{"id":37193,"date":"2026-10-16T08:36:04","date_gmt":"2026-10-16T06:36:04","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=37193"},"modified":"2026-10-16T08:39:25","modified_gmt":"2026-10-16T06:39:25","slug":"thirty-years-of-logse-when-catalonia-lived-on-credits","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/thirty-years-of-logse-when-catalonia-lived-on-credits\/","title":{"rendered":"Thirty years of LOGSE. When Catalonia lived on credits"},"content":{"rendered":"

Image created using AI.<\/p>\n

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License Creative Commons <\/a><\/p>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Felipe J. de Vicente Alguer\u00f3<\/strong><\/p>\n

 <\/p>\n

In an earlier article<\/a>, I referred to the anniversary being marked at the start of this academic year: thirty years since the LOGSE was rolled out across Spain. But its earlier implementation was not the same in every Autonomous Community<\/strong>. Catalonia was at the forefront of the LOGSE pedagogical revolution<\/strong>, beginning to experiment with its implementation in its long-suffering classrooms years before the law was finally introduced.<\/p>\n

In 1986, the Socialist government, with Jos\u00e9 Mar\u00eda Maravall<\/strong> as Minister of Education, created a Directorate-General for Educational Renewal<\/strong>, headed by Alfredo P\u00e9rez Rubalcaba<\/strong>. The following year saw the publication of the Project for the Reform of Education. Early Years, Primary, Secondary and Vocational Education. Proposal for Debate<\/em>. Under this project, the possibility was opened up of experimenting with a far-reaching reform extending from Early Years education to higher-level VET<\/strong>.<\/p>\n

Catalonia was the first Autonomous Community, alongside the Basque Country, to assume full responsibility for education, specifically from 1 January 1981. The scale of the transfer was enormous: schools, teachers, inspection and planning. A Department of Education also had to be created to manage such extensive responsibilities. To run it, President Pujol undoubtedly chose the most suitable person: Joan Guitart<\/strong>. In addition to being a dyed-in-the-wool Converg\u00e8ncia militant, Guitart knew nothing about education: he was a chemist by profession and had worked in chemical companies and in publishing. He remained Conseller until 1988, when he was succeeded by another great expert in education: Josep Laporte<\/strong>, a doctor and professor of Pharmacology, who remained Conseller until 1992. Without detracting from the personal merits of either man, they do not seem to have been the most suitable people to run the new Department, particularly during the years of LOGSE experimentation.<\/p>\n

So, in reality, the Department was run through what the Italians call *sottogoverno<\/em>*. Guitart, a layman when it came to education, appointed Carmen-Laura Gil<\/strong>, headteacher of a secondary school in Sabadell and a Converg\u00e8ncia militant, as Director-General of Bachillerato. Mrs Gil, as sharp as they come and an accomplished careerist, convinced the inexperienced Guitart that Catalonia should once again become the pioneer of pedagogical renewal<\/strong>, not only in Spain but throughout the world. It had already tried during the Second Republic, with the Institut Escola<\/strong> (in reality, a branch of its Madrid namesake), but the war put an end to it. Now, with full powers over education and a new law to implement, the time was right. Catalonia had to follow in the footsteps of the great Catalan pedagogues: Alexandre Gal\u00ed, Pau Vila, Joan Bardina and others<\/strong>. Catalonia was going to astonish the whole world with its pedagogical renewal. And indeed, it did.<\/p>\n

The conditions were ideal. In Catalonia, pedagogical renewal movements proliferated, such as the Rosa Sensat School of Teachers<\/strong>, a veritable lobby, whose founder, Marta Mata<\/strong>, was the very image of a teacher devoted to the classroom, until supposedly more important (and better-paid) duties forced her to make the costly sacrifice of giving up her devoted work: from 1977 onwards she was a Member of Parliament in Madrid and Barcelona, a senator, a councillor and President of the State School Council. She never returned to teaching, although she never stopped giving advice to dedicated practising teachers.<\/p>\n

Mrs Gil had her own Rasputin: the inspector Pere Sol\u00e1<\/strong>, who became Secretary of the Commission for the Experimentation and Implementation of Educational Reform, the ideal post from which to put the model that would go down in History into practice. He was later rewarded with the post of Director-General for Educational Organisation, from which the entire curriculum was overseen.<\/p>\n

And what did the singular application of the LOGSE in Catalonia consist of? Let us remember that under this law academic years disappeared, replaced by two-year cycles: two in ESO and one in Bachillerato. The cycle was the curricular unit. Subjects as such disappeared, replaced by \u201ccredits\u201d or modules made up of a specified number of hours. There were common credits, corresponding to the compulsory subjects in the LOGSE national curriculum, and optional or variable credits. Each pupil created their own credit-based pathway, in other words, a bespoke one, thanks to a wide range of options. Nothing off the peg: made-to-measure tailoring.<\/strong><\/p>\n

