The document traces the historical evolution of the education system in Spain from medieval times to recent reforms. It began with a scholastic system focused on theology in universities. A liberal period in the 18th-19th centuries saw the emergence of mass education systems across Europe to serve new nation states, though Spain's development was slower. The Franco regime imposed a national Catholic system until democratic reforms in the 1980s established public education. Recent reforms have aimed to balance quality, participation, and choice within the dual public-private system.

1. 1
Historical evolution
of education

2. Index
1. Introduction
2. Ancien Régime & Scholastic system
3. The liberal period
4. The Educational System under Franco
5. The Social-Democrat period and the Comprehensive Reform
6. Quality as Axis Education Reforms
7. Recent reforms
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3. 1. Introduction
To better understand the society in which we live and operate involves
understanding the organizations, including schools, in which members of
developed societies spend a great deal of our lives.
School organizations have not always existed neither have been organized in
the way they are today.
In every society, schools are the cumulative result of the existence of
different practices and models of social organization, especially those
arising from the business world.
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4. 2. Ancien Régime & Scholastic system
The history of education systems are situated in the medieval
universities, for a minority, which had the task of developing
the scholastic thought (philosophy and reason in the service
of theology).
With the development of the state, universities included the
mission of training state bureaucracy and other specialized
professionals (notaries, judges, doctors ...).
However, knowledge is produced out of college and universities coexist with parish
schools, monastic and a few municipal and civilian schools. In Spain in the middle
of the 18th century only 5% were literate.
The nobles and the wealthy either had trainers or attend church schools (Jesuits),
municipalities had some schools with little resources and low qualified teachers.
The economic, political and social structure in Spain is of a pre modern character
well into the 18th century, basically agrarian and quasi-feudal (nobility and church
own most of the land and control production directly). This unequal distribution
(1% of the population owns 42% of the land) will remain so until the 20th century.

5. 3. The liberal period (1)
The emergence of the bourgeoisie and the proletariat involves a struggle for
control of education as a means of social change.
In northern and central Europe, Protestantism promotes literacy and weakens the
Catholic Church, in favor of secular power and authority of the state.
The development of capitalism also demands a more universal education system
to socialize in the acceptance of order and authority, and to disseminate
knowledge and innovations.
The development of the nation state requires an educational system that culturally
homogenizes the nation in terms of language, measurement and monetary
systems, as well as a new political system (individual rights and citizenship).
In Spain this process is run by an oligarchic, and an anti-democratic and centralist
bourgeoisie, where Catholic Church continued to have much power, and where
any attempt to modernize the education system is halted.
In addition, slow economic, social and political development, except for the
Constitution of 1812 (public, universal, free, uniformed and freedom of thought,
conscience, creation, choice of centers i academic) will not be possible until the
Second Republic.
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6. 6
1850

7. 7
1877

8. 8

9. 3. The liberal period (2)
With the Moyano Act a liberal moderate, traditionalist and classist educational model
is stablished, it will last until 1970 (with the parenthesis of the Second Republic). Its
main features were::
 Two networks: Primary (terminal) 6-9 years (mandatory but could be done at home)
and Secondary minority and class.
 The Catholic Church is favoured as does not have to proof qualifications nor
deposit, besides is in charge of the inspection.
 The municipalities are responsible for primary education without resources to do
so.
 The State is responsible for the universities (10).
 Gender segregation.
Unschooling is high (above 50% until the early 20th century), few schools and less high
schools.
First Ministry of Public Instruction in 1900.
9
Ley de Instrucción Pública(1857)
Moyano Act

10. The Second Republic (1931-1936)
Main attempt to develop a democratic state (representative democracy, popular
sovereignty, secular state, individual and social rights and universal suffrage).
The new ruling class (liberal, autonomous and pro-European bourgeoisie and
middle classes) with the help of unions, facing the privileges of the oligarchy
and the church.
Roots in the ILE, Ferrer i Guardia and the Catalan experience.
 Recognition of autonomy and their languages.
 School boards, educational reform, and laicism.
 Unified School (understood globally, facilitating access to college scholarships,
free and rights for all, but also unification of teaching body with university
studies).
School enrollment of 55%, 27,151 schools are planned and 7,000 created.
3. The liberal period (3)
10

