Comprehensiveness and diversity in secondary compulsory education in andalusia: an unresolved challenge

Abstract

This article outlines the contradictions and challenges of introducing comprehensive, compulsory education in Andalusia for students up to the age of 16. Following a documenting of the developments, it is argued that while the intention was for a significant, planned reform, it is better characterised as one that is, at best, an improvisation. The article discusses the continuing difficulties that may be attributed to a number of policies of the Conservative government of the day, which allowed the development of two systems of education that were not grounded in concepts of equity and social justice to evolve. The work of John Elliott has been acknowledged as an important influence upon the inquiry that was undertaken and the subsequent analysis of its results. Thus, not only are the results of an action-orientated study reported here, but also there is an extensive set of guiding principles that could enable the reform to be truly actualised.

The comprehensive school in Spain: A review of its development cycle and crises

“…The comprehensive model is questioned in the organisation of Compulsory Lower Secondary Education, especially in the second cycle of ESO (14–16 years old). As discussed in Pérez-Gomez et al (2004: 481): ‘the compulsory and comprehensive nature of the extension of schooling generates more resistance. […] Compulsory yes, but not comprehensive.…”