Socioeducative labor of the Salesian missions in America and Spain in the XIX century and the beginning of XX century

Este estudio pretende poner de relieve la labor inicial de las misiones salesianas, siendo una de las congregaciones religiosas más significativas desde el siglo XIX hasta la actualidad, en la historia de América y España. De esta manera resulta ineludible destacar aquellos hitos de carácter pedagógico-religioso que se fueron desarrollando en ambos territorios por orden cronológico en contextos nacionales. De tal forma que se analiza la evolución desde la llegada de los primeros salesianos a América (1874) y a España (1880), hasta inicios del siglo XX, siendo ya 3.526 y estando presentes en 31 países, más de la mitad de América. Se puede afirmar que, a causa de las distintas características históricas, económicas, políticas y culturales de España y América, la obra salesiana tiene rasgos peculiares en cada uno de estos territorios. Sin embargo, en ambos tienen un tronco común: la aplicación del sistema pedagógico preventivo y la integración sociolaboral de los jóvenes.This study aims to highlight the initial labour of the Salesian mis-sions, being one of the most significant religious congregations from the nineteenth century to the present, in the history of America and Spain. It is inevitable stand out their pedagogical-religious milestones, that were developed in both territories by chronological order in the different national contexts. For offering an illustration of their educational impact and social work; we must remember that, from the beginning, the Salesian were worried about the training and education of young people wherever they has spread. So we analyzes the evolution since the arrival of the first Salesians for America (1874) and Spain (1880), until the early twentieth century, still being 3526 in 31 countries, more than half of America. We can argue that the diverse historical, economic, political and cultural aspects of Spain and America, the Salesian had peculiar features in each of these territories. However, both have a common core: the application of preventive educational system and the social integration of young people.historia; América; España; misiones Salesianas; historia de la educación; educación; inserción sociolaboral

Religion and Social Hidden Curriculum—The Educative Influences of Christianity and Islam in Women

In this paper we highlight the similarities and differences between Christianity and Islam, on the social functions of women based on the sacred texts of both, references to a hidden social curriculum in the history. Faced with the growing religious pluralism in contemporary societies, we believe that the debate on how the two main religions in the history of mankind, have had and continue to have an enormous influence on the lives of millions of women, is an important topi

The Evolution and Concept of Continuing Education in Spain

Esta investigación tiene como objetivo analizar la educación permanente en España a través del análisis de su evolución y de su concepción histórica. En lo metodológico se aplica el estudio documental. Son muchas las definiciones que se han ido generando sobre este tema, el profundo análisis y la consecuente comprensión ha permitido la propuesta de tres concepciones propias de la educación permanente, en la controvertida relación con la educación de adultos. A manera de conclusiones se expone que el desarrollo evolutivo del concepto de educación permanente en España con relación a la educación de adultos, ha permitido entrever tres novedosas percepciones conceptuales que ofrecen una visión panorámica del contexto que encuadra en la actualidad a la educación permanente. Se concluye además que el estado futuro de la educación permanente dependerá en gran medida de una estrategia interinstitucional y participativa que se adapte a los cambios sociales del entornoThe objective of this research was to analyze continuing education in Spain by analyzing the evolution of its historical conception. Methodologically, it is a documentary study. Many definitions have been generated for this topic. Deep analysis and the consequent understanding have made it possible to propose three concepts that belong to continuing education in regard to its controversial relationship to adult education. In conclusion, the study explains that the evolutive development of the concept of continuing education in Spain as it relates to adult education has made it possible to glimpse three novel conceptual perceptions that offer a panoramic vision of the context framing the current reality of permanent education. Furthermore, conclusions explain that the evolutive development of the concept of continuing education will depend, in large measure/to a great degree on an interinstitutional, participative strategy that adapts to social changes in the environmen

Curricular planning from a new perspective: diversity, gender and textbooks

The situation of women inthe design and development of school curricula, and how they are presented in textbooks are very much marked by different spheres of interests such as historical context. Knowledge, sometimes biased and influenced by personal and cultural interests, has thus been embodied in legislation, in declarations, in daily life ?? , in books and even in textbooks.We now have the opportunity to work in the construction of new knowledge in which we are all included. We highlight the key areas from which to work for equality between women and men, and combat a hidden curriculum of discrimination, thus making room for diversit

