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  The rapid pace of social and economic development has increased countries’ expecta­tions of their education and training systems like never before. Governments, multilate­ral bodies, business organisations, think-tanks, and foundations — from both the educa­tional sector and the wider fabric of society — as well as academics from a range of fields have underlined the critical importance of the challenges associated with improving the quality of education, developing young peoples’ personalities in the new circumstances, and joint

The LOMLOE (Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education), like any other law con­cerning education in an advanced democratic society, puts in place a new system to achieve the aims of education. However, as with any other education law, its wording and imple­mentation raise contentious issues. Some are political in nature while others are more spe­cific to the pedagogical field. In any case, they all relate to the purposes of education. This paper presents some of these controversial issues, perhaps

* Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education. This article seeks to reflect on the place that school results or outcomes have among the rest of the education system’s objec­tives, on the understanding that alongside its traditional qualification function, an ed­ucation system also has a socialisation and subjectification function. Yet, none of these three functions can be considered independ­ent of the other two. If the qualification function is centred exclusively on certain areas and chooses

* Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education. The competency-based curriculum ap­proach is an international focus that embodies a trait which is widely shared around the world in today’s educational scenario. It is deemed a response to the challenges faced by societies today, in the era of modern globalisation and the fourth industrial revolution. In Spain, the recently passed Organic Law Amending the Law on Education (hereinafter, LOMLOE) has developed legislation that is now reaching the curriculum.

The regulation on education suffers from the lack of regulatory quality of many laws and regulations that has been denounced in many countries. The concern for the quality of the norms is old, but it has intensified in the face of “motorized” and “unbridled” legislation that is being the result of the exercise of the normative power by the social and democratic constitutional State under the rule of law. Some causes of the degradation of legislative quality, still limited by the fundamental role of consti­tutions and international treaties,

Once again Spain has adopted a compre­hensive education law. It is not my place, nor am I competent, to comment on the contro-versial process leading to this legislation, nor to its changes in the framework for the provi­sion of schooling. The legislation offers an ap­propriate occasion, however, to seek answers to several questions relevant to every free so­ciety: What are the appropriate scope and limit of any government’s role, in a free society, in the formation of its citizens? How have these changed in a time of growing cultural conflict?

This paper provides some reasons that ex­plain, in the view of the author, why the present eagerness of the Spanish Educational Authori­ties to reform all levels of education, from pri­mary school to the universities, will not improve the quality of the Spanish educational system. Please, cite this article as follows: De Azcárraga, J. A. (2022). La nueva legislación educativa: por qué no mejorará la educación pública en España | The new Spanish educational legislation: why public education will not improve. Revista Española de Pedagogía,

* Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education (LOMLOE). This research aims to demonstrate the need for an economic evaluation of the Or­ganic Law that modifies the Organic Law of Education (LOMLOE), especially after the in­vestment of EU Next Generation funds that open new opportunities that were lacking in the initial drafting of the law. The challenge for Public Administrations is to use this addi­tional investment efficiently. Our analysis shows that artificial intelli­gence models can predict

*  Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education. In the context of a highly complex social and economic landscape, getting educational reforms right is a crucial part of governance understood as the ability of governments to design, formulate and implement public poli­cies. This work focuses on the quality of gov­ernance in the education system. It starts by reviewing the concept of governance and its characteristic features. It then considers the quality of governance in education based on an integrated

In recent years, many countries and inter­national organizations have devoted significant efforts to designing a school curriculum that responds to the educational needs of the 21st century. In Spain, the LOMLOE (Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education) has also proposed the renewal of the curriculum as a key element for the modernization of the education system. The aim of this paper is to analyze the Spanish curriculum reform from a comparative perspective, in order to assess whether it is in

This article aims to develop a critical approach to three key aspects for the prop­er functioning of schools. First of all, school management, which includes collegial struc­tures, the pedagogical leadership of the prin­cipal and the middle leadership of other ed­ucational leaders. Second, the autonomy of educational institutions, which lies between decentralisation and participation, and final­ly, accountability, as evidence of responsibili­ty on the part of educational institutions. All three are considered substantive components, mediated