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The notion of polymodal it's used in Argentina to name a educational cycle that was in force until 2011 in several regions of the country . The polymodal extended by three years and was part of the secondary education , without your course being mandatory.

To access the polymodal, the student had to complete the cycle of Basic General Education (EGB) , equivalent to the Primary in other districts. Once he completed the polymodal, the student was enabled to continue with his training tertiary or university .

The polymodal arose in 1993 , when the call was implemented Federal Education Law . Saying cycle was replaced in 2006 , although its validity was maintained for several more years until the various litters of students who had initiated it could complete it.

On the polymodal system, in addition to all the above, it is worth knowing the following information of interest:
-It was aimed at students between 15 and 17 years old.
-Its duration, as we have mentioned, was 3 years during which the total hourly load was between 40% and 50%.
-I was coming to develop what were the common contents of the E.G.B but in a much deeper way.
-In particular, the subjects that the students had were Language, Mathematics, Social Sciences, Humanities, Artistic and Communication Languages, Physical Education, Foreign Languages, Natural Sciences, Ethical and Citizen Training and Technology.

The main innovation of the polymodal was to modify the distinction between primary education (seven years long) and secondary education (five years), to implement a mandatory nine-year GBS and the polymodal (not required ) of three years. The polimodal also contemplated various orientations according to the interest of the student .

Many Argentine educators presented criticism of the polimodal system since its inception, ensuring that it extended the education more basic but that did not allow the incorporation of specific and necessary disciplines for the future incorporation of students into the labor market.

Specifically, there were many voices against them that emerged regarding the implementation and development of the polymodal. However, among all those that were noted, throughout its existence, the following stand out in particular:
-It was a biased education and not general.
-It was not conveniently preparing the student to enter fully into what could be the labor market.
-In the same way, it was thrown into his face that he also did not give the students the necessary training to be able to train in order to be able to carry out higher studies at the university.
-It gave no alternative to young people who did not wish to continue studying or who presented serious difficulties in this regard. That is to say, it did not contemplate the existence of alternative proposals such as, for example, public schools.
- It did not have, according to some detractors, of a really coherent and useful structure.

The co-existence of the polimodal with the traditional educational system (primary / secondary) at the national level, on the other hand, caused confusion and various complications. Finally, the abolition of this educational cycle was well received by most of the educational community.

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