Comprehensive Analysis of Education Systems in Spain: From 1812 to Present
NEMOLOGICAL SEMANTIC NETWORK FIELD EDUCATION
“Education is the set of actions and influences exercised voluntarily by one human being on another, in principle, by an adult on a child, and oriented towards a goal that consists of training the youth in all aspects of their nature to correspond to the purpose for which they are intended, once they reach maturity.” (Rene Hubert)
Education: Intentionality to produce learning / Learning: Behavior change, more or less stable over time, resulting from previous experience. / Instruction: Transmission of information (curriculum content) / Training: Transmission of information consisting of skills or abilities / Manipulation: When the educator teaches a hidden part of reality, and learners are oblivious to their own learning process / Conditioning: Specific type of manipulated learning by stimulus-response / Indoctrination: Specific learning type manipulated by the inculcation of certain ideologies / Influence: When the educator shows learners where they want to go (objectives), and learners have their learning process controlled / Formation: Capacity to organize our knowledge through new conceptual schemes that allow us to acquire new skills and apply them (reflection, criticism, and enjoyment) / Education: When there is formation and also ethical and moral values.
Educare —> To raise, nurture, feed (provide what is necessary from outside). Until the traditional school (teacher-content-passive-hetero-education). Educere —> To remove, drive, extract (externalize the potential that is already given). Processes. New school (student-activity-self-procedures).
CONCEPTUAL APPROACH TO EDUCATION
Improvement: Integrated into every human dimension (step from being to being more) / Ongoing: From birth to death (continuity). Intentionality: Planned to achieve goals (systematic). / Specificity: Human, to update the existing potential (anthropologically human). / Driving: Aimed at optimizing the individual (external influence) / Purpose: Designed for perfection in a certain sense (goal) / Process: Achieved through a set of actions (procedures) / Individualization: Development of individual provisions (responsibility) / Socialization: Integration within a socio-cultural group (responsibility) / Communication: Relationship between two or more persons exchanging information (open system).
Inclusive definition: Optimization of the integral and deliberate human being, targeted towards personal fulfillment and active insertion in nature, society, and culture.
Education Level:
– Structure: Humans must be educated because it is a necessity, otherwise, humans would be no more than animals (educandum: humans are educable animals)
– Content: Education must be done according to specific rules (concepts, procedures, and attitudes) adapted to the possibilities of the individual (high formalization and plasticity of the human brain) and limitations (inheritance, educational environment).
– Attitude: Must be extremely critical so that we can improve the individual and social environment (education is not to integrate aseptically but critically).
Formal, Non-Formal, and Informal Education Systems —-> FORMAL: Highly institutionalized, chronologically graded, and hierarchically structured, ranging from nursery school to university. Intentional, methodical, artificial, school, or formal education system. NON-FORMAL: All educational activities organized systematically outside the formal education system, for the supply of certain types of learning to specific population subgroups. Intentional, methodical, artificial, or non-school education system. INFORMAL: Process throughout life so that each person acquires knowledge, skills, attitudes, and approaches through everyday experiences and their relationship with the environment. Not intentional, diffuse, unsystematic, natural, and non-methodical.
Possible Classification of Education Sciences —–> We can diversify the various scientific disciplines into five major groups: 1) Foundational (consider the educational purposes of any action), 2) Methodological (offer research methodologies), 3) Globalizing (addressing education from an overall perspective), 4) Synthetic (addressing education from a specific aspect), and 5) Applicative (operationalization of the educational process).
THE THEORY OF EDUCATION
Theory of Education (Anglo-pragmatic and utilitarian approach), the word comes from the English theory of education. It has an eminently pragmatic and interventionist utilitarian nature: theory for educational practice, namely to improve educational praxis. It is to know reality (positivity of the educational fact, accepting information from other Educational Sciences and other sciences, human or not, provided that they provide elements for understanding the reality of education) to intervene through rules of action (praxeology of the educational fact).
