23 SES 03 B, Education Policies and Social Cohesion and Development
In this paper I expose progress of the doctoral thesis “Adult secondary education. A comparative study between Córdoba (Argentina) and Barcelona (Spain)” which continues a research developed in 2010-2011 in Córdoba.
¿What similarities and differences presents adult secondary education in Córdoba (Argentina) and Barcelona (Spain)? is the main question, disaggregated in other questions of which become important for this paper ¿Which are political decisions taken in the last decade?
Its aim is to compare the current composition of adult secondary education in Córdoba and Barcelona and main changes in the last decade. This temporal delimitation is due to Argentina attempts reinstall some specificity of adult education and I want to analyze what are the trends in Spain, particularly in Barcelona and Cataluña which has competencies in education.
Regardless of other emerging issues, the comparison is structured around sociopolitical, organizational and pedagogical dimensions of the object of study. This paper is related to sociopolitical dimension, referring to relations with the state in legal, political and administrative terms, and focuses on the first question: the changes in recent years as a result of main political decisions. In this dimension aspects to investigate are relationship between the State and the autonomuos community or province, the administrative unit of adult education and the guidelines of the international agencies in that area.
In the vast adult education field I focus on education provided by educative system, called school adult education, according Brusilovsky (2000) and considered by Lancho (2005) adult education strictly. Interest in secondary education reflects the relevance acquired in Argentina from National Education Law which extend permanent education right and compulsory education to secondary and poses challenges in terms of democratizing educational policies (Sinisi et al, 2010)
Education policies are state’s actions in relation to educational practices and how it solve knowledge distribution, considered as a cultural good. The State is a privileged actor for its capacity to impose legitmate but, in globalization context, nation state is affected by supranational an intranational forces, undermining its autonomy and decision making (Dale, quoted in Vega Gil, 2011; Bonal and Tabarini, 2011). The rules do not guarantee their impact but mark the “borders” of involved actors actions’ who accept or reject, resist, reintepret and print their hallmark in macro, meso and micro political level, through their interests, tactics an social representation (Miranda et al, 2006). In adult education history, according to sociopolitical contexts, involved actors and prevailing conceptions, policies range from seeking specificity to standardizing to regular education system. Their dependence on certain units of government or others is also an important factor because it marks certain guidelines.
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