Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Careers' support is crucial in residential care and in the resources for the transition to adult life for care leavers. This qualitative study aims to describe and compare the socio-educational accompaniment carried out in the resources for the transition to adult life in Andalusia and Catalonia, and to analyse the difficulties, needs and challenges of professionals from a comparative perspective. Semi-structured interviews were conducted to 19 professionals from housing and employment guidance resources in both communities. Our results show that the process of accompaniment and follow-up are similar, although in Andalusia the socio-occupational guidance has a stronger importance. In both communities, the work plan and the mentoring process are the key tools. On the other hand, the lack of time to work with young people, to create an emotional bond with them, and the difficulty in communicating with young migrants are the most relevant difficulties encountered by the professionals. The main differences between communities arise regarding the training needs and the challenges of the intervention: in Andalusia, all those aspects related to the administrative situation of young migrants and the specific training opportunities for young people are the most stated. At the same time, in Catalonia, aspects linked to socio-emotional support, integration and social participation of young people stand out. We conclude that these differences are mainly because of the characteristics of the resources. Our suggestion, as a way of improvement, is that all the stakeholders should work together, with special implication of the Administration. At the same time, we encourage the development of longitudinal studies at a national level.

Community Colleges are comprehensive higher education institutions, offering a wide range of official and non-official programs under one roof. They offer academic transfer programs, vocational programs, continuing education as well as remedial programs required to enter into higher education. Therefore, community colleges confer a wide range of varied degrees demanded by businesses or by the community; from less than a 1-year diploma, to bachelor’s degrees. This multiple array of programs helps meet the needs of a diverse student body, made up of different people with the common goal of obtaining a higher education. Consequently, they have contributed to the U.S.A.’s socioeconomic development during more than a century, by encouraging the U.S. population to continue studying. The community college bestowal to society would not have been possible without offering flexible programs and an open door policy. These programs help meet the community’s vast and diverse needs and enable them to face and overcome the economic uncertainties that the future may bring. The various statistics presented in this paper have confirmed the close ties between the population educational attainment and the country’s economic growth. By using a descriptive-explanatory method of the large bibliography employed, along with the author’s experience in these institutions, this paper delves into the role that said institutions could play in today’s societies. Therefore, this research study attempts to establish itself as a starting point to further explore the benefits of either partially or fully adapting the community college model into the Spanish higher education system. Spanish economy and labor market would certainly improve. Indeed, Spain could benefit by implementing this model. It would help increase their population’s low educational attainment, which would in turn enable them to affront the technological, social and economic challenges of this decade.

The recognition of full competences in education by the Spanish Autonomous Regions and Autonomous Cities in the 1990s led to the establishment of a large number of educational curricula. However, with the arrival of the LOE and the LOMCE, each one these regions decreed its own Primary Education curriculum. The main objectives of this study have been, firstly, to analyce and compare the general objectives of Primary School stage established in the LOE and the LOMCE with those defined in the regional curricula derived from these laws and, secondly, to know the relationship between the similarity between the similarity of the compared objectives and the party politics of the governments that elaborated them. The sample is made up of all the regional curricula from both legislative periods (N = 36). In order to collect the information and compare the documents, an ad hoc instrument has been developed which includes a model of analysis and has made it possible to establish a Level of Curricular Similarity (LCS). Taking into account the level of similarity and difference found between each of the Primary School general objectives of each Autonomous Region with respect to its corresponding national objective, the following categories of analysis have been established: copied; expanded; reduced; modified; eliminated; and new creation. At the same time, it has been considered pertinent to allude to the subject matter of each of the objectives maintained or altered by each of the autonomous communities in order to find relations of similarity between the curricular decisions taken by these with respect to the national standard. The results show the disparity that some of the curricula present in their autonomous concretions, both inter- and intra-community, as well as the influence of the political tendency in this regard.

In a context in which the interaction between different cultures is increasing, education plays a fundamental role in the formation of citizens capable of taking part into the global society to which they belong. Spain, Finland and Ireland are countries belonging to the European Union (EU) that present a great cultural and linguistic richness; therefore, this research seeks to analyze and compare the similarities and differences in the curriculum of the compulsory stage regarding the terms of sociocultural and linguistic diversity in these countries. For this research, a qualitative study of each legislation has been carried out in order to juxtapose the results and finally to elaborate a comparative analysis that allows us to establish a series of considerations and conclusions. The following pages show a clear importance of interculturality and diversity in the curriculum, especially in the subjects of "History", "Religion", "Physical Education" and second languages. This content is presented from a transversal perspective, thus favouring an intercultural education based on respect for diversity and the development of a cultural identity of its own.  

