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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Akyuni, Qurrata. "Perkembangan Pendidikan Islam di Negara Eropa: Pendidikan Islam di Spanyol." Serambi Tarbawi 10, no. 1 (January 30, 2022): 69–82. http://dx.doi.org/10.32672/tarbawi.v10i1.5069.
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Islamic education in Spain began to develop, marked by the provision of the Spanish state religion department that schools in Spain were officially allowed to provide Islamic religious lessons for their Muslim students. This is due to the growing number of Muslim students in primary and secondary schools so that some areas in Spain have to offer Islamic religion classes. This official recognition from the government opens up opportunities for Muslims in Spain to teach religion in both public and private schools. In addition, there is also the opportunity to build self-managed schools, carry out worship and celebrate religious holidays.
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Del Castillo, Cristina, Alicia Blanco-González, and Encarnación González-Vázquez. "Influence of Attitudes Toward Immigration on State Legitimacy." American Behavioral Scientist 63, no. 7 (February 20, 2018): 955–70. http://dx.doi.org/10.1177/0002764218759575.
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The current article studies the influence of attitudes toward immigration on state legitimacy. We analyzed the European Union countries that received the greatest immigrant inflows in 2014: Germany, France, Spain, and the United Kingdom, through data from the latest edition of the European Social Survey. Our results show that citizens with negative attitudes toward immigration consider their states to be less legitimate. Conversely, positive attitudes toward immigration are not associated with increased state legitimacy (except in Spain). Based on these findings, there is a clear need for communication strategies that provide information on the actual effects of immigration. In their absence, the political discourse on this matter will continue to be co-opted by power-grabbing actors.
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Simó-Solsona, Montserrat, and Katarzyna Juszczyk-Frelkiewicz. "Welfare State Support for Families: a Comparative Family Policies Analysis in Poland and Spain." New Educational Review 54, no. 4 (December 31, 2018): 285–97. http://dx.doi.org/10.15804/tner.2018.54.4.23.
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Bermejo, Víctor Santiuste, Florencio Vicente Castro, Francisco Miras Martínez, and David Padilla Góngora. "Inclusive Education in Spain: Developing Characteristics in Madrid, Extremadura and Andalusia." Research in Comparative and International Education 4, no. 3 (January 1, 2009): 321–33. http://dx.doi.org/10.2304/rcie.2009.4.3.321.
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The aim of this work is to analyse and communicate the ‘state of the art’ in inclusive education for the Spanish communities of Madrid, Extremadura and Andalusia, as it is now more than 20 years since inclusive education was first adopted in Spain. The analysis is displayed in a twofold perspective: the basic standards inclusive education is governed by and how it is perceived by the educators who have been applying it. Firstly, the national standards for inclusive education, the specific legislative norms for each community and how these are applied are examined, the key question being: what are the normal standards at present and where do we go from here? Secondly, the results of a questionnaire addressed to the educators, support teachers and other professionals who work in the different centres of the three Spanish communities are analysed. The conclusions derived from this questionnaire aim to address the following: How is the process of inclusive education carried out in Spain?
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Kuznetsova, Viktoriia, and Elena Kargovskaia. "Current trends of international cooperation in the area of education on the example of Spain and Russia (due to implementation of the joint degree program between Peoples' Friendship University of Russia and University of the Balearic Islands)." Международные отношения, no. 3 (March 2021): 39–48. http://dx.doi.org/10.7256/2454-0641.2021.3.36447.
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This article explores the cooperation of Spain and Russia in the area of education due to implementation of the joint degree program between Peoples’ Friendship University of Russia and University of the Balearic Islands). The study of the bilateral dialogue within the framework of educational policy and outlining its prospects is relevant since Spain is the strategically important partner for the Russian Federation. Analysis of the potential of university cooperation between the two countries at the present stage is also necessary for expanding the presence of Spain and Russia in the humanitarian sphere abroad, and creating a positive image of both countries among foreign partners. The novelty of this research lies in the detailed analysis of the joint Master’s program and postgraduate education implemented between Peoples' Friendship University of Russia and University of the Balearic Islands), its current state and development prospects, as well as the challenges faced in the process of implementation of this project. It is noted that the joint degree program between the Russian and Spanish universities are an integral part of their cooperation in the sphere of education. The author establishes that the difference in academic degrees in the Russian and Spanish systems of education remains a crucial and unresolved issue, which obstructs the bilateral partnership in this area.
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Martínez-Rodríguez, Francisco Miguel. "“Making a Stand” Against Neoliberalism: Connections Between Critical Pedagogy and the “Green Tides” Movement for State Education in Spain." Cultural Studies ↔ Critical Methodologies 19, no. 5 (November 12, 2018): 360–72. http://dx.doi.org/10.1177/1532708618809119.
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The global economic crash of 2007, the “structural reforms” and “austerity” policies, together with neoliberal processes have led, in recent years, to the emergence in Spain of a number of social movements, which are demanding greater democracy. One such movement is the “Green Tides” for the State Education in Spain, which has developed a series of proposals, from critical discourses in education, in the form of practices of resistance against neoliberal logic. In this article, we analyze this initiative, in particular in connection with some of the basic dimensions of critical pedagogy. Based on a critical analysis of discourse approach, we link the Green Tides’ manifesto and beliefs to dimensions of critical pedagogy. In addition, we show how these groups have developed what Flesher Fominaya calls practices of “prefigurative politics,” which aim to find social alternatives to the mantra of cuts in social rights, austerity policies, and other neoliberalization processes.
