Comparative Analysis of Education Policy in Spain
Comparative Perspective
In addition to the historical perspective, an ongoing study of Education Policy calls for a comparative analysis. Smooth relations between governments make references to other countries regarding social policies, programs, investments, and policy increasingly common and timely. Progress in building Europe and the European Higher Education Area, with the horizon of 2010, is an exciting challenge.
The experience of comparative education shows that, if done soundly, it is extremely useful because it allows a better understanding of our own educational system and serves as a spur and incentive to improve it. It is no coincidence that Comparative Education studies (following UNESCO recommendations) have an increasingly prominent place in most countries’ curricula.
For our immediate environment, European countries, despite their different historical origins and uneven evolutionary development, share relatively common issues, trends, and problems. France, Germany, and England represent three significant models of Educational Social Policy with specific historical circumstances and socio-economic characteristics.
Social Policy of Education in Spain
The comparative and historical perspective becomes truly valuable when viewed from one’s own country. As with all social and educational statuses, it falls within a particular socio-political and legal framework with characteristics indicating a clear vocation for the future.
Historic Legal Process
From a legal-historical perspective, several significant milestones mark modern Spain’s educational policy:
- The stage of Liberalism
- The Second Republic
- The Second Dictatorship
- The General Law of Education
- The Constitution of 1978
- Transition
- The alternation of Centrist and Socialist governments
The General Law of Education (1970) primarily intended to promote the transition from a preindustrial rural society toward democratizing education, thus reforming the existing class-based education system.
The Political Transition Period
The key feature of the political transition period was the constant effort by political parties to achieve consensus on the constitution. The general phenomenon of political decentralization affected educational authority, and individual autonomy was assumed, with Social Services taking responsibility for education.
The following Education Laws—LOEC (1980), LRU (1983), LODE (1984/85), LOGSE (1990), LOPEGC (1985), LOU (2001), LOCE (2002)—demonstrate that political parties have forgotten the spirit of understanding that presided over the transition period. The LOEC, for example, underwent a tough parliamentary debate. A similar atmosphere surrounded the LRU and the LODE.
The indispensable elements of quality education objectives, education for all, and a balance between structure and diversity must take precedence over the alternation of power.
Themes and Challenges for the Near Future: The EHEA
Some issues concerning educational policymakers are:
- Education in the State of Autonomous Communities
- Full convergence with Europe
- The twin needs of resources and progress in the democratization of education
Autonomy
Regarding autonomy, several questions arise, summarized as: Is it possible to establish a balanced relationship between central and regional authorities, as well as between different Autonomous Communities? The question is not simple, but generally, transfers have been reasonably quick and efficient.
Notwithstanding the above, new issues have emerged in recent years. First, the so-called historical communities have demanded greater independence, while others call for a joint agreement. Issues relating to the third decentralization, which refers to smaller administrative entities (municipalities and districts), remain. This gives individuals the possibility of more direct participation (decision-making, execution of specific operations).
Convergence with Europe
Although some sectors remain reluctant, the public conviction that educational life, as well as economic, political, and social life, cannot develop outside the prevailing lines of action in Europe is becoming more widespread.