Educational and vocational guidance in spain: evolution in the period 1970- 2025 and current challenges

Abstract

The purpose of this article is to analyze the evolution of public policies on educational and vocational guidance and their effects over the last 50 years in Spain, and it is divided into three parts. In the first, we review the fertile reformist period from the transition to democracy until the end of the 20th century (precursor importance of the LGE, 1970; Royal Decree 334/1985; LODE, 1985 and LOGSE, 1990). The second addresses the main and risks (LOECE, 1980; LOCE, 2002; LOMCE, 2013) and advances (LOE, 2006; LOMLOE, 2020) for inclusive educational and vocational guidance in 21st century Spain. A regulatory review is carried out according to the following criteria: Nature (soft/hard policy); Type of document/regulation; Issuing institution; Range of the regulation; and Scope of application. In the third part, two of the pending issues of guidance today are raised: extension of vocational guidance from a renewed perspective, and the challenges of psycho-pedagogical assessment from an inclusive perspective.

Key words: Educational and Vocational Guidance; Inclusive Guidance; Public policies; Legislation; Spain