Relevant bibliographies by topics / Education Political aspects Spain

Academic literature on the topic 'Education Political aspects Spain'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Education Political aspects Spain"

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Fernández Espinosa, Verónica. "HISTORY OF EDUCATION REFORMS IN SPAIN." Analele Universităţii din Craiova seria Istorie 27, no. 1 (July 15, 2022): 7–23. http://dx.doi.org/10.52846/aucsi.2022.1.01.

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This work provides a succinct historical overview of the history of the Spanish education system from 1812, date of the first Spanish Constitution, until 1970 at the end of the Francoist era in Spain, highlighting the legislative milestones and contextualising them within the larger political landscape in which they took place. The paper will go on to describe the basic legislation which has regulated the Spanish education system since 1970 describing some of their most significant aspects, from the General Education Law (LGE) of 1970 to the Organic Law Modifying the Organic Law for Education (LOMLOE) which came into force in 2020.
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González-Gijón, Gracia, Nazaret Martínez-Heredia, Francisco Javier Jiménez Ríos, and Andrés Soriano Díaz. "Analysis of Ecological Values in Future Education Professionals in Andalusia (Spain)." Sustainability 13, no. 14 (July 15, 2021): 7934. http://dx.doi.org/10.3390/su13147934.

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This study shows the hierarchy of values presented by first-year teacher training students studying at public universities in Andalusia (Spain), emphasising the analysis of ecological values in relation to the gender variable. For this purpose, we used a survey-type methodology with a quantitative approach. Participants were selected by means of probability sampling by clusters. The sample was finally composed of 651 students, of whom 226 were men (34.7%) and 425 women (65.3%) aged between 18 and 49 (M = 20.20 and T.D. = 3.736). The results show a high valuation of non-material aspects related to affectivity, morality, the individual and ecology, followed by values related to the body and its care, the social, the material and the aesthetic, and finally, values related to the intellectual, the political and the religious. The results show the influence of gender in the identification of ecological values and the variables that make them up, where women have higher averages in most of the items. We can therefore conclude that the gender variable influences the choice of ecological values presented by university students.
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Fernández Soria, Juan Manuel, and Diego Sevilla Merino. "La Ley General de Educación de 1970, ¿Una Ley para la modernización de España?" Historia y Memoria de la Educación, no. 14 (May 26, 2021): 23. http://dx.doi.org/10.5944/hme.14.2021.30034.

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The article aims to examine aspects that help to better understand the General Education Act of 1970 by analyzing the factors that made it a Law for the modernization of Spain. The defining feature of the Law was the ambition with which it sought to modernize the educational system; hence, we focus on the concept of «modernization» as well as its precedents and the modernizing axes contained in the Law. We also look at the socio-economic and political context that help to explain its creation. Given the law’s importance, the article pays special attention to the obstacles and resistance that made its genesis and application so difficult, as well as the controversies that have arisen from the reform it promoted. Finally, by way of discussion, an assessment of the law is made taking into account the aspects that make up the concept of “modernization”.
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Sanchez-Sanchez, Gabriel, and Marek Krawiec. "Mediating in intercultural communicative challenges issued in the language classroom: a new objective in training programs for new teachers." Lingua Posnaniensis 60, no. 1 (June 1, 2018): 95–105. http://dx.doi.org/10.2478/linpo-2018-0007.

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Abstract The Faculty of Education Universidad de Murcia (Spain) offers a four-year degree programme in primary education, where modules and subjects related to the foreign language (English) are taught in the first, third and fourth years (OJE 2010). The current teacher training programmes should take into account the most recent political events in Europe so that they can be adjusted to suit the Council of Europe’s original linguistic and cultural education policy. This article will explore intrinsic aspects of foreign language and culture teaching, and the learning process, in relation to communication and understanding among all European citizens. This analysis will help to identify the implications of 21st-century education policy in terms of the skills of newly-qualified teachers.
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Conde Vélez, Sara, Manuel Delgado García, and Francisco Javier García Prieto. "Caracterizando la construcción de espacios metodológicos-organizativos en Educación Infantil." Revista Fuentes 1, no. 23 (2021): 125–37. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12105.