Needs and Motivations in Students at the “Guadiato Valley Continuing Education Centre” in Cordoba, Spain

El objetivo de la investigación en la que está basado el artículo fue identificar las necesidades y las motivaciones de los estudiantes del Centro de Educación Permanente (CEPER) Valle del Guadiato de Córdoba, España. Se parte de diferentes teorías para su fundamentación, como las aportadas por Maslow (2005), McClelland (1989), García Aretio (1988), Paz (1984), Palladino (1981), entre otros. Se utilizó la metodología comparada cuyas unidades de comparación se corresponden con las unidades espaciales, que en este estudio son los municipios: Belmez, Espiel, Fuente Obejuna, Peñarroya-Pueblonuevo, Villanueva del Rey y Villaviciosa de Córdoba. Para la recogida de datos se utiliza el estudio documental, el cuestionario escrito y la observación cualitativa. El universo poblacional del “CEPER Valle del Guadiato” lo conformaron 606 personas adultas del período escolar 2011-2012 (592 estudiantes, 14 maestros), siendo la muestra de 265 personas (251 estudiantes, 14 maestros). Entre las principales conclusiones destacan que las necesidades sociales, laborales y personales de los estudiantes del Centro objeto de estudio se derivan básicamente del deseo de aprender, del deseo de superación personal, y del interés por el tema. Las motivaciones giran en torno a la oportunidad de ocupar sus tiempos libres, a la posibilidad de tener mejores oportunidades de encontrar trabajo, y al apoyo de la familia.The aim of the research on which this article is based, was to identify the needs and motivations of students at the Continuing Education Center (CEC) in the Guadiato Valley, Cordoba, Spain. Theories supporting the research are provided by Maslow (2005), McClelland (1989), Garcia (1988), Peace (1984) and Palladino (1981), among others. The methodology is comparative; the comparison units correspond to spatial units, represented in this study by the municipalities of Belmez, Espiel, Fuente Obejuna, Peñarroya-Pueblonuevo, Villanueva del Rey and Villaviciosa de Cordoba. To collect data, a documentary study, written questionnaire and qualitative observation were used. The population universe of CEC Guadiato Valley consisted of 606 adults during the 2011-2012 school period (592 students, 14 teachers); the sample consisted of 265 people (251 students, 14 teachers). The main conclusions highlight that the social, occupational and personal needs of the students at the Centre under study derive basically from desire to learn, the desire for personal improvement and interest in the subject. Motivations revolve around the opportunity to fill their free time, the possibility of better job opportunities and family suppor

La evolución reciente de la Formación Profesional inicial en Francia. Diferentes respuestas organizativas y curriculares

Nas últimas décadas temn-se vindo a estabelecer que o conhecimento adquirido no sistema de Formação Profissional não está ajustado ao mercado de trabalho. Aumentam as dificuldades pela falta de reconhecimento dos diplomados pelos empregadores, e o carácter terminal e fragmentado da Formação Profissional inicial no sistema educativo frances. Tudo isto provocou, pouco a pouco, urn movimento e uma mudança que poderemos apreciar neste artigo. Para conhecer a história da Formação Profissional inicial em França é necessário conhecer os debates legais, os textos e outros elementos importantes sobre este assunto. Ao tomarmos consciência disso estaremos aptos a explicar as linhas temporárias recentes, o que nos permitira compreender o sentido corrente dado à Formação Profissional inicial e as suas mudanças.In the last decades there has been stated that the acquired knowledges in the system of Vocational Training were not adjusting to the labour life. There was lack of recognition of the diplomas on the part of the businessmen and the character terminal and split of the initial Vocational training in the educational system increased the difficulties. All that caused the movement and the changes that, little by little, we will be appreciating in this article. To know the course the history of the initial Vocational Training in France, it's necessary to know legal debates, texts and the other elements of this subject. Being aware of this we will be able to explain the recent temporary line; fact that allows us to understand the current sense to happen of the initial Vocational Training and its changes

