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Unit 1. Introduction to Education and Contemporary Educational…
Unit 1. Introduction to Education and Contemporary Educational Institutions
1.1 Pedagogy
body of knowledge dealing with education as a typically social and specifically human phenomenon.
1.2 Concept of education
permanent and comprehensive process of interaction through which there is individual and group learning.
1.3 Pedagogy and Educational Sciences
They deal with all questions of the development and instruction of each individual person so that they can lead an autonomous and responsible life in society and the community.
1.4 Main educational agents.
The family
The school
Unit 6. Anti-authoritarian theories
6.1 Neill, Ferrer Guardia, Freinet, otros.
6.2 Theories of Deschooling: Illich, Reimer
6.3 Marxist Theories: Makarenko
6.4 Personalist Theories: Freire, Milani, Gª Hoz.
6.5 Theories of Postmodernity
6.6 Current Theories: Waldorf Pedagogy
6.7 Critical pedagogy
6.8 Educating cities
Unit 2. Concept of education
2.1 Formal, non-formal and informal.
Informal education: learning that is obtained in the activities of daily life related to work, family or leisure.
Non-formal education: learning that is not offered by an education or training center and does not normally lead to certification.
Formal education: learning normally offered by an education or training center, with a structured nature (according to didactic objectives, duration or support) and that concludes with a certification.
2.4 Modalities and strategies.
set of differentiated and specialized options in which an educational level can be organized
2.3 Similarities between them
learning can take any form and take place at any time in life and thus encompasses the notion of lifelong learning
2.2 Differences between them
Non-formal education
is associated with community and civil society groups and organizations
Informal education
interaction with friends, family, and co-workers
Formal education
it is taught in schools, colleges and training institutions;
Unit 3. The School system.
3.1 Evolución del sistema escolar
In 1880, laws were enacted in France establishing secular education and compulsory attendance for all children between the ages of 6 and 13.
Between the years 1830 and 1860, the government of the United States of America ordered the construction of schools and allocated economic resources to promote education.
In 1870, the Forster Act was passed in England, creating a state system of schools, sponsored by churches and school boards.
In several countries, free and compulsory education laws were established.
The first mass education systems emerged in the second half of the 19th century in various European countries and in the United States of America.
3.2 Foundations of the School System.
own purposes, organization and structure to develop the curriculum that is designed
3.3 The Panamanian school system
Policies
Promotion of the democratization of educational services.
Priority attention to improving the quality of education.
Search for modern, decentralized and efficient planning and management.
Expanding family and community involvement in education
Levels
Regional level
Municipal level
Local level
3.4 Other school systems in America and Europe
Latin America
High access to the basic cycle.
Low retention capacity both at the primary and secondary levels.
Insufficient coverage of preschool education.
Europe
Obligatory education
School for the physically handicapped
School for the mentally handicapped
The lappish school
Basic school
Escuela voluntarias
The baccalaureate for the mentally handicapped
adult education
High school
Teaching mentally handicapped adults
Preschool.
Unit 4. International foundations of education
4.1 Education and Latin American countries
4.2 Education and the European Union (EU).
4.3 International overview of Primary and Secondary Education.
4.4 Contemporary Educational Theories
Unit 5. The first theories of Pedagogical Modernity
5.1 Rousseau, Pestalozzi, Fröebel, Herbart.
5.2 Experimentalismo
5.3 Dewey's Scientism.
5.4 The New School: principles and methodological contributions (Montesori, Decroly and others).
Theory of Contemporary Educational Institutions
Name: Muriel Gissel Mendoza