scholarly journals La Educación Cívica En España. Cinco Últimas Décadas De Vicisitudes Legislativas.

2020 ◽  
Vol 2 (29) ◽  
pp. 92-103
Author(s):  
Elena Arbués Radigales ◽  
Concepción Naval Durán
Keyword(s):  
General Education ◽  
Civic Education ◽  
Citizenship Education ◽  
Great Influence ◽  
Teaching Staff ◽  
Education Reforms ◽  
Political Commitment ◽  
Education Act ◽  
Civic Competence ◽  
Do So

It is obvious that schools can exert a great influence as appropriate areas to foster a fairer and more equitable society, with greater moral, civic and political commitment among citizens. Civic education contributes to this end and, therefore, it has been introduced -with different appellations- in the curriculums of most Western countries to facilitate citizens the assumption of their rights and responsibilities. This is considered as one way of transmitting the necessary knowledge, skills and attitudes for young people to become active citizens with the capacity to build the future for our democratic societies. The education reforms performed in different countries highlight the need for citizenship education by advocating for their incorporation in the syllabus. The objective of this article is to point out the attention that civic education has received in Spain, specially from the implementation of the 1970 General Education Act. To do so, the successive reforms that have been introduced until today are analyzed. We ask ourselves whether these curricular reforms succeed in improving the civic competence of our students. As a main conclusion it has been established that a discourse supporting democracy, social responsibility, interculturalism and civic participation can only be effective with the commitment of the teaching staff, family and society as a whole.

scholarly journals La Unesco y la Ley General de Educación: La influencia de los organismos internacionales en torno a la modernización educativa en el franquismo

2021 ◽  
pp. 209
Author(s):  
Mariano González-Delgado ◽  
Tamar Groves
Keyword(s):  
Cold War ◽  
General Education ◽  
White Paper ◽  
Franco Regime ◽  
Education Act ◽  
Contemporary Spain ◽  
The Cold War ◽  
The Impact ◽  
International Advisory ◽  
Do So

This article analyzes the influence that the educational ideas proposed by UNESCO had on the development of the General Education Act (LGE) of 1970. More specifically, it attempts to establish the impact that this international organization had on the origin and development of the LGE during the Franco regime. To do so, the first part of the article studies the beginnings of UNESCO in Spain and how the educational conception that would give rise to one of the most important educational reforms of contemporary Spain was developed. In the second part, we examine the recommendations given by the «International Advisory Committee for the Reform of Education in Spain» regarding the debate generated by the Libro Blanco (White Paper). In the third part of the article we look at the Committe’s direct impact and the way its assessments guided the development of the LGE in its first years. This work aims to demonstrate that the LGE can be better understood as a reform born under the recommendations of UNESCO regarding the educational context originated within the framework of the Cold War and the Modernization Theory.

scholarly journals La Ley General de Educación en la memoria: del reconocimiento a la negación

2021 ◽  
pp. 289
Author(s):  
Patricia Delgado Granados
Keyword(s):  
Economic Development ◽  
General Education ◽  
Franco Regime ◽  
Universal Education ◽  
Spanish Transition ◽  
Starting Point ◽  
Socio Economic Development ◽  
Education Act ◽  
The Individual ◽  
Do So

The aim of this paper is to analyze the process of the drawing up of the General Education Act (LGE), created under the Franco regime and implemented a few years before the Spanish transition. In order to do so, we pay special attention to the socio-economic moment in which the law was projected and to the different political tendencies that were emerging in the scenario of dictatorship and that would become more visible in the transition. The paper also examines the individual and collective experiences and strategies of other sectors of the population, showing how they swung from recognition to denial of the LGE. The law’s implementation was the result of a critical diagnosis of the education system that implied a need for decisive change in the situation of education, a change that could be achieved by setting legal conditions for the normalization of universal education in Spain. The starting point was the belief that improving education would lead to the socio-economic development of the country while at the same time resolving the situation of ideological, political and social conflict that persisted under the dictatorship and that would be solved, in part, after 1978.

scholarly journals La Ley General de Educación y la Pedagogía. Reencuentro y señal

2021 ◽  
pp. 69
Author(s):  
Alejandro Mayordomo Pérez
Keyword(s):  
General Education ◽  
Educational Reform ◽  
Cultural Context ◽  
Historical Overview ◽  
Educational History ◽  
The Social ◽  
History Of ◽  
Education Act ◽  
Technical Model ◽  
Do So

This paper undertakes a historical overview of the pedagogical considerations and references that characterize the basic educational reform in Spain in 1970. To do so, the text offers a description and interpretation of technical, political and legal documentation. Additionally, it clarifies the contexts, orientations, innovations and shortcomings of the legislation, known as the Villar Palasi law. Basically, the author attempts to demonstrate the characteristics of the scientific rationality or technical model of the law and its reform. The article also addresses the lack of agreement between the pedagogy being defended, the social and cultural context, and the specific policies that needed to be introduced in order for the reform to achieve its objectives. And finally, this work tries to clarify the significance of this General Education Act in the educational history of Spain.

scholarly journals Civic Education for Lower Secondary Students

2015 ◽  
Vol 2 ◽  
pp. 82
Author(s):  
Pāvels Jurs ◽  
Alīda Samuseviča
Keyword(s):  
General Education ◽  
Research Methods ◽  
Secondary Students ◽  
Empirical Research ◽  
Civic Education ◽  
Systemic Approach ◽  
General Curriculum ◽  
Civic Knowledge ◽  
Empirical Research Methods ◽  
Civic Competence