11. Destruction of the progress of the Second Republic: political indoctrination
(religion and Formation of National Spirit); repression (liberties, academic
freedom, mixed school, own languages); segregation (class and gender), dual
network is restored.
State as subsidiary:
 Primary by Falange (4 rules + Patria, Religión y Familia) with unqualified and
akin teachers (6-12 years, entrance examination at age 10).
 Secondary by Opus Dei and akin. Until the Ley de Enseñanzas Medias (1957)
10-17 years old + state exam. Afterwards board exams “reválidas” (4e i 6e) +
pre-university exam.
 Catholic Church is in charge of inspection.
At age 13 only 40% attend school.
4. The Educational System under
Franco (1)
National Catholicism
11

12. Technical rationality and efficiency (Opus Dei) are the regime's response to
developmental tensions and the lack of freedoms when the end of the
autarkic model (50s) occurs.
The Marshall Plan, the internal migrations and the regional imbalances produce a
shift from the traditional and rural families to modern and urban ones. Also in
this period various changes occur in the production structure that increase
social tensions and demands for goods and services (the emergence of
technicians and middle managers, and the shift from illiterate to the skilled
worker), altogether there is a growth of new middle classes fuelled by the
baby boom (1966-1976).
In education the theory of human capital (education = economic growth, to
promote family investment (meritocratic promise) is adopted.
12
The technocratic stage
4. The Educational System under
Franco (2)

13. To LGE reforms were partial but did not meet the demands of schooling (1963
Plan with new schools, or compulsory until 14 years from 1964 on). For the
first time a previous study (Libro Blanco, 1969) is made.
Objectives: Preschool (neither compulsory nor free). Unification of basic
education (EGB) from 6 to 14 years. Unification of high school of sciences or
humanities (only the Graduado Escolar) in addition to the COU to access
university (three cycles). Integrates vocational training (2 levels, the first being
free access).
At this time 82% of 5 years old children were enrolled.
Limitations: neither democratic nor participatory, segregation is postponed to
post-compulsory level, discrimination between those ending with title and no
(graduado / certificado), lack of funding, supporting private system.
13
LGE (1970)
Ley General de Educación
4. The Educational System under
Franco (3)

14. 5. The Social-Democrat period and the
Comprehensive Reform (1)
The model of comprehensive school (inclusive) which is developed in Europe (after
WWII) arrived in Spain late. The LGE was a first approximation. The Pactos de la
Moncloa helped overcome physical deficits (positions), the functional deficit
(ratios teacher / student) and authorize bilingualism.
Disputes between right and left parties as to:
• The state of the autonomies with central powers (basic fundamental rights -
LO) and transferred competences.
• Freedom of education - funding of concerted private school: admission,
participation and freedom of education (Pacto Escolar art. 27 CE, and LODE).
• Religion as an optional subject in public education (art. 27.3 CE and LODE).
14
LODE (1985)
Ley Orgánica Reguladora del Derecho a la Educación

15. 5. The Social-Democrat period and
the Comprehensive Reform (2)
The culmination of the model is given with the LOGSE. This, together with the
Unified School (II Republic) is the largest project of inclusive school in Spain
(school = instrument of reform and social change).
Primary is unified in the CEP (6-12 years) provides direct access to the ESO in
IES (12-16 years) within which, and with the ESO (polyvalent common
curriculum, integrated and flexible), can also be done Intermediate Training
Cycles (and access the Superior Training Cycles too). Finally, without the
graduate, there is access to non-formal education (social guarantee
programs).
School enrollment reaches 100%, and increasingly more students end up with
high school. Continuing the dual (public / private) system which limits its
comprehensive character.
Rethinking contents and methodologies (Escuela Activa y Movimientos de
Renovación Pedagógica) more intense in primary. 15
LOGSE (1990)
Ley Orgánica General del Sistema Educativo