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Research focused on ECE (Early Childhood Education) stage teachers brings to light multiple models for classroom management associated with different didactic-pedagogical strategies, ranging from models close to management styles (predominant in the Spanish context) to others in which unplanned or free time predominates. Our investigation is based on the opinion of 1.350 ECE teachers in Andalusia (Spain) on positivist method principles, with an exploratory and correlational intention and the support of an ad hoc designed questionnaire, we try to identify and explore the possible correlations between methodological-organisational aspects, as well as their influence or degree of determination on the interactions that take place in the ECE classroom. The results obtained after a structural equations analysis confirmed the positive influence of some methodological-organisational aspects implemented by the teacher on the type of interactions that arise when working with learning corners in the ECE. We conclude that in order to dynamise the classroom environment it is necessary to diversify the methodological-organisational aspects that accompany teaching work, overcoming the reluctance detected in part of the teaching staff and inviting them to reflect upon training in positive attitudes towards change.
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Larrán, Manuel, and Javier Andrades. "Determining factors of environmental education in Spanish universities." International Journal of Sustainability in Higher Education 16, no. 2 (March 2, 2015): 251–71. http://dx.doi.org/10.1108/ijshe-01-2013-0003.

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Purpose – This study aims to analyze the main factors that might determine the extent to which Spanish organizational management educators use environmental stand-alone subjects to equip students with alternative views of business. To give a more qualitative study, this paper also provides a more detailed curriculum analysis from a double point of view: first, the authors analyze the environmental integration in curricula by means of the presence of environmental embedded subjects. On the other hand, the authors analyze the main environmental topics covered by curriculum of Spanish universities. Design/methodology/approach – A Web content analysis and non-parametric mean comparison statistics of the curricula of undergraduate degrees at all universities in Spain was conducted. Findings – One of the main conclusions of this paper is that public universities in Spain are more likely to require an environmental course than private universities. Other factors, such as size, political orientation or chairs/research institutes are not statistically explanatory of environmental education. Another important finding is that environmental training in management courses offered by Spanish universities is still relatively underdeveloped. Comparatively, the authors found that the most common method of teaching environmental issues in Spain is by means of embedded subjects (horizontal integration) in comparison with stand-alone subjects (vertical integration) as a response of the necessity of providing a systemic and holistic approach toward environmental aspects. From this perspective, the main topics covered in curriculum are environmental management, sustainable tourism, environmental economy or environmental impact. Originality/value – There is a lack of empirical research focuses on analyzing determinant factors to environmental education in management undergraduate curricula of Spanish universities. Indeed, most of previous studies provide a descriptive review of environmental courses in management education.
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Echeverría-Molina, Ignacio, and Roberto Sanchez-Cabrero. "Satisfaction of Secondary Education teacher in Spain through TALIS." Revista Fuentes 3, no. 23 (2021): 341–52. http://dx.doi.org/10.12795/revistafuentes.2021.15176.

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La satisfacción del docente es un aspecto de la educación que tradicionalmente ha sido motivo de estudio por su gran influencia sobre el ejercicio profesional. TALIS 2018 es un estudio llevado a cabo por la OCDE que incluye un extenso cuestionario para docentes y directores de centros educativos y que cubre numerosos aspectos de la práctica docente. TALIS 2018 recoge las respuestas de 7407 docentes de Educación Secundaria Obligatoria en España y de los 396 directores de los centros donde trabajan. A partir de las respuestas de cada docente, se construye una escala de satisfacción que refleja su satisfacción con la profesión y con su puesto de trabajo. En el presente trabajo, utilizando la base de datos de TALIS 2018, Volúmenes I y II, se analizan las variables que más influyen en la satisfacción de los docentes de Educación Secundaria Obligatoria en España. Se encuentra que las variables más relacionadas con la satisfacción del docente son la participación de profesores, alumnos y familias en las decisiones del centro, la cantidad de estrés presente en el trabajo, la apertura del centro a nuevas iniciativas, el apoyo entre docentes, la relación con los alumnos y la percepción de la propia eficacia que, a su vez, se relaciona con una mejor formación del docente. Se observa que los docentes con más años de experiencia presentan niveles inferiores de satisfacción y se analizan las diferencias observadas con respecto a docentes con menos experiencia. Se encuentra que las fuentes de satisfacción de los docentes en centros educativos presentan diferencias en función del grado de financiación pública del centro, aunque los niveles medios de satisfacción sean similares. A partir de los resultados obtenidos, se elabora una lista de recomendaciones para centros educativos.
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Pérez-Nievas, Santiago, Guillermo Cordero, and Marie L. Mallet-García. "A Tale of Two Countries: The Sociopolitical Integration of Latino Immigrants in Spain and in the United States." American Behavioral Scientist 65, no. 9 (March 5, 2021): 1131–45. http://dx.doi.org/10.1177/0002764221996750.

