Demographic growth & geographic concentration of the Chicano population in the US raise the prospect of an increasing number of Latino public officials & the failure of the official policy of cultural assimilation. The bilingual education policy of the Reagan administration reflects fears that a situation parallel to that in Quebec might develop. Bilingual education is generally defined as a curriculum taught in two languages in order to enable a minority group to preserve its culture. However, bilingual programs in the US were launched with the different objective of helping minority children compensate for deficiencies in speaking English. Thus, the goal of the official program is not to preserve cultural diversity but to facilitate assimilation. Difficulties in implementing bilingual education programs & resource limitations are discussed. A cultural policy should be pursued by the Mexican government designed to help preserve the identity of the Chicanos. 4 Tables. S. Karganovic.
Antonio Villegas, Sr. was born in 1890. In this interview, Antonio Villegas Sr. talks about Los Tubitos Ranch, Aniceto Pizana, Luis De La Rosa, Las Norias raid, Captain W.M. Hanson, land selling, 1915 Olmito railroad derailment, Texas Rangers, Military Highway, Juan Cortina, Jesus Acevedo, ca1915 burning, and Japanese soldiers who came to South Texas. ; https://scholarworks.utrgv.edu/rgvoralhistories/1478/thumbnail.jpg
Independence in Mexico created only an appearance of choice in the setting up of the new nation-state; given the Hispano-American roots of the insurgents, the state could only be organized along the lines of a homogeneous linguistic & ethnic centralism. Ethnic conflicts between the indigenous population & the Hispanics, which abounded in the 1800s, demonstrated that any autonomy given the Indians carried a risk of fragmentation, which the authoritarian national state was unwilling to take. Viewed in that light, the proposal of the Mexican Communist Party in the 1930s that the ethnic problem be solved by a policy of small nationalities, patterned after the practice then current in the USSR, ignored the fact that potentially dangerous ethnicism poses an unacceptable threat to the homogenous state. A program for the cross-fertilization of the various ethnic traditions of Mexico is outlined. It both rejects the forced cultural leveling which has heretofore been the policy, & urges the spontaneous convergence of constituent cultures. S. Karganovic.
Preliminaries for a unified theory of the role of intellectuals & the intelligentsia in the permanent revolution of the twentieth century are presented. The technical intelligentsia is included because it also may mobilize the masses. Countries presently advancing toward socialism are predominantly peasant societies, but intellectuals play a central role in revolutionary politics. While there is no world intelligentsia & intellectuals as groups vary by culture, the influence of Marxism is especially apparent among Third World intellectuals. As small groups, these revolutionary intellectuals can mobilize power & alliances with other strata, & represent a diversity of class interests. Revolutionary parties tend to arise as instruments of a radical intelligentsia; however, the traditional Marxist model is inadequate in dealing with the systematic cooptation of science by modern technology, the mass media explosion, & the maturation of public mass education. Marxism has also not addressed the bureaucratization of intellectuals in privileged elite positions under governments established by successful revolutions. There is a latent contradiction between the leadership role of intellectuals, while peasants man the battlefront. While giving lip service to struggles against inequality, the intelligentsia has not dealt with its own elite position & its priority access to the good life. Critical self-reflection is needed. S. Whittle.