16. When enrollment rates achieve 70% for post compulsory education and more
than 30% at university, efforts are directed to quality (for neoliberalism is
synonymous with competition / for progressives is equal and social justice).
LOPEGCE (partially modified the LODE) (was criticized by workers and unions):
• Improving the participation of the educational community.
• Reinforces the School Board.
• More autonomy to schools and management teams.
• Mechanisms of internal and external evaluation.
• Also pupils with special needs to concerted schools.
LOPEGCE (1995)
Ley Orgánica de la Participación, la Evaluación
y Gobierno de los Centros Docentes
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6. Quality as Axis Education Reforms (1)

17. LOCE does not change the overall structure but introduces modifications to the
LODE, LOGSE and LOPEGCE:
ESO: splits1st and 2nd cycle, suppresses automatic promotion, support groups
(12) are created, itineraries (3rd and 4th ESO) for the same title are
introduced (with qualifications and guidelines) repetition with 3 subjects, and
students can remain in the ESO up to 18 years old.
Baccalaureate: General knowledge test at the end (revalidation) and repetition
(only once).
Also: segregation of immigrant students, the disabled, gifted and selfless having
different itineraries.
Concerted with curricular specialization may establish an extra criteria for
admission.
Less participation. No early childhood education.
LOCE (2002)
Ley Orgánica de Calidad de la Educación
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6. Quality as Axis Education Reforms
(2)

18. LOE repealing LGE, LOGSE, LOPEGCE and LOCE, and modifies the LODE. It is a
law of adjustment and adaptation, straddling the LOGSE and LOCE.
Controversial issues:
• Religion (Catholic, Protestant, Jewish or Islamic): the centers should offer
but is voluntary to the student (confessional, none-confessional or none).
• Education for Citizenship and Human Rights: rearranges the weight of other
materials.
(Nor introduces Early Childhood Education)
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7. Recent reforms (1)
LOE (2006)
Ley Orgánica de Educación

19. Issues:
• Spanish language (mandatory, if not: privately provided but paid by CCAA)
• Itineraries (basic FP is made, itineraries for "problematic" students in 2nd of
ESO and between FP and Bachelor of 3rd of ESO)
• Religion and Cultural Values and Social (primary) and Ethical Values
(secondary)
• Assessments in primary (3rd and 6th) and revalidation at the end of the ESO
and Baccalaureate (replacing former selectivity)
• The curriculum: the central government sets the contents of the trunk of
primary ESO and Baccalaureate. For specific subjects the central
government sets objectives and evaluation criteria.
• Concerted: the legal primacy of the public school on Concerted is lowered.
Financing to schools that segregate by sex are shielded (despite the
judgments of the Supreme Court).
• Specialization of the centers is promoted (in areas such as the path to the
FP or to Baccalaureate).
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7. Recent reforms (2)
LOMCE (2013)
Ley Orgánica para la Mejora de la Calidad Educativa

20. 20

21. 21

22. 8. Synthesis
During the eighteenth and nineteenth centuries arise with the national states
of Europe the first mass education systems.
According to Weber's typology, in its evolution, the education system moves
from a scholastic initial stage, to a liberal type to en up reaching a
technocratic one.
In the case of Spain the development is slower than in other neighboring
countries.
We can also see the evolution of the educational system as a dialectical
process between resistance to change and progress.
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23. García Gràcia, M. (2003) El sistema de enseñanza como construcción histórica
y social. En Fernández Palomares, F. (coord.) Sociología de la educación.
Pearson, Madrid. 87-116 (Cap. IV)
Puigvert, L. y Oliver, E. (2003) Reformas educativas. En Fernández Palomares,
F. (coord.) Sociología de la educación. Pearson, Madrid. Pág. 385-410 (Cap.
XIV)
Rotger JM. (2003) Escuela y comunidad. En Fernández Palomares, F. (coord.)
Sociología de la educación. Pearson, Madrid. Pág. 411-436 (Cap. XV)
http://youtu.be/og_iFQT8JJg
http://youtu.be/m9_zsButQzU
http://youtu.be/4CNPtwOn6rA
http://youtu.be/F6kvTHw-iD8
References
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