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Tortosa Álvarez, Carmen. "School principals’ preparation in Spain and in the USA: alignments between higher education and supranational recommendations." Revista Española de Educación Comparada, no. 37 (December 27, 2020): 299. http://dx.doi.org/10.5944/reec.37.2021.27821.
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This article tackles one of the relevant issues related to the professionalization of school principals’ role: their pre-service training or, in other words, the mandatory training they receive before they can take the roles as public-school principals. The research conducted about the cases of Spain, and specifically the Region of Madrid, and the USA, and specifically the State of Washington, let us draft some conclusions on their policies and practices on this matter within these countries and regions. Also, the study of the recommendations by the international organizations selected leads us to further understand and explain the alignments between those recommendations and the real policies and practices on principals’ pre-service preparation programs in Spain and the USA. This article aims to serve education stakeholders to further develop their work towards the improvement of the professionalization of the school principals’ role.
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Fernández, Marinela García. "Foreign Languages in the Engineering Programmes in Spain: The State of the Art." European Journal of Engineering Education 20, no. 1 (January 1995): 5–18. http://dx.doi.org/10.1080/0304379950200102.
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Eslava-Suanes, María-Dolores, Ignacio González-López, and Carlota De-León-Huertas. "La voz de los profesionales de la educación social en España y Francia: la identidad autopercibida." Revista Española de Educación Comparada, no. 32 (December 29, 2018): 10. http://dx.doi.org/10.5944/reec.32.2018.22701.
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Even though the specialized education model in France is a reference in the definition of the training model of the first social educators in Spain, both training processes are developed in differentiated ways. Social education in Spain develops and acquires recognition in the university academic environment, when it is legally recognized in 1991 after the establishment of the official university degree of Diploma in Social Education. However, the training of the specialized educator in France does not take place in the university sphere but in Schools and Institutes of Social Work and concludes with the Diploma of State of Specialized Educator. Both studies were adapted to the European Higher Education Area, allocating a credit load of 180 ECTS, however, the Specialized Educator does not hold the same professional category as the social educator in Spain. Thus, the objective of this work is to know social education as a profession from the perception of its professionals through a comparative study between France and Spain, focusing attention on the training process. For this purpose, a qualitative study was carried out using the structured interview as an information collection instrument. The results show that the social educator in Spain recognizes himself more empowered by defining himself as a professional; both groups identify with the functions and competencies in which they have been trained; they emphasize formative deficiencies and show similar difficulties in the exercise of the profession. The conclusions show that professional recognition goes beyond professional identity, implying recognition or social prestige, as well as the need to design a permanent training plan that channels the training deficiencies of both professionals.
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Gallegos de Dios, Osbaldo Amauri. "Brecha educativa con las clases virtuales en México durante la pandemia del Covid-19." Sincronía XXV, no. 80 (July 3, 2021): 737–53. http://dx.doi.org/10.32870/sincronia.axxv.n80.32b21.
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In “Education gap with virtual learning in Mexico during Covid-19 pandemic” we analyze the shutting down of schools around the world because of the coronavirus pandemic, the institutional projects of global and local virtual education, in universities of Mexico and Spain, and the teachers’ challenges in this period of distance and blended learning. Through an anthropological approach we analyze the school community’s sociocultural situation in Mexico during virtual education. Therefore, with this article we will understand that it is necessary to strength the state education system to battle education gap, educational lagging and ensure technology access to low-income students. Key words: Covid-19. Virtual education. Blended learning. Challenges. Institutional projects. Educational lagging. Low-income students. Education gap.
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Lopez Trigal, Lorenzo. "Le Portugal en Espagne : migration et société." Sud-Ouest européen 18, no. 1 (2004): 23–30. http://dx.doi.org/10.3406/rgpso.2004.2867.
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Portugal in Spain : migration and society. This paper is about the presence of Portugal and Portuguese in Spain, through the process of union and disunion that marked the history of Spain and Portugal. It then moves on to the process of European integration giving a new vision of Iberia, and challenging the old resentments and the difficulties to communicate which traditionally represent the relations between the two countries. The Portuguese community in Spain is the oldest and the first economic immigration and shows a state of advanced integration into the Spanish society. At the same time, the Portuguese economic and social presence tends to assert itself at the level of institutions, education, culture, economics, tourism, business and finance... The developing cross-border cooperation and common projects help to the re-composition of the Iberian space.
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GarcÍA-Yeste, Carme, Gisela Redondo-Sama, Maria PadrÓS, and Patricia Melgar. "The Modern School of Francisco Ferrer i Guàrdia (1859–1909), an International and Current Figure." Teachers College Record: The Voice of Scholarship in Education 118, no. 4 (April 2016): 1–36. http://dx.doi.org/10.1177/016146811611800405.
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Background/Context Throughout history, a country's economic and military strength has influenced its times of cultural splendor and the rise of famous intellectuals and artists. Spain has been an exception to this. At the turn of the 20th century, a surprising series of events that no one could have predicted occurred. At the time, Spain had recently lost the last of its overseas colonies. A few years later, the Moroccan War was also a failure. All these events sent Spain into a state of confusion and provoked strong political tensions within the country: popular uprisings, street fights, and a general state of economic, political, and military weakness. Simultaneously, the cultural and intellectual scene developed a fascinating degree of momentum. Spain became the cradle of some of the world's foremost painters, poets, writers, and intellectuals, such as Picasso, Machado, Lorca, and Buñuel. Among them, the Catalan pedagogue Ferrer i Guàrdia (1859–1909), who was important in the libertarian tradition of popular culture, became a world figure with his educational project, the Modern School. This project was specifically aimed at the lowest social classes so that they would have access to a scientific, democratic, quality education, thereby developing their skills in a society where education was limited to the upper classes and contributing educational development to improve social conditions. Both his project and Ferrer i Guàrdia himself were persecuted and attacked until he was finally sentenced to death in October 1909. Purpose This goal of this study was to analyze Ferrer i Guàrdia's indefatigable fight for an egalitarian, high-quality pedagogical project. Specifically, the figure of Ferrer i Guàrdia was analyzed in the context of a socially and militarily decadent country, which led to his defamation, persecution, and death—in contrast with the international impact and prestige he achieved. Research Design This research was based on historical methods, specifically drawing on analyses of literature review, historical documents, books, and articles (both scientific articles and newspaper articles from the time) regarding the life and work of Ferrer i Guàrdia and the historical context in which he lived. Findings/Conclusions The article concludes with a summary of the great current value of Ferrer i Guàrdia's libertarian approach to education, which consisted of transforming education to provide high-quality learning for all regardless of socioeconomic class.