Los antecedentes históricos que hacen referencia a la permanente preocupación por el desarrollo integral de los sectores rurales, nos muestran una constante implicancia del importante papel que debe jugar la educación. En la perspectiva de cuantificar los esfuerzos realizados en esta empresa, hay un saldo menor -respecto a otros sectores- que indica que la educación mantiene unos criterios de actuación indudablemente de imperiosa necesidad de renovarlos. No puede el sector rural identificar un tipo de desarrollo integral fundado en una educación unidireccional, puesto que los contenidos programáticos que ella comporta, si bien tienen un valor universal en la educación y formación del hombre, no se corresponden con una realidad sociológica ni geopolítica económica diferente y peculiar, como lo es el medio rural, el ambiente diferente al concepto de cultura urbana conocido y potenciado por un tipo de cultura basada en el desarrollo científico tecnológico que tipifica nuestros tiempos pero que a aquel sector, hasta ahora, no ha llegado con la profundidad cuantitativa ni cualitativa que se merece. En la formación del recurso humano del sector rural -recurso vital y prioritario de atender para la esperanta del desarrollo de otros recursos que precisa el medio- la via del procedimiento no formal en el rol que le compete a la educación es, hoy por hoy, la alternativa más sólida y la variable que puede resumir una serie de intentos sectoriales aplicados al fin de lograr el desarrollo del sector rural, integral, pleno y potencialmente humano. A esta alternativa pueden converger, con justa correspondencia a sus propios objetivos, los intentos económicos, sociales, culturales, políticos: en una palabra, todos los esfuerzos programáticos que hoy se aplican en el intento de potenciar los sectores rurales para eliminar el alto grado de marginación casi integral que sufren en las relaciones de una sociedad desarrollada y universalmente impulsada porla ciencia y la tecnologia. La educación, por la via y el procedimiento no formal, en este propósito o supuesto indicado, tiene que partir innovando desde la formación del profesional hasta los procedimientos educativos: el educador tiene que ser formado en los objetivos de ser un recurso humano para el sector rural que diversifique experiencias propias de una cultura ecológicamente aún no entendida (la relación de vida entre los hombres y su medio natural, por ejemplo). No podrá ser un profesional que domine la transmisión del saber culturalmente acumulado por la sociedad humana. Tiene que ser un profesional -educador- que sepa interpretar el "saber intuitivo" y codificar10 en un saber progresivamente provechoso para los intereses del desarrollo integral del sector. Los procedimientos educativos no pueden dinamizarse ni ser activos sólo pensando en el ente institucional -escuela-, puesto que los esfuerzos del desarrollo integral apuntan a un concepto de que la escuela rural o del medio rural es el centro promotor del desarrollo cultural del medio; no es, por lo tanto, la institución representativa del grado de cultura del medio. El procedimiento no formal impulsa, en resumen, las innovaciones de una educación en el sector rural que hoy se precisa. ; The historical antecedents which make reference to the continuous preocupation for the integral development of the rural areas, demonstrate us the constant implications of the important role which education has to perfom. In the perspective of quantifying the efforts realized in this endeavour, there is a minor balance -with respect to ther sectors- which indicate that education maintain some working criteria which undoubtedly has a great need for renewal. The rural area cannot identify a type of integral development based on a unidirectional education, since its programme content, although having a universal value in the education and formation of man, do not correspond with the different and peculiar sociological nor geo-political economic reality as the rural area is; an environment differed with the concept of urban culture known and supported by a type of culture based on scientific and technological development which characterize our times and which in that sector has not arrived till now with the deserved quantitative nor qualitative depth. In the formation of human resources in the rural areas -vital prioritary resources which is the hope of the development of other resources needed by the environment- by means of the non-formal process in the role given to education is, nowadays, the most solid alternative and the variable which could resume a series of sectorial trials applied in order to obtain the full integrated and potentially human development of the rural area. To this alternative the economic, social, political and cultural efforts, could agree with exactness to its own objectives; in other words, all the efforts which nowadays are applied in plans to potentiate the rural areas in order to eliminate the high degree of an almost integral margination suffered in their relationship with the developped society and universally supported by science and technology. Education by means of non formal process in this objective or indicated supposition has to start innovating from the formation of the professional till the educational processes: the educator has to be formed in the light of the objectives being a human resource for the rural area which diversify the experiences of a culture which is ecologically still forgotten (the living relationship between man and his natural medium, for example). It cannot be a professional who dominate the transmission of knowledge culturally acquired by the human society. It has to be a professional -educator- who knows how to interprete the "intuitive knowledge" and codify it in a knowledge which is progressively advantageous for the interests of the integral development of the area. The educational processes cannot be dynamic nor active, thinking only of the institutional entity -the school- since the efforts of the integral development are directed towards a concept that the rural school or rural environment is the promoting center of the cultural development of the area; the institution is not, therefore, representative of the degree of culture of the area. In short, the non formal process impels the innovations of education necessary in the rural area nowadays.
