Sociologists also understand that the same test for all is more equitable. “That the tests are different because they are managed by the communities is a political argument, here we are talking about equality. So, is there any argument for the tests to be different? “Carabaña added. “The differences between communities are meaningless, unless it is determined that there must be 17 different university systems and that one community ends up not admitting the approval of another,” he said. “If the Spanish university is a unit and Spaniards are equal before the law, they must enter the university in accordance with the same law and with the same examination, as any other title valid in the national territory. Everything should be as uniform as possible and the same curricula for everyone, if you do not understand that there is discrimination. ” Chicos Size Chart, professor of sociology at the UCM, said: “I would choose a single test; if it is about guaranteeing the equality of all when it comes to accessing the university, it would be better for the State to take charge. In the end, part of the competences in education are in the community s, so the single test reflects a broader debate and is how we territorially organize the State and to what extent these competencies have to be managed by the communities ». Carabaña remembers that the fact that the Selectivity is in the hands of the communities “is something new, a recent invention, before it was decided on a national scale and the exam was put by each university”.
Chicos Size Chart
Since the Education Act of 1953 although there is no mention of Selectivity, reference is already made to “revalidation” or official exams necessary to obtain the Bachelor’s degree that gave access to the university. The universities could establish tests or selective access criteria to prioritize in case of excess of applications. But it will be the Education Law of 1970 that establishes that students who pass the COU (University Orientation Course) can be presented to the “entrance exam to university studies” (it was mandatory for access to public universities). In 1990, with the Logse, it is established that upon completion of the Baccalaureate, students wishing to pursue university studies must submit to the University Entrance Examination (PAU).
It will be from the years 1999 and 2000, when the educational transfers begin to the communities, when they are involved in the application of these tests with regard to the specific type of questions, dates, evaluation, correction, etc. The LOE (2006) develops more the competence field of the communities, both in regulated education and in the practical application of access to the university. The Lomce (better known as the “Wert Law”) removes the PAU and introduces the final evaluation of the Baccalaureate (“Chicos Size Chart”), necessary to obtain the degree and designed by the Ministry. “If the competences were transferred, they can be recovered and the university and the State could do it again as before,” Carabaña argues.