Human Capital and Education Reform in Spain

A recently developed school of thought, known as "human capital," views education strictly as an investment that enables a nation, society, family, or individual to improve their future, their ability to generate profits, and consequently, their welfare.

Spain's Educational Deficit and 19th-Century Reforms

It is clear that Spain entered the contemporary age with a serious deficit of human capital. The education system, in ruins since the 17th century, completely collapsed during the crisis of the early 19th century. Attempts to address this deficiency led to educational initiatives, such as the ultimately ineffective *Economic Societies of Friends of the Country*, private associations created by the upper classes in the 18th century.

In the mid-19th century, leaders and educators undertook a serious effort to reconstruct education and science. Key initiatives included:

• The *Moyano Reform*, with its antecedents and aftermath
• Ministerial work
• The *Free Education Institution*, a private endeavor

The *Moyano Reform* established the foundations of the state educational system we know today. However, it has undergone significant changes, especially in the 20th century. The *Quintana Report* established the principle of general and free education, as well as state responsibility in this area. It also outlined the division of education into three levels:

• Basic or primary
• Secondary
• Tertiary (or university)

The report also established a centralized university organization, with a Central University located in downtown Madrid serving as a model for others and the only one seriously engaged in research. Other universities were primarily professional schools.

Implementation Challenges and Uneven Progress

While principles were established early on, the reform of teaching took place in fits and starts, often during periods when the Liberals held power. Primary education, the only level ultimately subject to the principle of generality and gratuity, was the responsibility of municipal authorities, who undertook their task irregularly and unevenly. In secondary education, responsibility was effectively shared with the Church.