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The article takes a critical view of State intervention in education and questioning their value. This idea is based on some fundamental principle of the Austrian school of economics and the concept of price. State intervention in the education is a fatal arrogance because State Administrators underestimate educational potential of society and believes that they have the power to know better than thousands of people the specifics educational needs and resources required for of all regardless of individual situations and backgrounds. Furthermore,

Schools are going through a deep crisis in Europe. For the sake of democratization", many of them, in many European countries, have been homogenized. There is no longer selection, no channels of excellency. This makes impossible the normal, efficient training of scientists, engineers, experts, and, generally speaking, intellectual elites. This situation has resulted in weakening Europe by compari son with its main rivals in sciences, technologies and economy, America and Asia, where more competitive educational organizations exist. As this dangerous,

The article analyzes the funding system of universities in Spain and suggests proposals to improve it thus promoting Spanish economic growth and welfare. The analysis of different statistical sources from a new point of view leads to the conclusion that it would be desirable to provide universities with more resources through tuition fee increases. In parallel, to guarantee universal access to universities the scholarship policy should be promoted. It also suggests the need to design and introduce a regional incentive system to encourage a specialization

The article discusses the reform of the Swedish welfare state in relation to the educational system started from the 90s. The principles of this reform is based mainly on the creation of private school sustained with school vouchers and increasing the freedom of choice. The consequence of these policies represents a profound change in promoting the concept of the State that wants to move from a Welfare State to be a Empower State. 

One of the social policies main topics in modern societies is the university studies. It is not irrelevant to the policy maker that university students are the new voters. But the birth of the universities in the Middle Age was the result of students and teachers rebelliousness against the power of the State. The reason of this paradox is the difference between the objective of university education then and now. This paper is an approach to the libertarian point of view of university education. An explanation of the present inefficiency is analysed,

The massive arrival of students of immigrant origin in Spain has visibly altered the traditional configuration of schools, where ehtnic, cultural and linguistic diversity is becoming increasingly manifest. This situation is worth being mentioned as much as it affects all the different Communities in the country, even more clearly Catalonia, where the Educational System is organised under the parameters of bilingual education. In all likelihood, the most relevant theoretical basis for such a system is the Linguistic Interdependence Hypothesis, developed

This article is about the topic of authority in the context of a family, specifically within the educational aspect. From a theoretical point of view we remind how it is often disqualified by equating it with authoritarianism. This process was originated in a socio-political context and then pa ssed to education, especially in educational institutions and the family. We show the necessity of educational authority and review the conditions of its legitimacy by reviewing research on the subject both from a theoretical as from a practical point of

This paper addresses a commonly neglected aspect of the right to education, as is its nature or cultural dimension. First, we analyze the cultural rights as human rights and the scope of its positive codification in education, with special attention to minority rights. Secondly, we approach the content of the right to education as a cultural right. In this respect we focus on the following topics: the development of personal identity; learn in their own language, developing basic learning needs, and other elements such as the humanities and civic

This article has as main objective to know the problems facing the teacher when working in the diagnosis of students with Attention-Deficit Hyperactivity Disorder (ADHD). The research, with a exploratory and qualitative character, used the cause study" system and the semistructured interwiew to obtain the data. The results reveal the most important problems that teachers have in the collaborative process and offer some diagnostic guidelines for the multidisciplinary work that provides significant data for the final decision.