Relevant bibliographies by topics / Education and state Spain

Academic literature on the topic 'Education and state Spain'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Education and state Spain"

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García Romero, Leire. "Special Education in Spain." European Journal of Education and Pedagogy 3, no. 6 (December 25, 2022): 240–44. http://dx.doi.org/10.24018/ejedu.2022.3.6.517.

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This article does a revision of Special Education in Spain. Its objective is to analyze the current state of this field in that country, in order to reach real inclusion among children. The text covers the origins of special education, the changes in legislature since then, the application of them in classrooms, and the present day. After a bibliographic review, we can conclude that, although there are good intentions, Spain is far from being an advanced country in the special education field, with insufficient measures for this kind of children, not only in schools, but in high schools and universities.
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Amin, Hafiza Sumaiya, and Atif Aftab. "http://habibiaislamicus.com/index.php/hirj/article/view/169." Habibia Islamicus 5, no. 1 (February 10, 2021): 1–8. http://dx.doi.org/10.47720/hi.2021.0501e01.

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Golden Era of Muslim Spain was tremendously progressive in every filed of life, especially in the field of education. Muslim caliphs took keen interest in the development of education. Scholars from around the world were invited and adequate. The magnificent support of education by Muslim Caliphs raised the standard of learning and literacy to a high level in Spain. During Golden Era of Muslim Spain, focused was specifically on primary education. State worked for the grooming and development of new generation. The study raised specific questions; Did Masjid played an important in the development of primary education? Did Primary education was easily accessible to every child? These questions were evaluated with the help of credible and authentic reference books. Through investigation it was found that Islam and Prophet (P.B.U.H) strongly emphasized on value and acquisition of knowledge. To acquired knowledge Masjid played central role from the early days of Islam. Every Masjid had one Madrasah along with complete teachings of Islam and worldly education. During Golden Era of Muslim Spain state followed the tradition of making Madrasah with Masjid. Elementary schools were established in every town during Golden Era of Muslim Spain, State made primary education free for all citizens. Administration provided financial and managerial support and spends a lot of money for primary education during Golden Era of Muslim Spain. Primary education played vital role in the development of new generation and became of progressive society. Education became the sign of prestige and luxury for people to its best during Golden Era of Muslim Spain.
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Calvo, Adelina. "The state of development education in Spain: Initiatives, trends and challenges." International Journal of Development Education and Global Learning 9, no. 1 (June 30, 2017): 18–32. http://dx.doi.org/10.18546/ijdegl.9.1.03.

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In this paper I analyse the state of development education (DE) in Spain, considering the specific context of the country, its history and the challenges it currently faces. I provide a review of the overall policy framework, highlighting the Spanish Cooperation Strategy on DE as a significant turning point in the consolidation of DE. Theoretical development is explained and the role of the main stakeholders, such as public bodies, non-governmental development organizations (NGDOs) and schools are discussed. I evaluate the roles that all of these organizations have played in promoting DE in compulsory education. The conclusions assess some of the strengths and weaknesses of DE in Spain as well as some of the current challenges.
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Pedro, Francesc. "Higher Education in Spain: Setting the Conditions for an Evaluative State." European Journal of Education 23, no. 1/2 (1988): 125. http://dx.doi.org/10.2307/1502969.

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Garreta-Bochaca, Jordi, Monica Macia-Bordalba, and Núria Llevot-Calvet. "Religious education in state primary schools: the case of Catalonia (Spain)." British Journal of Religious Education 41, no. 2 (February 16, 2018): 145–54. http://dx.doi.org/10.1080/01416200.2018.1437392.

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López Sánchez, Eliseo, and Esther Del Campo. "Patterns, Trends and Policy Processes in Spanish Secondary Education: Multiple Streams in a Multilevel Context." Central European Public Administration Review 12, no. 4 (May 25, 2015): 115–34. http://dx.doi.org/10.17573/ipar.2014.4.a05.