The structure of the conceptual theory of education has the following levels: 1. Level of Prior Metatheoretical Bias: a) Conception of reality (education), b) Knowledge of reality (epistemology), and c) Ways to access reality (investigational-heuristic processes and relevant methodologies). 2. Scientific and Theoretical Level: All contributions from education science and other disciplines to know the reality of education on which to intervene. 3. Technological Level of Application and Intervention: a) School (curriculum theory or formal education, i.e., knowledge of the school curriculum) and b) Non-school (non-formal education and informal education). Here we can distinguish, depending on the educational purpose, two major application areas: 1) social (social education) and 2) environmental (environmental education).
In terms of curriculum theory, not everything that is part of the curriculum has a place within the theory of education: all that can be addressed by the Philosophy of Education (values, anthropological aspects, ethics, etc.) and even the History of Education, would not be its object. Regarding informal education, it does not have the interventionist character of the theory of education and is dealt with briefly. It is recognized as an educational situation, but we cannot intervene under prescribed rules or regulations.
CONSTITUTION OF 1812
1. Obligation for all peoples of Spain to have primary schools (the State is required to create primary centers).
2. Creation, according to needs, of universities and other establishments for instruction in science, education, literature, and fine arts (creation of other education centers depending on needs).
3. A single general plan of education and the obligation to explain the Constitution in all establishments and universities where instruction is taught, including ecclesiastical and political science (education and training policy only).
4. Creating a general directorate of studies conducted under the authority of the government, for the inspection of public education (public inspection).
5. The Cortes, through plans and bylaws, will take care of public instruction (centralization of education).
6. Freedom of expression without limitations and responsibilities other than those established by law (freedom of creation and teaching in centers).
QUINTANA REPORT (1814)
It was only a report (presented just before the absolutist reaction of Ferdinand VII, and was dropped and forgotten), but its ideological principles were embodied in the General Regulation of Public Instruction of 1821, which formally structured the Spanish education system until the Moyano Law of 1857.
Basically, it ordered: 1) the same kind of education for all; 2) the same teaching methods, and 3) the same language, Spanish: unity of teaching regarding study programs, methodology, and language of instruction.
It is an instruction to instruct and educate citizens, that is, to prepare them to work and participate in public life. The state must provide education, without prejudice to the free flow of ideas (paving the way for private initiative).
However, the return of the absolute monarchy of Ferdinand VII represented a blow to the aspirations of liberal Spaniards. In 1814, the 1812 Constitution was declared null and void, and this report was not implemented.
From this point on, instruction returned to the level it was at during the Old Regime, i.e., in the hands of the Church, following the guidelines of the Colomarde General Plan. It seemed that nothing had happened in Spain regarding education between 1808 and 1814.
General Rules of Public Instruction (1821)
During the long period of Ferdinand VII’s absolutism, there was a break of three years when a liberal triennium was established (1820-1823), and the 1812 Constitution was reinstated. In education, the first legal text of the liberal system came to light: the General Rules of Public Instruction.
Despite its low validity and operation (there was not enough time to enact the necessary additional provisions for its development), its importance lies in laying the foundations of the new educational system of Spanish liberalism. Following the guidelines of the Quintana Report (1814), it allowed for the existence of public education and other facilities. The structure of the education system had three degrees and set the regulation and management staff for each of the three academic degrees. It confirmed free public education in all its degrees and stated the principle of academic freedom (with limitations). The principle of academic freedom was very restricted in college, moving away from the Quintana Report.
The reason for this can be found in the fact that in 1814, there was an overall unity of all political and social forces to face the invading French. In 1821, the absolutist reaction of Ferdinand VII occurred, openly supported by the Church. For a large part of the liberals, the church was the great enemy of liberalism: hence the need to neutralize its power. The lack of economic resources and materials meant that private education (almost entirely religious) assumed the burden of the first and second levels, but freedom was drastically limited regarding university education, which would only be public. Given that universities were almost all under the control of the Church, the application of this principle implied the beginning of the nationalization of the third level of instruction. When Fernando VII returned to power, he abolished the Regulation and returned to the absolute education model, governed by the Colomarde Plan: liberal ideas were attacked more than ever, and everything to do with liberalism was deleted and punished with force and violence.