Starting froro the idea that education is at the service of personal freedom, the author of this article explains and justifies the thesis that in order to forro free persons, freedom · ofeducation is . an indispensable condition. After identifying the concepts of education, freedom, and person, as well as the relationships that exist between the educactional proeess and the right to education, the author warns that the meaning of freedom and the acceptance of responsability are closely related to the concept which one holds of person and especially to the .difference between considering the person as a beginning or as a resulto If the human person is understood to be a starting principIe, then implicitly we say that the person constitutes the free origin of all action, for which there is complete responsability. If, on the other hand, we consider man to be the result of, say, social, biological or technological factors, then neither freedom nor responsability can be attributed to him. The author then studies the 'Reductionist conceptions of education which are in vogue today. These are the Pragmatistic, Political and Criticistic approaches. He especially underlines the difficulties and obstacles tOOt lie in the face of freedom of edueation, arising from the confusion bet\Veen educative action and social or political aetion, a confusion that stems principally from Social Determinism. The author then underllnes the points of friction that arise from different opinions and attitudes with respect to the distinct contents of the educational process and which are projeeted mainly in the field of the different interpretations given of culture as well as· in the field of personal values, especially re1igious values. The action of the State can be effective in the field of technical affairs but it does not possess any legitima te capacity to impose a particular interpretation of culture or of the religious fact. For this reason, in the field of education the action of the State can on1y be a propelling and permitting force, or, in any event, á supplementary action. The author also, taekles the problem of possible solutions which are open to the plurality of educational conceptions. After pointing out the negaclve character of the neutral ' school and of the so-caIled pluralistic school, he suggests the autonomous school as the reasonable solution, both in function of educational authenticity and of ethical requirements with regard to the freedom of the human individual in educational matters. Educational institutions . require a framework of autonomy in order to be able to respond to every concept of life and of education with an adequate and peculiar type of school, and in order to provide an adequate atmosphere so that the free initiative and responsability of youngsters can expand and grow, and thus convert them into true adults who are eapable of using their freedom with a true sense oE responsability.
Este será un breve y primer intento de análisis y presentación de algunas de las revistas peruanas de este siglo; nos limitaremos a las de cultura, literatura y ciencias sociales, tratando de responder, entre otras, a las siguientes preguntas: ¿Bajo qué circunstancias y con qué características aparecen? ¿Qué posición toman frente a la ideología dominante? ¿Adoptan conscientemente una postura política? Los libros importantes del siglo veinte peruano han merecido todos (aunque no siempre a raíz de su primera aparición) comentarios, exégesis y críticas; las revistas, en cambio, (algunas tanto o más relevantes que nuestros mejores libros de literatura o ciencias sociales) han tenido un eco marcadamente menor y una vez descontinuadas han pasado generalmente al olvido. ; This is a brief and first attempt of analysis and presentation of some Peruvian journals of this century; we'll focus on culture, literature and social sciences, trying to answer, among others, the following questions: under which circumstances and with which characteristics do they appear? What position do they take against the dominant ideology? Do they adopt consciously a political posture? The important books of the Peruvian 20th century have deserved comments, exegesis and criticism; journals, in return, had a relative lower echo and, once discontinued, have passed generally to oblivion.
This is a brief and first attempt of analysis and presentation of some Peruvian journals of this century; we'll focus on culture, literature and social sciences, trying to answer, among others, the following questions: under which circumstances and with which characteristics do they appear? What position do they take against the dominant ideology? Do they adopt consciously a political posture? The important books of the Peruvian 20th century have deserved comments, exegesis and criticism; journals, in return, had a relative lower echo and, once discontinued, have passed generally to oblivion. ; Este será un breve y primer intento de análisis y presentación de algunas de las revistas peruanas de este siglo; nos limitaremos a las de cultura, literatura y ciencias sociales, tratando de responder, entre otras, a las siguientes preguntas: ¿Bajo qué circunstancias y con qué características aparecen? ¿Qué posición toman frente a la ideología dominante? ¿Adoptan conscientemente una postura política? Los libros importantes del siglo veinte peruano han merecido todos (aunque no siempre a raíz de su primera aparición) comentarios, exégesis y críticas; las revistas, en cambio, (algunas tanto o más relevantes que nuestros mejores libros de literatura o ciencias sociales) han tenido un eco marcadamente menor y una vez descontinuadas han pasado generalmente al olvido.