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Educational policies in Spain have been characterized by conflict and continuous changes to legislation in the Central State. However, Spain is a decentralized State and the Autonomous Communities (regions) are responsible for implementing secondary education. The article aims at explaining and analyzing how Autonomous Communities have defined their educational models and policies for secondary education based on an unstable state legal framework. The analysis focuses on key elements of State legislation, such as the management methods of schools and the adaptation of policies to social differences between autonomous communities. Based on Zahariadis' multiple streams model, the article concludes by pointing out the importance of the context and its impact on the policies, the relevance of the ruling party's ideology in each Autonomous Community and the involvement of stakeholders in the implementation of secondary education policy.
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Lecours, André. "Regionalism, Cultural Diversity and the State in Spain." Journal of Multilingual and Multicultural Development 22, no. 3 (November 2001): 210–26. http://dx.doi.org/10.1080/01434630108666433.

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Perestelo-Perez, Lilisbeth, Amado Rivero-Santana, Jeanette Perez-Ramos, Marien Gonzalez-Lorenzo, Javier Gracia-San Roman, and Pedro Serrano-Aguilar. "Shared decision making in Spain: current state and future perspectives." Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 105, no. 4 (January 2011): 289–95. http://dx.doi.org/10.1016/j.zefq.2011.04.013.

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Pereyra, Miguel A. "Changing Educational Governance in Spain: Decentralisation and Control in the Autonomous Communities." European Educational Research Journal 1, no. 4 (December 2002): 667–75. http://dx.doi.org/10.2304/eerj.2002.1.4.5.

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This article explores the impact of change in the governance of education in Spain by exploring the views of system actors engaged in education policy-making in two autonomous communities within the Spanish state. The interviews reflect on the long process of reform of education in Spain, and the shaping principles of that reform. They also consider the ways in which the process has altered as Spanish society has changed. A key issue is the tension between the legacy of a history of centralisation and the pressure for modernisation, which is seen to require decentralisation. Issue that relate to the definition of ‘national identity’ within a decentralised education system are also considered.
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Poveda, David, Viviana Gómez, and Claudia Messina. "Children's Rights and Education in Argentina, Chile and Spain." education policy analysis archives 7 (October 12, 1999): 31. http://dx.doi.org/10.14507/epaa.v7n31.1999.

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This article is a first attempt to relate the UN Convention on the Rights of the Child to education policy. It compares three countries, Argentina, Chile and Spain in an attempt to both present particular problems that are of pressing concern in each and to propose a framework that might reveal some possible obstacles to the implementation of children's rights. The article is divided into three sections. In the first section, a comparative review of the formal dispositions and legislative changes in the three countries is presented. Some of the most notable contrasts are briefly contextualized in the history of each nation-state. In the second section, particular problems in each nation are reassessed through the lens of the Convention. Three cases are examined: in Argentina, the funding and organization of public compulsory education; in Chile, an instance of international cooperation in education; in Spain, the relations between public and private education and ethnic segregation. Finally, a general framework is discussed using these three cases as examples.
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Dissertations / Theses on the topic "Education and state Spain"

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Durán-Sindreu, Buxadé Antonio. "Tax Fraud and Tax Education in Spain." Derecho & Sociedad, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/118891.

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The main cause of tax fraud in Spain is, in author’s opinion, the educational deficits as individuals. Taxes are not to be just an obligation, he points, but contributing to a morefair society, convinced that requires, as in other areas, a thorough reform of the educationsystem and the recovery of traditional values that our society is suffering a deep crisis. In thissense, the author thinks we must link the estate fraud to educational and cultural deficitsthat Spain suffers, since the crisis of values is what underlies most cases of tax or offenses, ifpreferred, to conduct contrary to law or, without more, antisocial. In this context, the authorindicates it is essential also internalize the culture of spending, since everything is funded by our taxes.
El autor sostiene que la causa principal del fraude fiscal en España es el déficit educativo de las personas. Los impuestos no han de ser tan solo una obligación, señala, sino la contribución a una sociedad más justa, convencimiento que requiere, como en otros ámbitos, una profunda reforma del sistema educativo y la recuperación de los valores tradicionales de los que nuestra sociedad padece una crisis profunda. En este sentido, el autor apunta que se debe vincular las raíces del fraude a los déficit educativos y culturales que España padece, pues esta crisis de valores es la que subyace en la mayoría de los casos de delitos fiscales o, si se prefiere, de las conductas contrarias a derecho o, sin más, antisociales. En ese contexto, indica, es imprescindible interiorizar también la cultura del gasto, ya que todo se financia con nuestros impuestos.
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Rodríguez-Quiles, y. García José A. "Spain : current planning for music education." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3212/.

