Educación para el desarrollo. OCDE, asistencia exterior y reforma de la enseñanza en la España del tardofranquismo
TL;DR: In the early 1970s, the General Education Law of 1970 as discussed by the authors was proposed to integrate the economic and social dimensions of change to mitigate the political conflicts that were eroding the dictatorship.
Abstract: During the 1960s, the OECD, through its Mediterranean Regional Program, worked cooperatively with authorities in Spain to promote changes in the country’s educational system that would strengthen economic growth The objective was to integrate Spain into the «global architecture of education», which conceived investments in the cultivation of human capital as an essential factor to ensure the development and modernization of its productive sector UNESCO, the World Bank, and other international organizations cooperated in a similar fashion, providing outside assistance in the dissemination of methods and knowledge to influence the education reforms being undertaken in Spain The approaches included in the PRM became a guide for the Spanish authorities and found their way into the Planes de Desarrollo (plans for development), though more as ideals than as realities due to a systematic failure to comply with the measures prescribed In spite of everything, that international influence occasioned an opening up to pedagogical methods that altered teaching practices and were a shock to a stagnant, reactionary, and class-based system, thus contributing to its gradual transformation At the start of the following decade, a more all-encompassing reform was attempted with the General Education Law of 1970, integrating the economic and the social dimensions of change to mitigate the political conflicts that were eroding the dictatorship Again, the results were mediocre, this time due to the combined effects of detractors from inside and outside the Franco regime
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16 Nov 2020
TL;DR: In this article, the authors examine the relationship of the Spanish state with international organizations that provided advice and funding to undertake a set of changes in education, changes that would culminate in the General Education Law of 1970 at the start of the following decade.
Abstract: From the end of the 1950s, Spain’s political leaders felt the need to promote changes in the educational system that would bring it up to date and give more space to practical content and technical training. International organizations played a leading role in the propagation of these new ideas and organizational practices for the training of human capital and its contribution to economic development. The reports and guidelines of the OECD and UNESCO disseminated prior experiences on educational planning carried out in Latin America, at the same time that they functioned as channels for the transmission of knowledge and teaching methods throughout the 1960s. The modernizing sectors of the Francoist elite (the technocrats) were the main liaisons with those international organizations. They were convinced that it was necessary to reform an obsolete and class-based system to adapt it to the demands of a society that was undergoing a strong process of economic growth. Such schemes, likewise, proved useful to the political project of authoritarian modernization that was propping up the Franco dictatorship. This text will examine the relationship of the Spanish state with the international organizations that provided advice and funding to undertake a set of changes in education, changes that would culminate in the General Education Law of 1970 at the start of the following decade.
9 citations
Cites background from "Educación para el desarrollo. OCDE,..."
...The Fulbright Program between both countries was also used to support the educational reform, giving preference to two areas of exchange: educational development and technological development (Corrales Morales, 2019, pp. 364–395; Delgado GómezEscalonilla and Pardo Sanz, 2019; Delgado Gómez-Escalonilla and Hoz Pascua, 2020)....
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...The credibility of the technocrats as new wielders of power was reinforced thanks to foreign support for their reforms, as Spain obtained technical and financial collaboration from the International Monetary Fund (IMF) and the Organization for European Economic Cooperation (OEEC), in addition to the decisive support of the United States (Delgado Gómez-Escalonilla, 2001; Cavalieri, 2014)....
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...OECD assistance proved essential in the 1960s for determining what measures could be applied to the Spanish educational system to generate the human capital 80 | Encounters 21, 2020, 70–91 needed for the country’s economic development (Delgado Gómez-Escalonilla, 2020)....
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...After the founding of the Centro de Documentación y Orientación Didáctica de Enseñanza Primaria (CEDODEP) in 1958, its magazine (Vida Escolar) also echoed the pedagogical conceptions of UNESCO to modernize the teaching and learning processes based on positivist and functionalist premises (González-Delgado and Groves, 2017 and 2020)....
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...Since then, the Euro–North American axis constituted the anchor point of the Franco dictatorship with the development and modernization process deployed during the 1960s (Delgado Gómez-Escalonilla, 2018, 74 | Encounters 21, 2020, 70–91 pp. 271–284), from which emerged the educational reorientation towards a model to support this process....
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TL;DR: In this article, the authors examined the origin and development of this modernization process under the dictatorship of Franco and showed how the adoption of this conception in Spain must be understood from the perspective of the interaction between UNESCO and Franco's regime, and how the policies of the dictatorship converged with the proposals suggested by this international organization.