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This special issue addresses the need for cross-national analyses on immigrant integration. The articles in this issue examine the integration processes of Latino immigrants in the United States and in Spain in several aspects—socioeconomic, legal, educational, and political—and through varied methods—quantitative as well as qualitative—contributing to the literature in several ways. By focusing on the same ethnic group across different contexts, it provides a thorough comparison of the mechanisms at play in their integration processes. It emphasizes the context-specific and culture-specific elements that most affect immigrants’ integration. This special issue gathers nine articles that offer complementary perspectives on the integration of Latino immigrants in Spain and the United States.
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Abascal, Pablo. "Establishing the Jesuit Province of Mexico: The Development and the Institutions of a Missionary and Educational Province (1572–1615)." Journal of Early Modern Christianity 9, no. 1 (March 24, 2022): 67–91. http://dx.doi.org/10.1515/jemc-2022-2019.

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Abstract The Society of Jesus has been characterized as a global order, as it could adapt to different social and political contexts. The initial purpose of the Jesuit province in New Spain was to convert the Indians to Catholicism. However, when the Jesuits arrived they found that the social diversity of the viceroyalty, particularly the large contingent of Creole inhabitants, made it impossible for them to focus solely on the Indians. Consequently, the Order in New Spain had to forge a path between the orders issued by the King of Spain and the General of the Order based in Rome and the needs of the local inhabitants, which resulted in the Province of Mexico acquiring a missionary and educational character. The main aim of this article is to analyze the foundation and development of the Province of Mexico during the generalates of Everard Mercurian and Claudio Acquaviva by examining the institutions they opened, and the different strategies of education and evangelization that they pursued throughout the viceroyalty. It will pay special attention to the designs of the central powers in Europe, the views points and discussions on education and evangelization by actors in New Spain, and how transatlantic decisions on the Order’s role in the viceroyalty affected the evolution of the province. To do this, the article will discuss three main aspects of the Jesuits’ mission in New Spain, (1) the type of missions and colleges that the Jesuits opened, (2) how Jesuit institutions were shaped according to the group of people that they aimed to evangelize or educate, and in turn (3) how that influenced the languages that the Jesuits taught to the local inhabitants.
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Ruiz-Montero, Pedro Jesús, Oscar Chiva-Bartoll, Juan Carlos Colomer-Rubio, and Juan Leiva-Olivencia. "Tratamiento e Interpretación de la Educación Física durante el enfoque legislativo Franquista (1939-1970) (Treatment and Interpretation of Physical Education during the Francoism legislative approach (1939-1970))." Retos, no. 37 (July 25, 2019): 449–54. http://dx.doi.org/10.47197/retos.v37i37.70958.

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El estudio describe el tratamiento de la Educación Física bajo las leyes franquistas aprobadas tras 1939, para concluir el importante efecto de la orientación política de esta disciplina escolar hasta su progresiva modernización en los 70s. El trabajo parte de los estudios realizados sobre historia de la Educación Física en España durante el franquismo (1936-1975) que han versado sobre dos ejes: el ideal moralizador de la Educación Física acorde con el contexto político-social del momento y los estudios que han analizado los hábitos de práctica física y gimnástica de organizaciones políticas dependientes al régimen, como “Frente de Juventudes” o la “Sección Femenina”. Como conclusión se aportan aspectos relevantes sobre la interpretación de la Educación Física desde las diferentes referencias legislativas y otros documentos durante la dictadura que podrían ayudar a entender diversas perspectivas de esta área. Abstract. The present study describes the treatment and interpretation of Physical Education under Franco's laws passed after 1939, so to discuss the important effect of the political orientation of this school subject until its progressive modernization in the 70's. History of Physical Education in Spain during the dictatorship of Franco (1936-1975) has dealt with two basic axes: the moralizing ideal of Physical Education according to the political-social context of the moment, and the studies that have analysed the habits of Physical and gymnastic practice of political organizations subject to the regime, such as "Frente de Juventudes" or "Sección Femenina". In conclusion, relevant aspects are presented on the interpretation of Physical Education from different legislative references and other documents during the dictatorship that could help understand diverse perspectives of this area, according to the examined Education Law.
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Dissertations / Theses on the topic "Education Political aspects Spain"