General Plan of Public Instruction (1836) (Plan of the Duke of Rivas)
Moderate model: consolidating the dual system of public and private education, as well as uniformity and centralization of the public education sector. Moderatism meant the abandonment of the liberal doctrine of national sovereignty and its replacement by the sovereignty of the intelligentsia (the most prepared, those who could reach the highest level of studies). It meant the displacement of universal suffrage by census suffrage (those with money) and the supremacy of property over freedom and equality. It aimed to strengthen the bourgeois social class to control power through education. Priority: Special secondary education for the middle classes, who were the true base of the new regime. Abandoning the absolute principle of free education, only primary education was free, but with restrictions, it was only for those who were absolutely poor. This caused a barrier separating the classes through secondary education (2nd level), placed between primary (first level) and university (third level), preventing the lower classes from being eligible for college. Secondary education was the path of preparation for university education. Liberal progressive thought: Freedom of expression in education to guarantee the ideological monopoly of education by the State. Moderate liberal thought: Trend towards the state control of education. Abandoning the principle of absolute freedom for the creation of centers, placing more conditions for the creation of primary and secondary centers. University education could only be undertaken in public centers.
General Plan of Studies (1845) (Pidal Plan)
Regulated secondary and higher education. Secondary schools (2nd level or high schools) were divided into elementary (essential for any well-educated person) and advanced (preparatory studies for university). Requirements for private secondary schools: authorization, licensing, and inspection by the Government, the need for a cash deposit, and minimum qualification requirements for teachers. University education remained a state monopoly: only in public universities. Regulated under the principle of uniformity (curricula of the various faculties, academic degrees, teaching methods, examinations) and centralization (governing bodies).
Law of Public Instruction (1857) (Moyano Act)
Liberal progressives came to power in 1854 (from 1854 to 1856), and it was necessary to establish a rule governing the dynamics of national education. Moderates strengthened the liberal education system through a law calling for permanence (authored by Claudio Moyano). It was not a new law but included the base of the Quintana Report, the Regulation of Instruction, the Plan of the Duke of Rivas, and the Pidal Plan. Primary education continued with two stages (elementary and higher), the principle of gratuity based on criteria on financing, recruitment of teachers, and regulation of normal schools. Secondary schools had full autonomy with respect to the upper division, had two classes of studies (the so-called general application), the introduction of institutes, and their funding from provincial budgets. Higher education regulated the distinction between Faculty Studies, Technical, and Vocational Education. Only public centers were valid. To run a private center: Primary: 20 years old and have the title of master. Secondary: 22 years old and have a degree, the faculty must have appropriate qualifications, and a deposit must be made as security. If you wanted institute consideration, the requirements were even stricter. They were subject to the same programs as public schools and an annual review. Institutes were incorporated. The Church could not meet these criteria but enjoyed special treatment. Free education was declared in public schools only for those who could not pay for it. The priest or the mayor awarded certificates of poverty. Parents were obligated to send their children to school! (fine if they did not). Secondary education was considered a step towards preparation for university studies or preparation for various professions. It remained in effect until 1970 with the General Education Law.
General Law of Education and Financing of Educational Reform (1970)
During the Franco dictatorship (1939-1975). It was not possible to carry out satisfactory economic forecasting due to a lack of resources -> Crisis in 1973 (1st oil crisis). A critical period arose in the late Franco dictatorship. Structuring in 3 cycles. Single level of General Basic Education (EGB) from 6-14 years -> compulsory and free. Certain pedagogical renewal, focusing on activism, changes in the grouping of students, and continuous evaluation inclusion. A single unified multi-baccalaureate (BUP) allowing access to university without discrimination, once the University Orientation Course (COU) was passed. Preschool education, adult education, special education, and professional education were included within the educational system with little success. Promotion and increase in school construction through a grant system. Teacher Training: The level of studies increased to the level of a university degree (secondary level teachers had to take a teaching orientation course). Creation of Institutes of Education Sciences.
