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Tribute (II)

A second aim of this special tribute to the English, often neglected but is important to me: how has it changed the educational level of the English depending on the size of the municipality of birth. Always impact on gender inequalities in education, or regions, which is, of course, important. But no less important is that children born in a big city have equal opportunity to study wherever they want than those born in the smallest village in Spain (today Illán de Vacas, Toledo, although five people do not think has seen many births in recent decades).

Figure represents as above, the average evolution of the English studies, this time by the size of the municipality of birth. In it we see how the size of the municipality of birth seems to condition the possibility of developing studies, at least in part, and that has been so for many decades. Graphic data (see methodological note ) refer to the size of the municipality in 2001, not when the reference person was born, which will introduce some distortion in the chart (especially among the older), but there is no thing.

first thing you see in the picture (at least me) is that the lines are quite parallel, although in the last decade covered by the chart seem to converge, ie, inequality seems to decrease. Since then, the lines for municipalities with fewer inhabitants grow, and if we look at the minimum (compulsory education: the data not shown in the graph) were born in 1975 had a very similar school failure were born in rural or urban. The difference was still at high levels, especially the university: this is due to those born around 1974 in large cities appear to decrease their level of education, as is the effect rather of those who are in college and have not yet titled .

If this is attached to a matching process with other communities, and the parallel process of convergence with Western Europe, it seems that the LGE, the Moncloa Pacts and English gave himself enough to be satisfied: the system seemed to combine the process of reducing differences on a very steep increase of average educational level of the English. But this did not seem enough, and change the law

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Tribute (I)

Welcome to this blog, you intended to write on topics of general education, with a clear appreciation of the data and studies against ideologies, interests and stakeholder views. This blog is intended as an extension of Educational Research Institute F (page still under construction).

As a first topic I want to start with a tribute. Who? Versions use the large increase in enrollment the English have always highlighted the two major milestones staged such an increase: the Education Act of 1970 (LGE , version here BOE) and the Moncloa Pacts 1977. The LGE modernizing the structure of the English education, while the Covenants committed sufficient funding to develop in all parts of Spain. Although implicit, always forget to name the most important protagonist, of course, English.

Because they were the English who, when given the opportunity, set out to study just as in the rest of Western Europe A few years earlier, which came to demonstrate that the historical backwardness of Spain could be explained by political and economic circumstances. As could, millions of parents encouraged their children to go to college, but in most cases their educational experience did not spend a few years in a rural school (indeed, very good in most of the cases). The result can be seen in the graph, which represents the level of schooling through the English measured in years, by age cohort (year of birth chart), according to the Census of Population and Housing 2001 (see methodology here.) We often think

to seize opportunities without merit, which is normal. I think not (and least in Spain): what was achieved in those years was also the English regions more educational backwardness began to gain ground on the best educated, so that not only Spain approached the famous convergence Europe, but English regions themselves are pointing to our particular convergence, helping to blur the serious imbalances in our own country. In fact, there was a community that squandered the opportunity and went for another business model that they found nothing wrong, at least economically. But this will be the subject of another post.

Of all However, in the chart is not seen changes that allow clear tendency to stress the importance of the LGE or the Moncloa Pacts. Perhaps the instruments were allowed to continue with raising the educational level of English, especially at higher levels, but the trend had begun many years before, more or less with those born around our Civil War.

An analysis by gender, the curve for women is very linear in its upward trend, but the male has a change of trend which is maintained by those born in the second half of the 50, allowing those born in the early 60's and they get a better education than their male contemporaries. I have only vague hypotheses to explain what happened, and now I can not hold them to anything, even if only indicative (supports proposals).

Finally, and I do not know anything about economics, I think what is behind the prosperity English since the transition is not the brick (which is partly a consequence of prosperity, not its cause), but the general rise in educational level of English. And that is the poor economic structure of Spain who are missing out on part of the wealth of possibilities this new situation provides. And, of course, that generation of students did not seem to care much that their parents had not studied, although that now seems big problem of our education .