Abstract: Purpose: After World War II, an educational modernization process gained ground worldwide. International organizations such as UNESCO began to play a key role in the creation, development and dissemination of a new educational vision in different countries. This article examines the origin and development of this modernization process under the dictatorship of Franco. More specifically, we will show how the adoption of this conception in Spain must be understood from the perspective of the interaction between UNESCO and Franco's regime, and how the policies of the dictatorship converged with the proposals suggested by this international organization. Our principal argument is that the educational policies carried out in Spain throughout the second half of the 20th century can be better understood when inserted into a transnational perspective in education. Design/methodology/approach: This article uses documents from archives that until now were unpublished or scarcely known. We have also analyzed materials published in the preeminent educational journals of the dictatorship, such as the Revista de Educacion, Revista Espanola de Pedagogia, Bordon and Vida escolar, as well as documents published by the Spanish Ministry of National Education. Findings: Franco's dictatorship built an educational narrative closely aligned with proposals put forward by UNESCO on educational planning after World War II. The educational policies created by the dictatorship were related to the new ideas that strove to link the educational system with economic and social development. Originality/value: This article is inspired by a transnational history of education perspective. On the one hand, it traces the origins of educational modernization under Franco's regime, which represented a technocratic vision of education that is best understood as a result of the impact that international organizations had in the second half of the 20th century. On the other hand, it follows the intensifying relationship between the dictatorship and the educational ideas launched by UNESCO. Both aspects are little known and studied in Spain.
8 citations
TL;DR: In this article, the authors examine 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, examining the trayectoria of ese proceso, examinando the labor desempenada by los actores internacionales and their implicacion in the modernizacion educativa del pais como paso hacia la convergencia con los parametros del modelo occidental.
Abstract: espanolEn la decada de los anos sesenta se suscito un debate internacional sobre el papel de la educacion dentro de los cambios politicos, sociales y economicos que se estaban produciendo a nivel mundial. Organismos multilaterales como la OCDE y la UNESCO tuvieron un destacado papel en ese proceso, aplicando los planteamientos centrales de las teorias de la modernizacion y del capital humano para favorecer el transito desde «sociedades tradicionales» a otras mas «modernas». Tales ideas tuvieron su traslacion al escenario espanol de la mano de los «tecnocratas», que aspiraban a convertirse en los agentes de un proyecto de transformacion controlado desde el aparato del Estado. Los organismos internacionales participaron activamente en el analisis del sistema educativo espanol, e hicieron recomendaciones sobre las medidas a tomar para ponerlo en sintonia con las necesidades economicas del pais. El corolario de todo ello fue su apoyo a la reforma que condujo a la Ley General de Educacion de 1970, que conto tambien con el soporte de algunos de los principales interlocutores exteriores del regimen franquista, como Estados Unidos, junto al Banco Mundial y la Fundacion Ford. Dicho respaldo se plasmo en asesoramiento, financiacion, formacion de especialistas y material educativo. Esta contribucion aborda la trayectoria de ese proceso, examinando la labor desempenada por los actores internacionales y su implicacion en la modernizacion educativa del pais como paso hacia la convergencia con los parametros del modelo occidental. EnglishIn 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
3 citations
TL;DR: In this paper, the authors 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, focusing on the concept of modernization as well as its precedents and the modernizing axes contained in the Law.
Abstract: espanolEl articulo pretende desarrollar aspectos que ayuden a una mejor comprension de la Ley General de Educacion de 1970, y para ello examina los factores que permiten hablar de una Ley para la modernizacion de Espana. En este sentido se ha considerado que el rasgo mas definitorio de la Ley es su ambicion modernizadora del sistema educativo; de ahi que se concrete el concepto «modernizacion» y se estudien los precedentes y los ejes modernizadores de la Ley. Tambien se ha prestado atencion al contexto socioeconomico y politico que ayuda a entender mejor su aparicion. Dada su importancia, el articulo se detiene en analizar los obstaculos y resistencias que dificultaron su genesis y su aplicacion, asi como las controversias que han surgido a partir de la reforma que promovio. Finalmente, a modo de discusion, se hace una valoracion de la misma teniendo en cuenta los aspectos que conforman el concepto «modernizacion». EnglishThe 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”.
1 citations
TL;DR: The role of international organizations in fostering the evolution of education systems worldwide emerged in the 1950s, and the OEEC-OECD contributed to shaping the so-called "education-economic growth" paradigm as mentioned in this paper .
Abstract: The role of international organizations in fostering the evolution of education systems worldwide emerged in the 1950s, and the OEEC-OECD, in particular, contributed to shaping the so-called ‘education-economic growth’ paradigm. First, its education agenda was the push to spread technical and vocational education, being one of the key means for preparing citizens for modern society in a Cold War context. In addition, the spread of these relevant skills provided solutions to actual problems that affected the less-developed Western European countries. Consequently, Mediterranean Europe became a laboratory for new visions and practices for development. In the educational field, these countries were an ideal environment to observe the changes underway and, above all, evaluate the actual outcomes of these early programs.
1 citations