English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This article aims at explaining and analyzing how Autonomous Communities have defined their different educational models and policies for secondary education from an ambiguous legal framework in central State, culminating in the Organic Education Law in 2006. We have selected three particularly relevant and different cases, which allow us to contrast as the regional educational models are configured: the Basque Country, Andalusia and Madrid Region. The analysis focuses on key elements of State legislation, such as the management autonomy of high schools, the role of stakeholders involved in this policy, the outsourcing contracts with the private schools and the adaptation of policies to social differences between Autonomous Communities. Based on Zahariadis' multiple streams model, this article concludes by pointing out the importance of the social environment context and its impact on the policies, the relevance of the ruling party's ideology in each Autonomous Community and the involvement of stakeholders in the implementation of secondary education policy.

Modelos educativos y políticas de educación secundaria en Andalucía, Madrid y País Vasco: problemas, agendas y decisiones