Call for papers

“Educational transformation: half a century after Franco's death”

Guest editor

Dr. Álvaro Marchesi. Emeritus Professor. Complutense University of Madrid.

I. Introduction

The year 2025 is the 50th anniversary of Franco's death. On the occasion the Revista de Educación has considered it important to analyse the transformations that have taken place in education during these five decades.

It is a time that began with the approval of the General Education Law in 1970, which was enacted during the dictatorship and continued during democracy with the approval of the Constitution and with different laws promoted by governments of different political persuasions.

What has become clear once again during these years is that the challenges facing education are highly dependent on social and cultural transformations and that the responses provided are influenced by the dominant social values and the political ideologies of those in power. Moreover, the weight of the European Union, the influence of neighbouring countries and the ascendancy of international education agencies cannot be overlooked in these changes.

These factors are relevant in a highly complex education system configured around a wide range of objectives, training models, teacher selection and support, school networks, teaching, learning and assessment processes, school organisation, management and supervision, educational materials and funding, to name but a few of the most salient. This affects the lives of families and pupils as well as teachers as they are asked to adapt their work to the demands and requirements that are emerging.

II. Content

The monographic issue aims to reflect, stimulate debate and generate new responses to the following challenges:

• What is the assessment of the impact on teaching and student learning of the different laws passed from the General Education Act in 1970 to the LOMLOE of 2020?
• What limitations have they presented and what changes should be made?
• Has progress been made in reducing equality of access, participation and outcomes, or has it not been as expected?
• How can we reduce the effect of the socio-cultural context of students and of the schools themselves on student learning?
• To what extent has the curriculum effectively included issues such as equity, gender equality and sustainability?
• How has the role of educational supervision changed?
• What have been the main changes in the curriculum?
• How has the participation of the educational community evolved?
• How has school leadership developed and evolved?
• What are the advantages of the existence of three educational networks, public, private and subsidised, which have existed during these years?
• Do they contribute effectively to the plurality of the educational offer, or do they generate differences between the students who access each one of them?
• Is the curriculum fulfilling its function of guiding teaching and learning processes and teacher training?
• Is the design of the curriculum by competencies a success?
• What challenges does the development of a curriculum of these characteristics face?
• Has sufficient progress been made in Spain in responding to student diversity and educational inclusion?
• What initiatives should be promoted in this field?
• Is Vocational Education and Training gaining greater appreciation from society and from students, and what initiatives are contributing to its greater or lesser acceptance?
• Has the decentralisation of the education system achieved its objectives?
• Should the centralised management capacity of the Ministry of Education be increased in some areas, or should more decentralised models be developed?
• Is there sufficient participation of the educational community in schools, and do families feel committed to the school's educational project?
• What should be the role of the management team and the most appropriate way of choosing them?
• What type of materials are most necessary for teaching and learning?
• Should we move towards a greater use of technology in the classroom or is it better to return to books, materials or written pedagogical projects?
• How should we assess student competences over the years?
• What results do international evaluations offer?
• What other indicators should be considered?
• What are the most important challenges facing Spanish education?
• Have dimensions such as socio-emotional education, values, equity, the professional development of teachers or the autonomy of schools been sufficiently considered beyond the fact that they are written in legal texts?
• What initiatives should be promoted?

III. Submission of proposals

Contributions to this issue will allow a better understanding of the education system in some of its dimensions and of the most influential factors, as well as highlighting the strategies that best contribute to improving its functioning and the positive assessment of society.

Deadline: April 21st, 2025

Information for authors: https://www.educacionyfp.gob.es/revista-de- educacion/normas-presentacion/articulos.html

Special Issue: The meaning of teaching history

Guest editor

• Prof. Dr. Antonio Canales Serrano.Catedrático de Historia de la Educación. Complutense University of Madrid

History has been a central component of school curricula. Historically, its main mission was to provide the epic tale of a community struggling for its existence since the dawn of time. It thus responded to the nationalising aim of the nineteenth century national education systems and their desire to create Frenchmen, Italians or Spaniards. To the geographical imaginary delimited by strictly political borders was added, for each child, a collective becoming that gave meaning to the current political community, one culturally unified in the subjects of language and literature. A territory, a language and a past were the pillars on which the nation was built at school.