Ours is a period marked by violence, and, most important, it is no stranger either to reproduction. In arder to clarify concepts, by violence we mean, formally speaking, any interference or action by an external agent on a situation, structure, phenomenon or process with the object of nullifying it or of changing either its meaning (by deviation) or its intensity (by slowing it down or by accelerating it). In this sense violence is not intrinsically illicit. One must distinguish between violen ce and violation. After a short study of the concepts of law, order and justiee in the fundamental works of the principal Natural Law investigators of the present day, the author arrives at the conclusion that the genuine meaning of the term violation is any attempt against a principie of order, either directly of by undermining any of the other elements of order, be they real or related. The human vocation of dominion over Nature, insofar as Man is a superior being, should not be thought of in absolute terms: it consists in being responsible for the conservation, reproduction, development and perfection of all creatures that tend towards their completeness according to individual ends which integrate themselves progressively towards one general goal. For this mission, which in general terms is called culture, man has a certain autonomy, but not full independence; and the degree of autonomy is much more reduced with respect to his own species than in the case of inferior creatures. Man's capacity and his science can suffer desviations. Insofar as biology is concerned, these presentday desviations are serious and well known. The attempt against the physical and natural order, especially in the animal sphere, is widespread and threatens to obtain firm footing. In this sense, we see that violence is being used, not in its I awfu I (and at times necessary) meaning of correction, of restoration of order, but as its violation. The author has confined his examination of the problem to the question of human population: he discusses three fundamental aspects: prostitution 01 the biological culture, separation 01 erotic appetite and reproduction, conflict between individual rights and social interests. The «scientific» attempts against the reproductive processes, including those previous to gametogenesis as well as the actual fertilization, are classified together under the heading of contraception. Both aspects are studied extensively and the author concludes that they are unlawful according to the Natural Law. The arguments of the proponents of contraception are studied and compared with those of their opponents, and special importance is given to biological and philosophical considerations; the conclusion is that no jurist with proper regard for legal considerations can accept theories that contradict authority and that can well be classified as setting precedents, especially when the matter is undergoing research. The author examines the various present-day aspects of the -sexual revolution » as a key to explaining the many postulates and tendencies as well as the possible collision between individual rights and group interests. The question of continence and Chastity are next examined. The discussion of human reproduction oscillates today between the two poles of «biological» and «scientific» arguments, with considerations regarding the meaning and limitations of these expressions and their consequences and applications. This is followed by a short analysis of the pragmatic attitude adopted by various politicians in their approach to these questions. After sorne short reflections on the limitations of human freedom implied by the present attitude towards the sexual revolution, the author makes a final conclusion in which he refers to self-control.
Brazil is the Third World country with which the Federal Republic of Germany has the closest relations. In the discussion that has taken place within the Federal Republic about the improvement of relations within the North-South configuration, German-Brazilian relations can be considered as a model for the problems and perspectives of the bilateral relationship between a industrialized country and a Third World country that is on the threshold of industrialization. The purpose of this work is to examine the extent and importance, on both sides, of bilateral relations in the fields of economy, culture, politics, and development policies, as well as those factors that have become evident in the difficulties encountered in the current sphere of cooperation. ; Brasil es el país del Tercer Mundo con el cual la República Federal de Alemania mantiene las relaciones más estrechas. En la discusión que se ha producido al interior de la República Federal acerca del mejoramiento de las relaciones dentro de la configuración Norte-Sur, las relaciones germano-brasileñas pueden ser consideradas como un modelo para los problemas y perspectivas de la relación bilateral entre un país industrializado y un país del Tercer Mundo que se encuentra en los umbrales de la industrialización. El fin de este trabajo es examinar la extensión e importancia, por ambos lados, de las relaciones bilaterales en los campos de la economía, la cultura, la política, y las políticas de desarrollo, como así también aquellos factores que se han hecho evidentes en las dificultades encontradas en la esfera actual de la cooperación.
We live today in a world of increasing interdependence, in terms of economic systems, the social framework, political developments, culture and technology, communications, power relations, and the conservation of the biosphere. The vision of the world that each of the main social systems has is affected by that of the others. In this paper we argue that the relative restriction to which each of the main systems must be subjected derives mainly from the problems of global economic interdependence. We argue that economic interdependence requires that economic policies be formulated that allow it to function more effectively on a global basis, and between groups of both developed and developing countries. The negative policies that are currently followed internationally, and even within many nations, will lead to accentuating the possibilities and opportunities for conflict, both internal social conflict and international political conflict. ; Vivimos hoy en un mundo de creciente interdependencia, en cuanto a sistemas económicos, el armazón social, los desarrollos políticos, la cultura y la tecnología, las comunicaciones, las relaciones de poder y la conservación de la biósfera. La visión del mundo que cada uno de los principales sistemas sociales tiene está afectada por la que tienen los demás. En este trabajo sostenemos que la relativa restricción a la que debe sujetarse cada uno de los principales sistemas deriva principalmente de los problemas de la interdependencia económica mundial. Y es que la interdependencia económica requiere que se formulen políticas económicas que le permitan funcionar con más eficacia sobre la base global, y entre grupos de países tanto desarrollados como en desarrollo. Las políticas negativas que actualmente se siguen internacionalmente, y aun dentro de muchas naciones, llevarán a acentuar las posibilidades y oportunidades de conflicto, tanto conflicto social interno como conflicto político internacional.