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Content: 1. Introduction 2. Music in the curriculum of The Educación Obligatoria 2.1 Music in Educación Primaria - Listening and Comprehension - Music Making - Rational Analysis (Musical Notation) 2.2. Music in Educación Secundaria Obligatoria (E.S.O. Compulsory Secondary education) and Bachillerato (Pre-University Education) 3. Music in the Spanish Non-Compulsory Education 3.1. Elementary and Medium Levels 3.2. The “Title of Higher Music Education” 4. The new certificate of “Didactic Specialization” 5. Concluding remarks
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Pereda, James F. "The selection of bishops in Spain since 1941." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Richards, Michael Robert. "Autarky and the state in post-Civil war Spain, 1936-1951." Thesis, Queen Mary, University of London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261714.

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Ortiz, Donat Isabel. "Economic transitions : state and industry in Argentina and Spain, 1975-90." Thesis, London School of Economics and Political Science (University of London), 1994. http://etheses.lse.ac.uk/1329/.

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At the beginning of the 1980s, when the process of democratisation was at best fragile or incomplete in Latin America and Southern and Eastern Europe, economic crisis provoked a debate about the relationship between economic and political transitions. Various questions were posed about the compatibility of democracy and economic development, the possibility of accomplishing political reform during a period of acute economic instability and the practicalities of co-ordinating structural changes in the productive and political systems. The thesis opens with an examination of the interrelationship between the political and economic transitions. This is followed by an account of structural change in Argentina and Spain in chapters I and II. Particular attention will be paid to events of the last decade but these will be placed in the context of the historical evolution of the international economy from the 1930s to the 1990s. Thereafter, the analysis will focus on changes in the social and productive systems. Chapters III and IV describe and appraise the process of transition. Emphasis is placed on differences between Spanish and Argentine economic nationalism. In part, the distinct chronology of liberalisation manifest in the two case-studies may be attributed to the specifics of nationalism. This will be illustrated by an examination of the attempts to implement adjustment plans, to reform the state, to stabilise the financial sector, to implement tax reforms and the management of social conflicts. It will be shown that a gradualist approach is more effective than "shock therapy" and that in managing a transition from interventionism to liberalism the key question confronting the state is which sectors to protect -and how. It will also be shown that, notwithstanding policy rethoric, the process of deregulation has been patchy. Both the Argentine an Spanish governments have been highly selective in targeting sectors to be liberalised. Chapters V and VI analyze the new productive structures that emerged from de-regulation. The following topics are considered: industrial policy; programmes of industrial restructuring; new levels of integration into the international economy; the process of policy-making; relations between industry and finance; the increasing role of the tertiary and informal sectors. Throughout, contrasts and comparisons will be made between Spain and Argentina and their evolving interaction with the world economy.
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Albers, Andrew D. "Ethno-nationalism and the Spanish state : a comparison of three regions in Spain /." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-12042009-020026/.

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Harty, Siobhán. "Disputed state, contested nation : republic and nation in interwar Catalonia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0027/NQ50182.pdf.

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Taha, Maisa C. "Cultivating Convivencia: Youth and Democratic Education in Southeast Spain." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/319997.