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del Mar del Pozo Andrés, María, and Jacques F. A. Braster. "The Rebirth of the ‘Spanish Race’:The State, Nationalism, and Education in Spain, 1875–1931." European History Quarterly 29, no. 1 (January 1999): 75–107. http://dx.doi.org/10.1177/026569149902900103.
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Adams, Andrew A., Mario Arias-Oliva, Ana María Lara Palma, and Kiyoshi Murata. "Surveillance following Snowden: a major challenge in Spain." Journal of Information, Communication and Ethics in Society 15, no. 3 (August 14, 2017): 265–82. http://dx.doi.org/10.1108/jices-11-2016-0044.
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Purpose This study aims to analyse the impacts of Edward Snowden’s revelations in Spain focusing on issues of privacy and state surveillance. This research takes into consideration the Spanish context from a multidimensional perspective: social, cultural, legal and political. Design/methodology/approach The paper reviews the Spanish privacy and state surveillance situation. Responses to a questionnaire were collected from 207 university students studying at Universitat Rovira i Virgili or Burgos University. The quantitative responses to the survey were statistically analysed as well as qualitative considerations of free-text answers. Findings The survey outcomes demonstrate that a majority of respondents are aware of Snowden’s revelations, but only a few have even considered taking serious actions to improve their online privacy. One of the most relevant findings is that Spanish citizens find it acceptable to lose privacy and be subject to state surveillance if that provides a benefit in security. Practical implications The research points out the importance of privacy in a multicultural environment. A sensitised society is a keystone for the healthy and balanced development of state surveillance policy and practice. Social implications Training programmes are a critical dimension to ensure awareness across society regarding privacy and digital technologies. Suitable educational policies and curricula at all levels should be fostered. Originality/value Privacy and state surveillance based on information and communication technologies is an emerging research topic with important consequences for social values and ethics. This study provides an overview of Spanish higher education students’ attitudes in these areas.
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Oflaz, Gülçin, Kübra Polat, Duygu Altaylı Özgül, Mario Alcaide, and José Carrillo. "A Comparative Research on Proving: The Case of Prospective Mathematics Teachers." Higher Education Studies 9, no. 4 (October 8, 2019): 92. http://dx.doi.org/10.5539/hes.v9n4p92.
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It is of critical importance, in particular, for mathematics teachers who will teach future generations to understand and do mathematical proofs. It is important to determine future teachers' beliefs about and difficulties with proofs because their knowledge of this issue affects their teaching. This study aims to determine and compare the proof schemes of prospective mathematics teachers from two state universities, one in Turkey and the other in Spain. The case study was conducted within this study. The participants were 51 prospective teachers at their second year from the department of teaching mathematics education at Huelva University in Spain and 45 prospective teachers from the department of teaching mathematics education at Cumhuriyet University in Turkey. The Proof Test consisted of four questions about proofs for parallelograms. Semi-structured interviews were subsequently conducted to investigate the prospective teachers’ responses in-depth. The findings suggest that prospective teachers from Turkey and Spain indicated affinity in proving. The majority of the prospective mathematics teachers were either unable to complete the proof or completed the proof in an inaccurate way.
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Borzova, Alla Yu, Olga V. Volosyuk, and Nino D. Nikolashvili. "Spanish Humanitarian Policy in Latin America: Peculiarities and Priorities." Vestnik RUDN. International Relations 22, no. 3 (December 15, 2022): 586–99. http://dx.doi.org/10.22363/2313-0660-2022-22-3-586-599.
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The article deals with the establishment and formation of the humanitarian policy of Spain, the evolution of the concept of “Hispanidad” in relation to Latin America, when Spain, along with the expansion of investment and economic cooperation, was building up educational, scientific, cultural interaction based on a common historical past, and intended positioning itself as a “bridge” between the EU and this region. The authors apply the theory of constructivism, based on the position that “historical and cultural paradigms,” norms and beliefs, and not only economic power influences the rapprochement of states. The chronological order makes possible to trace the evolution of the features and priorities of the country’s humanitarian policy, starting from the second half of the 2010s, when it was reduced to the dominance of the educational and scientific factor in Spanish public diplomacy towards Latin America. The Spanish state has achieved significant results in improving the system of higher education, making it attractive to foreign students. The activities of public and private structures (Ministry of Foreign Affairs, AECID, Carolina Foundation, Casa America) are focused not only at creating a positive image of Spain (the Program “Spain Global”), but also at forming a common Ibero-American scientific and educational space. In the Ibero-American Community of Nations (ICN), which unites countries on the basis of language and culture, an important place is given to youth problems related to the availability of quality education and employment, as well as issues of digitalization, economic modernization, renewable energy. Within the framework of the ICN, the Tordesillas Group, the Association of Ibero-American Universities, the La Rabida Group, etc., are intended to implement the 2021 Goals in the field of education. The use of professional research networks, the introduction of new skills and competencies for students and teachers, the creation of the Ibero-American Institute for Education and Productivity (IIEYP), focusing on the relationship between education and economic growth, became a real basis for strengthening a common Ibero-American educational and scientific space as a main priority in the actual humanitarian policy of Spain.
