The new Spanish educational law (LOMLOE) before the 2030 Sustainable Development Goals Agenda and the COVID-19 challenge
DOI:
https://doi.org/10.23824/ase.v0i35.709Downloads
Abstract
The objective of this work has been to analyse the genesis of Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (LOMLOE) through the 2030 Sustainable Development Goals Agenda and the impact of Covid-19 pandemic on the implementation of these goals. Documentary references on the SDGs from international (UN, UNESCO, etc.) and national sources have been analysed for their implementation and development in Spain. From this analysis and a carried-out reflection, it is possible to conclude that LOMLOE seems to be based on this objective in compliance with SDG-4 (education), as well as for the fight against climate change. This is conducted through the introduction of education for sustainable development and for global citizenship (EDS-ECG), new transversal competences, new curricular developments, and a greater inclusion. The development of these, will be essential in the post-COVID era. In this context, the Educational Inspection should play an essential role in this process.
References
Benayas, J. & Marcén, C. (2019). De la Educación Ambiental a la Educación para la Sostenibilidad. En J. Benayas J. y C. Marcén (Coord.), Hacia una Educación para la Sostenibilidad: 20 años después del Libro Blanco de la Educación Ambiental en España (13-30). Madrid: Red Española para el Desarrollo Sostenible (REDS). Recuperado de: https://reds-sdsn.es/2-informe-educacion-ambiental
Bórquez, B. & Lopicich, B. (2017). La dimensión bioética de los Objetivos de Desarrollo Sostenible (ODS). Revista de Bioética y Derecho, 41, 121-139. Recuperado de: http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1886-58872017000300009&lng=es&tlng=es
Burgess, S. & Sievertsen, H.H. (2020). Schools, Skills, and Learning: The Impact of COVID-19 on Education. VOX & CEPR Portal. Recuperado de: https://voxeu.org/article/impact-covid-19-education
Castán, J. (2016). El reto de la Inspección de Educación en España. Avances en Supervisión Educativa, (25). doi: https://doi.org/10.23824/ase.v0i25.561
De Haan, G. (2010). The development of ESD-related competencies in supportive institutional frameworks. International Review of Education, 56, 315-328.
Glasser, H. & Hirsh, J. (2016). Toward the development of robust learning for sustainability core competencies. Sustainability: The Journal of Record, 9, 121-134.
Heggen, K., Sandset, T. & Engebretsen, E. (2020). COVID-19 and sustainable development goals. Bulletin of the World Health Organization, 98, 646. Recuperado de: http://dx.doi.org/10.2471/BLT.20.263533
Hernández, A. (2020). ¿Cómo están afrontando los docentes la crisis del COVID-19? UNICEF-España. Recuperado de: https://www.unicef.es/educa/blog/docentes-frente-al-coronavirus
Iwuoha, J. & Jude-Iwuoha, A. (2020). Covid-19: Challenge to SDG and Globalization. Electronic Research Journal of Social Sciences and Humanities, 2, 103-115. Recuperado de: http://www.eresearchjournal.com/wp-content/uploads/2020/07/10.-Covid-19-Challenge-to-SDG-and-Globalisation-1.pdf
Leicht, A., Combes, B., Byun, W. & Agbedahin, A. (2018). From Agenda 21 to target 4.7: the development of ESD. En A. Leicht, J. Heiss y W. Byun (Eds.), Issues and Trens in Education for Sustainable Development (25-38). París (Francia): UNESCO. Recuperado de: https://unesdoc.unesco.org/ark:/48223/pf0000261445
McKibbin, W. & Fernando, R. (2020). The economic impact of Covid-19. En R. Baldwin y B. Weder (Eds.), Economics in the Time of COVID-19 (45-51). Londres (UK): CEPR. Recuperado de: https://www.researchgate.net/publication/339780440
Min, Y. & Perucci, F. (2020). Impact of COVID-19 on SDG progress: a statistical perspective. UN/DESA Policy Brief, (81). Recuperado de: https://digitallibrary.un.org/record/3881166
Negrín M. A. & Marrero, J. J. (2018). Evolución en la escolarización del alumnado con necesidades educativas especiales en el sistema educativo español: conceptualización, síntesis histórica y papel de la Inspección Educativa. Avances en Supervisión Educativa, (29). Recuperado de: https://doi.org/10.23824/ase.v0i29.596
Negrín, M. A. & Marrero, J. J. (2020a). Intergenerational collaboration between teachers. Actions that improve teaching in initial training programmes for experimental science teachers. En R. Dorczak y A. Portela (Eds.), Generational diversity and intergenerational collaboration among teachers; perspectives and experiences (105-123). Cracovia (Polonia): Monographs and Studies of the Jagiellonian University, Institute of Public Affairs. Recuperado de: https://isp.uj.edu.pl/documents/2103800/139368467/Generational+diversity+and+intergenerational+collaboration+among+teachers/