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Brown, Eleanor Joanne. "Transformative learning through development education NGOs : a comparative study of Britain and Spain." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13050/.

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This thesis examines non-formal settings for development education by non-governmental organisations (NGOs). I focus on teaching and learning methodologies and on the attitudes and actions generated in learners. The study is informed by transformative learning theory, particularly as developed by Jack Mezirow (2000) and by Paulo Freire (1970). I look at opportunities for non-formal transformative learning in both Britain and in Spain and the use of participative methodologies to develop knowledge and understanding of and attitudes towards global development issues. I consider how such personal transformations might lead to social change and how a postcolonial analysis might affect the way issues are presented. This is a qualitative study informed by interviews with staff from seven organisations in the UK and seven in Spain. Illustrative cases are also provided based on observations of three non-formal educational activities in each country and interviews with learners attending these courses. I found that the extent to which participative critical dialogue was generated by such development education activities varied and depended on a number of factors, including the length of the course and pedagogical styles of the facilitators. Learners showed signs of transformation through the activities. Many talked about increased self-esteem and changes in understanding and attitudes. This had consequential influences on behaviour, particularly relating to more sustainable consumer behaviour and other lifestyle or career choices. I note that, through opportunities for transformative learning, participants also formed networks that could contribute to social as well as personal transformations; this relates to the stated aims and objectives of the NGOs and thus has important policy implications.
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郭國全 and Kwok-chuen Kwok. "The political economy of educational investment: a review and an appraisal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.

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Idema, Timo. "Brain power : the political economy of higher education." Thesis, University of Oxford, 2011. https://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e.

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This dissertation disputes conventional interpretations of the comparative political economy literature on higher education. In particular, I challenge the common assumption that access to higher education is structured by income. Instead, based on insights from the relevant psychology, sociology and economics literature, I argue that a child's probability of entering higher education is predominantly a function of her abilities, and that her abilities are strongly related to her parents' level of education. I develop a theory of the distributive politics of higher education solidly grounded in this relationship. The result of this model is the counter intuitive hypothesis that the initial expansions of higher education benefit the children of more highly educated parents. Moreover, more highly educated families are the net beneficiaries of free higher education and generous subsidies. Extensive survey evidence from Britain, Australia, Canada and Sweden of higher education policy preferences confirms this picture of the politics of higher education as a zero-sum distributive game between highly and lesser educated families. In order to analyse the consequences of these preference patterns for higher education policy, I develop a theoretical and empirical measure of voting power for multi-party systems. Voting power measures how many votes a party stands to gain from converting and mobilising voters by distributing resources from one group to another. Using data from 15 EU countries, I show that parliaments and cabinets, on average, stand to win more votes from pleasing highly educated voters than from targeting less educated voters. Furthermore, the conversion imperative is much stronger than the mobilisation imperative. Statistical analyses show that variations in the voting power of highly educated individuals over the government help to explain variations in higher education policy across countries and within countries over time. All in all, the theoretical and empirical analyses presented in this dissertation represent a significant contribution towards understanding the specific distributive politics of higher education, and the political economy of redistribution more generally.
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Phelan, Anne M. "An examination of teaching as practical political activity." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08082007-120009/.

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Chambers, Carmel M. "Rhetoric in British Columbia : an analysis of its influence upon adult education and women." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25364.