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Callahan, William J. "The Evangelization of Franco's ‘New Spain’." Church History 56, no. 4 (December 1987): 491–503. http://dx.doi.org/10.2307/3166430.
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On 20 May 1939 General Francisco Franco attended the solemn Te Deum service held at the royal church of Santa Barbara to celebrate the triumph of nationalist over republican Spain. Surrounded by the symbols of Spain's Catholic past, including the standard used by Don Juan of Austria at Lepanto, the general presented his “sword of victory” to Cardinal Gomá, archbishop of Toledo and primate of the Spanish church.1 The ceremony symbolized the close ties between church and state formed by three years of civil war. The new regime had given proof of its commitment to the church even before the conflict had ended, and the clergy now looked forward to the implementation of a full range of measures in education, culture, and the regulation of public morality, measures that had last been seen in Spain over a century before.2
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Grande-de-Prado, Mario, Roberto Baelo, Sheila García-Martín, and Víctor Abella-García. "Mapping Role-Playing Games in Ibero-America: An Educational Review." Sustainability 12, no. 16 (August 5, 2020): 6298. http://dx.doi.org/10.3390/su12166298.
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Role-playing games (RPGs) have a controversial public image in several countries, including Spain. These fears lack a scientific basis, as role-playing games may be useful in education. Educational trends such as gamification are helping to change this perspective, incorporating elements of RPGs in applications like learning management systems (LMS), e.g., Classcraft. Given the increased research interest in this topic, this paper presents a systematic literature review (SLR) report on the state-of-the-art related to RPGs in an Ibero-American education research context. In the study, a comprehensive search is carried out for the most relevant research papers indexed in Latindex, founded through the virtual repository Dialnet for papers between 2010 and 2019 in the field of education. The search chain was ‘role-playing games’, erasing those topics not related. Results show that there are several relevant references, even though they do not seem to have had a great impact. It can be concluded that there is an interest in RPGs in education, especially in Spain, but their potential is still to be developed.
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Planas, Jordi. "Cooperation, technical education and politics in early agricultural policy in Catalonia (1914–24)." Rural History 31, no. 2 (October 2020): 211–22. http://dx.doi.org/10.1017/s0956793319000360.
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Abstract After the crisis of the late nineteenth century, the role of the state in European agriculture expanded to many new areas: education and technical innovation; commercial policies and market regulations; farm support policies, and sometimes interventions in property rights. The development of these policies was a difficult and costly process, without the intervention of intermediary organisations like agricultural cooperatives and farmers’ associations. This article analyses the early agricultural policy in Catalonia (Spain) and the role of cooperatives in its implementation. It argues that this regional case was quite exceptional in the early twentieth-century Spanish context, where state intervention in agriculture was extremely limited. In 1914, an autonomous government was set up in Catalonia, and a modern agricultural policy was introduced in which technical education and cooperatives played a crucial role, as well as politics. The agricultural policy promoted and developed by the Catalan government was part of a state-building project based on a regionalist ideology.
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Moreno-Fernández, Olga, Pilar Moreno-Crespo, and Coral I. Hunt-Gómez. "University Students in Southwestern Spain Digital Competences." SHS Web of Conferences 48 (2018): 01012. http://dx.doi.org/10.1051/shsconf/20184801012.
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The European Higher Education Area has marked a milestone in Higher Education. Consequently, teaching methodologies have experienced several transformations and their focus has turned to the incorporation of ICT in socio-educational environments. Thus, it can be stated that digital competences development is a paramount element for university students’ training, as they need to be digitally competent. This study explores the degree of knowledge and training about digital competences that students pursuing undergraduate or postgraduate studies in Educational Sciences have. The questionnaire "University Student’ Basic Digital Competences 2.0" (COBADI/ Trademark 2970648) was applied to students of Early Years Education, Primary Education, Social Education and postgraduates of the Master’s Degree in Secondary Education from the Universities of Seville and Huelva (Southwestern Spain). Results show that digital competence in university students needs to be improved. There is, therefore, a definite need for transversal and organized training allowing students to master digital contexts efficiently.
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Campos Pérez, Lara. "Representing the Enemy." Contributions to the History of Concepts 5, no. 2 (December 1, 2009): 140–61. http://dx.doi.org/10.1163/187465609x430818.
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This article takes a close look at the iconographic construction of the so-called “otherness” in Spain between 1936 and 1945. During this three year period of civil unrest, the Franco regime set out to cast the defeated half of the war as an inimical “other.” In this process of building an impression of the “other,” the “New State,” created after April 1, 1939, played an important role, since in many ways the existence of this enemy “other” could favour unity between the rest, or “us.” The State used mandatory education as an efficient socialization tool in this process. The text looks at the different ways in which the image of the “other” was used in books that taught History, Civic Education and Patriotic Education in primary school.
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Wain, Kenneth. "Lifelong education and adult education — the state of the theory." International Journal of Lifelong Education 12, no. 2 (April 1993): 85–99. http://dx.doi.org/10.1080/0260137930120202.
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Alcalá Ibáñez, María Lourdes. "La inspección de enseñanza primaria y la consolidación del sistema escolar en la provincia de Teruel (1849-1900)." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 323. http://dx.doi.org/10.14516/ete.2016.003.002.014.
