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Although planning has always been still present in the accomplishment of school tasks, nowadays it has a new dimension in the context of teachers and professional advancement. A teacher engaging in this activity becomes an author and performer of his own plan of professional development. It demands from him participation in the planning process which should be adequate for the whole institution as well as using his own materials and possibilities. Procedures of professional advance include the teacher in planning structures that are usually suitable to companies. It means that the teacher owns theoretic foundations he can rely on. But at the same time this direction demands that the teacher should treat himself as an adult student. Becoming a reflexive teacher he aims at maturity not only in the professional dimension. In this situation the developmental abilities of adult education can be helpful.
Ethnological studies on the Faculty of Arts of Constantine the Philosopher University in Nitra have been specific in that they have oriented the graduates towards practice. It is possible to use applied folklore studies for shaping and strengthening the regional identity. Folklore and cultural traditions pose a capital which demands careful treatment. Folkloristic and the regionalistic studies may be applied also in the elementary and secondary schools.
The article is divided into seven paragraphs focusing on contemporary political and cultural situation in Spain; school and job market, a public debate on education system; the aims of the 1970 and 1990 reforms; changes in education based on the school act of 1990 (recognized as LOGSE); the new 1990 school act (Ley de Calidad); teacher training; the sum up and future perspectives. In conclusion the author assumes that as a result of numerous criticisms concerning Spanish university and lower level education, dramatic changes are suggested. They include Defense Ministry reduction and shifting thus regained sources to education. Ignatio Sotelo's idea to close down all universities and open them again is recalled here. Yet, these are utopian ideas. Minimal postulates raised at political educational discussions can be paraphrased as follows: the quality of each level education must be improved, equal chances for education must be granted, computer technologies should be used at schools more effectively, teacher training must be more efficient, there should be better social integration of people in Spain.
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