Promoting emotional, social and civic competencies: Educational policies in Spain

This article analyzes Spain’s educational policies in terms of emotional, social, and civic competencies. The need to teach these competencies at school is justified socially and pedagogically, and the way in which these competencies are implemented in Spanish and European school curricula is descri...

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Detalles Bibliográficos
Autores: Romero Pérez, Clara, Núñez Cubero, Luis
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2013
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/65690
Acceso en línea:http://hdl.handle.net/11441/65690
Access Level:acceso abierto
Palabra clave:Comprehensive education
Social-emotional competencies
Civic competencies
Learning for well-being
Educational policy
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spelling Promoting emotional, social and civic competencies: Educational policies in SpainRomero Pérez, ClaraNúñez Cubero, LuisComprehensive educationSocial-emotional competenciesCivic competenciesLearning for well-beingEducational policyThis article analyzes Spain’s educational policies in terms of emotional, social, and civic competencies. The need to teach these competencies at school is justified socially and pedagogically, and the way in which these competencies are implemented in Spanish and European school curricula is described. Spain’s main political actions to promote social-emotional education are then described. The article concludes that for these programs to be effective, they must overcome a double challenge related to the practical implementation of competence-based curricula and transversal competencies assessment. Consequently, Europe as well as Spain must redouble their efforts (economic, instrumental, and in terms of assessment) to achieve their educational goals.Korean Educational Development InstituteTeoría e Historia de la Educación y Pedagogía Social2013info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/11441/65690reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésKEDI Journal of Educational Policy, Special Issue (2), 65-80.info:eu-repo/semantics/openAccessoai:idus.us.es:11441/656902026-06-17T12:51:07Z
dc.title.none.fl_str_mv Promoting emotional, social and civic competencies: Educational policies in Spain
title Promoting emotional, social and civic competencies: Educational policies in Spain
spellingShingle Promoting emotional, social and civic competencies: Educational policies in Spain
Romero Pérez, Clara
Comprehensive education
Social-emotional competencies
Civic competencies
Learning for well-being
Educational policy
title_short Promoting emotional, social and civic competencies: Educational policies in Spain
title_full Promoting emotional, social and civic competencies: Educational policies in Spain
title_fullStr Promoting emotional, social and civic competencies: Educational policies in Spain
title_full_unstemmed Promoting emotional, social and civic competencies: Educational policies in Spain
title_sort Promoting emotional, social and civic competencies: Educational policies in Spain
dc.creator.none.fl_str_mv Romero Pérez, Clara
Núñez Cubero, Luis
author Romero Pérez, Clara
author_facet Romero Pérez, Clara
Núñez Cubero, Luis
author_role author
author2 Núñez Cubero, Luis
author2_role author
dc.contributor.none.fl_str_mv Teoría e Historia de la Educación y Pedagogía Social
dc.subject.none.fl_str_mv Comprehensive education
Social-emotional competencies
Civic competencies
Learning for well-being
Educational policy
topic Comprehensive education
Social-emotional competencies
Civic competencies
Learning for well-being
Educational policy
description This article analyzes Spain’s educational policies in terms of emotional, social, and civic competencies. The need to teach these competencies at school is justified socially and pedagogically, and the way in which these competencies are implemented in Spanish and European school curricula is described. Spain’s main political actions to promote social-emotional education are then described. The article concludes that for these programs to be effective, they must overcome a double challenge related to the practical implementation of competence-based curricula and transversal competencies assessment. Consequently, Europe as well as Spain must redouble their efforts (economic, instrumental, and in terms of assessment) to achieve their educational goals.
publishDate 2013
dc.date.none.fl_str_mv 2013
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11441/65690
url http://hdl.handle.net/11441/65690
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv KEDI Journal of Educational Policy, Special Issue (2), 65-80.
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Korean Educational Development Institute
publisher.none.fl_str_mv Korean Educational Development Institute
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.300719

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