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The Inspectorate of Education in Spain was created in 1849. During the second half of the nineteenth century, the supervision of schools was for the first time in the hands of professional officials that used uniform education criteria for all schools. As delegates of the government, these helped to consolidate the school system, which, after the enactment of the Public Education Act of 1857, was gradually but very significantly implemented throughout the nation. The article describes the operation of the first provincial inspectors in Teruel, a rural province in the interior of Spain, which had high rates of illiteracy and serious problems with school attendance, teacher remuneration, and lack of schools, especially for girls. This article describes the work of the provincial inspectors, who, through their association with the Provincial Board of Education, managed to improve all aspects related to the working and living conditions of teachers: state exams, pay, classification for promotion or regulation of promotions, transfers and substitutions. It also studies the inspection visits to schools, and their contribution to both the improvement in school organization and the teaching methodology used by teachers in one-room schools.
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Navarro, Oscar, Francisco Javier Sanchez-Verdejo, Filomena Fernandes, and Eduardo Lopez. "Prejudices towards the Catalans: An experience in primary education." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 12–20. http://dx.doi.org/10.18844/prosoc.v6i1.4150.
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In recent years, the society of our country has maintained a tense political situation between the Spanish state and the autonomous community of Catalonia. The children have been exposed to this situation and the comments heard may have been able to cause the appearance of prejudices or the creation of a stereotype about the inhabitants of this region. The beliefs of children from two different contexts, a rural setting and an urban one, the capital of Spain, have been taken into account. From a sample of students from two different contexts, we have obtained results that indicate that girls from Primary Education show more positive prejudices towards Catalans than boys. In addition, if we consider gender, children who live in an urban environment do not show differences when it comes to showing negative prejudices.
Keywords: Prejudices, Catalans, primary education, urban, rural.
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Delgado, Lorenzo, and Óscar J. Martín. "El apoyo internacional a la reforma educativa en España." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 177. http://dx.doi.org/10.5944/hme.14.2021.28387.
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In the 1960s, an international debate emerged on the role of education in the worldwide changes taking place in the political, social and economic sphere. Multilateral agencies such as the OECD and UNESCO played an important role in this process. Inspired by some of the central tenets of modernization and human capital theories, these organizations sought to steer the transitions from “traditional societies” to “modern” ones. In Franco’s Spain, this process of modernization was led by the technocratic sectors of the dictatorship, who aspired to become the agents of a project of change controlled from the state apparatus. International organizations actively participated in the analysis of the Spanish educational system, and recommendeding measures to bring it into line with the needs of economic development. The corollary of this work was their support for the 1970 General Education Law, which also enjoyed the endorsement of some of the main foreign allies of the Franco regime, such as the United States, the World Bank and the Ford Foundation. This support took the form of advice, funding, specialist training and educational assistance. The article addresses this whole process. It examines the efforts of various international actors and their involvement in the modernization of education in Spain as a step towards convergence with the Western model.
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Sánchez-Almodóvar, Esther, Isabel María Gómez-Trigueros, and Jorge Olcina-Cantos. "Climate Change and Extreme Weather Events in the Education of the Citizens of the Twenty-First Century: The Perception of Secondary Education Students." Social Sciences 12, no. 1 (December 30, 2022): 27. http://dx.doi.org/10.3390/socsci12010027.
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Within the current context of climate emergency, the topic of climate change has become more prominent in secondary education in Spain. However, in general, conceptual confusions arise which should be clarified due to the social importance of climate issues. The objectives of this study, focused on third and fourth year students of ESO (Obligatory Secondary Education) in state schools in a town in the province of Alicante (Region of Valencia, Spain), seek to reveal the perception of the students regarding climate change and extreme weather events, in accordance with the subject in which these contents are taught; and to analyse whether the students have acquired a basic knowledge of the topic at the end of their secondary education. In order to fulfil these objectives, a non-experimental, descriptive, cross-sectional and survey-based correlational study has been conducted. The sample was made up of 784 students, surveyed during the academic year 2021–2022. The results indicate that the principal subject in which climate change is taught is Geography and History. The students consider that climate change is a threat to human beings and believe that anthropogenic action is the principal cause. They also perceive an increase in extreme weather events, although it is necessary to qualify this aspect. Therefore, this study defends the need to address this topic in the third and fourth years of ESO, as it is one of the major challenges faced by society and one in which students should be educated within the framework of the 2030 Agenda and the Sustainable Development Goals (SDGs).
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Estelles, Marta, and Jesús Romero. "Tacit assumptions of citizenship education: A case study in Spanish initial teacher education." Education, Citizenship and Social Justice 14, no. 2 (May 21, 2018): 131–48. http://dx.doi.org/10.1177/1746197918771336.
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Current curricula, which organize initial teacher education programs, include, among their stated purposes, preparing teachers to help their future students to grow as global, participatory, and ethically engaged citizens. However, we know little about how teacher educators prepare their students to be citizens. This article analyses how a group of teacher educators from a public university in Spain understand citizenship education, exploring the net of metaphors and idealized visions they seem to share, regardless of their formal conceptualizations. The discussion of the findings considers the implicit hierarchies of these shared assumptions that define what is deemed as real, desirable, and possible in citizenship education. Implications for teacher education are also contemplated.
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Postryhach, N. O. "STRUCTURAL CHANGES IN THE ORGANIZATION OF PRIMARY EDUCATION IN THE KINGDOM OF SPAIN." Educational Dimension 28 (December 20, 2010): 16–22. http://dx.doi.org/10.31812/educdim.7132.
