Spanish Magazine on the Inspection of Education or Educational Supervision
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Review: Variations on the education system. Inspection, leadership, curriculum
Review of the book by Montero Alcaide, Antonio (2026). Variaciones sobre el sistema educativo. Inspección, dirección, currículo. Madrid, La Muralla, colección Aula Abierta, 226 páginas
Copyright (c) 2026 Alejandro Lozano García https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Reseña del proyecto “Nariz de payaso. Una estrategia para la transformación social y la convivencia”
The “Clown Nose” Project was launched in 2017 as a proactive response by CEIP Reyes Católicos in Santa Fe to growing social concern about school bullying. Seven years later, it has been consolidated in its 2.0 version, evolving into an interdisciplinary network of strategies that extends beyond the classroom to raise awareness of and combat six areas of discrimination: school bullying, cyberbullying, eating disorders, loneliness among the elderly, sexism in sports, and the exclusion of people with functional diversity. With 0% of bullying cases recorded since its implementation, the project has become an international benchmark for educational innovation.
project, campaign, interdisciplinary community network, school bullying, inclusion, emotional intelligence, educational innovation
Copyright (c) 2026 Silvia Ocaña Muriel https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Interview with María Antonia Casanova Rodríguez, Education Inspector, University Lecturer, and Expert in Educational Assessment and Inclusion
Interview with María Antonia Casanova Rodríguez, Education Inspector, University Lecturer, and Expert in Educational Assessment and Inclusion.
Copyright (c) 2026 Fernando M. Faci Lucia https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
20th Anniversary Conference of the Journal of Advances in Educational Supervision. Conclusions from Discussion Panel 3: Internal Organization of the Educational Inspectorate and the Planning of Its Actions
This article highlights the conclusions extracted in a discussion panel about the Educational Inspectorate's internal organization and action-planning processes within the framework of the 20th Anniversary Conference of the Journal of Advances in Educational Supervision. Gema Úbeda-Portugués Ávila submitted the screening of multiple articles about these issues. Therefore, the first part includes a summary of the main keywords to create a dialogue space before the discussion. The last part collects the conclusions of the deliberation about three important topics for us: specialization versus generalization; inspection plans and double dependency, and collective actions. Definitely, this article provides insights into how to meet the demands of our education system.
educational inspectorate; organization and management; planning; experts; dependence; cooperation
Copyright (c) 2026 Gema Úbeda-Portugués Ávila, Marcos Rodríguez Bravo, Rubén Moreno López https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
20th Anniversary Conference of the Journal Avances en Supervisión Educativa.Conclusions of Discussion Panel 2: School Autonomy and the Role of the Educational Inspectorate
This text outlines the approach and conclusions of a focus group held during the 20th-anniversary conference of Avances en Supervisión Educativa (Madrid, November 2025), which focused on the autonomy of educational institutions and the role of the Education Inspectorate. It explains how the working group was structured using the focus group methodology, beginning with a review of the current state of the art on the subject and the participants’ views gathered through a brief open-ended questionnaire. All the information derived from both the discussion group and the questionnaire responses has been analysed qualitatively, cross-referencing the two sources. Finally, the main conclusions of the entire process are presented regarding the possibilities for school autonomy and the role played by the Education Inspectorate.
School autonomy; Education Inspectorate; advisory support; evaluation; accountability; qualitative methodologies
Copyright (c) 2026 Francisco Cuadrado Muñoz, Alejandro Lozano García https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Review: School Leadership as a Gateway to the Educational Improvement
Review of the book by Alfageme-González, M.B., Cutanda López. M.T., González Barea, E.M., Rodríguez Entrena, M.J. (2026). Liderazgo escolar como puerta de entrada a la mejora educativa). Barcelona, Octaedro, colección Horizontes Universidad
The educational advisory role of the education inspectorate: a historical and legal overview. Part Two. From the Second Republic (1931) to the present day
This article examines the historical trajectory of Educational Inspection in Spain from 1931 to the present, analyzing how its role in providing pedagogical guidance has been shaped and transformed according to different political, regulatory, and educational contexts. Following the reformist impetus of the Second Republic, inspection was conceived as a technical service aimed at supporting teachers, promoting methodological renewal, and improving public schools. This pedagogical model was interrupted after the Civil War, when the Francoist dictatorship transformed inspection into an instrument of ideological and administrative control, although in its final decades a process of progressive technicalization and professionalization began. The General Education Law of 1970 marked a turning point by explicitly recognizing the technical nature of inspection and reinforcing its functions of pedagogical guidance and evaluation. With the 1978 Constitution and the development of the autonomous state, Educational Inspection was integrated into a democratic framework, oriented towards guaranteeing rights, quality, and equity in the education system. Analysis of subsequent organic laws reveals a gradual consolidation of pedagogical advising as a core function of the inspection service, linked to evaluation, school improvement, support for school leadership teams, and educational innovation. The article concludes that the pedagogical dimension constitutes the core identity of the inspection function and a key element for its effectiveness as an agent for improving the education system.
