The eight normative frameworks of educational legislation Spanish (1980-2013): analysis of school management
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Abstract
Thirty-three years, eight laws; one every four years in an arithmetic average. This situation serves to offer an explanation of what is happening in Spain within the current educational perspective, where the most objective paradigms such as PISA reports put us in a daunting scenario and offer a hopeless vision of the future. In addition, the political events and the ineffectiveness of the last attempt at a pact for the education in 2018 is also not that effective. This agreement was intended to put an end to this normative carousel marked by decisions and political interests and not by the educational or social needs of our students. Finally, in the normative analysis carried out, it also focuses attention on the description of how school leadership has evolved in educational regula-tions (access and selection).
How to Cite
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School leadership, Educational laws, historical perspective, PISA
Montero, A., La ley de Instrucción Pública (Ley Moyano, 1857) [en línea]. Cabás: Revista del Centro de Recursos, Interpretación y Estudios en materia educativa (CRIEME) de la Con-sejería de Educación del Gobierno de Cantabria (España). N.º 1, junio de 2009.
Sevilla, D. (2016). La difícil traslación a una política de gobierno de un acuerdo constitucional forzado. La Unión de Centro Democrático y su malograda Ley Orgánica del Estatuto de Centros Escolares (LOECE) de 1980, Historia y Memoria de la Educación, 3, 45-70.
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