University Autonomy and Educational Evolution in Spain
University Autonomy in Spain
The autonomy of the university was transformed from a principle of right to be considered an academic freedom and therefore of fundamental status in constitutional law. As constitutional law, university autonomy is regulated in Article 27 of the Spanish Constitution, which recognizes this right subject to the constraints of the law itself. University autonomy is elaborated in Article 2 of the Organic Law of Universities (LOU). The first clause gives the university colleges full legal status, indicating the following:
- The universities are independent legal entities and perform their duties with full autonomy and coordination among them.
- Private universities have legal personality.
University autonomy is developed in the administrative, political, financial, and organizational arrangements incumbent on public universities. Under Spanish law, university autonomy under Article 27/10 EC includes the protection of academic freedom against interference from outside the university. For its part, the Constitutional Court refers to this right and states the following: “University autonomy is the institutional dimension of academic freedom to ensure and complete your personal dimension, consisting of academic freedom. 14-29 are fundamental rights and that in itself one of the LRU arto. Autonomy, therefore, gives public universities a special independent power base in the freedom of thought and teaching that must prevail in its functioning within a democratic and social state of law.”
In effect, it says: “Well, university autonomy, as recognized in the art.” But this autonomy is not absolute. Above these limits, the Constitutional Court says: “Among the materials incorporated into the university autonomy are: academic freedom, management and administration of resources, etc.” But university autonomy is limited by the powers under Article 149.1. 308 of the Spanish Constitution are reserved exclusively to the State.
Evolution of Basic Education
The generalization of basic education has been late in our country. (The compulsory education was enacted in 1857 and 1964). It was not until the mid-eighties of the last century that this requirement came true. The General Education Act of 1970 marked the beginning of the overcoming of great historical backwardness that afflicted the Spanish education system.
In 1990, the Organic Law on the General Education System established in ten years the period of compulsory escalation, providing vocational training would eventually equate to Spain with the most advanced countries of your environment. Consequently, in 1995, the Organic Law of Participation, Evaluation and Government Teachers Centre was approved, in order to develop and modify certain provisions laid down in LOGSE aimed at improving quality. In 2002, a further step was taken towards the same goal through the enactment of the Organic Law Quality of Education.
The Ministry of Education and Science published in September 2004 a document entitled “Quality education for all and to all,” which presented a set of analyses and diagnoses on the current educational situation and underwent a series of proposed solutions.
Aims of Education
The aims of education emphasize the full development of personality and emotional capacities of students, training, equality of opportunities between men and women, and critical appraisal of inequalities, in order to overcome sexist behavior. It is assumed in its entirety and the content of what is stated in the Basic Law 112 004 of 28 December on Integral Protection Measures against Gender Violence.