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The topic under consideration is the rhetoric of British Columbia's political leaders and their strategic use of language whereby the government maintains its position of power and authority, implements its own ideological priorities, even if unpopular, and deprives the opposition of its ability to effectively mount a counter strategy. Aspects of political philosophies, human nature, scientific knowledge, education, and alternate feminist political philosophical views are presented. Brief sketches of Constitutionalism, The Rule of Law and ideological bases of modern political systems, liberalism and socialism, are considered in the context of a political spectrum that spans communism to fascism. An analytical framework adapted from the classical rhetoric of Aristotle and the new rhetoric of Kenneth Burke is used to examine the rhetoric and actions of the political leaders of British Columbia. Findings indicate that the strategies employed are effective and persuasive to the dominant majority of the populace. Components of strategy are identified which are deemed necessary in order that a democratically elected government may pursue successfully, a revolutionary political ideological change in its philosophy. Priorities and areas of social concern are identified in terms of their esteem for the present government leaders. The market principle and technology are the sacred cows. Education of a liberal kind, women, the welfare state, are a sow's ear. One recommendation is that adult education unite with movements that espouse and practice like philosophies so that it is strengthened and rejuvenated in its mandate and not precipitated to bend to the prevailing political ideology.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Tittley, Teresa Brewster. "Ecological literacy as a response to modernism : educational and political implications." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43962.pdf.

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Yan, Man-kit David, and 甄文傑. "Ideology and teacher education in communist Russia and post-communist Russia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962683.

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Finn, Michael Thomas. "The political economy of higher education in England, c.1944-1974." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610463.

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Hendricks, Susan M. "Contextual and individual factors and the use of influencing tactics in adult eduction program planning." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1172470.

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Understanding the political nature of adult education program planning is important for practitioners and researchers. This multivariate study clarified the relationships between contextual factors (nature of the power relationship and degree of situational conflict), individual planner's characteristics (perceived problem solving effectiveness, years of experience program planning), and the use of different power and influencing tactics in adult education program planning. Based on theoretical models specified by Cervero and Wilson (1994) and later Yang (1996), the Problem Solving Inventory (Heppner, 1988) and the Power and Influencing Tactics Scale (Yang, 1996) provided instrumentation.A sample of 245 graduate students and faculty in Adult and/or Continuing Education programs completed the informed consent and all the self-report study instruments. Participants were middle-aged (M = 40.84), female (65.1%), and white (82.0%). Most held master's degrees (50.8%) or bachelor's degrees (41.1%) and worked in a public organization (57.1%) of moderate size. Most participants reported low conflict situations and strong perceived problem solving ability.Two significant canonical correlations were initially identified, though only the first held practical importance. In the first canonical correlation (Rc = 0.524; Rc ² = 0.275; p>0.01), high conflict was the singular meaningful predictor variable and there were several moderately strong criterion variables: high counteracting, low reasoning, and low consulting. This canonical correlation was named "When reasoning and consulting fail: counteracting in the face of conflict." Furthermore, in consensual planning situations, reasoning and consulting were favored, while counteracting was not. Three of the hypotheses that were generated to specifically test different uses of influencing tactics under different individual and contextual conditions were partially accepted. Being an early attempt to characterize complex constructs quantitatively, this study suggests that further work is needed to identify and measure the factors that are most critical. Future qualitative research should clarify the nature of power and conflict, and focus on describing the actual use of different influencing tactics in the field. Quantitative research should focus on reliability of instruments and theoretical model clarification with a broader range of adult education program planners.
Department of Educational Leadership
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Xia, Lu Harold, and 夏璐. "Politicized academic capitalism: the Chinese communist party's sociopolitical control mechanisms over intellectualsduring the reform era." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899685.

