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

N/A

This paper uses the data from the Household Budget Survey (EPF), issued annually by the National Institute of Statistics (INE) of Spain. This survey provides disaggregated data that allows to isolate household expenditure on private tutoring, while excluding out of school extracurricular activities which are not considered part of the Shadow Education (SE) system. Besides, EPF data is crossed with those from the 2019 Household Expenditure on Education Survey (EGHE), also carried out by INE, which provides data even more disaggregated on SE expenditure patterns. The paper focused on the evolution of SE spending in Spain between 2006 and 2021, a period that featured two global economic crisis – the Great Recession and the Pandemic – with a formidable impact on household financial resources and spending priorities. However, overall spending on SE tripled between 2006 y 2017, and the number of households that spent on SE doubled. Only the confinement in 2020 and the post-pandemic economic crisis appear to be slowing down the otherwise dramatic expansion of SE, according to the 2021 EPF data. Further, the paper focuses on student consumption rates of SE, by schooling stages, spending quintiles and school type (public, private or PPP), and spending by curriculum subject or area. We find that the percentage of students receiving private tutoring in Spain is considerable, 47 percent, with a floor of 30 percent in the poorest households and a ceiling just over 60 percent among the wealthiest. Both in the public and PPP school networks, spending on SE in the richest households triples that of the poorest ones. Building on these data, the paper suggests an analytical model on the accelerating factors of demand for SE, followed by conclusions on its political implications, both globally and specifically for Spain.  

El supuesto aumento del número de docentes temporales contratados por agencias de empleo privadas ha generado un acalorado debate. Al mismo tiempo, se sabe poco sobre el alcance del sector de empleo privado de docentes y de la composición del colectivo de docentes temporales. Utilizando una encuesta laboral amplia y representativa, proporcionamos el contexto para el debate y examinamos la escala y el desarrollo de la enseñanza temporal en los Países Bajos. Además, describimos las características de los docentes temporales y sus puestos de trabajo. Comprobamos que la cantidad y la proporción de docentes temporales en la enseñanza primaria y secundaria se ha duplicado con creces durante la última década. Además, mostramos que los docentes relativamente jóvenes, de sexo masculino y de origen inmigrante son más propensos a ejercer la docencia temporal. Nuestro estudio también muestra que los docentes temporales trabajan menos horas y, de media, ganan menos.

In the context of accelerated digitization of education, most public schools are using commercial digital platforms such as Google or Microsoft. This phenomenon, intensified during the COVID-19 pandemic, needs to be understood and analyzed by different perspectives and actors to find answers that allow for more sensible and secure use of these tools in educational contexts. In this scenario, this article explores the narratives on the protection of the privacy of users of digital platforms in schools and the protection of children's rights by the main actors in the educational field. The qualitative study is based on 14 interviews with key informants and analyzes their positions and statements concerning the use of commercial digital platforms in schools, the management of data, children's rights and the right to privacy. The results of this research shed light on the discursive tensions between the different educational actors around the entry of digital platforms of technological corporations in public schools.

The main purpose of this article is to offer a comparative view about different measures which have been used to study teachers’ job satisfaction. Following the basic principles of Comparative Education, the paper carries out a theoretical review concerning different instruments used to assess teachers’ job satisfaction. As a result, a synthetic table with the nine most outstanding instruments and their main characteristics is presented. In addition, a compilation of the most relevant studies in which each of these measures has been used is carried out too. Finally, the manuscript discusses the suitability and the need to devote future research to reflection on the selection and adaptation of these measures to other contexts.

