The polimodal was an educational cycle that was in force in Argentina for 18 years.
Polimodal is a notion used in Argentina to name an educational cycle that was in force until 2011 in several regions of the country. The polymodal course lasted three years and was part of secondary education , without its completion being mandatory.
To access the polymodal, the student had to first complete the Basic General Education (EGB) cycle, equivalent to Primary in other districts. Once the polymodal course was completed, the student was qualified to continue with his or her tertiary or university education .
Polymodal characteristics
The polymodal emerged in 1993 , when the so-called Federal Education Law was implemented. This cycle was replaced in 2006 , although its validity remained for several more years until the various classes of students who had started it were able to complete it.
Regarding the polymodal system, in addition to everything stated so far, it is worth knowing the following interesting information:
- It was aimed at students between 15 and 17 years of age.
- Its duration, as we have mentioned, was 3 years during which the total workload was between 40% and 50%.
- It came to develop what were the common contents of the EGB but in a much deeper way.
- Specifically, the subjects that the students had were Language, Mathematics, Social Sciences, Humanities, Artistic and Communicational Languages, Physical Education, Foreign Languages, Natural Sciences, Ethics and Citizenship Training and Technology.
The main innovation of the polymodal consisted of modifying the distinction between primary education (seven years in duration) and secondary education (five years), to implement a mandatory EGB of nine years and the polymodal ( non-compulsory ) of three years. The polymodal also contemplated various orientations according to the student 's interest.
The polymodal system corresponded to secondary education.
The criticisms
Many Argentine educators criticized the polymodal system from its beginnings, ensuring that it prolonged the most basic education but did not allow for the incorporation of specific and necessary disciplines for the future incorporation of students into the labor market.
Specifically, there were many opposing voices that arose regarding the implementation and development of polymodal. However, among all those that were noted throughout its existence, this one stands out in particular:
- It was a partial and not a general education.
- It did not adequately prepare the student to fully enter what the labor market could be like.
- In the same way, it was criticized that it did not give students the necessary training to be able to train themselves in order to later carry out higher studies at the university.
- It gave no alternative to young people who did not wish to continue studying or who had serious difficulties in this regard. That is, it did not contemplate the existence of alternative proposals such as, for example, trade schools.
- It did not have, according to some detractors, a truly coherent and useful structure.
The co-existence of polymodal 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 the majority of the educational community.