EVOLUTION OF THE ADULT EDUCATION IN SPAIN IN THE CONTEXT  OF EDUCATION LAWS

María Remedios Belando-Montoro; María Aranzazu  Carrasco Temiño; María  Naranjo Crespo

doi:10.35387/od.1(15).2019.163-171

María Remedios Belando-Montoro Complutense University of Madrid (Spain)
María Aranzazu Carrasco Temiño Complutense University of Madrid (Spain)
María Naranjo Crespo Complutense University of Madrid (Spain)

DOI: https://doi.org/10.35387/od.1(15).2019.163-171

Abstract

Today, after several decades of international recognition and support, adult education continues to be a subject of special relevance and topicality for Spanish society. The concept of Lifelong Learning appears in the education laws; however, its implementation is not developed in the same way. Therefore, it is necessary to analyze the normative development, since it will help us to develop policies that improve the coverage of this educational sector. The article reviews Spanish education laws since 1970 with the aim of studying the evolution of adult education, especially objectives laws.

The analysis included some conclusions that demonstrate the need to develop further studies on adult education in Spain. On the one hand, it is important to highlight the lack of national legislation regulating adult education in a global manner. On the other hand, there is also a need for teacher training in this area. The laws developed in recent years have begun to include adult education within the education system, but they have not considered the development of specialized educators in the area. Therefore, we can see the need to propose policies that recognize the teaching profession of adult educators, due to currently it is an informal profile and it is not necessarily require pedagogical training, what is an aspect that reduces the quality of this education.

In short, adult education is being developed in parallel with the official education systems, which leads to a loss of quality and of the normative officiality of the initiatives carried out in this area. From an educational point of view, it is crucial to address this need for improvement and to provide educational processes that are adapted to the demand of individuals and groups within a society in which continuous training is increasingly in demand.

Key words: Adult Education; Lifelong Learning; educational legislation; Ministry of Education; Spain; teaching objective.

Downloads

Download data is not yet available.

References

Ainscow, M., Dyson, A., Goldrick, S., y West, M. (2013). Promoting equity in education. Revista de Investigación en Educación. 11 (3). Р. 32-43.

Belando–Montoro, M. R. (2017). Aprendizaje a lo largo de la vida. Concepto y componentes. Revista Iberoamericana de Educación. 75. Р. 219 – 234.

Echeita, G. (2013). Definir la inclusión educativa para llevarla a la práctica. En la calle: revista sobre situaciones de riesgo social. (26). Р. 11-15.

Espigado, G., y Cabrera, B. (2016). Las leyes educativas de la democracia en España a examen (1980 – 2013). Historia y Memoria de la Educación, (3), Р. 7-14.

Ley Orgánica (2013). 8/2013, de 9 de diciembre, para la mejora de la calidad educativa

Ley Orgánica (2006). 2/2006, de 3 de mayo, de Educación.

Ley Orgánica (2002). 10/2002, de 23 de diciembre, de Calidad de la Educación.

Ley Orgánica (1990). 1/1990, de 3 de octubre, de Ordenación General del Sistema Educativo

Ley (1970). 14/1970, de 4 de agosto, General de Educación y Financiamiento de la Reforma Educativa.

López, M. J. (2019). 40 años de leyes y didácticas educativas. Intervencionismo político en la educación española. Anuario Jurídico y Económico Escurialense. (52). Р. 559-572.

MEC. (1986). Libro Blanco de la educación de adultos. Madrid: Ministerio de Educación y Ciencia.

UNESCO. (1976) Recomendación relativa al desarrollo de la educación de adultos. (26 de noviembre de 1976). Recuperado de http://www.unesco.org/education/pdf/NAIROB_S.PDF