Educacion argentina
Páginas: 14 (3413 palabras)
Publicado: 3 de septiembre de 2012
THE CURRENT SITUATION AND MAIN PROBLEMS OF THE EDUCATIONAL SYSTEM
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1. Estructure of the Argentinian Educational System
The new structure of the National System of Education includes, as it is explained down, the following levels: Initial, General Basic Education, Polimodal, Higher Education and Postgraduate Education. The levels define the tracks in which the system willhave to take care of the fulfilment of the necessities stated by the society. Those necessities are determined by particular contexts related to space and time patterns. The levels correspond to individual needs specified by the evolutionary process, and are articulated with necessities pertaining to the psychobiological and socio-cultural development.
The length of the level is related to thesocial and personal necessities that concerns the education such as:
- the prevention and early education, and the accurate aid that guarantees the quality of the results through all the stages of the learning process.
- the acquisition of the basic competences, the appropriation of the basic and common
contents essential to the population.
- the mastering of knowledge and intermediatecapacities, desirables for everyone;
- the fulfilment of good levels of development and of differential and optional competences.
As far as the structure of the system, the law establishes that the levels and special regimes must articulate themselves in order to facilitate horizontal and vertical mobilization of the students and indicates the elemental characteristics of each kind of education andlevel. These dispositions are complemented with the specifications stated by the Federal Council of Culture and Education.
The system of education of Argentine recognizes a distinction between common education and special regimes.
Common Education
* Initial Education*
Includes two types of institutions:
a) early childhood education
b) kindergarten
a) Early childhood education: isdestined to kinds under 3 years old, and its duties are to guarantee the right of the child to receive care related to his/her basic needs and education, and to promote a greater equity taking into account initial unevenness.
b) Kindergarden: it is intended for children of three to five years old, being obligatory the last year of schooling. Its duties are to deepen educational success obtained amongthe family context, develop the competences proper to the level and to endeavour the articulation with the Basic Common Education.
Their objectives are to promote the structuring of thought, imagination and communication; to favour maturation of children; to stimulate habits of social integration, to fortify the bonds between the school and the family; and to prevent and care of physical, psychicand social inequalities. The authorization and supervision of the buildings are in charge of the jurisdictional authorities. The jurisdictional authorities have under their scope of responsibilities those related to the supervision of the activities destined to children to up to 3 years old.
* Basic Common Education *
It is obligatory and of nine years in length. Children start this level atsix years old. A pedagogical unit must be understood as integral and is organized in cycles. The Federal Council of Culture and Education defined the existence of three cycles for the Basic Common Education, of three years each one: First Cycle (for children of 6 to 8 years old), Second Cycle (for children of 9 to 11 years old), and Third Cycle (for children of 12 to 14 years old). The ages foreach cycle are mentioned only as a hint.
Their objectives are to provide a common basic education to all the children and teenagers.
Among its objectives are: to favour the individual and social development; integrates positive attitudes towards work environments as a pedagogical methodology; to acquire habits of hygiene and health care, to stimulate the knowledge and the critical appreciation...
[pic]
1. Estructure of the Argentinian Educational System
The new structure of the National System of Education includes, as it is explained down, the following levels: Initial, General Basic Education, Polimodal, Higher Education and Postgraduate Education. The levels define the tracks in which the system willhave to take care of the fulfilment of the necessities stated by the society. Those necessities are determined by particular contexts related to space and time patterns. The levels correspond to individual needs specified by the evolutionary process, and are articulated with necessities pertaining to the psychobiological and socio-cultural development.
The length of the level is related to thesocial and personal necessities that concerns the education such as:
- the prevention and early education, and the accurate aid that guarantees the quality of the results through all the stages of the learning process.
- the acquisition of the basic competences, the appropriation of the basic and common
contents essential to the population.
- the mastering of knowledge and intermediatecapacities, desirables for everyone;
- the fulfilment of good levels of development and of differential and optional competences.
As far as the structure of the system, the law establishes that the levels and special regimes must articulate themselves in order to facilitate horizontal and vertical mobilization of the students and indicates the elemental characteristics of each kind of education andlevel. These dispositions are complemented with the specifications stated by the Federal Council of Culture and Education.
The system of education of Argentine recognizes a distinction between common education and special regimes.
Common Education
* Initial Education*
Includes two types of institutions:
a) early childhood education
b) kindergarten
a) Early childhood education: isdestined to kinds under 3 years old, and its duties are to guarantee the right of the child to receive care related to his/her basic needs and education, and to promote a greater equity taking into account initial unevenness.
b) Kindergarden: it is intended for children of three to five years old, being obligatory the last year of schooling. Its duties are to deepen educational success obtained amongthe family context, develop the competences proper to the level and to endeavour the articulation with the Basic Common Education.
Their objectives are to promote the structuring of thought, imagination and communication; to favour maturation of children; to stimulate habits of social integration, to fortify the bonds between the school and the family; and to prevent and care of physical, psychicand social inequalities. The authorization and supervision of the buildings are in charge of the jurisdictional authorities. The jurisdictional authorities have under their scope of responsibilities those related to the supervision of the activities destined to children to up to 3 years old.
* Basic Common Education *
It is obligatory and of nine years in length. Children start this level atsix years old. A pedagogical unit must be understood as integral and is organized in cycles. The Federal Council of Culture and Education defined the existence of three cycles for the Basic Common Education, of three years each one: First Cycle (for children of 6 to 8 years old), Second Cycle (for children of 9 to 11 years old), and Third Cycle (for children of 12 to 14 years old). The ages foreach cycle are mentioned only as a hint.
Their objectives are to provide a common basic education to all the children and teenagers.
Among its objectives are: to favour the individual and social development; integrates positive attitudes towards work environments as a pedagogical methodology; to acquire habits of hygiene and health care, to stimulate the knowledge and the critical appreciation...
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