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The author of the article analyses structural changes in organization of primary education in Kingdom Spain with the purpose of determination of perspective ways of adaptation of Spanish experience in a theory and practice of initial stage of domestic pedagogical education.
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Luts, Joris. "Congregación De Escuelas Pías Provincia Betania: Tax Exemption for Education Services by Religious Congregation Not Sacrosanct from State Aid Perspective." EC Tax Review 26, Issue 6 (November 1, 2017): 292–302. http://dx.doi.org/10.54648/ecta2017032.
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On 27 June 2017, the Court of Justice handed down a judgment in another fiscal State aid case concerning a tax exemption granted by Spain to a religious congregation performing educational services (Case C-74/16 Congregación de Escuelas Pías Provincia Betania). The Court of Justice’s judgment is interesting – and relevant for future fiscal state aid cases – for a number of reasons, which are discussed in the present article. Firstly, the case adds to the growing body of case law regarding the interpretation of the selectivity requirement in tax matters. Secondly and more importantly, the case provides insight into what constitutes an ‘economic activity’ and an ‘undertaking’ for state aid purposes, and specifically deals with the role played by the receipt of remuneration in this respect. Finally, the case may shed light on an issue of growing importance, i.e. the interaction between an instrument of public international law (a treaty) and various aspects of EU state aid law.
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Gordillo, Bernard. "Musical Cosmopolitanism in Central America: in search of an Obituary of Alejandro Cousin (ca. 1835 - 1910)." Ensayos: Historia y Teoría del Arte 24, no. 38 (September 21, 2021): 61–75. http://dx.doi.org/10.15446/ensayos.v24n38.98373.
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During the latter half of the nineteenth century, the countries of Central America incorporated European musicians into their state-generated projects. Administrations from Guatemala to Costa Rica appointed composers from Italy, Germany, Belgium, and Spain to help stimulate national musical culture and education, giving them leadership roles in state institutions. Belgian composer and conductor Alejandro Cousin arrived in the late 1850s and spent the rest of his life in El Salvador and Nicaragua where he established the national military band. This article, in the form of an obituary, sheds light on his noteworthy artistic legacy in Central America.
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Grana Gil, Isabel. "La Ley General de Educación y la Iglesia: Encuentros y desencuentros." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 143. http://dx.doi.org/10.5944/hme.14.2021.29127.
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The importance and influence that the Catholic Church has had on Education in Spain over the centuries is well known, as is the fact that there have periodically been sectors that have questioned its role in education. The objective of this article is to examine the position of the Church, especially the ecclesiastical hierarchy, with regard to the General Education Act approved on August 4, 1970 and its subsequent development. We will first look at the Church’s thoughts about the changes to come and the need for them, as well as what it considered to be the turning points. We will analyze the dichotomy between state and non-state education and the issue of free education that arises, and how its development would prove definitive in the change of attitude adopted by the Church. Finally, we will refer to the different alternatives to the Law that were proposed, including those involving non-state education and education by the Church, which we will focus special attention on. To do this, we will resort, wherever possible, to original sources, such as the reports emanating from the Episcopal Commission for Teaching and Religious Education, which was in charge of reporting the Church's position on educational issues and was very active during these years as well as other publications of the time.
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Jiménez, Antonio Mateos, Beatriz García Fernández, and María Teresa Bejarano Franco. "HOW SPANISH SCIENCE TEACHERS PERCEIVE THE INTRODUCTION OF COMPETENCE-BASED SCIENCE TEACHING." Journal of Baltic Science Education 15, no. 3 (June 25, 2016): 371–81. http://dx.doi.org/10.33225/jbse/16.15.371.
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The aim of the research was to determine how teachers in Spain perceived the introduction of competence-based science teaching in the classroom. The research was carried out during the transition between the LOE and LOMCE Education Laws (academic year 2014-2015). Data were collected using an ad hoc questionnaire comprising 19 items requiring responses on a 5-point Likert scale. The sample comprised 443 science teachers in compulsory education in Spain. The results indicated that the way teachers perceived science and its scope and application in the classroom was unlikely to lead to the effective development of the scientific competence. Significant findings were discussed relating to the participating teachers’ initial training, gender, type of school and stage of education. As a final component the didactic implications of teaching scientific competence were considered. Key words: primary education, scientific competence, secondary education, teachers’ perceptions, science teachers.
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Gema Alcaraz-Mármol and María Victoria Guadamillas Gómez. "Bilingual Education in Spain: An Analysis of L2 Methodological Requirements and Non-Linguistic Disciplines Within Primary Education Legislation." Issues and Ideas in Education 7, no. 2 (September 4, 2019): 53–63. http://dx.doi.org/10.15415/iie.2019.72006.
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This article analyses the main legislation in Spain regarding Bilingual Education in the stage of Primary Education. Firstly, it divides Spanish regions into monolingual and bilingual. Later, it deals with the main legislation enforced in Primary Education, and carefully analyses three main aspects: teachers’ L2 level, teachers’ methodological requirements, and the non-linguistic discipline or disciplines included in bilingual programs together with the subjects’ language or languages of delivery and assessment. The first aspect, L2, is labelled following the different levels of the European Framework of Languages. As for teaching methodology, information has been classified as “not mentioned”, “recommended” or “required”. With regards to subjects, there are four different labels: “compulsory”, “optional”, “not mentioned”, and “not specified”. A high degree of heterogeneity is observed in two of the three areas analyzed. These differences among regions do not seem to be connected with their monolingual or bilingual nature. Finally yet importantly, it should be assumed that India and Spain are not close realities in some aspects. However, the study described above might help researchers, teachers or educational authorities to reflect upon some issues which are derived from CLIL(Content and Language Integrated Learning) methodology implementation in schools.
