Call for original submissions for a monographic issue of Revista Española de Pedagogía on: “The LOMLOE amidst the challenges of the Spanish education system in the 21st century”


The accelerated evolution of the social and economic context has increased, like never before, the expectations of countries regarding their education and training systems. Governments, multi-lateral bodies, business organisations, think-tanks and foundations —from both the education sector and the social sphere—, as well as scholars of different specialisations, have stressed the vital importance of the challenges associated to improving the quality of education, the personal development of youths in new circumstances, and of collective collaboration in the task of preparing both individuals and society for a future underpinned by globalisation and the technological revolution.

The reflection and analyses have also encompassed the profound consequences that the COVID-19 pandemic will have on the world’s societies and economies, the effect of which will be felt with great unevenness around the globe in the short, medium and long term.

Now, in the 21st century and fully immersed in the pandemic, Spain has implemented an educational reform through the publication of Organic Law 3/2020 of 29 December, amending Organic Law 2/2006 of 3 May on Education (LOMLOE).

Obviously, legal reforms on education, in a democratic system, must be geared towards reconsidering policies so that the education system meets current needs. As such, the legislative power is expected to consult a number of social bodies to establish the most important reforms. Scholars and those who are dedicated to reflecting on education, in an exercise of social responsibility, should have the chance to contribute to such task by analysing the foundations of educational reforms and by studying them in light of the educational purpose, current challenges and evidence available. That is the aim of this monographic issue which, with a constructive spirit, entails, in fact, an exercise in the social transfer of academic work on the LOMLOE.

Based on numerous analytical approaches, conducted over the last decade —from both educational research and institutional reports—, and validated through extensive international consensus, a set of challenges the Spanish education system is facing in the 21st century has been identified, which can form the basis on which to structure this monographic edition of revista española de pedagogía.

The topics we propose for this monographic issue seek not by any means to exhaust the areas of interest of educational reforms in Spain, but rather to facilitate a meaningful vision, an analytical perspective with legislative aspiration of what it should be, in order to confront what it actually is, in terms of the approach behind the recent reform of the Spanish education system, while welcoming other perspectives received from our readers. The set of topics is as follows:


1. The basic goals of education and the handling of controversial topics in educational action.

2. The improvement of school grades as the main concern of the education system.

3.  The selecting and training of teachers in the 21st century.

4.  The management of schools and the increase in autonomy of education centres, using systems of accountability.

5. The updating of the curriculum to meet the challenges of the future from an international perspective.

6.  New guidelines for regulated professional training, consistent with the dynamism of the production system.

7. The quality of the governance of the education system.

8. The funding of the education system, according to efficiency, effectiveness and equality criteria in the use of resources.

9. The policies to foster real equal opportunities.

10. The regulatory quality of legal frameworks.


In all cases, the foundations and characteristics of the challenge chosen will have to be explained in the original submissions put forward for this monographic issue, as well as the extent to which, where applicable, it is covered in the law and the appropriateness of the way in which it is addressed in the legal text.

The period for submissions is open until 15 September 2021. The guest editor of the monographic edition is Professor Francisco López Rupérez. Submissions in response to this call must be prepared in accordance with the Author Instructions, which can be found via this link, and they must be sent to the email address:


Francisco López Rupérez has a PhD in physical sciences from the Complutense University of Madrid and is a professor of secondary school education. Throughout his career, he has combined reflection with action in the area of education policy. He is the author of over a dozen books and one hundred publications in specialist Spanish and foreign-language journals. He has been the Managing Director of Education Centres and the General Secretary of Education and Professional Training for the Ministry of Education and Culture, and Chairman of the State School Council. He has held the position of Counsellor of Education of the Permanent Delegation of Spain to the OECD and UNESCO, with headquarters in Paris. He has been awarded with a National Prize in Educational Innovation and Research and with the Grand Cross of the Civil Order of Alfonso X the Wise. He is currently the director of the Chair in Educational Policies and director of the Master’s degree in Policies and Governance of Education Systems at the Camilo José Cela University.