My Personal Portfolio : Book IEE Educational Innovation in Spain. Historical Perspective (Unit 6)

This topic was quite difficult to divide between us because it is a part of a book and all its contents are related between them. The idea is to read the parts that we considered more important and select the main ideas, because the objective is to reduce seventy pages in only one page.

Is an interesting topic because is about teachers and the different things that they have to do, for example to improve the dialogue between teachers. However, in some cases, they tend to work in isolation and they have to keep into account the opinion of the other teachers. This is so important because most of times, there are different teachers that teach to the same pupils and they have to work together to improve the teaching-learning process.

In this topic you can find other things about teachers and teaching, and some information about Education History.

At the end there are some questions related to the topic.

Legislative management produced in 1970, which is the General Law of Education (LGE) -even from his technocratic orientation and ideological continuity of the Franco’s dictatorship regime- responds to a desire for evolution and a transition to important features of modernization and pedagogical rationality; It corresponds with the aim of creating a new structure of the educational system in order to improve the performance and quality of education, and defines for it a necessary innovative process in terms of guidance, methods and techniques.

In the transition to democratic Spain, the basic constitutional consensus set the basic lines of our school law such as recognition of the right to education and freedom of education, affirmation of free and compulsory basic education and training objectives linked to the values of democracy and freedom.

Thus, the LODE of 1985 aims to promote equality for access to culture through a mixed network of public and private centers supported with public funds (entered schools), an "integrated school system" to ensure freedom, equity, participation and pluralism.

Since the first proposals of the Ministry, the objective to be achieved is to implement solutions that address some major shortcomings such as the presence of very overloaded content’s programs in the EGB and its high rates of failure and abandonment, problems about the lack of teachers, early and irreversible choice between baccalaureate and vocational training, etc.

In 1988, the new minister, Javier Solana, presenting the” White Book to the reform of the educational system” , proposed deal from the educational field (" A longer, more comprehensive, more quality and more homogeneously distributed 'education “) - with the possibilities of our own "social and productive “modernization”.

Those considerations are clearly identified in the Organic Law on General Education System (LOGSE) that was promulgated in 1990.

In 1995 it was approved and promulgated the Organic Law of Participation, Evaluation and Government of the Centers. In it is promoted a greater degree of autonomy of schools.

Beginning in 1996, some central points of the LOGSE are criticized, being considered a source of problems and malfunctions, most as a result of the alleged egalitarianism.

In 1997 a "Joint Declaration for Education" is generated to promote the educational reform.

The Organic Law on Quality of Education (LOCE) was enacted in 2002, being as a minister Pilar del Castillo, and with the objective of reform and improve education in Spain. It was not implemented.

In 2006, though again isn’t reached a full social and political pact, the Organic Law of Education (LOE) gets a consistent parliamentary and social support. This law is based on the pursuit of an education based on quality, equity and involvement of the entire school community. The LOE establishes its position in terms of economic resources. Increasing of the public spending on education for the fulfillment of the set objectives, resources for improving learning and support for teachers.

Even before the General Education Law of 1970, the Ministry of Education and Science (MEC) had already created the instrument of technical support regarding the adequacy of the professional qualifications of teachers to the new requirements that the law poses. This adjustments and the promoting of the permanent teacher training in the search of innovation has remained until nowadays.

The government of Adolfo Suarez suppresses this institution as many other institutions and services. Under this theme, according to the INCIE it’s about to reorient the structure in relation to the training of superior professors and with the improvement of primary and middle, while in relation to his ministry is more action-oriented to increase performance and quality of educational levels and responsible administration. So, finally the structure and functional staff will be divided between the Ministries of Education and Universities and Research.

For his part the Minister of Education of the Socialist government was highly critical with the situation, since according to him, the ICE are quite dysfunctional structure the education system cannot take advantage of theories and research unrelated to the practical demands of education, and so in his view it was necessary to face a renewal of pedagogy. Also he criticized the update of teachers not performed adequately ranking among the enlightened paternalism and dirigisme with poor planning.
In this context, the education minister understands that it’s necessary teachers who star in an effort to achieve better quality education.

The Order of the Ministry of Education and Science offers a change of great importance to teachers' centers, we proceed to the return of the CEP and resource centers, and with these we considered appropriate the suspension of school support services, this standard comes into force in 1994. The next year with the introduction of the LOGSE the teacher’s centers and the resource centers and support services was merge.
These centers are defined as agencies for the training of teachers of general education and special regime practicing in pre-university education levels of education. Other features are: support curriculum development, promote innovation and educational research, information and advice centers, etc.

In 2000 they created the Ministry of Science and Technology and the Ministry of Education, Culture and Sports and proceed to the elimination of the General Department of Teacher Education.

When the institute was announced it comes as born with a vocation of permanent high-level training.

In 2000 the CIDED was created, and going to work with the concern and interest in ICT, the functions performed are among others: the incorporation of education to society, the development of other forms of education, etc.

In the early nineties, autonomous communities develop a set of initiatives for teacher training, as necessary to support the introduction and generalization of educational innovations.
These essentially conform to the model designed by the CEP.

Most of teachers consider that they haven´t received a good education.

A research observed that pupils obtain better results in performance testing when they were teacher training plans in their centres, so it is deduced that the problem is not the quantity of contents, but in the quality of the programs and projects about teacher training.

At lunch a new law of education it is so important to keep in mind the resources that are available, because when there were lunching the LOGSE, it wasn’t support by a correct teacher training policy, and that’s not positive.

The presence of educative investigaton has been very low during the 90s.
Then, into the cientific-technological area,, appears the educational system such as one of the policy areas of the so-called Knowledge Society, that has as main objective improve the investigation and lunch projects and experiencies in which the new technologies and the education develop projects to know how, when and why should made more flexible the common curriculum to improve the relations to help pupils. Is necessary to substitute the individual work system of the teachers by planification systems, improving the dialogue between teachers.

The achievement of a quality teaching is considered as one of the most important challenges in the education of the future.
The evaluation of the educational system will be oriented to the adequacy to the social demands and to the educational needs, and it will be applied in the pupils, teachers, centres, the educative processes and the administration.

The first official initiatives wasn’t able to satisfy the educational change needs, and for that reason is unavoidable a true pedagogical renewal.
At the end of the Franco Regime, the schools will have a political and social important presence, especially to achieve a democratic educational system in a society that was so.