SUMMARIUM Canones Hibernienses, saeculi VIII, rarae sunt collections canonicae quae librum integrum decem novem capitulorum christianis in Ecclesia res magisterii agentibus dedicant. Figura «Doctoris», fungens in societate Christiana munus veteris «Didascali», contemplatur collectionis auctoribus sub notione augustiniana, i. e., defensor studii et culturaereligiosae profanaeque tanquam elementa neccesaria ad fidem discendam atque augendam. Ceterum, collectio testatur statum ac momentum historiae in quibus Ecclesia chrlstianis cultis per eorum rectores disciplinae poscit usum vlgilantiae et prudentis iudicii in eorum laborioso studio de fidei deposito atque in docendo populo christiano. Irlanda insula non solum est sanctorum, verum etiam paradisus doctis qui caeteris christianis docere possunt magna ex parte ad prudentem arbitrium propium, pro re et iussu ecclesiasticae-religiosae sociologiae. --- ABSTRAeT The «Canones Hibernenses», of the 8th century, ls one of the rare canonical collections which dedicates a complete book -of 19 chapters- to those Christians who fulfill a magisterial activity in the Church. The authors of the Collection contemplate the figure of the Doctor, who continues the catechetical function of the ancient Didascalos in the heart of the Christian community, from the point of view of the Ailgustinian ideal; that is to say, an ideal which defends the role of study and of culture -both religious and profane- as being necessary elements for gaining a deeper knowledge and development of the faith. On the other hand, the collection bears witness to a particular period and historical situation in which the Church asks the cultured Christians, through the .voice of those responsible for their discipline and government, to exercise self-control and prudent discretion in their studious investigation of the deposit of faith and in their task of teaching the Christian faithful. Ireland ls thus shown to be, not only the Island of Saints; lt isalso a paradlse for the learned, whose formative role with regard to the rest of the faithful, is left to a large extent to their own prudent judgement, on account of the actual state of affairs and the requirements of an ecclesiastical-religious sociology.
El proceso de enseñanza de la Matemática se ha simplificado y se remite al dictado de una teoría ya acabada, donde el estudiante no inmiscuye su cotidianidad, cultura y sentimientos. El docente ofrece una Matemática fría, improvisada, que aleja al discente de dicha ciencia y crea una predisposición hacia ella. En éste ensayo se exhibe una investigación cualitativa, reflexiva, con sustento documental que realiza una propuesta del perfil del docente de Matemática y de la escuela desde la visión de la tríada matemática-cotidianidad y pedagogía integral y aportes personales, desde la experiencia venezolana. Se concluye que el docente debe estar formado en: Historia y Filosofía de la Matemática, Didáctica, Psicología, Sociología y Semiótica, y que además de los tres principios: la formación integral que proviene de la pedagogía integral, el espíritu científico que deviene de la Matemática y la conciencia crítica que provee dicha pedagogía no tradicional, el docente y la Escuela se deben comprometer con las necesidades del entorno tanto económicas y políticas, como educativas, y desarrollar capacidades para apreciar las variadas formas de contacto con la Matemática. El docente debe crear una conducta para expresar interrogantes sobre lo deseable y lo valioso; el hecho de educar requiere hacer juicios de valoración y enseñar a los estudiantes a hacer lo mismo con mesura. La escuela y el docente deben tener la ética como valor cultivado que permite orientar conductas teniendo como vinculo la moral. The process of teaching Mathematics has been an object of simplification, and it is just reduced to the dictation of one theory already establish set up, where the apprentice does not merge his/her own daily life experiences, culture and feelings. Teachers seem to impart "cold", improvised Mathematics, which distances the scholar from the aforementioned science and produces a negative predisposition towards it. In this essay, it is portrayed a qualitative, reflexive research, based on a bibliographic consultation, to submit proposal on the Mathematics teacher profile and on the school itself, seen from a perspective of the triad: Mathematics, Daily Life Experiences and Integral Pedagogy. It's deduced that the teacher has to be educated in: history and philosophy of Mathematics, didactics, psychology, sociology and semiotics. As well as the three guiding principles: the integral education that comes from the integral pedagogy; the scientific spirit that arises from Mathematics and the critic awareness that is provided by the nontraditional pedagogy. The teacher and the school must be committed on the environmental as well as the economical, political, educative and other students' needs; to create a behavior to question about the desirable and valuable because the very act of teaching requires the making of judgments of valuation and the endeavor to teach students to do the same with moderation. The school and the teacher must have the ethics as a cultivated value that permits to guide their praxis.