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Convivencia, or conviviality/coexistence, represents a pivotal node in Spanish ideologies of multiculturalism. Long touted as the legacy of interreligious harmony in Al- Andalus (A.D. 711-1492), contemporary pedagogical convivencia involves a complex of innovative policies, curricula, and activities which idealize distinct ways of communicating and enacting egalitarianism across myriad differences. This dissertation establishes this idealization as an artifact of Spain’s historic struggles with democracy and newfound struggles with cultural pluralism from immigration. I approach education as a focal sphere in which to examine the daily construction and maintenance of this ideal. Specifically, I draw on twelve months’ fieldwork at three secondary schools in the municipality of El Ejido (Almería) to argue that the universalist bent of contemporary convivencia pedagogies tends to obscure and invalidate minority student perspectives. My primary concern lies with the experiences of Moroccan youth, who during my research belonged to the largest, most stigmatized immigrant group in the area and whose stereotyped association with patriarchy, piety, and cultural isolationism placed them at odds with the values most fervently promoted in convivencia lessons, especially gender equality. I show how one unintended consequence of these interventions was that intolerance persisted not despite, but through, lessons on tolerance—a troubling finding for a place like El Ejido, which has seen some of the worst interracial violence in Europe. Using audio recordings collected at one school during democratic education classes and related activities, I identify patterns in teacher-student and student-student interactions that reveal how convivencia was constructed (and undermined) as a discursive performance of progressivism. Stance prompting, stance assessment, and stance attribution comprised tools that allowed teachers to defend their situational and moral authority while compelling students toward self-reflection and empathy. I reveal these repertoires as exclusionary to Moroccan youth, who were positioned as “others” unqualified to speak as progressive subjects, while their native-born peers launched critiques, and even insults, with impunity. Convivencia lessons, taught through classes mandated at the national and regional levels, politicized interactions and sparked various forms of resistance or pushback from students. Using analytic frameworks from linguistic anthropology and building on studies of diversity and civic education, Spanish social history, and liberalism and modernity, I argue that the dialogues analyzed in this dissertation represent tensions ever-present in projects of democratic equality. I ultimately describe convivencia pedagogies as ritualized instantiations of dominant social norms that inadvertently ostracize rather than unite youth across differences. While the shape of these efforts have much to do with Spain’s mottled history with democracy, these findings hold significance for educators everywhere insofar as heartfelt support for seemingly unassailable ideals—including human rights, gender equality, and racial equality—can smuggle in ethnocentrist biases.
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Solis, Fernando Leon. "Negotiating Spain : narratological analysis of discourses of national identity in the Spanish state." Thesis, Glasgow Caledonian University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364775.

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Closas, Farriol Alvar Eduardo. "Burning water : the state, irrigation technology and the production of scarcity in Spain." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:afbffe73-fd96-4a9f-9874-ba4fcb4acba5.

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Through studying the adoption of groundwater abstraction technology in the twentieth century in La Mancha, this research investigates the historical role of the state in the development of modern groundwater-fed irrigation in Spain between the 1940s and 1985. By focusing on the Mancha Occidental aquifer and the Las Tablas de Daimiel wetland, this study also scrutinizes how the adoption of groundwater abstraction technology led by the state fed back into the environment through ecosystem degradation and groundwater scarcity at the local and regional level. By examining the historical links between technology adoption, statecraft and ecological change, this study explores the different ways through which the state has taken a prominent role in producing groundwater-fed irrigation socio-ecologies. Additionally, it traces the socio-political mechanisms involved in the progressive desiccation of the Las Tablas de Daimiel wetland and its transformation into a burning dryland.
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Books on the topic "Education and state Spain"

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Oliver, Boyd-Barrett, and O'Malley Pamela, eds. Education reform in democratic Spain. London: Routledge, 1995.

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Organisation for Economic Co-operation and Development, ed. Guidance from PISA for the Canary Islands, Spain. Paris: OECD, 2012.

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Smehaugen, Anne. Inclusion & exclusion in culture, learning and education: A European perspective : the cases of Spain and Norway. Stockholm: Institute of International Education, Stockholm University, 2001.

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Historia patria: Politics, history, and national identity in Spain, 1875-1975. Princeton, N.J: Princeton University Press, 1997.

