Impact of laws on 50 years of Education

Abstract

The article aims to describe and assess the influence of legislation on the educational changes that have occurred over the past 50 years. To this end, the article analyzes the main laws.  Particular attention is given to their proposals in two dimensions that reflect different ideological models: school choice freedom versus public provision planning, and student differentiation versus common education. The data reveals significant progress, especially in GDP per capita, public spending on education, and the enrollment of students from all social sectors at all educational stages. The advances have been more modest in the area of educational inequalities. Some well-established initiatives are proposed to move forward with improving equity.

The main purpose of this article is to assess the influence of legislation on changes in education occurred in the last 50 years. We review the main laws of Education (excluding university) especially those that have lasted at least three years LGE, LODE, LOGSE, LOPEGCE, LOE, LOMCE and LOMLOE. Special consideration is given to the two different ideological models: freedom to choose school versus public provision planning, and student differentiation versus comprehensive education. The article highlights the changes that have taken place over the past five decades, affecting the quality and equity of education, using key indicators of education, social, and economic development. These data show significant progress, especially in GDP per capita, public spending on education, and the enrollment of students from all social sectors at all educational stages. Progress in the area of educational inequalities, however, has been rather modest. Some well-established initiatives are proposed to improve equity.

Key words: Educational legislation, comprehensiveness, school choice freedom, educational planning, educational quality, educational equity