Curricular innovations for a proactive education. Social development from an individual initiative

The societies of today and the future are characterized by greater adaptability and responsiveness to change, as they try to be as flexible and diverse as possible in the face of the huge number of challenges to be addressed. We all need to be educated in this way in order to acquire the range of basic skills that will enable us to adjust to various contexts. Education, in all its domains, undoubtedly provides a social return, which also involves high economic returns if the training is closely linked to the needs of the labour market.Our aim is to highlight the potential strong impact of proactive education in a sluggish labour market and in economic contexts that lack incentives and opportunities, i.e. a curriculum that fosters social development based on personal initiative

Necesidades y motivaciones de los estudiantes de educación permanente en España. El caso del Centro de Educación Permanente Valle del Guadiato en Córdoba

El objetivo de la investigación en la que está basado el artículo fue identificar las necesidades y las motivaciones de los estudiantes del Centro de Educación Permanente (CEPER) Valle del Guadiato de Córdoba, España. Se parte de diferentes teorías para su fundamentación, como las aportadas por Maslow (2005), McClelland (1989), García Aretio (1988), Paz (1984), Palladino (1981), entre otros. Se utilizó la metodología comparada cuyas unidades de comparación se corresponden con las unidades espaciales, que en este estudio son los municipios: Belmez, Espiel, Fuente Obejuna, Peñarroya-Pueblonuevo, Villanueva del Rey y Villaviciosa de Córdoba. Para la recogida de datos se utiliza el estudio documental, el cuestionario escrito y la observación cualitativa. El universo poblacional del “CEPER Valle del Guadiato” lo conformaron 606 personas adultas del período escolar 2011-2012 (592 estudiantes, 14 maestros), siendo la muestra de 265 personas (251 estudiantes, 14 maestros). Entre las principales conclusiones destacan que las necesidades sociales, laborales y personales de los estudiantes del Centro objeto de estudio se derivan básicamente del deseo de aprender, del deseo de superación personal, y del interés por el tema. Las motivaciones giran en torno a la oportunidad de ocupar sus tiempos libres, a la posibilidad de tener mejores oportunidades de encontrar trabajo, y al apoyo de la familia

Entrepreneurial education development individual and collective

En las últimas décadas los sistemas económicos de la UE y del mundo “occidentalizado”, en general, han evolucionado rápidamente hasta llegar a configurarse en la actualidad como un conjunto de sistemas interrelacionados y globalizados a nivel mundial. Este proceso ha convergido en un mercado planetario saturado de productos. Situación que ha provocado la inapelable modificación de la tradicional acepción de competitividad empresarial y, a su vez, la introducción de valores y criterios innovadores, creativos, que suponen un plus en la actitud emprendedora de los trabajadores. De este modo, también las instituciones educativas deben prepararse y actuar sobre estos nuevos desafíos. Para ello, deben adoptar una postura de educación emprendedora, una mejora de la educación para el mercado laboral. Los beneficios del emprendedor, además de contribuir en el aumento de la producción y de la riqueza, favorece también a la mejora de la oferta educativa al individuo, ofreciendo la oportunidad de realización personal y en la creación de situaciones de auto-empleo con posibilidades de acceder a mejores niveles de rendimiento.In recent decades the economic systems of the EU and the world "Westernized" in general, have evolved rapidly to currently configured as a set of interrelated and globalized systems worldwide. This process has converged in a global market saturated with products. This situation has led to the final change in the traditional sense of business competitiveness and, in turn, the introduction of criteria values and innovative, creative, which are a plus in the entrepreneurial attitude of workers. Thus, educational institutions must also prepare and act on these new challenges. They must adopt a posture of entrepreneurship education, a better education for the labor market. The benefits of the entrepreneur, as well as contribute to the increased production and wealth, also favors the improvement of educational opportunities to the individual, offering the opportunity for personal fulfillment and the creation of situations of selfemployment opportunities attain higher levels of performanc