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A thousand orange trees. London: Fourth Estate, 1995.

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García, Lorenzo Sebastián. Entre el deseo y la realidad: La gestión del Departamento de Cultura del Gobierno Provisional de Euzkadi, 1936-1937. Oñati [Spain]: Instituto Vasco de Administración Pública, 1994.

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Ma. del Campo Pozo Fernández. La depuración del magisterio nacional en la ciudad de Málaga, 1936-1942. [Málaga]: Servicio de Publicaciones, Diputación Provincial de Málaga, 2001.

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Candalija, Rafael Valencia. La enseñanza de la religión en el ordenamiento estatal y autonómico. Madrid: Dykinson, S.L., 2013.

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Escolar, Hipólito. La cultura durante la guerra civil. Madrid: Alhambra, 1987.

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Spain. Education: Agreement between the United States of America and Spain, signed at Madrid October 27, 1994. Washington, D.C: Dept. of State, 1999.

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Book chapters on the topic "Education and state Spain"

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Messina, Claudia, Vanita Sundaram, and Ian Davies. "Democratic Citizenship Education in Textbooks in Spain and England." In (Re)Constructing Memory: Textbooks, Identity, Nation, and State, 239–61. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-509-8_11.

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Santana, Mario, and Antonio Pérez García. "Education and citizenship in the construction of the Spanish State." In The Routledge Hispanic Studies Companion to Nineteenth-Century Spain, 339–54. London; New York, NY: Routledge/Taylor & Francis Group, 2020. | Series: Routledge companions to Hispanic and Latin American studies: Routledge, 2020. http://dx.doi.org/10.4324/9781351122900-24.

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Neave, Guy. "Spain: Defining Autonomy, Setting Up Evaluation." In The Evaluative State, Institutional Autonomy and Re-engineering Higher Education in Western Europe, 105–16. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230370227_8.

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Valle, Javier M., and Carlos de Olagüe-Smithson. "The Spanish Response to the Covid-19 Pandemic: From Joint Governance to Lack of Governance." In Primary and Secondary Education During Covid-19, 283–301. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_11.

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AbstractOn March 9, 2020, to safeguard the health of the population from the spread of COVID-19, the Autonomous Community of Madrid was the first region in Spain to suspend in person classroom activity from March 11th. Five days later, on March 14th, the Spanish government declared a state of emergency and in person classroom lessons were suspended throughout the country.
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Sanchidrián, Carmen. "The Role of the State and the Church in the Development of Early Childhood Education in Spain (1874–1975)." In The Development of Early Childhood Education in Europe and North America, 92–111. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137441980_5.

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Fernández Peña, Emilio, Natividad Ramajo, Berta Cerezuela, and Jose Manuel Pardo Gila. "Spain." In Olympic Education, 265–80. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-24.

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Irvjo, Antonio Embid, and Fernando Gurrea Cassamayor. "Spain." In Special Education, 161–65. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_14.

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Jedwab, Jack. "Measuring Holocaust Knowledge and Its Relationship to Attitudes towards Diversity in Spain, Canada, Germany, and the United States." In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice, 321–34. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15419-0_18.

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de Miguel González, Rafael. "Spain." In International Perspectives on Geographical Education, 91–109. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44717-9_6.

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Martínez Usarralde, María Jesús. "Spain." In The Education Systems of Europe, 759–77. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-07473-3_45.

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Conference papers on the topic "Education and state Spain"

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Jiménez Ramírez, Magdalena. "A Descriptive Analysis of Doctoral Studies in Spain: Recent Changes." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2771.

