{"id":60261,"date":"2021-11-15T05:16:12","date_gmt":"2021-11-15T10:16:12","guid":{"rendered":"https:\/\/world.edu\/?p=60261"},"modified":"2021-11-15T05:16:12","modified_gmt":"2021-11-15T10:16:12","slug":"what-hides-the-dilemma-between-fp-or-baccalaureate","status":"publish","type":"post","link":"https:\/\/world.edu\/what-hides-the-dilemma-between-fp-or-baccalaureate\/","title":{"rendered":"What hides the dilemma between FP or Baccalaureate?"},"content":{"rendered":"

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\nEvery year, thousands of young people in the 4th year of ESO and with them their families, face a\u00a0<\/span>great dilemma<\/span><\/a>\u00a0: choose between the 26\u00a0<\/span>vocational training<\/span><\/a>\u00a0specialties\u00a0, between\u00a0<\/span>science or literature,<\/span><\/a>\u00a0thinking about\u00a0<\/span>high school<\/span><\/a>\u00a0and a university career or … get to work .\u00a0Knowing, in addition, that\u00a0<\/span>the OECD indicators<\/span><\/a>\u00a0show that the unemployment rate and\u00a0<\/span>precariousness decrease<\/span><\/a>\u00a0and the wage level improves as the level of training increases.<\/span><\/p>\n

“What I do?”\u00a0It is a question that not only affects adolescents, but also leads many parents to ask things that, perhaps, they had not considered before.<\/span><\/p>\n

However, far from being just a question about the future of work, the choice is rooted in a social component: prestige.\u00a0Because the history of education is the history of social inequalities.<\/span><\/p>\n

The prestige of the study<\/strong><\/h4>\n

The classic idea of\u00a0<\/span>sjol\u00e9<\/span><\/em>\u00a0(gr.), Which derives from\u00a0<\/span>schola<\/span><\/em>\u00a0(lat.) And school, arises from that\u00a0<\/span>Socratic intellectualism<\/span><\/a>\u00a0that identified knowledge and virtue.\u00a0It was a class approach, because only those who enjoyed certain comforts could devote their time to knowledge.\u00a0The sequence\u00a0<\/span>accommodated, free time, study, knowledge and virtue<\/span><\/em>\u00a0created the opposite,\u00a0<\/span>poor, working hours, work, uneducated and vice<\/span><\/em>\u00a0.\u00a0Education distinguished those who had it and, therefore, it has\u00a0<\/span>historically<\/span><\/a>\u00a0been\u00a0the main route for social mobility in class societies.<\/span><\/p>\n

Until the 19th century, education in Spain was in the hands of the Catholic Church and the illiteracy rate was one of the highest in Europe.\u00a0<\/span>The Moyano Law (1857) was the first comprehensive educational law<\/span><\/a>\u00a0and was in force for 113 years.\u00a0That law offered a stable framework, legislated the compulsory nature of education up to the age of nine and placed the first education in the hands of the municipalities.<\/span><\/p>\n

Ideological battle<\/strong><\/h4>\n

There is an international consensus that education is the main weapon to combat social inequalities and injustices.\u00a0More\u00a0<\/span>Spain is different<\/span><\/em>\u00a0.\u00a0The Moyano Law brought a radical change in philosophy, but it also showed that education in Spain, far from being the way to modernize the country, would be, above all, a great ideological battlefield.<\/span><\/p>\n

Suffice it to remember the anger unleashed against the\u00a0<\/span>Instituci\u00f3n Libre de Ense\u00f1anza<\/span><\/a>\u00a0or the\u00a0<\/span>eight educational laws<\/span><\/a>\u00a0passed in the last 40 years.\u00a0A dynamic that differs from that of\u00a0<\/span>other European countries<\/span><\/a>\u00a0.<\/span><\/p>\n