educational inspection, pedagogical advising, history of education, educational legislation, educational quality
Copyright (c) 2026 Carmen Romero Ureña, Santiago Esteban Frades https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Challenges and Key Elements of the Educational Inspection Model in Andalusia
Educational Inspection constitutes a key component of the education system due to its regulatory guarantee function, its technical dimension, and its contribution to improving educational quality and equity. In the current context, marked by regulatory, social, and organizational changes, the planning of inspection activity takes on a strategic role in guiding intervention priorities and responding to new systemic demands. This article focuses on the Educational Inspection model in Andalusia, taking as its reference the planning instruments that organize and regulate it, particularly the General Plan of Action 2023–2027 and its annual implementation. From a systemic perspective, the paper addresses the recent evolution of this model in relation to intervention referents, the types of actions planned, and the principles underpinning inspection activity. Likewise, the Andalusian framework is situated within the broader national debate on the role of Educational Inspection in the 21st century, considering its functions of supervision, evaluation, guidance, and reporting. The text, therefore, aims to provide a well-founded overview of the design and orientation of inspection planning in Andalusia, as a starting point for reflecting on its alignment with current challenges facing the education system and with the purposes attributed to Educational Inspection by current legislation.
Educational Inspection, Andalusia, planning, evaluation, equity, education system, training, innovation
Copyright (c) 2026 Ana María Barbero Alcalde, Gema Úbeda-Portugués Ávila https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Advisory Unit 0510.0: The International Role of Educational Inspection
This article examines the growing international profile of the Spanish Education Inspectorate within the framework of the State’s international education initiatives, focusing on its evolution towards strategic roles linked to advisory services. This work brings together two complementary lines of research: on the one hand, it incorporates the presentation held by Inspector Aránzazu Álvarez Marín at the ADIDE Madrid Conference (November 2025) on the international reach of educational inspection following the inclusion, for the first time, of education inspectors in the Technical Advisory Bodies, 0510, of the Foreign Education Programme; and, on the other hand, together with Inspector Francisco José Quiroga Fernández, it presents an academic reflection that broadens this scope, incorporating a semantic, regulatory, competency-based and empirical analysis of the system of access via open merit-based competition for the provision of posts for technical advisers abroad. The study examines the evolution of the calls for applications published by the Ministry of Education, Vocational Training and Sport, the stages of the procedure, as well as the competency profile required to perform these functions in international educational contexts, emphasising the technical and competency-based aspects of the inspector’s role and drawing a comparison with the final report of the Proposal for the Framework of Professional Teaching Competencies.
Educational inspectorate; external education action; technical consultancy abroad; internationalisation of education; professionalization; educational diplomacy; advice; guidance; report; competence
Copyright (c) 2026 Aránzazu Álvarez Marín, Francisco José Quiroga Fernández https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Pedagogical leadership and inclusion in Adult Education: insights from the Erasmus+ project KA122-ADU (Navarra)
This technical article analyzes the findings of the mobility project Erasmus+ KA122-ADU, carried out by the Service of Educational Inspection of Navarre during the courses 2024-2025 and 2025-2026. The main objective of the project was the observation of inclusive environments in the Education of Adult Persons (EPA) through the observation of models of success in Italy, France, Finland and Bulgaria. Through a methodology of job shadowing, critical dimensions were analyzed such as the institutional evaluation, the personalization of itineraries under the Universal Design for Learning (DUA), the humanization of spaces and the accreditation of non-formal competencies. The results advocate for a new model of inspection: a pedagogical leadership that acts as a motor of equity and emotional well-being for the adult student body.
educational inspection; inclusion; adult education; school evaluation; Navarra
Copyright (c) 2026 Jorge Bedmar Arroyo https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
International Cooperation as a Learning Infrastructure for Educational Inspection: The Contribution of SICI
This paper examines how international cooperation supports educational inspection through the work of the Standing International Conference of Inspectorates (SICI). Drawing on a decade of organisational evidence including strategic plans, business reports, National Coordinator Forum records, workshop evaluations, collaborative project outputs, and member survey responses, the analysis traces SICI’s evolution. The findings show that SICI strengthens professional judgement, organisational learning and advice through reflective comparison rather than harmonisation. Learning is generated through connected mechanisms: continuous professional dialogue, thematic workshops, collaborative projects, job shadowing and systematic communication channels. Impact is cumulative and indirect. It can develop as insights travel from individuals into organisational practice and, where conditions allow, into system‑level debate. Overall, the paper argues that SICI supports its members in navigating complexity with greater clarity and confidence while preserving national autonomy.