Negrín, M. A. & Marrero, J. J. (2020b). La Inspección de Educación y la formación del profesorado: fases de la carrera docente, colaboración voluntaria de inspectores jubilados y fomento de vocaciones científicas. Propuesta participativa en la enseñanza de las ciencias experimentales. Avances En Supervisión Educativa, (34). Recuperado de: https://doi.org/10.23824/ase.v0i34.684
Sarasúa, A. (2019). La Inspección de educación, un futuro incierto. Aula, (25), 91-104. doi:10.14201/aula20192591104
Sachs, J., Schmidt-Traub, G., Kroll, C., Lafortune, G. & Fuller, G. (2018). Sustainable Development Report 2019. New York: Bertelsmann Stiftung and Sustainable Development Solutions Network (SDSN). Recuperado de: https://s3.amazonaws.com/sustainabledevelopment.report/2018/2018_sdg_index_and_dashboards_report.pdf
Sachs, J., Schmidt-Traub, G., Kroll, C., Lafortune, G. & Fuller G. (2019). Sustainable Development Report 2019. New York (USA): Bertelsmann Stiftung and Sustainable Development Solutions Network (SDSN). Recuperado de: https://s3.amazonaws.com/sustainabledevelopment.report/2019/2019_sustainable_development_report.pdf
Sachs, J., Schmidt-Traub, G., Kroll, C., Lafortune, G., Fuller, G. & Woelm, F. (2020). The Sustainable Development Goals and COVID-19. Sustainable Development Report 2020. Cambridge (UK): Cambridge University Press. Recuperado de: https://s3.amazonaws.com/sustainabledevelopment.report/2020/2020_sustainable_development_report.pdf
Segura, J., Gairín, J. & Silva, P. (2018). Percepciones de la Inspección educativa catalana sobre su situación y necesidades, a partir de la aprobación del Decreto de autonomía de centros (2010). Avances en Supervisión Educativa, (30). doi: https://doi.org/10.23824/ase.v0i30.627
Rieckmann, M. (2012). Future-oriented higher education: which key competencies should be fostered through university teaching and learning? Futures, 44, 127-135.
Rieckmann, M. (2018). Learning to transform the world: key competencies in Education for Sustainable Development. En A. Leicht, J. Heiss, y W. Byun (Eds.), Issues and Trens in Education for Sustainable Development (39-59). París (Francia): UNESCO. Recuperado de: https://unesdoc.unesco.org/ark:/48223/pf0000261445
Rodríguez, M. (2019). La especialización de la inspección educativa: un paso hacia la modernización. Avances en Supervisión Educativa, (32). doi: https://doi.org/10.23824/ase.v0i32.659
Rychen, D. (2003). Key competencies: meeting important challenges in life. En D. Rychen y L. Salganik (Eds.), Key Competencies for a Successful Life and Well-functioning Society (63-107). Cambridge, MA (USA): Hogrefe and Huber.
Valera, F., Álvarez B. & Cortés, J. (2020). Guía para la localización de la Agenda 2030. Madrid: Ministerio de Derechos Sociales y Agenda 2030. Recuperado de: https://www.agenda2030.gob.es/recursos/docs/Guia_Localizacion_Agenda_2030.pdf
Wiek, A., Withycombe, L. & Redman, C. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability Science, 6, 203-218.
Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B. & Withycombe, L. (2016). Operationalising competencies in higher education for sustainable development. En M. Barth, G. Michelsen, I. Thomas, y M. Rieckmann (Eds.), Routledge Handbook of Higher Education for Sustainable Development (241-260). Londres (UK): Routledge.
How to Cite
Issue
Section
Published
Keywords:
License
Attribution Share-Alike CC BY-SA
Those authors who have publications with this magazine, accept the following terms:
A) The authors will retain their copyrights, which will be simultaneously subject to the Creative Commons Attribution License that allows others to re-mix, modify and develop on your work even for commercial purposes, provided they credit you And to license their new works under the same terms.
B) The authors will retain the rights of exploitation of the intellectual property of this work, and especially the rights of reproduction, distribution, transformation in any of its modalities and public communication of said work, which will be simultaneously subject to the License Of recognition of Creative Commons that allows others to re-mix, modify and develop on your work even for commercial purposes, provided they credit you and license your new works under the same terms.
Creative Commons Attribution-ShareAlike 4.0 International Public License
