Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa
Public University of Navarre
| Course code: 312106 | Subject title: EDUCATIONAL INSTITUTIONS | ||||
| Credits: 6 | Type of subject: Basic | Year: 1 | Period: 1º S | ||
| Department: | |||||
| Lecturers: | |||||
| BELLETICH RUIZ, OLGA GRIMANESA (Resp) [Mentoring ] | |||||
Contents
This subject develops, in a global and integrative way, content associated with the following descriptors of formal and non-formal education and its institutions: Educational systems; the organization of formal education institutions; Infant Education, Primary Education and Secondary Education; Diversity of students: from Special Education to Inclusive School; Permanent Education and Adult Education; Non-formal education. The right to education and education in the world; Social and educational institutions.
Descriptors
This subject belongs to a broad subject: "Education". It is a basic training subject which develops the following topics: educational systems; educational institutions for the formal education (Infant, Primary and Secondary Education); Public administration and compulsory education; Organization of formal education institutions; Inclusive School; Continuing Education and Adult Education; Non-formal education; Right to education and education in the world; social and educational institutions.
General proficiencies
2.1. Basic Competences
BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced text books, also includes some aspects which imply knowledge of the latest developments in their field of study.
BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.
BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.
BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.
2.2. General Competences
GP6 - To be familiar with the organisation of primary education schools and the range of actions involved in their operation. To perform guidance and tutoring functions with schoolchildren and their families, attending to schoolchildren¿s unique educational needs. To accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's entire life.
GP7 - To collaborate with the different sectors of the educational community and social environment. To accept the educational dimension of the teaching profession and promote democratic education for active citizenship.
GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.
GP10 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among schoolchildren.
GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.
2.3. Tranverse competence
TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe¿s Common European Framework of Reference for Languages.
Specific proficiencies
SP5 - To reflect in depth on learning contexts and contexts of coexistence in schools, the acceptance of standards, consistency, personal discipline and respect for others.
SP6 - To be familiar with the organisation of primary schools and how they work in collaboration with the various sectors of the educational community and social environment.
SP7 - To encourage cooperation, the motivation and desire to learn, and to participate actively in the school¿s projects.
SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.
SP9 - To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.
SP14 - To contextualise teaching work in the face of political, social and pedagogical changes, and to foster democratic education and the development of active citizenship to achieve a sustainable future.
Learning outcomes
Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are
established:
- Optimal level: 100% acquisition of skills and expertise in at least 75% of them.
- Standard or medium level: acquisition of the majority of the alleged relevant powers and expertise in
those aspects contributing to the specific competencies of the title.
- Deficient Level: Insufficient acquisition of the aspects contributing to the specific competencies of the
title.
A student gets a grade of APTO if the level of learning is optimal or medium.
Related to evaluation system (ES), these learning outcomes are specified in this subject as follows:
LO1- show mastery of basic concepts associated with learning contents of subject (SE4).
LO2. Compression of historical setting and effective educational system indicating the various
elements of specificity in different educational institutions (ES2 and ES3).
LO3. Expression autonomously with critical thinking and analysis criteria by which knowledge, values
and diversity constitute key to the development of educational institutions (ES1 and ES2).
LO4. Evaluation with critical capacity of the characteristic aspects of educational institutions, meeting
the unique needs of students (ES2 and ES3).
LO5. Demonstration of a committed attitude to the development of learning contexts and coexistence
from a job well done (ES1).
LO6. Application of the knowledge acquired to concrete realities in educational and socio-educational
institutions (ES3).
LO7. Analysis of the various educational innovations and developing proposals to address educational
challenges arising (ES2 and ES3).