<span lang="EN-US">Nowadays the question of the necessity for the civic upbringing in the general curriculum in the system of education of Latvia has been raised. At the same time students` knowledge as well as skills and attitude of civic education have not been fully analyzed. Before carrying out the particular reforms in the content of education, we must assess the situation and find a balanced, purposeful and theoretically reasonable holistic systemic approach for promotion of the citizenship. Through using theoretical and empirical research methods, the process of researching is characterized and the data that reflects students' civic knowledge, skills, attitude and values has been analyzed. This publication contains systematized conclusions that outline the possibilities for pedagogical activities that promote civic competence for students in the general education institutions.</span>

scholarly journals La formation du citoyen : Une perspective philosophique

2008 ◽  
Vol 4 ◽  
Author(s):  
Luc Vigneault
Keyword(s):  
Critical Thinking ◽  
Civic Education ◽  
Citizenship Education ◽  
The Political ◽  
Critical Approach ◽  
Philosophical Project ◽  
Civic Competence

Starting from the idea that the present concern with citizenship education is a form of reminiscence of the philosophical interest of the Ancients regarding this question, this article attempts to demonstrate that the recovery of this tradition is apt to enlighten the pedagogical stakes of this concern. Not only is the critical formation of the citizen posited by the philosophers as an essential structure for the vitality and the political balance of a society but it is found very often at the centre of their philosophical project. By adopting a historical-critical approach, I wish in this way to develop the idea that the formation of critical thinking, beyond all acquisition of transversal competence, constitutes the pillar of civic competence. This last point will allow us to bring out certain paradoxes regarding the finality of civic education. Finally it is by restoring the ancient dilemma of the conflict between the critical and the civic, as illustrated by the Socratic figure, that I shall propose a model of citizenship practice.


OPINION OF PARENTS OF SCHOOLCHILDREN AND TEACHERS OF SCHOOLS ON THE EXPEDIENCY OF CARRYING OUT MEASURES TO PROMOTE A HEALTHY LIFESTYLE OF SCHOOLCHILDREN

2021 ◽  
pp. 204-209
Author(s):  
Khikhlich O.S. ◽  
Bortsov V.A. ◽  
Gurinovich E.G.
Keyword(s):  
General Education ◽  
Healthy Lifestyle ◽  
School Age Children ◽  
Teaching Staff ◽  
School Age ◽  
Sociological Study ◽  
School Teachers ◽  
Primary Health ◽  
Sociological Studies ◽  
To Receive

Currently, the organization of primary health prevention in secondary schools is a complex interaction between the health and education systems. In order to determine the need and scope of optimizing the organization of primary medical prevention for school-age children and develop measures to increase its availability, sociological studies were conducted of 400 parents of children studying in secondary educational schools and 403 teaching staff of secondary general education schools. According to the results of a survey of parents of school-age children, the following conclusions can be drawn: parents with children visit polyclinics for the treatment of diseases or for preventive examinations, and they do not have enough time and opportunity to solve issues related to the formation of a healthy lifestyle and have to get the necessary information on their own. The majority (77.8±2.1%) of respondents believe that school teachers can conduct conversations with schoolchildren on the formation of a healthy lifestyle and the prevention of diseases in school-age children. Parents also pointed out that school teachers with varying frequency already conduct conversations with students on the formation of a healthy lifestyle and the prevention of diseases in children. When analyzing the results of a sociological study of teachers, it was revealed that the majority (80.6±2.0%) of respondents consider it appropriate to conduct work with the population on the formation of a healthy lifestyle. More than half (54.8±2.5%) of the respondents consider it appropriate to receive training on healthy lifestyle issues in the future, and 19.5±2.0% - at the first opportunity.

scholarly journals Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 83-93 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Past Research ◽  
Support Needs ◽  
Educational Placement ◽  
General Education Curriculum ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

scholarly journals Citizenship Education for Liberation in Nigeria

1970 ◽  
Vol 7 (1) ◽  
pp. 67-78
Author(s):  
JO Ogunbiyi ◽  
OS Oludeyi
Keyword(s):  
Higher Education ◽  
Civic Education ◽  
Citizenship Education ◽  
Democratic Governance ◽  
Civic Consciousness ◽  
Political Crises ◽  
Religious Intolerance ◽  
Economic Progress ◽  
The World ◽  
Low Levels

Across the globe, nations face a problem of low levels of civic consciousness and prevalence of harmful stereotypes like ethno-religious intolerance, prejudice and crises. In many parts of the world, these have degenerated into political crises, youth hooliganisms, prostitution, examinations malpractices, rape victimisation, terrorism and national insecurity. In the Nigerian context, these vices truncate the practical and transparent democratic governance while threatening the country’s federalism and cohesion. Since the purpose of any functional education is to enlighten and liberate the beneficiaries, ensuring that they live a sustainable life while contributing meaningfully to the upkeep of their immediate community, this paper takes a look at citizenship liberation using qualitative civic education. It examines, inter alia, the aims and objectives of qualitative citizenship education and how the principles of civic education can be instilled in the citizens for liberation and peaceful co-existence. The paper further discusses how the spirit of patriotism, unity, love and oneness can be installed in the minds of Nigerians and how they can serve as a lubricant to the wheel of socio-political and economic progress of the nation through adequate citizenship education.Keywords: Higher education for development; Sustainability; Lifelong learning.

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