The way of doing history that underlay this approach was strongly challenged from the mid-twentieth century onwards and was eventually displaced from the disciplinary field by social history. But before this shift had time to be transferred to the field of education, the postmodern challenge shook the foundations of the discipline itself. New voices from new collectives today make up a contesting polyphony of narratives about the past which, far removed from the unidirectional order of the national epic, is emerging as an evanescent mass of confusing profiles in continuous transformation.

This liquid past raises the question of the meaning of the teaching of history in our schools. Does history still play a role in the shaping of our societies and the way they work? Are we going to replace the old contested national narrative with an axiological archaeology that guarantees the moral pedigree of those people or groups we consider worthy of being included in the Olympus of memory? Does it still make any sense to transmit a vision of the past based on grey social processes that have led to the present? Would it not be more democratic and plural to provide the new generations with rhetorical resources to challenge and participate on equal terms in the battle for the narration of a felt past that makes sense according to their political agenda at any given moment?

This special issue aims to supply a range of positions on all these questions that go beyond purely didactic issues.

• Deadline for the articles´ submission: September, 15th, 2024
• Information for authors and researchers: https://www.educacionyfp.gob.es/revista-de-educacion/en/envio-articulos.html

Special Issue: Compulsory education: an open debate

Guest editors

• Enric Prats.Universitat de Barcelona.
• Tania Alonso Sainz. Universidad Complutense de Madrid.

In 2023, the Report done by the Spanish State School Council included the need for "debating the extension of mandatory training and education up to the age of 18" to improve education.

For decades, there has been an expansion "above and below" of compulsory schooling, even up to 19. Some surrounding countries implemented these actions but often in isolation from other collateral actions.

The reasons given are both pragmatic, in the sense of reducing the impact of school dropouts, and strictly pedagogical, related to the need to fully address comprehensive schooling over an extended age range to fulfil the right to education.

This debate challenges the vast education panorama: Long-life learning, post-compulsory education, access to higher education, job insertion, vocational training, the very function of the state school apparatus, and even the very meaning of education and the role of teachers.

This Special Issue aims to collect qualitative and quantitative research works, comparative studies, theoretical essays, and systematic reviews of studies addressing compulsory education. We welcome articles for historical, comparative, or legislative perspectives and even conceptual discussions about bordering terms and constructs, including topics such as public school and the role of the State, alternative or complementary schools, the role of freedom and the right to education, homeschooling, unschooling, etc.

In summary, the Special Issue aims to answer and generate new questions based on the following inquiries:

• What reasons are given for the progressive expansions of compulsory schooling in a historical and comparative key? What results have these expansions offered in terms of increasing educational quality and inclusion, reducing school abandonment and disaffection?
• On what arguments are the defence and offensive against compulsory schooling based? What solid alternatives to compulsory education guarantee the right to education? What gaps do public systems present that prevent quality education from being guaranteed?
• What pedagogical, social, cultural, and even economic and labour implications are pointed out with the expansion of compulsory education from 4 to 18-19 years?
• What effects does the structural reform of stages of the educational system have on other areas, such as the curriculum, educational organization and management, academic and professional guidance, and the role and training of teachers and other education professionals, among others?

• Deadline: January, 30th 2025
• ​Information for authors and researchers: https://www.educacionyfp.gob.es/revista-de-educacion/en/envio-articulos.html

• Special Issue: Repetition and school dropout. Policies for the frontiers of education systems.

Guest editors

• Prof. Dra. María Castro Morera (Universidad Complutense de Madrid).
• Prof. Dra. Eva Expósito Casas (Universidad Nacional de Educación a Distancia).

Keywords: dropout, early school leaving, grade repetition, school vulnerability, truancy, second chance programs, school failure, educational policy, educational system.

I. Introduction

At the outer and inner borders of the educational system are the most vulnerable students. These are students who have serious difficulties during their compulsory education and/or are students who have left the system without secondary certification. In Spain, early school dropout rates are a major concern as they are still well above the European Union rates, although they show a clear decrease since 2010. Suitability rates are also rising at secondary level and are among the highest among OECD countries.