Francoism and the FP<\/strong><\/h4>\n

Postwar Spain needed a trained workforce.\u00a0The\u00a0<\/span>Industrial Professional Training Law<\/span><\/a>\u00a0(1955) specified the purpose of VET: to offer adequate training for qualified workers.\u00a0The Spain of the\u00a0<\/span>25 years of Peace<\/span><\/em>\u00a0demanded a change in the educational system.\u00a0The\u00a0<\/span>General Law of Education of Villar Palas\u00ed<\/span><\/a>\u00a0(1970) extended the obligation until the age of 14 and institutionalized a double social curriculum.\u00a0The school graduate qualified to study high school and access a university whose function was to train the elites.\u00a0The schooling certificate\u00a0<\/span>only<\/span><\/em>\u00a0gave access to professional training aimed at the job qualification of those who “do not like to study.”<\/span><\/p>\n

The social imaginary, fueled by the media and the filmography of a\u00a0<\/span>developmental<\/span><\/em>\u00a0Spain\u00a0that demanded university students (\u00a0<\/span>Los Ni\u00f1os del Preu<\/span><\/em> , 1967<\/span><\/a>\u00a0), saw education as the only honest way to move up the social ladder.<\/span><\/p>\n

What role does prestige play today<\/strong><\/h4>\n

Classism and the long shadow of national-Catholicism still permeate the successive educational laws.\u00a0The entire ideological apparatus – including the\u00a0<\/span>Concordat of the Holy See and its educational concerts<\/span><\/a>\u00a0– think of education not as the way it is for the socio-economic development of the country and the formation of a critical citizenship, but as the\u00a0<\/span>fulcrum<\/span><\/a>\u00a0where to support ideologically the socioeconomic order.<\/span><\/p>\n

For this reason, prestige structures an educational system that qualifies professionally and socially stratifies according to the degrees it grants: official or master’s degree, school graduate or school certificate, experts or engineers, technicians or superiors, surveyors or architects, diploma or degrees, Medium or higher FP, etc.<\/span><\/p>\n

Efforts to achieve university recognition of some professions were framed in this social imaginary.\u00a0For example, the\u00a0<\/span>Sanitary Technical Assistant (ATS) became a University Diploma in Nursing (DUE) in 1977<\/span><\/a>\u00a0;\u00a0the\u00a0<\/span>physical education of the INEF joined the university in 1992<\/span><\/a>\u00a0;\u00a0the\u00a0<\/span>tourism schools in 1996<\/span><\/a>\u00a0, and\u00a0so on\u00a0.<\/span><\/p>\n

Prestige and layering<\/strong><\/h4>\n

Although none of the above is barely spoken, it is a survival that inhabits social memory.\u00a0From\u00a0<\/span>Max Weber<\/span><\/a>\u00a0we know that prestige is a fundamental dimension of social stratification.\u00a0<\/span>Pierre Bourdieu<\/span><\/a>\u00a0also\u00a0showed that social differentiation in complex societies is a combination of\u00a0<\/span>economic, social and cultural capitals<\/span><\/a>\u00a0.<\/span><\/p>\n

The history of vocational training in Spain shows that the belief that VET is\u00a0<\/span>for the less qualified or studious has always been present<\/span><\/a>\u00a0.\u00a0Although it is true that much progress has been made to eliminate this stigma,\u00a0<\/span>improving prestige is one of the great challenges that VET faces in Spain<\/span><\/a>\u00a0.<\/span><\/p>\n

Social appreciation of VET<\/strong><\/h4>\n

Among the factors that are contributing to this revaluation of VET I will point out only two.<\/span><\/p>\n

On the one hand, the\u00a0<\/span>statistical data<\/span><\/a>\u00a0are conclusive and confirm that VET is the best option for\u00a0<\/span>early<\/span><\/em>\u00a0access\u00a0to the labor market, because it offers more practical teaching and also gives access to university.<\/span><\/p>\n

On the other hand,\u00a0<\/span>the university has seen<\/span><\/a>\u00a0the prestige that once distinguished its function\u00a0diminished<\/a>\u00a0.<\/span><\/p>\n

The reasons are many, but I will only mention a few.<\/span><\/p>\n