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Why has the significant expansion of a certain social category‘s population and influences– largely resulting from the development of national economy and free market system – NOT frequently caused political instability and unrest to the authoritarian regime during the reform era? How has the regime upgraded its strategies of sociopolitical control by combining the market logics into the conventional approaches? And what strategies has the Party-state adopted so as to preempt and prevent this social category‘s potential challenges from occurring in this ever-changing period? This study undertakes the task of understanding these theoretical questions by looking at the Chinese Communist Party-state‘s sociopolitical control mechanisms over intellectuals during the reform era. Particularly, it primarily seeks to tackle the following empirical issues: How has the state-intellectual relationship in 1990s and the first decade of the 21st century been shaped differently comparing with that in the previous period? Why has it been shaped in that particular pattern? In the face of what kinds of institutional and intellectual challenges has the CCP inherited and created a number of different forms of sociopolitical control mechanisms over intellectuals for the persistence of its authoritarian rule in China? And to what extent could this particular pattern of state-intellectual relationship drawn upon the case of China be extended to other transitional countries? The author seeks to solve these questions by developing a theoretical framework of Politicized Academic Capitalism. The core of such a framework is a kind of hybrid institutional arrangement designed by the Chinese Communist Party-state with the employment of the market logics as the important means of interest-sharing with and hence the sociopolitical control mechanism over intellectuals who serve in higher education institutions. By highlighting the scarcity and competition as the primary logics of the market, the author further holds that scarcity is the natural and logical prerequisite for the competition, and the competition is manipulated by the Party-state to keep intellectuals being in a constantly busy situation and working along the line drawn by the state. Moreover, shaping scarcity is an effective way to show the significance of key resources and the related interests that could be shared with the Party-state, and then manipulating competition becomes the only manifested way to enjoy this interest-sharing privilege. This study is conducted on a basis of a variety of data sources, including historical documents, media accounts and reports on currently related events, organizational charts and regulations, university archives, interviews with key persons, and a set of biographies and memoirs of renowned intellectuals. These intensive empirical probes into the complex relations among the Chinese Communist Party-state, institutions of higher learning, and the intellectual community have revealed that economic reforms have strengthened the state capacity and facilitated the state‘s means of social control. And the Politicized Academic Capitalism can be viewed as a hybrid institutional arrangement designed by the Party-state to employ the logic of the market to impose sociopolitical control over university intellectuals during the reform era.
published_or_final_version
Politics and Public Administration
Doctoral
Doctor of Philosophy
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Books on the topic "Education Political aspects Spain"

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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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Spin cycle: How research is used in policy debates : the case of charter schools. New York: Russell Sage Foundation, 2007.

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Batho, G. R. Political issues in education. London: Cassell Educational, 1989.

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Political issues in education. London: Cassell, 1989.

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Against capitalist education: What is education for? Winchester, UK: Zero Books, 2015.

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Lasswell, Harold Dwight. Legal education and public policy. New Brunswick, N.J: Transaction Publishers, 2012.

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The politics of trauma in education. New York, NY: Palgrave Macmillan, 2008.

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Spring, Joel H. American education. Boston: McGraw-Hill, 2008.

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American education. Boston: McGraw-Hill, 2002.

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Spring, Joel H. American education. 6th ed. New York: McGraw-Hill, 1994.

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Book chapters on the topic "Education Political aspects Spain"

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Barrett, Beverly. "Spain: Political Economy Explanations for Decentralized Reforms." In Globalization and Change in Higher Education, 161–89. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52368-2_8.

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Dahlin, Bo. "The Social and Political Aspects of Education." In SpringerBriefs in Education, 113–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58907-7_6.

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Garcia, Maria del Carmen Mendez. "Chapter 10. Citizenship Education in Spain: Aspects of Secondary Education." In Education for Intercultural Citizenship, edited by Geof Alred, Michael Byram, and Mike Fleming, 187–212. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853599200-012.

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Sánchez León, Pablo. "Subject: Education, Taxed Wealth, Capacity, Roots—Citizenship Criteria from the Enlightenment to Liberalism, 1780s–1840s." In Popular Political Participation and the Democratic Imagination in Spain, 91–133. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52596-5_3.

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Calvo-Iglesias, Encina, Irene Epifanio, Sonia Estrade, and Elisabet Mas de les Valls. "Gender Perspective in STEM Disciplines in Spain Universities." In Women in STEM in Higher Education, 165–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_9.

