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Organic Act on Education

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  2. 2. Education  Great value: individual and collective welfare depend on it.  Integrates cognitive, affective and axiological dimensions: shaping personal identity and understanding of reality  Provides the culture, knowledge and fostering democratic coexistence and respect for individual differences, promoting solidarity and preventing discrimination: social cohesion.
  3. 3. History of Education 19th century:The universality of primary education and generalised access to secondary education. Provide a longer period of schooling  20th century: high standard and quality education offered to all citizens  1990: attention to the need to combine quality with equity( in 2004 expressed the same concern by many countries)  Universal access to basic education: 1857 and in 1964 was extended from the age of six to fourteen, it was not until the mid- 80’s that this principle became a reality
  4. 4. History of Education At the beginning of the 21st century to combine quality and equity  A public service by The General Law of Education and Financing of Educational Reform 14/1970 and the Organic Law on the Right to Education 8/1985  10-year period of compulsory schooling by In 1990, the Organic Law of General Organisation of the Education System (LOGSE)  the mid 1990’s attention began to focus on the need to improve the quality of the education  in 1995 the Organic Law of Participation, Assessment and Management of Schools was passed.  In the year 2002, further steps were taken with the promulgation of the Organic Law on Quality in Education.
  5. 5. Principles 1st: Provision of quality education to all citizens of both sexes at every level of the education system  schooling up until sixteen years of age,  the aim is now to improve overall results and  reduce the high number of people who still leave school with no qualifications and who abandon their studies at an early age.
  6. 6. The concept of effort Families must collaborate closely and should be involved with the daily school work of their children and with school life Education Administrations must help all members of the school community to carry out their duties, providing the necess Equitable schooling of students recognises the existence of a dual network of public and private schools (Organic Law on the Right to Education)  2nd : The combination of quality and equity implied by the above principle requires inevitably a combined effort  Responsibility for student success does not rest solely on the individual student but…  also on families, teaching staff, schools, Education Administrations and on society
  7. 7.  3rd :Commitment to the educational targets set by the European Union  Economy based on more competitive, dynamic knowledge, capable of sustaining economic growth, accompanied by a quantitative and qualitative improvement in employment and greater social cohesion
  8. 8. European Union and UNESCO Improvement of teaching Skills Developing the skills necessary for the knowledge- based society Guaranteeing access of all to ICT Increasing the number of enrolments on science, technical and art courses, using all available resources, and raising investment in human resources.  In the first place: improving the quality and effectiveness of education and training systems.
  9. 9. European Union and UNESCO Appealing and promoting active citizenship, equal opportunities and social cohesion  In the Second place: Open learning environment
  10. 10. Provides: links with  the labour market Research society in general • develop entrepreneurship, •improve foreign language competence, •increase mobility and exchanges and strengthen European cooperation.  The third aim is to open up these systems to the external world
  11. 11. In order to convert these principles into reality Encourage the practice of active citizenship, community life and social cohesion Facilitating the passage from one to another and allowing the creation of training routes granting of autonomy to schools Objectives and common standards with the necessary pedagogic autonomy and the management of schools also requires the setting up of evaluation and accountability instruments.  Education and training must be regarded as an ongoing process which continues throughout life  Flexibility of the education system
  12. 12. In order to convert these principles into reality Reform of the initial teacher training model in order to adapt it to the European context  Goals consists of simplifying and clarifying the regulations