Schools were given a great deal of organisational autonomy<\/strong>. Oh, how many absurdities have been committed in the name of this autonomy! The chaos was inevitable. In general, credits lasted for one term, meaning that the timetable and the credits changed every term. Not even K<\/strong>, the mysterious protagonist of Kafka\u2019s *The Castle<\/em>*, would have encountered such a surreal microcosm. For example, a pupil might take credits in Mathematics in the first and second terms, then one on Theatre in Rome in the third (I am not making this up), and the following year, in the first term, one on Francoism (I am not making this up either), before returning to Mathematics in the second and third terms. In other words, spending nine months without learning anything about Mathematics.<\/strong> And the same could happen with other subjects.<\/p>\n

The reports from the experimental schools were overwhelmingly negative and advised against such an absurdity. It made no difference. The problem, they said, was that teachers were not prepared and needed training. And so a legion of devoted converts emerged, offering their services and making the effort to leave direct teaching in order to evangelise pedagogically among that multitude of pagans who knew nothing of the wonders of a credit-based curriculum. Carmen-Laura herself toured Catalonia giving talks about her invention. I heard her at one of these rallies. I also had the opportunity to speak to her privately in interviews I had in her office, then on Diagonal, in my capacity as vice-president of the Association of Catedr\u00e1ticos. The truth is that she was a persuasive speaker, convinced with a simple believer\u2019s faith that her curriculum was the most progressive\u2014upper-Diagonal<\/em> hairdresser progressivism<\/strong>.<\/p>\n

In 1992, the good-natured Conseller Laporte stepped down, and everyone took it for granted that the great pedagogue would rise to the supreme mandarinate of Education. The rumour mill, generally well informed, had it that the team of sycophants surrounding the lady (freed from teaching and well paid) had prepared bottles of Mo\u00ebt et Chandon brut imperial<\/em> to uncork at the moment the white smoke appeared. But it was not to be. The man appointed by the Supreme One (that is, Pujol) was Joan Mar\u00eda Pujals<\/strong>, who went from being mayor of Vila-seca-Salou to being merely mayor of Vila-seca. Not much of a promotion for someone regarded as Pujol\u2019s heir apparent. So another expert in education took charge of the credit-based disaster.<\/p>\n

But Pujals was neither as na\u00efve nor as good-natured as his predecessors. He realised that Gil wielded considerable power, or was the power behind the throne, and preferred to dispense with her exalted services. Meanwhile, the experiment had moved from the laboratory into the Official Gazette of the Generalitat, and every school was required to follow the credit-based curriculum. There was no going back.<\/p>\n

The astonished and wounded Mrs Gil (to use no harsher term) was forced to return to her profession: professor of Latin. Incidentally, and I shall leave this to a psychoanalyst: no one has done as much harm to the classical languages as she has. But now she had the great opportunity to see for herself the virtues of the curriculum that had emerged from her privileged mind. What an example: a former Director-General, the putative mother of those wonderful credits (with little presence of Latin, incidentally), enjoying her own invention. How short-lived it was! The rumour mill also had it that she rushed to see President Pujol, demanding a position commensurate with her services to the nation. The nastiest tongues even say that she stormed into the boss\u2019s office, angry and shrill. So she went on to become commissioner of the Museum of the History of Catalonia, a Member of Congress and, finally, in 1999, Minister of Education, replacing the unremarkable Xavier Hern\u00e1ndez, a prison officer by profession. Pujol probably appointed her to repair the mess she had created. She never returned to secondary school. Why do the great pedagogical gurus flee teaching?<\/p>\n

When Gil returned to the Department as its head, her great ambition in life had been achieved, but the invention was springing leaks everywhere. Regulations began to proliferate, patching up the contraption with poultices applied to a gangrenous body. Awareness that it had been a failure was gradually making its way into public opinion. With the Organic Law on the Quality of Education (2002), which amended the LOGSE (among other things, the cycles disappeared), the end was in sight. Yes: it had gone down in History, but as an example of failure.<\/p>\n

Who remembers the shambles to which a generation of Catalan children and adolescents was subjected? Have Mrs Gil, her Rasputin, or any of the careerists who jumped on the bandwagon ever apologised? The person who came closest to offering an apology was Jordi Pujol. I quote a few lines from his memoirs (vol. II, p. 256): It is not bad, but we must bear in mind that being ahead is not necessarily an advantage, and in this case it was not. (\u2026) Educational experiments can work when they are carried out with small numbers of pupils and very well-prepared and motivated teachers. But rolling out an experiment on a general scale, in societies as complicated as Catalan society, is another matter.<\/em> I have no doubt that Mrs Gil has read these words, nor that she will have been very pleased by them. Moreover, Gil is the only member of the government whom Pujol does not even mention in his memoirs.<\/p>\n

___<\/p>\n

\u2192 30 years of LOGSE, or Don Avito Carrascal\u2019s experiment<\/a><\/p>\n

\n

Source:\u00a0educational EVIDENCE<\/strong><\/p>\n

Rights:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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