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The obstacles to the development of secondary education in Spain, 1857-1900

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The obstacles to the development of secondary education in Spain, 1857-1900

dc.contributor.advisor	Tirado Fabregat, Daniel Aurelio
dc.contributor.advisor	Díez Minguela, Alfonso
dc.contributor.author	Insa Sánchez, Pau
dc.contributor.other	Departament d'Anàlisi Econòmica	es_ES
dc.date.accessioned	2023-06-05T08:03:30Z
dc.date.available	2024-06-05T04:46:00Z
dc.date.issued	2023	es_ES
dc.date.submitted	02-06-2023	es_ES
dc.identifier.uri	https://hdl.handle.net/10550/87698
dc.description.abstract	Human capital is one of the pillars of economic growth and development. However, the economic analysis of human capital presents a large number of difficulties, especially since the mechanisms that allow the accumulation of this type of capital, skills and knowledge, are intrinsic to human nature and, in general, are difficult to determine. But, in addition, the formation of human capital results from formal and informal learning and occurs throughout life, so its measurement is a challenge. Trying to overcome the drawbacks that the analysis of human capital poses, some researchers have proposed the differentiation of human capital into types or levels in order to see its differential effects on development, arguing that only useful knowledge, that is, that which it can be applied to the transformation of reality is the one that is really involved in the processes of economic growth. In the case of Spain, it has been argued that the lack of human capital severely limited economic growth and the subsequent modernization of the country. Although the central explanation lies in the low social demand for education and inaction on the part of the State, there are few studies that have delved into the issue from an aggregate perspective. However, except for some broad approaches to secondary education, there are no national studies on the origins and early stages of secondary education in Spain that contain a systematic statement of the number of students, the number of public and private centers that They imparted these lessons and, ultimately, an analysis of the potential effects of extending the stage on the trajectories of economic development and on regional inequality in the medium and long term. This doctoral thesis aims to provide an answer to the question: what did not work in Spain so that secondary education did not become general as it did in other countries, where it also played an important role in the processes of economic development? The obvious answer to this question has to do with the low literacy rates that Spain had in the 19th century and, therefore, the reduced capacity of the system to generate candidate students to access and successfully pass further educational stages. However, we believe that the social and economic aspects intrinsic to the question at hand are sufficiently varied and complex to suggest nuanced answers that go beyond the literacy argument. The different chapters of this thesis analyze various aspects of secondary education in Spain in the second half of the 19th century and the first third of the 20th century, both from the point of view of supply and from that of demand, in order to shed light about the limitations that the educational stage had to face during the first years of its development.	en_US
dc.description.abstract	Human capital is one of the pillars of economic growth and development. However, the economic analysis of human capital presents a large number of difficulties, especially since the mechanisms that allow the accumulation of this type of capital, skills and knowledge, are intrinsic to human nature and, in general, are difficult to determine. But, in addition, the formation of human capital results from formal and informal learning and occurs throughout life, so its measurement is a challenge. Trying to overcome the drawbacks that the analysis of human capital poses, some researchers have proposed the differentiation of human capital into types or levels in order to see its differential effects on development, arguing that only useful knowledge, that is, that which it can be applied to the transformation of reality is the one that is really involved in the processes of economic growth. In the case of Spain, it has been argued that the lack of human capital severely limited economic growth and the subsequent modernization of the country. Although the central explanation lies in the low social demand for education and inaction on the part of the State, there are few studies that have delved into the issue from an aggregate perspective. However, except for some broad approaches to secondary education, there are no national studies on the origins and early stages of secondary education in Spain that contain a systematic statement of the number of students, the number of public and private centers that They imparted these lessons and, ultimately, an analysis of the potential effects of extending the stage on the trajectories of economic development and on regional inequality in the medium and long term. This doctoral thesis aims to provide an answer to the question: what did not work in Spain so that secondary education did not become general as it did in other countries, where it also played an important role in the processes of economic development? The obvious answer to this question has to do with the low literacy rates that Spain had in the 19th century and, therefore, the reduced capacity of the system to generate candidate students to access and successfully pass further educational stages. However, we believe that the social and economic aspects intrinsic to the question at hand are sufficiently varied and complex to suggest nuanced answers that go beyond the literacy argument. The different chapters of this thesis analyze various aspects of secondary education in Spain in the second half of the 19th century and the first third of the 20th century, both from the point of view of supply and from that of demand, in order to shed light about the limitations that the educational stage had to face during the first years of its development.	es_ES
dc.format.extent	260 p.	es_ES
dc.language.iso	en_US	es_ES
dc.subject	secondary education	es_ES
dc.subject	Spain	es_ES
dc.subject	19th century	es_ES
dc.subject	economic history	es_ES
dc.subject	history of education	es_ES
dc.title	The obstacles to the development of secondary education in Spain, 1857-1900	es_ES
dc.type	doctoral thesis	es_ES
dc.subject.unesco	UNESCO::HISTORIA::Historia por especialidades::Historia de la economía	es_ES
dc.subject.unesco	UNESCO::HISTORIA::Historia por especialidades::Historia de la educación	es_ES
dc.embargo.terms	1 year	es_ES
dc.rights.accessRights	embargoed access	es_ES