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The adaptation of Doctoral studies to the European Higher Education Area has involved a complex regulatory change in Spain, with the aim of harmonizing this stage of training with European guidelines. Royal Decree 99/2011 established a new organizational structure for the Doctorate and sets out the guidelines, conditions and procedures that are to regulate the new Doctoral studies. In this paper we describe some of the most significant changes, including, among others, the novelty of the creation of Doctoral Schools, and we likewise present a succinct descriptive overview of some data resulting from the implementation of the regulations on the configuration and putting into practice of the new Doctoral studies. We conclude that these transformations are complex at the levels of management, organization and operation, although they have involved a move towards training that qualifies candidates in research competencies within a setting of internationalization and European mobility.
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Otero-Mayer, Andrea, Consuelo Vélaz-de-Medrano, and Eva Expósito-Casas. "FAMILY INVOLVEMENT IN ECE THROUGH THE FIQ (FAMILY INVOLVEMENT QUESTIONNAIRE) IN SPAIN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end103.

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"Family-school involvement in the education of children under 6 years of age is a complex and multidimensional area of study. In this regard, there is a great deal of research that examines the extent to which such involvement affects the development and learning of their children. The research consulted indicates that high levels of involvement and family-school collaboration in children are associated with better academic performance and socio-emotional functioning at school among other outcomes, but also with benefits for families and teachers. In the case of the present study, the Spanish adaptation of the FIQ (Family Involvement Questionnaire) (Fantuzzo et al., 2000) was applied to a sample of 659 parents of children who have attended ECE between 0 and 3 years of age in different autonomous communities of Spain during the 2020-2021 academic year. The FIQ is a specific questionnaire to study the Early Childhood stage, and collects information from parents on the ways in which they participate in their children's educational experiences, in order to establish different degrees of involvement in the three subscales that comprise it; Home-Based Involvement, School-Based Involvement and Home-School Conferencing. It is a 42-item self-report Likert scale, scored from 1 to 4, with 1 being rarely and 4 being always. The results of this study show that the subscale with the highest scores is ""home-school communication"", with a score of 60, which is rated as high, with item 1 (I attend meetings with my child's teacher to discuss my child's teaching or behaviour) and item 3 (I talk to my child's teacher about my child's daily routine) receiving the highest scores. The other two subscales show average scores, with items 16 (I participate in planning school trips for my child) and 26 (I go on class trips with my child) scoring the lowest. It can be concluded that, given the importance of family school involvement, it is important to know what actions can be implemented by Early Childhood schools to achieve greater and better family participation."
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Marin Suelves, Diana, Isabel Vidal Esteve, and M. Isabel Pardo Baldoví. "Escape room in education: a bibliometric study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10960.

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The impact of technologies in all areas is one of the main points that characterize the current society. In the educational context, recently, great efforts are being made to adapt the system to characteristics and needs of the students of the 21st century. Gamification in education consist on the use of structures, characteristics, dynamics and aesthetics of games for educational purposes, to increase students participation and motivation. The escape room is a gamified activity in which one or more teams must leave a place during a limited time solving a challenge whose goal is learning. This study pretends to analyze research trends through a bibliometric study of scientific production deposited in Scopus. 32 articles were obtained for the analysis. The results indicate an increase in scientific publications in last decade, and the main mean of dissemination are journals, specially in Social Sciences field. In addition, data shows the low impact and the absence of medium and large producers. Finally, the weight of Spain highlights and the implementation of escape rooms in the Higher Education stage stands out too.
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Portes, Pedro, Diego Boada, Lidia Cabrera, Teresa Pozo, William Mira, and Melissa Whatley. "EXAMINING CULTURAL ADAPTATION ACROSS TWO CULTURAL CONTEXTS: HOW DIFFERENT ARE YOUNG ADULTS IN SPAIN AND THE UNITED STATES?" In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2061.

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Marusynets, Marianna, and Kyryl Kotun. "Strategies for Adult Education Development in the European Educational Space and International Organizations’ Activities." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/18.