The acquisition of Informational Competencies by university students for the development of academic works, has become a key element along their training process. The objective of that study has been the identification of the differential elements in the importance and motivational mechanisms that are given to the study plan of the Education degrees of the University of Cordoba (Spain) and the Autonomous University Benito Juarez from Oaxaca (Mexico). The obtained results reveal that for Higher Education students, the acquisition and development of ICs are valuable for their academic development, giving greater relevance, in most of its constituent elements, to Mexican students versus Spanish ones.

The article addressed a latent problem in Cuban Technical and Professional Education, related to the professional training of students from polytechnic schools in business contexts. Its general objective was to characterize the historical-logical evolution of said training, establishing in each implemented model the behavior of essential categories that reach the status of conceptual nuclei, such as: teaching-learning process, professional process and polytechnic school-company integration. The research had a qualitative approach of an explanatory nature, relying on methods of the theoretical level and the empirical level that allowed the analysis and characterization of the models implemented in the last 60 years of Cuban Technical and Professional Education, demonstrating the highest validity in the model of shared professional training. Key words:  Technical and Professional Education, polytechnic school, company.

The present research seeks to establish what has been the academic production that has dealt with the issue of the implementation of the STEM (Science, Technology, Engineering and Mathematics) and STEAM (Science, Technology, Engineering, Arts and Mathematics) models in the educational systems of Colombia, Spain and the United States, between the years 2014 to 2021. For this a systemic review of the literature is used, taking into account the process of search, description, evaluation and analysis of bibliography related to the STE (A) M model, both in the implementation of activities in the classroom and without the implementation of activities as well of some documentary analysis. As a result of this review, enriching questions are evidenced regarding educational strategies for the development of computational thinking and engineering, as well as the strong influence of scientific and mathematical thinking on the STE (A) model and its reconfiguration for the inclusion or participation of the arts, it also highlights issues related to government efforts and society as a whole to strengthen the accessibility and permanence of young people in STE (A)M programs, recognizing the importance of the gender and diversity categories cultural. This results in a discussion regarding aspects that have been annexed to the fundamental pillar of STE (A) M education, such as scientific literacy, as well as in the identification of the approaches found in the literature about the need or relevance of engineering in society, science teaching and its implications in the development of STE (A) M competencies, understanding of some perspectives in new methodological proposals, STE (A) M models in Colombia, Spain and the United States, the needs related to the inclusive aspect of gender, among other issues that are developed in the scenarios of the school.

Faced with the Covid-19 contingency, many public and private universities worldwide had to suspend all face-to-face activities and develop academic continuity plans with the objective of assuring the permanence of university formation.  It is in this sense that this paper submits the results of a comparative study regarding the academic continuity plans developed by private institutions of higher learning originating from the Covid-19 pandemic.  A qualitative design was used in a series of semi-structured online interviews of university professors from the University of Monterrey (Mexico) and the Francisco de Vitoria University (Spain). The analysis was carried out from a comparative point of view to determine convergences and divergences in four categories: access, availability, use and shaping of Information and Communication Technologies; academic activities; teaching-learning processes; face-to-face academic continuity. The results revealed that there are convergences in the four categories analyzed in both university contexts. It is evident that the academic continuity plans of the University of Monterrey and the Francisco de Vitoria universities share equivalent characteristics and strategies. Similarly, it is shown that both private universities developed actions within the administration departments in order to offer prompt and pertinent answers in coordination with other departments. Likewise, it became evident that both universities had continuous improvement projects prior to the contingency that allowed them an immediate response for the continuance of academic activities. Finally, this paper seeks to contribute to the literature on the effectiveness of private sector university academic continuity plans.

Special attention should be paid to flexibility in order to adapt to the diversity of students. The aim of this research is to analyze the presence of Universal Design for Learning (UDL) in the Spanish Primary Education curriculum, both at a general and Autonomous Community level. The study presents a descriptive design of mixed analysis, using documentary analysis as research methodology. The sources of analysis were the Spanish state and autonomous community regulations that develop the Primary Education curriculum. MAXQDA 2020 software was used for data analysis. The results show that the fundamentals of the UDL predominate in the curricula developed by the Autonomous Communities, and it is concluded that there is still a long way to go in the field of inclusive education and the UDL. The development of a curriculum based on the UDL is a key opportunity to strengthen participation, especially of students and families in the curriculum.