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AbstractIn this paper we present different initiatives carried out by Spanish universities for the incorporation of the gender perspective in STEM disciplines. One of these initiatives is the collection of guides of the Vives University Network for university teaching. These guides cover the sections of objectives, contents, evaluation, learning environment, organizational modalities, teaching methods, and didactic resources with the aim of making women scientists visible in the discipline and eliminating the androcentric vision that predominates in science and engineering. In particular, we analyze the fields of engineering, mathematics, and physics. With the aim of being more than just a review of different initiatives, the paper unifies the fundamentals on which these initiatives are based. Thus, the general principles are well defined, and those aspects more related to each university and discipline particular cultures are identified. The comparison between initiatives will allow us to identify both successful strategies and resistances. Sometimes, the confluence of different events allows an action to become relevant or not. As a result, the paper can be used to effectively define the implementation strategy of the incorporation of gender perspective in STEM teaching at university level.
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Martínez García, José Saturnino, Eriikka Oinonen, Rafael Merino, and Graziela Perosa. "Education and Inequality in Finland, Spain and Brazil." In Towards a Comparative Analysis of Social Inequalities between Europe and Latin America, 105–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48442-2_4.

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AbstractFinland, Spain and Brazil are three very internally complex and heterogeneous realities, with contradictions and permanent reforms to their education systems. In a first quantitative approach each country can be placed in a continuum of the education system that goes from most successful in terms of reaching a high level of education all across the population, in conditions of equity and facilitating youths’ incorporation into the labour market, to least successful, with Finland and Brazil occupying either end of the spectrum respectively and Spain occupying an intermediate situation. Although there are differences, they share certain tensions in their respective education systems. On the one hand, about the conception of education, ranging from more utilitarian, human capital theories, to the more humanist and civic-minded perspective. On the other hand, the challenge of comprehensiveness between an academic and a vocational path. In addition, there is also the challenge of improving the education level of the population while also improving equality. The tensions differ from country to country, since their education traditions and cooperation and conflict strategies between the education agents, with varying levels of resources and different alliances with political actors vary, as does the social consensus.
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Feu-Gelis, Jordi, Xavier Casademont-Falguera, and Òscar Prieto-Flores. "Citizenship, Education, and Political Crisis in Spain and Catalonia: Limits and Possibilities for the Exercise of Critical Citizenship at School." In The Palgrave Handbook of Citizenship and Education, 227–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-67828-3_26.

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Feu-Gelis, Jordi, Xavier Casademont-Falguera, and Òscar Prieto-Flores. "Citizenship, Education, and Political Crisis in Spain and Catalonia: Limits and Possibilities for the Exercise of Critical Citizenship at School." In The Palgrave Handbook of Citizenship and Education, 1–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-67905-1_26-1.

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Jausoro Alzola, Kristina, and Magdalena Marino. "Women’s Mental Health Around the World: Education, Poverty, Discrimination and Violence, and Political Aspects." In Psychopathology in Women, 3–24. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05870-2_1.

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Evola, Marco, Julia Jungfleisch, and Tanasije Marinković. "Human Rights Law Through the Lens of the Gender Perspective." In Gender-Competent Legal Education, 217–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14360-1_7.

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AbstractThis chapter will provide an overview on several aspects of the gender perspective in Human Rights Law. The chapter will therefore look at the civil and political rights from a gender perspective, as well as social, economic and cultural rights of women, non-binary and LGBTIQA+ persons. The aim is to increase the students’ awareness for the gender perspective in international human rights protection, by providing an overview of currently discussed issues in this area. Such issues include the prohibition of gender-based violence, contemporary forms of slavery and trafficking in persons, the freedom of religion, the right to private life, access to justice for women, women’s (political) empowerment, the prohibition of economic and social discrimination, and women’s right to education.
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Conference papers on the topic "Education Political aspects Spain"

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AKTAMOV, Innokentii. "EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PRC: REGIONAL ASPECTS." In Social and political challenges of modernization in the 21st century. Publishing House of Buryat Scientific Center, 2018. http://dx.doi.org/10.30792/978-5-7925-0537-7-2018-40-41.

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BYURAEVA, Yulia. "INSTITUTIONAL AND REGIONAL ASPECTS OF MODERNIZATION OF HIGHER EDUCATION." In Social and political challenges of modernization in the 21st century. Publishing House of Buryat Scientific Center, 2018. http://dx.doi.org/10.30792/978-5-7925-0537-7-2018-198-200.

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Alexandrache, Carmen. "SOCIAL STEREOTYPES AND POLITICAL IDEOLOGY – ASPECTS REFLECTED ON THE HISTORY TEXTBOOKS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2772.