A warning, this is evolution in 2001: then the story changes significantly.

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Methodology: Tributes I and II

The data are taken from Census of Population and Housing 2001 the INE , specifically the "Detailed results in an accessible version." Therefore, not only census sample data and have no margin of error (at least sample).

For both graphs has been used in the x-axis, year of birth of each cohort, including only those born between 1926 and 1976: before 1976 and significantly reducing the cohort due to deaths, increased longevity of women may alter the graph, those born after 1976 had much in 2001 as 25 years, and had not yet finished training (especially the university level).

In the vertical axis is intended to represent the average years of effective schooling for each cohort. To do this we used the data of the highest degree attained by the English, transforming into years of schooling in accordance with the following table:

Years First grade 6 Diploma

Education Level	estimated
Illiterate	1
Without studies	3
ESO, EGB, BA Elemental	8
Baccalaureate	12
Intermediate FP	10
Higher Level FP	13
	15
Bachelor	17
Doctoral	19

As you can see, the years of qualification levels in the system under the General Education Law (LGE ) of 1970 (EGB, BUP, FP I and II) rather than actual. This is because the younger cohorts represented in the graph still studying for that Act, but in 2001 and was in force Logse. Naturally, the older cohorts some degrees require fewer years, so probably the slope of both graphs should be even higher. One more thing, have not been taken into account years of Children. Figure

sex were included English living in Spain in 2001, but in the graph the size of the municipality of birth only included those born in Spain. In this last graph should be taken into account that corresponds to the size of the municipality that these populations were in 2001. This may distort enough curves, many born before 1950 in category "Between 100,000 and 500,000" actually gave their first cry in towns of no more than 5,000 souls. And, of course, you have in mind where they were born, but we can not know what place studied.

To get an idea, according to the census in 2001 (eye, Excel 1 Mb) had only six municipalities with more than 500,000 inhabitants: Madrid, Barcelona, \u200b\u200bValencia, Sevilla, Zaragoza and Malaga, while another 50 were between 100,000 and half a million. Among the latter are, of course, many provincial capitals, but also places the crown of the great capitals. In the intermediate category are nearly 600 municipalities, including Torrejón de Ardoz (Madrid, 97 546) and Teulada (10010, Alicante). Between 1,000 and 10,000 inhabitants were 2,516 municipalities in 2001 and below 10,000, about 5,000. Needless to say, is that in many cases has nothing to do the town of birth in residence in 2001: a more comprehensive study that takes into account both factors (size of the municipality of birth and residence) could shed more light on the subject. Maybe one day I tried.

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Quetzalcoátl Generalized High School # 67. It is located on the road to Progreso Industrial # 1, Municipality of Nicolas Romero, Estado de Mexico. With a population of 1400 students distributed in the morning and evening shift, with a staff of 84 including teachers and support staff. The name of our current director is Prof.. Manuel Reyes Hernandez.

HISTORY THE WORKPLACE.

in recent years in the early 70's. In Industrial, and there was a high school named for Cooperation "STIP" (Union of Workers of the Paper Industry), this school was held by the employees of the paper mill in this town, who contributed a moderate amount weekly for survival.

In 1978, Prof.. Elfego Godinez Sanchez, Director of the "STIP", made its official formalities and on August 18, 1979, created the Federal High School 354-67 ES-Quetzalcoatl now.

managers is important to remember who have been leading institution is glory.

• Prof.
  
  . Abelardo Medina Hernández


• Prof.
  
  . Bernardo Rodríguez
Rabadán

• 
  
  Profra. Alejandra Gómez
  Islands


• Prof.
  
  . Eligio Manzano Dorantes


• Prof.
  
  . Manuel Reyes Hernández


• 
  
  Thanks to them and each and every one of those who have made our school flourish and shine in the fields of education and class ones you put up the name of our institution.

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