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Nowadays, the development of adult education as an important lifelong learning component is conditioned not only by the dynamics of social, scientific and technological progress, changes in the scope and nature of work, increasing leisure time, and opportunities for its rational use but also by the social role of both society and personality. Non-formal youth and adult education is becoming important in the context of ensuring the sustainable and balanced development of society. For the past two decades, adult education as a component of lifelong learning has been a defining goal of education policy in developed countries at the national and international levels. Adult education is considered a social indicator of the state policy human dimension, one of the ways to achieve socio-economic well-being, and a tool for promoting the ideas of the information and knowledge society. The problem of ensuring access to lifelong learning is becoming a priority, and its solution is possible only taking into account the achievements of foreign countries, including European ones, which are reviewed in the article (Austria, Poland, Liechtenstein, France, Spain, Norway, Sweden, Finland, and Ukraine). The article outlines the European countries` experience in the field of adult education and describes a network of lifelong learning institutions; it is identified strategic directions for the development of continuing education.
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Tuzon, Paula, Javier Montero-Pau, and Sandra P. Tierno. "Are pre-service Primary School teachers prepared to teach science by inquiry?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5586.

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Inquiry-based science education (IBSE) focuses on the development of science process skills. This teaching methodology has been shown to be especially effective during Primary School as it allows children to explore and confront their own ideas about Nature. Also, a methodology based on process skills is coherent with the main purpose of this educational stage where children need to learn to do things. In order to implement a methodology based on science process skills Primary teachers need to know to use science process skills, and how to teach them. In this paper we address if Spanish pre-service teachers are able to implement IBSE. We focus on pre-service Primary School teachers and compare our results with in-service teachers and a random sample of non-teachers. We explore their level of knowledge about science process skills and if pre-service teachers know how to develop an inquiry-based learning sequence. An overview of the situation of science education and teaching of scientific skills among the degrees on Primary Education in Spain is also presented. Our results show that pre-service teachers have a lack of knowledge on science process skills and fail when they attempting to build a learning sequence based on inquiry.
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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno, and Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.
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Alonso-Conde, Ana Belén, Sandra Rentas, and Javier Rojo-Suarez. "ANALYSIS OF THE ROLE OF BUSINESS INCUBATORS IN THE ENTREPRENEURIAL ECOSYSTEM: THE CASE OF THE UNITED STATES AND SPAIN." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2759.

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Mira Rico, Juan Antonio. "Defensive architecture and heritage education: analysis of the National Park Service and Parks Canada actions." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15263.

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Defensive architecture is a heritage typology of great interest for society due to various reasons, such as its monumentality, history, beauty or ability to fascinate thanks to cinema, literature or television. Like other cultural assets, its management is based on research, preservation, restoration, didactics, dissemination and participation following current approaches. In this sense, heritage education plays a fundamental role since it is a tool that connects cultural heritage with people. This fact becomes a key aspect to guarantee its knowledge, preservation, use and enjoyment over time. This paper will analyse the actions on heritage education of the National Park Service (United States of America) and Parks Canada which are focused on defensive architecture. Both offices have been chosen because they manage examples of defensive architecture and are world leaders in heritage education. Therefore, the main purpose is to know their actions and make proposals for the Spanish context. This is an interesting fact because Spain has a rich and varied defensive architecture but heritage education still has little presence, which is surprising because heritage education favours society commitment when preserving cultural heritage. To this end, the qualitative work methodology will be used, specifically the analysis technique applied to the contents of the National Park Service and Parks Canada web pages.
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Maseda Rego, F. Javier, Itziar Martija López, Patxi Alkorta Egiguren, Izaskun Garrido Hernández, and Aitor J. Garrido Hernández. "WOMEN IN ENGINEERING, FACULTY OF ENGINEERING IN BILBAO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end124.