The limiting effects that grade repetition and early dropout have on the present and future of students and their social repercussions accentuate/make more important the role of new educational policies to address this serious problem. From reflection and research, evidence can and should be provided to inform the design of these policies. Some studies suggest that dropout, sometimes without return, will be conditioned by complex and diverse factors, including grade repetition, gender, lack of school support, or social or economic vulnerability, among others, and that it could be preceded by some behaviors that place the subject in a situation of dropout risk, such as absenteeism, segregation or conflict in the classroom. These factors are also common to the precursors of grade repetition. It is necessary to know and understand the determinants of dropout and repetition.

In this context, it is necessary to ask ourselves about the capacity of the systems to “retain” the students who have the greatest needs and whose irregular trajectory throughout their schooling puts their future at serious risk. How does the system adapt to the characteristics and individual needs of these students? What alternatives are there? Is it possible to develop an accompanied schooling for those students with greater difficulties? Do teachers have the means and resources beyond grade repetition?

The objective of this monograph is to provide contrasted knowledge to researchers, educational policy makers and the educational community in general, in order to define a common knowledge space to design policies that contribute, on the basis of diverse evidence, to the understanding and prevention of students with school vulnerability.

II. The proposed monographic issue addresses six main topics:

A. Who are at the frontiers of the educational system? Analysis of the differential profiles (motivational, aptitudinal, academic trajectory, social and economic vulnerability...) of students who drop out or repeat.

B. What is the capacity of educational systems to retain students at risk of dropping out? Is school really a place for everyone? Is it possible to better meet the needs of each student? Are there educational, organizational and/or social alternatives to the educational policy of grade repetition? Analysis of the various educational policies, organizations and models and their impact on teaching and learning processes and outcomes.

C. Is the post-compulsory education system sufficiently diversified to accommodate all students in the face of the new competencies and learning required for the 21st century? Examination of educational pathways in the face of the new challenges facing schools and teachers.

D. Is there a possibility of return? Study of the feasibility of second chance pathways.

E. What is the situation of adults whose education is incomplete? Consequences of dropout and repetition.

F. Are there advanced indicators of the risk of repetition and early school dropout? Is it possible to construct an index of school vulnerability? Approaches to the construction and estimation of school vulnerability indexes.

III. Submission of proposals:

Contributions to this special issue will shed light on the understanding of this complex phenomenon, guiding new policies and practices in dropout prevention, be they theoretical, methodological, comparative or empirical in nature.

Authors are encouraged to submit studies that contribute to the current debate on the various strategies, policies and innovative educational practices and new perspectives that can help reduce dropout and promote second chance programs.

• Deadline for submission of manuscripts: February 1, 2025.
• Information for authors:https://www.educacionfpydeportes.gob.es/revista-de-educacion/normas-presentacion/articulos.html [Nueva ventana]

Monográfico | “Transformación educativa: medio siglo tras la muerte de Franco"Salto de línea Editor invitado

• Álvaro Marchesi. Profesor Emérito. Universidad Complutense de Madrid.

I. Introducción

El año 2025 es el 50 aniversario de la muerte de Franco. Con motivo de ello, la Revista de Educación ha considerado importante analizar las transformaciones que se han producido en la educación durante estas cinco décadas.

Es un tiempo que comienza con la aprobación de la Ley General de Educación en 1970 que se promulga durante la dictadura y que continúa durante la democracia con la aprobación de la Constitución y con distintas leyes impulsadas por gobiernos de diferente signo político.

Lo que se comprueba una vez más durante estos años es que los retos de la educación son enormemente dependientes de las transformaciones sociales y culturales y que las respuestas que se proporcionan están influidas por los valores sociales dominantes y por las ideologías políticas de sus gobernantes. Además, no se puede olvidar en estos cambios el peso de la Unión europea, la influencia de los países de nuestro entorno y el ascendiente de las agencias internacionales de educación.

Estos factores tienen relevancia en un sistema educativo ampliamente complejo configurado en torno a una gran diversidad de objetivos, modelos de formación, selección y apoyo al profesorado, redes de centros, procesos de enseñanza, aprendizaje y evaluación, organización escolar, dirección y supervisión, materiales educativos y financiación, por citar los más destacados. Todo ello afecta a la vida de las familias y de los alumnos y también de los docentes porque se les pide que adapten su trabajo a las demandas y exigencias que se van planteando.

