Foundations of good education in the spanish territorial structure: policy, society and education in a jointly development project

Abstract

[EN] Spain has a model of territorial decentralization, agreed and legitimized from the 1978 Constitution, implemented in the eighties and part of the nineties of the last century by the Socialist Party. A model combines linguistic and cultural identities with administrative and geographical criteria that are specified in the 17 Autonomous Communities. In educational terms, these “to the charter” organization territories are expressed in the 17 quasi-states of education with different levels and scales of educational quality. Some territories are perfectly comparable to international high-performing countries; these are the cases of Castilla y León, Galicia, Madrid or Navarra. In others, those of the South, the effectiveness and efficiency of the education system is below the national average and also below the average of the OECD member countries. The problem to be investigated focuses on the argumentation and contextualization of education in the most advanced territories; I mean, why the good education? In the methodological order, we have to show that we start from a qualitative approach that aims to analyze, understand and explain. For this, we rely on the CCS (Comparative Case Study) based on the contributions of Vavrus and Bartlett [1]. In the section referring to the findings, we must show that we can present the evidence, based on the perceptions of social and school actors, that the trilogy formed by politics, society and pedagogy make up a common project of unity in participation, protection and constant improvement of school practices. This triangular connection is the key to success and therefore good manners. The work is divided into sections with the good intention of explaining the limited regional / territorial studies devoted to pedagogical issues; the imaginary of the “horizontal actors” of education (they inform us of social culture, of society / education relations, of the regulation of political action / mentality, and the “school” dimension of decisions).