law and the General Law on Education (1970)? In 1873. In 1876. 1931-1936 The First Republic Spanish Constitution. The Second Republic Academic freedom Reestablishment of the Academic freedom Balance between public and constitutional monarchy. Primary Education Compulsory private schools Secular and egalitarian Studies of different duration for Co-educational School people with differentb abilities THE FRANCO DICTATORSHIP (1936-1975) Catholic and patriotic education. The State ignores education, which remains in the hands of the Church. Inspection of teaching is a right of the Church. Separation by sex. PART II 1. The General Law of Education (1970) This law reflects the work of the UNESCO Committee of Experts, a law that ordered the entire educational system. The most significant changes to this law were: - Compulsory schooling (for everyone) up to 14 years old. Not free Early - More resources allocated to centres. Childhood Education - Full schooling from 6 to 14 years old. - Study guidance to LEARN TO LEARN. - Introduction of teaching methodologies and techniques. LOGSE (1990). Law of General Organization of the Educational System, was in force for fifteen years and is the last law that has influenced teaching [STRUCTURE EDUCATIONAL SYSTEM] in the Spanish educational system. EARLY CHILDHOOD EDUCATION STAGE PRIMARY EDUCATION COMPULSORY SECONDARY EDUCATION The most significant NOVELTIES were: - Schooling from 6 to 16 years old. - New system of compulsory secondary school, upper secondary school and vocational training. - Teacher specialisation: Teacher-tutors. Compulsory education Compulsory free education comprises primary education and compulsory secondary education, for learners aged 6 to 16 years. It is divided into two educational levels: - Primary education (6–12 years) comprises six academic years divided in three cycles. - Compulsory secondary education (12–16 years) comprises four academic years organised into two cycles. General upper-secondary education level (Bachillerato). This is a two-year non-compulsory education level, which complements compulsory secondary education. The CSE Certificate is a prerequisite for entering Bachillerato. The theoretical ages for commencement and completion are 16 and 18, respectively. Vocational training This is a non-compulsory education level. It prepares pupils to work in a specific professional field. There are three levels of specific vocational training: - Basic Vocational Training: it is a second chance for those students who did not get their CSE certificate. - Intermediate Vocational Training: learners must have at least the CSE certificate to access this level. - Advanced Vocational Training: learners must have at least the Bachillerato certificate to access this level. LOE (2006). Organic Education Law, which failed to develop by regulation fundamental aspects of its principles and purposes. The current law (LOMLOE) is a revision of this law (LOE). The LOMCE (2013). Organic Law for the Improvement of Educational Quality LOMCE OBJECTIVES Increasing harmonisation of requirements and demands of the educational system throughout the country. Decreasing student dropout rates. Increasing high school graduation rates. Improving the level of knowledge in priority areas. Promote the autonomy of educational centres. Incorporating and enhancing technologies Promoting and modernising vocational training. Improving the learning of foreign languages.  The current regulation… The LOMLOE (2020), the Organic Law on Education that modifies the LOE. The new legislation repeals the LOMCE (2013) and modifies and updates the LOE (2006) The law will be fully implemented by the 2023/2024 school year. LOMLOE proposals Primary education (6–12 years) will be organised in cycles of two school years. It will only be possible to repeat a year at the end of each cycle. In secondary education (ESO) (12–16 years) it will only be possible to repeat a year. Decisions regarding repetition must be accompanied by a specific individualised plan. Promotion of creativity, the scientific spirit, ICT and meaningful and competency learning. Civic and Ethical Values will be taught in the third cycle. Religion will be a compulsory offer for schools and a voluntary choice for students. SPECIAL EDUCATION NEEDS The schooling of learners with special educational needs should preferably be provided in mainstream schools, adapting programmes to each learner. The new law establishes that learners with special educational needs will be evaluated regarding the objectives and content modifications made through individualised curricular adaptations.