1978 Constitution
Article 27 (10 points): The first nine points claim the right to education, and the tenth ensures university autonomy. 1. All are entitled to education, and freedom of teaching is recognized. 2. The goal of education: developing human personality in full respect for democratic principles of coexistence and rights and freedoms. 3. Public authorities guarantee the right of parents for their children to receive the religious and moral education that is in accordance with their convictions. 4. Basic education is compulsory and free. 5. Public authorities guarantee the right to education: a general education program and the creation of educational centers. 6. Recognition of the freedom of individuals and companies to set up educational centers. 7. Teachers, parents, and students shall participate in the control and management of public centers. 8. Public authorities shall inspect and standardize the educational system to guarantee compliance with the law. 9. Public authorities will provide assistance to meet the requirements of the law. 10. Recognition of the autonomy of universities within the law.
Right to Education Act (LODE), 1985
Does not change the structure of the formal education system. Regulates the first 9 sections of Article 27 of the 1978 Constitution, except for No. 10 (autonomy of universities). Creates an integrated network of public and subsidized financing from the state (to prevent discrimination and facilitate the deletion of unequal centers). Private schools teaching the basic level are required to comply with the music education curriculum. It allows private schools that are not subsidized to offer more freedoms: internal regime, staff selection, student admission, living standards, and defining their own economic system.
Organic Law of General Regulation of the Educational System, LOGSE (1990).
Defines the current structure of the education system in Spain. Reorganization of the Education System: New approaches to democratic and constitutional, social, and economic needs of the country’s own evolution; integration into the European Union. Inadequacies of the LCE, 1970: Need for clear legislation for preschool (privately owned); high school failure rate in EGB; inconsistency between the age of completion of studies (14) and labor input (16), 2 different degrees (graduate school: driving school certificate and bachelor: leads to unemployment or FP), and Bachelor’s degree being too academic and impractical. Autonomous regions were not introducing changes to legislation. Solutions: Voluntary public schooling from 3 years old, compulsory basic education to 16 years old, high school reduced to 2 years, reform of comprehensive studies of FP. Education: General scheme (nursery, primary, compulsory secondary education (high school or intermediate vocational training), FP, and higher university education) and special arrangements: lessons in physical education, languages, music, and more. Greater integration of children with special needs within regular centers. Quality of Teaching (regulated by the Administration): qualified and trained teachers, teaching programming, educational resources and management function, innovation and educational research, educational and vocational guidance, inspection, and evaluation of the educational system. It also addresses inequalities in education.
LOE Education Act, 2006
Currently in force, it is an expanded and more radical LOGSE. Minimum contents (unspecified) occupy 55% in Autonomous Communities with their own language and 65% in those that do not. Admission: Governments regulate admission in public and private schools; admission committees guarantee admission (controlling that demand does not exceed the number of places established by law); ensuring adequate and balanced education between the 2 types of centers. Balanced Schooling: Immigrant students and an increase of 10% max. of students per classroom with schooling items. Subsidized Teaching: Private schools eligible for subsidies, with preference to disadvantaged areas, subsidies are free for all teaching; annual review (not carried out), teachers’ salaries similar to those in public schools; Autonomous Communities should ensure a sufficient number of places for children aged 3-6 years (public and subsidized), parents cannot receive economic contributions. Catholic Religion: Mandatory for all schools to offer it, voluntary for students; agreements with respective faiths for other religions, religious teachers can benefit from the Workers’ Statute. Financing: The government issued a report with the annual cost of education. Repeats: 1 time in primary and 2 in secondary, promotion to secondary with 2 subjects failed; Autonomous Communities regulate extraordinary recovery tests. Children’s Education: 3-6 years old, voluntary and unpaid. Up to 5 foreign languages for 5 years. Effort Plan: To avoid school failure at a young age. Curricular Diversification: For students who do not have adequate performance in programs, small groups from 3rd year of ESO. High School: 2 years (16-18) with 3 modalities (Arts, Sciences and Technologies, and Social Sciences and Humanities). New Subjects: Citizenship education (promotes civic values, equality, democracy throughout the education system), contemporary world science (high school students lack scientific, artistic, humanities, and social knowledge). Access to University: Confirms elimination. Only approved test! Students: Right of assembly, as well as not to attend class when a preliminary agreement has been reached and communicated to the center. Autonomy: Centers adapt the curriculum to projects according to the needs and educational environment of students.
ent of students.