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Horbenko, Halyna, Yana Fruktova, and Oleksandra Hondiul. "NON-FORMAL EDUCATION OF EDUCATORS IN MEDIA CENTERS OF LEADING EUROPEAN COUNTRIES: EDUCATIONAL AND METHODOLOGICAL ASPECT." Continuing Professional Education: Theory and Practice, no. 4 (2020): 103–9. http://dx.doi.org/10.28925/1609-8595.2020.4.13.
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Media literacy is recognized as a basic, vital skill for European citizens. It must be formed during life, at all stages of personality development. That is why we have chosen the leading European countries such as Finland, Sweden, France, Germany, the United Kingdom and Spain to analyze the current state of media education. Europe should be at the forefront of media literacy, as historically this region of the world has become the cradle of media civilization, a center for coordinating discussions of philosophical, cultural and technical development of the media. The article deals with the analysis of educational and methodical support of the European system of educators’ media education. The importance of media education of educators as the greatest agents of direct educational influence on the younger generation, whose media education is a requirement of the time, is revealed. The need for the development of non-formal and informal media education of educators is identified, as the media component can take place in any lesson and in extracurricular activities. Common components of the organization system of this process (participants, content, forms, methods, tools) are identified and educational and methodological resources are described, which are publicly available and can be useful to educators regardless of country of residence, citizenship or language.As a result of the research, we made the following conclusions: specialized centers offer a wide range of short-term training courses for teachers of various topics; forms of professional development in media education of teachers are different (distance courses, trainings, seminars, workshops, conferences, educational films, etc.); modern scientific, educational, methodical literature for teachers is available (monographs, professional journals, lesson plans, information packages); non-formal and informal preparation of teachers for media education activities is diverse in content, forms, means and methods, but remains fragmentary, not systematic, which does not allow to solve our issue comprehensively, and therefore it needs further development and critical analysis.
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Schneider, Kathy. "Defending Catholic Education: Secular Front Organizations during the Second Republic of Spain, 1931–1936." Church History 82, no. 4 (November 20, 2013): 848–76. http://dx.doi.org/10.1017/s0009640713001169.
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“The religious question” regarding the role of the Catholic Church in Spanish society shaped the often contentious relationship between the Church and state. This relationship entered a new chapter with the coming of the Second Republic and the passage of the 1931 constitution. Among the legislation aimed at implementing the articles of the constitution was the 1933 Law of Confessions and Congregations that outlawed schools run by religious orders. Despite this law, most religious schools remained open. Using three schools of the Sisters of the Company of Mary in the cities of Tudela, Valladolid, and Tarragona, this article shows how orders adapted under the new government. One of the Church's primary tactics was to establish front organizations directed by the laity that permitted the religious orders to circumvent the law in order to maintain their schools.
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Oharenko, Viktor, and Iuliana Kozachenko. "STATE REGULATION OF THE EDUCATION SECTOR UNDER THE CONDITIONS OF DECENTRALIZATION." Baltic Journal of Economic Studies 6, no. 3 (August 5, 2020): 99–106. http://dx.doi.org/10.30525/2256-0742/2020-6-3-99-106.
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The purpose of the paper is to define general trends and approaches to educational reform under the conditions of decentralization in Ukraine. Methodology. The survey is based on the analysis of the development of the regulatory framework of Ukraine for reforming the education sector under the conditions of decentralization. Statistical data on the dynamics of change in the total number of education institutions are studied. The reasons for the decrease in the total number of secondary and vocational education institutions have been identified. The degree of financing of the education sector from the consolidated budget of Ukraine by levels of education is considered. Results. The article outlines general trends and approaches to educational reform under the conditions of decentralization in Ukraine. The problems of the decentralization process, which began in 2014, were emphasized, namely the regional development and unification of territorial communities, which influenced the dynamics of education institutions that gained more autonomy. The dynamics of the total number of education institutions subordinated to the Ministry of Education and Science of Ukraine in terms of educational levels is presented. It is determined that the education sector in Ukraine is in transition, and an important component of this process is the correct choice of the vector of movement, taking into account the interests of all stakeholders. It is determined that the decentralization reform affects mechanisms of management in education. It is established that decentralization for higher education institutions should be considered as a means of forming managerial relations in the industry and joint responsibility for the management of the educational process. The experience of Great Britain and the European Union (Denmark, Spain, Poland, Romania, Finland, France) on improving the quality of educational services by strengthening the motivation of teachers using a differentiated payment system is studied and proposed to introduce into the Ukrainian education system. Practical implications. The possibility of introducing the process of educational / school clustering is considered. It is established that the introduction of decentralization opens the way to changes in creating favorable conditions for the emergence and implementation of intellectual needs of the individual. It is proved that the main task of the government in education in the conditions of decentralization is to coordinate the actions of government agencies, education institutions and the public in order to meet the personal needs of citizens and government demands for intellectual and professional enrichment. Value/originality. In the course of the research perspectives for development of education in Ukraine at the level of territorial communities, the process of formation of new opportunities in education for users of educational services is formed.
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Velasco Tirado, Ana, and Celia Sevilla Sánchez. "Educational Resources of Cartography and Geography in the IGN of Spain." Abstracts of the ICA 1 (July 15, 2019): 1–4. http://dx.doi.org/10.5194/ica-abs-1-381-2019.