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Khramchenko, Dmitry. "CONFRONTATION IN MODERN AMERICAN POLITICAL DISCOURSE: LINGUISTIC ASPECTS & TEACHING PRACTICE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0825.

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Bilbokaitė, Renata, and Ieva Bilbokaitė-Skiauterienė. "REPUTATION OF PEDAGOGUES AND IMAGE OF THIS PROFESSION IN LITHUANIA: POLITICAL, SOCIETY AND EDUCATIONAL ASPECTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2398.

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Bilbokaitė, Renata, and Ieva Bilbokaitė-Skiauterienė. "REPUTATION OF PEDAGOGUES AND IMAGE OF THIS PROFESSION IN LITHUANIA: POLITICAL, SOCIAL AND EDUCATIONAL ASPECTS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0973.

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Zhang, Gang. "Research on the Collaborative Education Mechanism of College Counselors and Ideological and Political Teachers from the Perspective of “Three-Aspects Education”." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.125.

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Krbec, Denisa. "Shaping New Paradigms In The Higher Education Development: Dilemmas For Transitional Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2516.

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Higher education in Croatia, as well in the other transitional countries, is undergoing significant changes. Those reforming activities affect not only institutions directly but also their relationship to society at large. Recognizing that higher education plays also a crucial role in the various aspects of transitional transformation, many scientist and expert’s reviews place it in the current political, economic, cultural and social environment in which they operate. In this sense, and despite the specific reform start-point of each country, there is a general consensus on the need for regional cooperation. According the Bologna Declaration, the CEE countries need certain compatibility, which means certain similar structures of the educational system in order to strengthening the educational structure of the CEE region. This paper reviews different aspects of higher education challenges. Among many others, the use of IT in higher education effectively requires good tactics as well as a sensible strategy.
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Botella-Mascarell, Carmen, Antonio Soriano-Asensi, Jaume Segura-García, and Sandra Roger. "Active learning in digital communications with low-cost software defined radio." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12879.

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Digital Communications have been traditionally taught in laboratory sessions from a theoretical point of view, using simulation platforms. However, current Academic Accreditation includes the dimension of “what students are expected to be able to do”, which poses the need of decreasing the gap between standard simulated laboratory sessions and more practical and realistic approaches. In this paper, we propose a methodology to enhance the learning of practical aspects related to Digital Communications courses, as well as increasing the student’s engagement, via the use of low-cost software defined radio devices. This methodology has been applied in the Degree in Telematics Engineering at the School of Engineering from the University of Valencia, Spain. With the aim of improving the engagement of both master and undergraduate students, a project based learning methodology has been implemented. In the paper, the methodology is described, several laboratory activities based on the 802.11 standard are presented, and recommendations for practice are given.
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Hidayatullah, Nur, and Achmad Nurmandi. "The success of E-Participation in Supporting the development of Smart Cities in Spain, Italy, United States and Germany." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002806.

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This study aims to analyze the role of E-participation in supporting the success of smart city development. This research method uses qualitative research with a bibliometric analysis approach. Sources of research data obtained 218 documents from the Scopus database using the keywords "smart city" and "e-participation" with a span of 7 years from 2015 to 2022. The data analysis phase of this research used VOSviewer and NVivo12 Plus software to visualize the data. This study indicates that e-participation is essential in creating the successful implementation of smart cities. The implementation of e-participation in four countries has different participation strategies. Spain is increasing participation forms online communities and public participation platforms. Italy utilizes digital technology and involves volunteers in public participation. Germany, in increasing participation, develops digital participation platforms and implements practical participation projects. The United States applies a political approach and involves interest groups supported by digitization. Furthermore, increasing participation is supported by information and communication technology, services, and agile management are the main focus. Spain, management focuses on location data management, and service aspect focuses on service platforms, and technology focuses on blockchain technology. Italy, the service aspect focuses on open service, and the technology aspect focuses on open source technology. In the United States, the management aspect pays attention to location data management. Then, the technological aspect focuses on civil technology practices. Germany, management and service are not yet a top priority in this aspect. While the technology aspect only pays attention to the web technology sector. Based on these findings, Spain is a country that dominates various aspects. This means being a country that can be an example of e-participation development in realizing a smart city.
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Reports on the topic "Education Political aspects Spain"

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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.
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