La industria educativa se encuentra en plena expansión. Así se manifiesta en la creciente demanda educativa y en la creación de nuevos mercados. También en la extensión geográfica de numerosos negocios educativos, y en elcrecimiento económico del sector. Asesores financieros como GSV-Advisors y HolonIQ tasaron el valor del mercado de la educación mundial en 6,5 billones de dólares estadounidenses en 2020 y creen que alcanzará los 10 billones de dólares en 2030[1]. La emergencia de nuevos productos, marcas, nichos de mercado, fusiones y adquisiciones entre empresas hacen de la industria educativa un sector en auge y en constante cambio. El concepto de "industria educativa global" (IEG), originalmente acuñado por James Tooley (1999) para describir la creciente centralidad de la provisión educativa privada en los países de bajos ingresos, ha devenido pertinente y ha cobrado relevancia recientemente para capturar un fenómeno que va mucho más allá (Verger, Lubienski y Steiner-Khamsi 2016; Parreira do Amaral, Steiner-Khamsi y Thompson 2019). Actualmente la industria educativa cubre un mayor número de ámbitos de actividad, de territorios y de actores de lo que contemplaban los primeros estudios sobre el tema. Se constata también que, si bien el sector público es un actor clave en la industria educativa, tanto en su rol de regulador como de proveedor de servicios, en las últimas décadas el sector privado ha adquirido un papel todavía más preponderante. Con ello, han emergido nuevas lógicas de acción y formas de comercialización y lucro en el sector.    

Introduction: Investigating the role of teachers in university education as main actors involved in educational processes that occur in classrooms has been decades. Teaching work is complex because it is crossed by different factors that mediate its actions and decisions. Teachers adopt different positions that are opposed, reaffirmed and negotiated in interactions with their peers and students. Method: The present work is a qualitative study that aims to show the acts of meaning (Wenger, 2001; Bruner, 1990) that some high school and undergraduate teachers of the National Autonomous University of Mexico (UNAM) construct about the teaching and professional university training according to relationships with other teachers and students. Results: Participations in eight focus groups based on the various discursive resources used were analyzed, giving rise to specific ways of conceiving teaching and teacher training. Conclusion: Among the main conclusions is that the meanings about teaching and teacher training are understood as qualities and movements in the relationships between the actors involved in educational practices. The monological approach accounts for three fundamental meanings: that of contentious teaching, the idealized and the one centered on didactics; while the dialogical approach is built in movements of three types: collaborative, reflective and inclusive teaching.

Is a State Pact for Education in Spain possible? Since 1978 there has been a succession of seven educational laws of an organic nature, enacted and repealed according to the political sign of the party that entered the Government. At present, the new politics has put an end to the current bipartisan model, forcing the parties to establish negotiations in order to achieve power. In order to carry out this research, four units of comparison have been developed that serve to analyze the electoral programs of the parties with the greatest representation in Congress after the last general elections held in November 2019. The objective is to find points in common that could favor consensus or, on the contrary, others that show evidence of the lack of agreements. The selected comparative units are related to proposals that have raised parliamentary or social debate and that, therefore, may hinder the negotiation processes: financing of the educational system, educational inequality, educational freedom and vehicular language of instruction. The article begins by addressing from a historical perspective two key aspects, the left-right ideological confrontation, so marked in Spanish democracy, and the failed attempts of pact carried out in Spain, which allow us to understand the factors that have led to the still non-existence of a state pact. The study continues with a detailed analysis of the political measures on education proposed by the selected parties from the perspective of the comparison units designed. The political polarization within the left-right spectrum, the social pressures and the historical weight of different organizations make us foresee the few possibilities that currently exist in Spain when it comes to reaching a state pact for and in favor of education.

This article is the result of an investigation focused on the analysis of public policies for elderly care in Spain and Brazil. Our concern was to know the mechanisms of elaboration and application of these policies, as well as the possible connections between the national, regional and municipal policies of each country analyzed. The selected method was Compared Case Study (CCS), which allows the researcher to investigate in an effective way the impact of a policy and its applicability. The results show that in Spain policies are materialized in the perspective of education and prevention of diseases and limitations arising from aging process, while in Brazil, the guidelines for active aging are in place, but the materialization takes place, primarily, on curative measures.