Educational Laws and Strategic Planning in Schools
Item 3: Evolution of Spanish Education Laws
LGE 70 (General Education Law 1970):
- Established a centralized, authoritarian state policy.
- Centralized curriculum.
- Marked the political transition towards democracy.
- Introduced refurbished programs.
LODE (Organic Law on the Right to Education, July 3, 1985):
- Strengthened the right to education in a school for all.
- Recognized and promoted the mixed system of schools (public and private).
- Laid down the conditions for public funding.
- Established one-person and collegiate bodies.
- Promoted society’s participation in the educational system.
LOGSE (Organic Law on the General Organization of the Education System, October 3, 1990):
- Defined the system’s structure and management of teaching.
- Extended free and compulsory education to age 16.
- Set new stages: Kindergarten, Primary, and ESO (Compulsory Secondary Education).
- Established new curricula for specific areas/subjects in stages.
- Placed more emphasis on teacher qualifications and training, innovation, guidance, inspection, and management function.
LOPEG (Organic Law on Participation, Evaluation, and Governance of Educational Centers, November 20, 1995):
- Facilitated participation.
- Supported the operation of government bodies.
- Established evaluation procedures.
- Organized educational inspection.
- Addressed extracurricular activities.
- Promoted autonomy in school management.
LOCE (Organic Law on the Quality of Education, 2002):
- Aimed at improving the average level of students’ knowledge.
- Fostered a culture of effort.
- Ensured equal opportunities.
- Focused on preventing and combating school failure.
- Improved the working conditions of teachers in schools.
LOE (Organic Law on Education, May 3, 2006):
- Outlined the principles that govern the LOE.
- Differentiated basic post-compulsory secondary education, higher education, and special training courses.
- Defined lifelong learning.
- Described the organization of primary education.
- Explained diagnostic evaluation.
- Provided a classification and naming system for educational facilities.
Item 5: Levels of Educational Planning
Strategic Planning:
- Establishes guidelines and general directives.
- Defines commitments and values that the institution assumes.
- Sets general goals.
- Seeks lasting changes, often involving long-term planning.
- Usually based on an analysis of the internal and external context and future scenarios.
- Involves investment in human and material resources, committing the institution itself.
Tactical Planning:
- Translates strategic planning guidelines into specific designs.
- Organizes and sequences actions arising from macro-planning at a meso level.
- Provides concrete planning at an intermediate contextual level.
- Allocates financial and human resources based on strategic planning.
Task Planning:
- Establishes clear and precise guidelines from the macro and meso to the micro level.
- Formulates specific targets.
- Selects and organizes content for development.
- Specifies materials and resources to be used.
- Plans the timeline.
- Provides for evaluation.
PEC (Educational Project of the Center):
- Provides a general frame of reference.
- Includes the explicit formulation of principles and general purposes related to the curriculum.
- Covers different areas of management and organizational structure.
- Establishes common criteria for legitimate action.
- Avoids improvisation and routine.
- Allows for better use of school resources.
- Involves teacher education.
- Promotes both continuity and the relay of teachers.
- Facilitates teacher collaboration.
- Offers greater responsiveness to felt needs.
- Includes formative and informative phases.
- Involves choosing the type of project.
- Drives the formation of a commission.
- Involves deductive and inductive preparation.
- Requires joint development.