Methodology
5.1. Teaching methods
| Code | Description |
| TM1 | Lecture with full attendance |
| TM2 | Interaction in large group |
| TM3 | Interaction in medium-sized group |
| TM4 | Interaction in small group |
| TM5 | Individualised interaction: tasks and guidelines for autonomous study |
5.2. Learning activities
| Code | Description | Hours | Attendance |
| LA1 | Theory classes (foundation, examples, proven applications and developments) | 45 | 100 |
| LA2 | Practical classes or, in the event, practical experience (in the field) | 15 | 100 |
| LA3 | Preparation of papers and oral defence | 30 | 10 |
| LA4 | Self-study | 50 | 0 |
| LA5 | Tutorials | 5 | 100 |
| LA6 | Oral or written exams | 5 | 100 |
Evaluation
| Learning outcomes | Evaluation systems | Weighing | Recoverable |
| LO | ES | % | % |
| LO3/LO5 | ES1. Attendance and participation in class or, where appropriate, in a school | 10 | 0 |
| LO2/LO3/LO4/LO7 | ES2.Theory review and summary work | 25 | 100 |
| LO2/LO4/LO6/LO7 | ES3.Practical work: observation, proposal and, where appropriate, evaluation | 20 | 0 |
| LO1 | ES4. Partial or complete oral or written assessments | 45 | 100 |
* Procedure for obtaining the final grade for the course: It is obtained according to the weight given to the evaluation systems. To pass the course: it is necessary to approve the ES4.
There are obligation to attend class sessions in which continuous assessment activities are carried out.
Agenda
DIDACTIC UNIT 1: EDUCATION: HUMANIST, SOCIOPOLITICAL AND SYSTEMIC APPROACH.
1.1. Education: Concept, perspectives and challenges.
1.2. Right to education and education in the world. Legislative milestones of education in Spain. Current education laws.
1.3. Types of education: Formal education, Non-formal education, Informal education.
1.4. The educational systems and their socio-political conditions. Concept of educational system: Elements, levels and educational stages. The Ministry of Education and Public Administrations.
1.5. Permanent education and education of adults. Concept, approaches and purposes.
DIDACTIC UNIT 2: EDUCATIONAL INSTITUTIONS AND DIVERSITY OF STUDENTS.
2.1. The family as an educational institution.
2.2. Institutions of formal education (preschool, primary and secondary schools). Origins and news Educational objectives of those stages.
2.3. Importance of pedagogical renovations in the methodological changes of school institutions. Methodological guidelines for childhood and primary education.
2.4. Diversity of students. From special education to inclusive education.
2.5. Socio-educational institutions.
DIDACTIC UNIT 3: ORGANIZATION OF FORMAL EDUCATION INSTITUTIONS.
3.1. Organization of educational institutions in Early Childhood and Primary Education.
3.2. The school educational project (Proyecto Educativo de Centro: PEC).
Bibliography
Access the bibliography that your professor has requested from the Library.
11.1.English basic bibliography
BROOKFIELD, S. (2005).The Power of Critical Theory for Adult Learning and Teaching. Maidenhead, England: Open University Press.
EP-Nuffic(2015).The Spanish education system described and compared with the Dutch system. Germany: EP-NUFFIC-Internationalising education.( Creative Commons Attribution).
FOLEY, G. (2004). Dimensions of Adult Learning: Adult Education and Training in a Global Era. Maidenhead, England: Open University Press.
JASPER, M. (2006).Professional development, reflection, and decision-making. Oxford: Blackwell Publishing.
LEE, In-Sook (1994). Key Elements in Successful Educational System Redesign: Learning from Theory and Case Studies. Bloomington: Indiana University.
NATIONAL PROFESSIONAL DEVELOPMENT CENTER ON INCLUSION. (2008). What do we mean by professional development in the early childhood field?. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
OCDE (2003).Diversity, inclysion and equity: Insights from special needs provision. Brussels: OCDE-Education Policy Analysis.
SPECK, M. & KNIPE, C. (2005) Why can't we get it right? Designing high-quality professional development for standards-based schools(2nd ed.). Thousand Oaks: Corwin Press.
UNESCO (2015): World education fórum 2015. Final report. Paris. UNESCO.
VV.AA (2006). The impact of non formal education on yung people and society. Belgium: AEGEE-Europe
ZAKI, C.(1988) Formal, non formal and informal education: concepts/applicability. Cooperative Networks in Physics Education - Conference Proceedings, 173, 300-315.
11.2. Spanish basic bibliography
AA.VV (2005): Pedagogo Sortzaileak. Hik Hasi aldizkariko monografikoa. Donostia: Xangorin.
BONA, C. (2015). La nueva educación. Barcelona: Plaza &Janés.
CARREÑO, M. (2000): Teorías e instituciones contemporáneas de educación. Madrid: Síntesis.