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The situation of women in the engineering world has different aspects. On the one hand, it can be stated that women are well received in certain areas of the technological world, and they are very integrated into academia. In other areas, such as the world of industrial business, recognition is more complex being those less open environments. Last century, the woman who broke the taboo in Spain was the mayor of Bilbao and the first industrial engineer graduated in Spain in 1912, Pilar Careaga. By means of her public presence, her message could reach the general society, but as something exceptional. At the Faculty of Engineering in Bilbao, the first female Industrial Engineer was Pilar Ipiña, graduated in 1965. Fifty-three years had passed. Women in Engineering, more than a century later, remain a clear minority. While it is true that the presence of women in engineering schools is socially fully accepted, it is no less true that many young women dismiss the possibility of approaching that world from an early age. The lack of benchmarks seems to be a clear factor. Many of the engineers who are being interviewed in the search for ideas to motivate girls and young women, end up seeing lacks of references when asked about it. While the experience of being a woman in such a traditionally male field has lights and shadows, reflect of what can be seen in different referenced studies, a positive message must be transmitted, as this has been the experience of both engineering students and workers in academia or in the business world. Proposing solutions to smooth out the differences in numbers between men and women in the world of Engineering and Science requires knowing the causes, in order to be able to carry out actions that lead to collecting women's talent and with the appropriate training give it all the value that can achieve, both in the improvement of society as a whole and in the personal development of each of them. The aim is to achieve real equal choice between women and men and put everyone at the service of a better society. Equality is theoretically achieved, but it can still be improved.
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Reports on the topic "Education and state Spain"

1

Coppola, Lucia. Education and union formation as simultaneous processes in Italy and Spain. Rostock: Max Planck Institute for Demographic Research, July 2003. http://dx.doi.org/10.4054/mpidr-wp-2003-026.

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Martínez-Sanz, R., and P. Durántez-Stolle. Performance of Investigative Journalism in Spain. The perception of its current state. Revista Latina de Comunicación Social, April 2019. http://dx.doi.org/10.4185/rlcs-2019-1359en.

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López García, Xosé. The education of journalists in the 21st Century in Brazil, Spain, Portugal and Puerto Rico. Revista Latina de Comunicación Social, 2010. http://dx.doi.org/10.4185/rlcs-65-2010-896-231-243-en.

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Redondo, M., P. Sánchez-García, and D. Etura. Research on ethics education for journalists in Spain. Bibliometric analysis and applied educational terms (2005-2015). Revista Latina de Comunicación Social, March 2017. http://dx.doi.org/10.4185/rlcs-2017-1163en.

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Leon, Warren. Final Scientifc Report - Hydrogen Education State Partnership Project. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1034309.

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Hinrichs, Peter L. State Appropriations and Employment at Higher Education Institutions. Federal Reserve Bank of Cleveland, November 2022. http://dx.doi.org/10.26509/frbc-wp-202232.

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This paper studies the impacts of state appropriations on staffing and salaries at public higher education institutions in the United States using employment and revenue data from the Integrated Postsecondary Education Data System, along with an instrumental variables strategy borrowed from Deming and Walters (2018) and Chakrabarti, Gorton, and Lovenheim (2020). The instrument sidesteps the potential endogeneity of state appropriations for a given institution in a given year by interacting an institution’s historical reliance on state appropriations with total state appropriations for all higher education institutions in a given year. The results suggest that higher state appropriations are associated with an increase in tenure-track assistant professors at four-year institutions. They are also associated with an increase in part-time instructional staff at both four-year and two-year institutions. However, they are not associated with a change in the number of tenured faculty. Appropriations are also positively related to salaries for a variety of employee groups, although notably not for instructional staff who are instructors, lecturers, or without an academic rank. Overall, the results show that public higher education institutions use state appropriations in a variety of ways, but I do not find evidence that they replace contingent faculty with tenured or tenure-track faculty when appropriations rise.
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Agnew, Julie, and Joshua Hurwitz. Financial Education and Choice in State Public Pension Systems. Cambridge, MA: National Bureau of Economic Research, March 2013. http://dx.doi.org/10.3386/w18907.

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Lawrence, Steven Lawrence. Moving Education Reform Forward: Grantmakers Reflect on a Convening with State and Local Government Education Leaders. New York, NY United States: Foundation Center, June 2011. http://dx.doi.org/10.15868/socialsector.13583.

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Hodge, Emily, Serena Salloum, and Susanna Benko. How State Education Agencies Can Support College and Career Ready Standards. Consortium for Policy Research in Education, May 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-3.

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mcguinn, patrick. State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, September 2015. http://dx.doi.org/10.12698/cpre.pb15-2.2015.

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