Education in Argentina - History

History

The education in Argentina known as the Latin American docta has had a convoluted history. There was no effective education plan until President Domingo Sarmiento (1868–1874) placed emphasis on bringing Argentina up-to-date with practices in developed countries. Sarmiento encouraged the immigration and settling of European educators and built schools and public libraries throughout the country, in a programme that finally doubled the enrollment of students during his term; in Argentina, Teacher's Day (on September 11) commemorates his death. The first national laws mandating universal, compulsory, free and secular education (Law 1420 of Common Education) were sanctioned in 1884 during the administration of President Julio Roca. The non-religious character of this system, which forbade parochial schools from issuing official degrees directly but only through a public university, harmed the relations between the Argentine State and the Catholic Church, leading to resistance from the local clergy and a heated conflict with the Holy See (through the Papal Nuncio).

Following the university reform of 1918, Argentine education, especially at university level, became more independent of the government, as well as the influential Catholic Church. The church began to re-emerge in country's secular education system during the administration Juan Perón, when in 1947, catechism was reintroduced in public schools, and parochial institutions began again receiving subsidies. A sudden reversal in the policy in 1954 helped lead to Perón's violent overthrow, after which his earlier, pro-clerical policies were reinstated by General Pedro Aramburu. Aramburu's Law 6403 of 1955, which advanced private education generally, and parochial, or more often, Catholic-run schools (those staffed with lay techers), in particular, helped lead to the establishment of the Argentine Catholic University.

The program of deregulation and privatization pursued by President Carlos Menem in reaction to the country's socio-economic crisis of 1989 led to the decentralization of the Argentine secondary school system, whereby, from 1992 onwards, the schools' administration and funding became a provincial responsibility. The policy's weakness, however, lay in that federal revenue sharing did not increase accordingly, particularly given the decision to shift two primary school years to the secondary system.

Real government spending on education increased steadily from the return of democratic rule in 1983 (with the exception of the crises in 1989 and 2002) and, in 2007, totaled over US$14 billion.