II. Contenido

El número monográfico pretende reflexionar, impulsar el debate y generar nuevas respuestas antes los desafíos siguientes:

¿Cómo se valora el impacto que han tenido en la enseñanza y el aprendizaje del alumnado las diferentes leyes aprobadas desde la Ley General de Educación en 1970 hasta la LOMLOE de 2020?Salto de línea ¿Qué limitaciones han presentado y qué cambios deberían realizarse?Salto de línea ¿Se ha avanzado en la reducción de la igualdad de acceso, de participación y de resultados o no lo ha hecho según se esperaba?Salto de línea ¿Cómo reducir el efecto del contexto sociocultural del alumnado y de los propios centros en los aprendizajes de los alumnos y alumnas?Salto de línea ¿Hasta qué punto el currículo ha incluido eficazmente temas como la equidad, la igualdad de género y la sostenibilidad?Salto de línea ¿Cómo ha cambiado el rol de la inspección educativa?Salto de línea ¿Cuáles han sido los principales cambios en el currículo?Salto de línea ¿De qué forma ha evolucionado la participación de la comunidad educativa?Salto de línea ¿Cómo se ha desarrollado y ha evolucionado el liderazgo escolar?Salto de línea ¿Qué ventajas puede tener la existencia de tres redes de enseñanza, pública, privada y concertada que existen durante estos años?Salto de línea ¿Contribuyen con eficacia a la pluralidad de la oferta educativa o generan diferencias entre el alumnado que accede a cada una de ellas?Salto de línea ¿Está cumpliendo el currículo su función de orientar los procesos de enseñanza y de aprendizaje y la formación del profesorado?Salto de línea ¿Es un acierto el diseño del currículo por competencias?Salto de línea ¿A qué retos se enfrenta el desarrollo de un currículo de estas características?Salto de línea ¿Se ha avanzado en España lo suficiente en la respuesta a la diversidad del alumnado y en la inclusión educativa?Salto de línea ¿Qué iniciativas serían convenientes impulsar en este campo?Salto de línea ¿Está consiguiendo la Formación Profesional un mayor aprecio de la sociedad y del alumnado?Salto de línea ¿Qué iniciativas están contribuyendo a su mejor o peor aceptación?Salto de línea ¿Ha cumplido sus objetivos la descentralización del sistema educativo?Salto de línea ¿Habría que incrementar la capacidad de gestión centralizada del Ministerio de Educación en algunos ámbitos o avanzar en modelos más descentralizados?Salto de línea ¿Existe una suficiente participación de la comunidad educativa en los centros docentes?Salto de línea ¿Se sienten las familias comprometidas con el proyecto educativo del centro?Salto de línea ¿Cuál debe ser la función del equipo directivo y la forma más adecuada de elegirlo?Salto de línea ¿Qué tipo de materiales son más necesarios para la enseñanza y el aprendizaje?Salto de línea ¿Ha de avanzarse hacia una mayor presencia del uso de la tecnología en las aulas o es mejor volver a los libros, materiales o proyectos pedagógicos escritos?Salto de línea ¿Cómo valorar las competencias del alumnado a lo largo de estos años?Salto de línea ¿Qué resultados ofrecen las evaluaciones internacionalesSalto de línea ¿Qué otros indicadores es necesario tener en cuenta?Salto de línea ¿Cuáles son los retos más importantes de la educación española?Salto de línea ¿Se han tenido suficientemente en cuenta dimensiones como la educación socioemocional, los valores, la equidad, el desarrollo profesional de los docentes o la autonomía de los centros más allá de que estén escritas en los textos legalesSalto de línea ¿Qué iniciativas sería conveniente impulsar?

III. Presentación de propuestas

Las contribuciones a este número permitirán una mejor comprensión del sistema educativo en alguna de sus dimensiones y de los factores más influyentes, así como destacar las estrategias que mejor contribuyan a mejorar su funcionamiento y la valoración positiva de la sociedad.

• Fecha límite: 21 de abril de 2025
• Información para autores: https://www.educacionyfp.gob.es/revista-de-educacion/normas-presentacion/articulos.html