DEL POZO, M.M. (2004). Teorías e Instituciones contemporáneas de educación. Madrid: Biblioteca Nueva.
COLMENAR, C. (1995): Génesis de la Educación Infantil en la Sociedad Occidental, Revista Complutense de Educación, 6, 1, pp.15-29. http://revistas.ucm.es/edu/11302496/articulos/RCED9595120015A.PDF
COLOM, A. (2002): Teorías e Instituciones contemporáneas de la educación. Ariel: Barcelona.
COLOM, A. (2002): Hezkuntzaren teoriak eta Erakunde Garaikideak. UNUP: Iruña.
DELORS, J. (1996): La educación encierra un tesoro, Madrid, Santillana/UNESCO.
ESCRIBANO, A. y MARTÍNEZ, A. (2013). Inclusión educativa y profesorado inclusivo. Aprender juntos para aprender a vivir juntos. Madrid: Narcea.
GARCÍA-RUIZ, R. (2013). Enseñar y aprender en educación infantil a través de proyectos. Publican: Santander.
HARGREAVES, A. (1996). Profesorado cultura y posmodernidad, cambian los tiempos cambia el profesorado, Madrid, Morata.
HERNÁNDEZ ARISTU, J. y LÓPEZ BLASCO, A.(2005): Cambio social y Educación Permanente, Madrid, MEC.
LÁZARO, J. L. & GISBERT, M. (2007). La integración de las TIC en los centros escolares de educación infantil y primaria condiciones previas. Pixel-Bit: Revista de medios y educación, 28. Pp. 27-34. (http://goo.gl/kNY2Kw)
LORENZO DELGADO, M. (2011). (Coord.). Organización y gestión de centros y contextos educativos. Madrid: Universitas.
MARTÍNEZ, M.J (2010). Y para muestra: políticas educativas de inmigración y modelos de escuela que practican la interculturalidad. Valencia: Universitat de Valencia. Servei de publicacions.
NAYA, L.M. y DÁVILA, P. (Coord.)(2008). El Derecho a la Educación en un mundo globalizado. Actas del X Congreso nacional de educación comparada, Organización de estados Iberoamericanos: http://www.oei.es/quipu/espana/ESPA02.PDF
SANCHIDRIÁN, C. y RUÍZ BERRIO, J. (2010). Historia y Perspectiva actual de la Educación Infantil. Barcelona: Grao
11.3.Specific bibliography
Teachers will decide the specific references in this section to work in each course. The specific bibliography in English will be given to students by the teacher with their class group.
ARNAIZ, P.; ISUS, S. (1995): La Tutoría: organización y tareas. Barcelona: Graó.
BESALÚ, X. (2002): Diversidad cultural y educación .Madrid: Síntesis.
LÓPEZ-GOÑI, I.; GOÑI ZABALA, J.M. (2014): Hacia un currículum guiado por las Competencias. Propuestas para la acción. Iruñea: UPNA-NUP.
MARTÍN, E.; MAURI, T. (1996): La Atención a la diversidad en la Educación Secundaria. Barcelona: ICE, Universitat de Barcelona: Horsori.
MOREN, R. (2006): Panfleto antipedagógico. Madrid: Lector universal.
NAYA, L.M., C. GARCÍA; F. GÓMEZ, ET ALL. (2005): La Educación y los derechos humanos. País Vasco: Espacio Universitario, EREIN.
PENNAC, D. (2008): Mal de Escuela. Barcelona: Literatura Mondadori.
SORIANO, E. (Coord.). (2007): Principio del formularioTítulo: Educación para la convivencia intercultural Madrid: La Muralla.
ZUFIAURRE, B. & CARR, W (1996): Comprensividad, desarrollo productivo y justicia social Barcelona: Icaria
ZUFIAURRE, B. (2007): ¿Se puede cambiar la educación sin contar con el profesorado? : Reflexiones sobre treinta y seis años de cambios en España, 1970-2006. Barcelona: Octaedro, 2007.
ZUFIAURRE, B. (2000):Evaluación escolar y coparticipación educativa: responsabilidad social y democrática: padres, madres, maestros, maestras, alumnas y alumnos, sociedad : la complejidad de la vida escolar . Valencia: Nau Llibres, 2000.
Location
Arrosadía Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities and Social Sciences.