Evolution of the adult education in Spain in the context of education laws
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Belando-Montoro, María Remedios=Беландо-Монторо, Марія Ремендіос
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Carrasco Temiño, María Aranzazu =Карраско Теминьо, Марія Аранзазу
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Naranjo Crespo, María=Наранхо Креспо, Марія
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Universidad Complutense de Madrid
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ISSN: 2308-6386, 2786-7366
Año de publicación: 2019
Volumen: 1
Número: 15
Páginas: 163-171
Tipo: Artículo
Otras publicaciones en: Adult Education : Theory, Experience, Prospects=ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИA
Objetivos de desarrollo sostenible
Resumen
Today, after several decades of international recognition and support, adult education continues to be a subject of special relevance and topicality for Spanish society. The concept of Lifelong Learning appears in the education laws; however, its implementation is not developed in the same way. Therefore, it is necessary to analyze the normative development, since it will help us to develop policies that improve the coverage of this educational sector. The article reviews Spanish education laws since 1970 with the aim of studying the evolution of adult education, especially objectives laws.The analysis included some conclusions that demonstrate the need to develop further studies on adult education in Spain. On the one hand, it is important to highlight the lack of national legislation regulating adult education in a global manner. On the other hand, there is also a need for teacher training in this area. The laws developed in recent years have begun to include adult education within the education system, but they have not considered the development of specialized educators in the area. Therefore, we can see the need to propose policies that recognize the teaching profession of adult educators, due to currently it is an informal profile and it is not necessarily require pedagogical training, what is an aspect that reduces the quality of this education.In short, adult education is being developed in parallel with the official education systems, which leads to a loss of quality and of the normative officiality of the initiatives carried out in this area. From an educational point of view, it is crucial to address this need for improvement and to provide educational processes that are adapted to the demand of individuals and groups within a society in which continuous training is increasingly in demand.
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