La necesidad de aumentar el nivel de instrucción, el nivel cultural en todas sus dimensiones y de mejorar la preparación profesional de base, así como de ofrecer posibilidades de ampliación, reciclaje y reconversión profesional a la población ocupada, parada y potencialmente activa, así como a toda la población adulta que actualmente reside en España, es imperiosa, pero en cambio la demanda que realmente se expresa es baja, si bien sabemos que la "demanda potencial", es impresionantemente elevada: la población de nuestro país no es consciente de sus derechos educativos, y además vive en un universo donde el consumo está valorado positivamente, pero la cultura, la creación o el consumo cultural gozan del mayor olvido, como si la industrialización, el crecimiento económico y el afianzamiento de la democracia no tuvieran nada que ver con el nivel educativo de la población. En este artículo se contemplan buena parte de las iniciativas y experiencias que se desarrollan actualmente en el ámbito de la formación permanente de adultos; se incluyen experiencias escolares y extraescolares, formales y no formales, de modo que se inventaría tanto lo que cabe dentro del sistema educativo, como lo que administrativamente es competencia de otras instancias, y todo aquello que algunos autores han venido a designar con el controvertido nombre de "animación cultural". La exposición contenida en el texto del artículo es una primera descripción, puesto que del conocimiento de la realidad, y de su análisis en función de unos u otros presupuestos teóricos, se podrá avanzar en el ámbito de lo teórico, y también en el de las prácticas concretas. En el Último apartado se describen muy someramente las iniciativas de dos Órganos vinculados a la Generalitat de Catalunya y que están haciendo notables esfuerzos para contribuir a una renovación pedagógica o mejora cualitativa de la formación permanente de adultos en Catalunya, puesto que la Generalitat, desde el 31 de Diciembre de 1979, tiene competencia plena en educación de adultos -mientras que el Gobierno Central conserva la competencia exclusiva-; lo reciente de los traspasos de competencias de la Administración Central a la Administración Autonómica hace que sea aún demasiado pronto para evaluar los resultados de la tarea realizada. ; The need to raise the level of instruction, the cultural level in all its dimensions and to improve the training, as well as offer possibilities of amplified recyclage and professional reconversion of the employed population, the unemployed and the active potential, and also the whole adult population actually residing in Spain, is imperious, but on the contrary, the demand which is really expressed is low, although we know that the "potential deman", is impressingly high: the population of our country is not conscious of its educational rights and moreover, live in a universe where consumption is valued positively, but culture, creation or cultural consumption is much forgotten, as if industrialization, economic growth and democratic guarantee do not have relation to do with the educational level of the population. A good part of this article is dedicated to the initiatives and experiences which are presently being developped in the field of permanent adult education; it includes school and out-of-school experiences, formal and non formal, the manner that an inventary would be made of that which pertains to the educational system as well as that which administratively pertains to the competence of the Ministries and Cultural Departments, or in other words, all those which some authors designate with the controversial name of "cultural animation",. The exposition contained in the text of the article is a first description, since of the knowledge of the reality and of its analysis in function of one or the other theoretical presupposition, we could advance in the field of theoretics and also in that of concrete practices. The initiatives of two organizations related with the "Generalitat de Catalunya" (autonomous government of the Catalonian region) is superficially described in the last section and great efforts are being made to contribute to an educational renewal or qualitative improvement of permanent education of adults in Catalonia, since the Generalitat beginning December 31st 1979, has full competence in adult education -while the Central Government preserve the exclusive competence-; due to the recent transfer of competences by the Central Government to the Autonomous Administration, it is too soon yet to evaluate the results of the job accomplished.