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<p><strong>Abstract.</strong> The National Geographic Institute (<i>Instituto Geográfico Nacional</i>, IGN) of Spain is the state mapping agency in charge of the Cartography, Photogrammetry, Astronomy and Geophysics of the country.</p><p>The IGN commitment to the education of children and young adults in Earth sciences comes from decades ago. Many educational resources made in the last ten years, related to geography, cartography and Earth science are available in both digital and physical formats.</p><p><i>Educa IGN</i> [1] is the section of IGN main website [2] that hosts the digital educational resources. In 2019, this site has been updated, not only in its contents but also in its appearance and usability. It is possible to filter resources by type, subject and education level.</p>
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Rusniati, Rusniati. "MASUKNYA ISLAM DI SPANYOL (Studi Naskah Sejarah Islam)." Al-Din: Jurnal Dakwah dan Sosial Keagamaan 4, no. 1 (December 31, 2019): 108–19. http://dx.doi.org/10.35673/ajdsk.v5i2.591.
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AbstractThe history of Islam in the hemisphere has long been evidence of Islam's triumph in this hemisphere. One of them in Spain. Spain is a country that was once conquered by Islam to develop the religion of Islam in the country. When Islam entered Spain, this country experienced many rapid civilizations both from Islamic culture and education, because Spain was supported by a fertile country with high economic income. thus producing great thinkers. Spain experienced rapid development and Islamic culture and education which began with studying religious and literary sciences, then increased by studying the sciences of reason. The history of the triumph of Islam in Spain needs to be examined early in its emergence. Therefore, this study explores the history of the entry of Islam in Spain. This research is a qualitative research that describes all data found through a library approach. Literature approach is used to collect various literatures and previous documents related to the object of research. This research does not determine a location as a place of research because the study tends to be on text texts. At this stage, activities are carried out in the form of processing data obtained from documents, which will then be compiled into a study. The results of the analysis are outlined in the form of a descriptive research report. The results of the study show that the origins of the entry of Islam in Spain were inseparable from the success of Tariq ibn Ziyad's defeat of the king Roderick, so this victory became the main capital for Tariq ibn Ziyad and his forces to conquer important cities in Spain.Keywords: Islam, Spain, Cordova, Islamic History.
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Rooh Ullah and Dr Mushtaq Ahmad. "Research Review of the Tolerance of Muslims with Non-Muslims in Spain and its Impacts." Journal of Islamic Civilization and Culture 3, no. 01 (July 17, 2020): 94–110. http://dx.doi.org/10.46896/jicc.v3i01.86.
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Islamic ideology is the basis and source of Islamic state, which sets out the rights of Muslims as well as the Dhimmis. Islam teaches the tolerance and fairness to non-Muslims citizens. Islam gives the non-Muslims religious freedom. Quran says, “There is no compulsion in Faith”. Prophet Muhammad (P.B.U.H) says, “If anyone wrongs a Mu'ahid, detracts from his rights, burdens him with more work than he is able to do, or takes something from him without his consent, I will plead for him on the Day of Resurrection”. Arab Muslims conquered Spain in 711 A.C. The Muslims defeated Christians there, while the Jews also existed there. When the Muslims (Moors) conquered this country, they behaved and treated the people here with fairness and tolerance. The tolerance of Muslims has had a profound impact on non-Muslims and the environment here. Many of non-Muslims converted to Islam with their own consent. Muslims gave them full enfranchise to worship according to their own religion; the priest did not need to hide their religious status. Muslim Spain had complete freedom of education which led to students coming from other countries for pursuit education. Non-Muslims adopted culture, living style and ways to dress of Muslims. They learned Arabic and began to read poetry in Arabic. Arabic literature translated into Hebrew and Latin by non-Muslims. In Muslim Spain there was freedom of expression. The Jewish scholar Ibn Naghrila spoke on the beliefs of Muslims under the Muslim rule in Spain.Hasdai ibn Shaprot (d.970) established a madrasa for Jews in Cordova to teach the Holy Scripture and Talmud. Katie Magnus (d.1924) says, “Like a dream in the night – Life in Spain”. Due to the tolerance of Muslims, Europeans became aware of civilization and from that time renaissance began. Muslims behaved non-Muslims with tolerance, contrary to non-Muslims, while they overcome on Muslims, wherever their attitude with Muslims is always regrettable. With the fall of the Muslim’s empire, Spain fell into the darkness of ignorance. Stanley lane-Poole (d.1931) says, “The Moors were banished, for a while the Christian Spain shone, like the Moon, with a borrowed light, then came the eclipse, and in that darkness Spain grovelled ever since”.
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Vieites, Manuel F. "Teatro y educación en la Ley General de 1970. Avances y retrocesos." Cuestiones Pedagógicas 2, no. 29 (2020): 501–63. http://dx.doi.org/10.12795/cp.2020.i29.v2.04.
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The General Education Act, enacted in 1970, appears as the first attempt to regulate Theatre Education in Spain, considering all its diversity. On the one hand, this new law places Art Education in the General Education curriculum and provides it an expressive approach. This showed the pedagogical potential of different procedures of dramatic and theatrical nature, confirmed its educational legitimacy, and produced developments in both their empirical and scientific cultures. On the other hand, the Act stated and promoted the integration of Schools of Dramatic Art and its courses in the university, in tune with what had been its status since 1857 with the Moyano Education Act, and with similar transitions taking place in Europe in the same direction. This paper, which has been written after an analysis of the educational norms derived from the application of the Act, combined with a review of the literature generated at that period, shows the advances the change enhanced. Also, reveals that later Educational Acts were not always confirmed or consolidated, and that provoked important setbacks causing persistent of problems. Also, further research lines particularly relevant in the development of the further research lines particularly relevant in the development of the History of Theatre Education and also of the History of Theatre Pedagogy in Spain have been provided.