La reforma del currículo para responder a los retos del futuro. España en perspectiva internacional




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 line with the current trends of change on the international scene and to detect the conditions that must be met to successful­ly achieve its purpose, in the light of what has been learned in other countries. To this end, a comparative analysis framework has been de­veloped based on UNESCO (United Nations Educational, Scientific and Cultural Organiza­tion), OECD (Organisation for Economic Co-op­eration and Development) and EU (European Union) publications on this subject and on var­ious comparative studies on recent curriculum reforms around the world. The results show that, in terms of the approach and architecture of the curricular model of the compulsory edu­cation, the Spanish reform follows the recom-mendations of international organizations and shares to a large extent the characteristics of the reforms undertaken in many countries around us. However, it is also possible to de­tect some relevant differences in terms of the strategy adopted for the change and the agents involved in it, which should be considered, as they could become obstacles to the achievement of the pursued objectives.

Please, cite this article as follows: Egido Gálvez, I. (2022). La reforma del currículo para responder a los retos del futuro. España en perspectiva internacional | Curriculum reform to respond to the challenges of the future. Spain in international perspective. Revista Española de Pedagogía, 80 (281), 175-191. 10.22550/REP80-1-2022-10

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Author Biography

Inmaculada Egido is a University Professor in the Department of Education­al Studies of the Universidad Complutense de Madrid (Spain). Her teaching and re­search work are dedicated to Comparative and International Education and Edu-cational Policy. She is co-director of the “His­torical and comparative keys to education: memory, gender, and identities” research group and a member of the Spanish Com­parative Education Society (SEEC), of which she was president between 2014 and 2018.


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