EDUCATION POLICY

Author: JAULÍN PLANA CARMEN.
Year: 2005.
University: NACIONAL DE EDUCACIÓN A DISTANCIA [www.uned.es].
Place of defense: CC. POLÍTICAS Y SOCIOLOGÍA.
Place of preparation: FACULTAD DE CIENCIAS POLÍTICAS Y SOCIOLOGÍA.

Summary: European policy on vocational training, since Delors, former head of the Commission raises three challenges to the Member States: A - The strategic opportunity to achieve social and geographical mobility in the European environment. B - The opportunity to correct structural social inequalities. C - The possibility of linking the need for education to the projection of a job. The Spanish educational system, since the entry into force of democracy in 1978 goes through two phases that coincide with the governments of the two major parties. From 1982 to 1996, the government of Spanish Socialist Party focuses its efforts on structuring the educational system. The LOGSE, in 1990, basically responded to that goal. From 1996 to 2004 the Popular Party's education policy will be conditioned by the quest for quality. The enactment in 2002, of the so-called "Quality Act" essentially answer to that. The structure has three key issues in an academic thesis education: "history, present and care for those within the system," The work process (fieri) is configured in two perpendicular axes, because two are the problem that shape research on the horizon, Â what is the challenge that vocational education is in the European context? and the vertical Do you mean how businesses and unions as social agents in vocational education? The leitmotif of the investigation are several reasons for the four working hypothesis: The first working hypothesis, "In Spain, the difficulty of involvement of the social partners in vocational education has its origins in the history of the art learning , "is a proposal to deepen the historical causes which holds the state's relationship with the forces of education, capital and labor. The second scenario, "The European Union institutions, the active policy of training is a strategic opportunity for involving the social partners in social dialogue" is a bid to observe, with community perspective, one side of the prism of dialogue European social protagonism which has been acquiring vocational training as active employment policy and as a basis for development of the right to lifelong learning. The third scenario, "The Spanish training system, companies and unions as social partners have a role theoretical, formal, without practice," is the possibility of studying the impact of the tension generated by the training as a "system" , the challenges proponents institutions and European social partners: mobility among young people, lifelong learning and the accreditation of skills. The fourth scenario, "Information of students Middle Grade system in which they perform their studies," is an invitation to reflect on what supposed misinformation from one sector of the population fits into the educational system and with expectations access to the labor market of the so-called "knowledge society".

Author: BLAT GIMENO MARIA AMPARO.
Year: 2005.
University: VALENCIA [www.uv.es].
Place of defense: FACULTAT DE FILOSOFIA I CIÈNCIES DE L'EDUCACIÓ.
Place of preparation: FACULTAT DE FILOSOFIA I CIÈNCIES DE L'EDUCACIÓ.

Summary: THESIS DEAL IS THE THEME OF THE ESCOLARIZACIÓN OF MINORS OF ORIGIN ABROAD IN OUR COUNTRY, CENTRÁNDOSE PAULATINAMENTE IN VALENCIA AND MORE SPECIFIC TO THE ECUADORIAN ENROLLMENT TO CURSA SECONDARY. THE CONTENTS HAS BEEN INFORMED IN A DOUBLE TRIÁNGULO: ONE CONFORMADO BY VÉRTICES REFLECTION OF THE THEORETICAL, EDUCATIONAL POLICY AND PRÁCTIVA SCHOOL, AND ALTERNATIVE, FOR THIS LAST, IN WHICH THE THREE VÉRTICES ARE THE ENROLLMENT, THE MOTHERS AND PARENTS AND TEACHERS. TRIÁNGULO RESPECT TO FIRST, THE INVESTIGATION BEGINS INTENTANDO RESPOND TO QUESTION Â WHAT WE SPEAK? THROUGH THE ANALYSIS OF STATISTICAL DATA OF THE FLOW MIGRATGORIOS AND THE TERMS OF SOME SIGNIFICACIÓN. BELOW, OFFERS THE COMPONENTS OF A FRAMEWORK OF THE THEORY RECOGIENDO SOME REFLECTIONS UNDERTAKEN SINCE THE ANTHROPOLOGY, CITIZENSHIP AND POLICIES, ALL OF THEM LINKED TO ACTION PEDAGÓGICA. CULMINA TO PARAGRAPH DEVOTED TO THE EDUCATIONAL POLICY IN WHICH ARE NOT ONLY RAISE THE PRINCIPLES AND LINES THAT DEFINED THE CORE ISSUES, BUT ALSO THE POLICIES DEVELOPED IN SOME COUNTRIES IN EUROPE AND NORTH AMERICA, AND CERTAIN AUTONOMOUS REGIONS. RESPECT TO SECOND TRIÁNGULO HAS BEEN USED DIFFERENT TECHNIQUES, SINCE THE POLLS TO MOTHERS AND PARENTS, TEACHERS AND, VIA THE STUDY OF SOME INTERESTING POINT SCHOOL SPECIAL, TO REACHING THE DISCUSSION GROUP FOCUSING ON THE ECUADORIAN ENROLLMENT TO CURSA SECONDARY IN THE CITY VALENCIA. THAT IS INTENDED AS REALITY SHOW THE ACTORS TO OWN THE EXPRESS AND BUILDING AN INTERPRETATION THAT ENTRELAZA THE VIEWS OF THE THREE SECTORS.