Educational inspection; international cooperation; comparative learning; professional judgement; professional learning; learning infrastructure; collaborative projects; system improvement
Copyright (c) 2026 Janie McManus https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Construcción de comunidades profesionales centradas en la inclusión: personal inspector, docente y asesor en el proyecto Erasmus+ “Incluídas”
The article analyses the Erasmus+ accreditation project (KA120SCH) “Incluídas”, coordinated by the Centro Autonómico de Formación e Innovación (Galicia) and funded under the Erasmus+ KA1 programme (2023-1-ES01-KA120-SCH-000185740), as an internationalisation experience aimed at improving inclusive education and fostering shared professional development. Based on co-design, joint training, the use of digital portfolios, and observation in European contexts, the project brings together inspectors, teachers and advisors, promoting dynamics of distributed leadership. From a comparative perspective, the article examines contributions from different education systems —particularly the Portuguese one— in areas such as pedagogical leadership, governance, teacher training and attention to diversity, as well as the evolution of the role of inspection towards functions of support and improvement. The results, although still incipient, show a progressive development of a shared vision of inclusion, fostering participants’ empowerment and the consolidation of a professional community.
internationalization, inclusion, distributed leadership, co-design, joint training, professional development, observation, professional community, digital portfolios.
Copyright (c) 2026 Alicia Eizaguirre Santillan, Román Latas Calvo, Diana Pastoriza Espasandín, Sergio García Liñares https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
The Internationalization of the Education Inspectorate in Catalonia. A New Perspective
This article analyses the evolution of the internationalization of the Education Inspection in Catalonia as a strategic line formalized within the 2021-2025 Master Plan and with continuity in the 2025-2029 Master Plan. It details the six main lines of action, including participation in the Erasmus+ CETE+ consortium for the mobility of educational institutions and inspectors, active membership in the European association SICI to compare evaluation models, and the promotion of internationalization in schools. Furthermore, it highlights the awarding of an Erasmus+ KA2 project (2025-2028) focused on personalized learning and Artificial Intelligence, in collaboration with institutions from Portugal, Latvia, and Georgia. The text concludes that internationalization must be a planned and collective process, led by the Subdirectorate General of the Inspectorate, aimed at improving the quality and equity of the educational system through the exchange of international experiences.
Education Inspectorate, internationalization, Catalonia, Erasmus+, SICI, educational quality, school evaluation, teacher mobility
Copyright (c) 2026 Jordi Gonzalez Ramírez, Ángel Melgar Alcantud https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Erasmus+ and Educational Inspection in the Community of Madrid: Design, Development, and Lessons Learned from a European Adult Education Project
This article provides an in-depth analysis of the design, development, and implementation of an Erasmus+ KA122-ADU project led by the Educational Inspectorate of the Community of Madrid. It outlines the formation of the initial team, the main institutional barriers encountered, and the solutions adopted to overcome them, as well as the selection of adult education as the project’s strategic focus. The paper also details the development of common tools for the systematic collection of evidence and presents a comparative analysis of the mobilities carried out in Belgium, Finland, France, Italy, Greece, Portugal and Sweden. Building on this process, the article reflects on the key lessons learned and their contribution to improving educational supervision. Overall, the project strengthens the strategic role of the inspectorate, enhances the European dimension of learning, and consolidates a collaborative working model with potential for future international initiatives.
Erasmus+; educational inspection; adult education; mobility; education systems; supervision
Copyright (c) 2026 María Goretti Alonso de Castro, Telma Ruiz de la Peña https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Strategic Transfers for the Education Inspectorate from Erasmus+ Mobility: The Bavarian Model
This article analyses the professional transfers derived from an Erasmus+ KA1 mobility carried out in Bamberg (Bavaria, Germany) from 20 to 24 October 2025 by three Spanish education inspectors. The aim is to identify relevant lessons from the Bavarian education system—regarding school autonomy, shared leadership, external evaluation, teacher training and dual vocational education—and assess their transferability to the Spanish inspection model and school leadership practices. The methodology was qualitative, based on direct observation, structured interviews and documentary analysis during visits to educational institutions and authorities. Findings reveal a system characterised by strong institutional autonomy, collaborative professional culture and standards-based evaluation. It is concluded that Erasmus+ mobility represents a strategic opportunity to strengthen the European dimension of educational inspection, promote evidence-based practices and enrich advisory and supervisory functions.
Educational Inspectorate; Erasmus+; students with limited knowledge of the language; school autonomy; external evaluation; instructional leadership; dual vocational training; knowledge transfer
Copyright (c) 2026 Elena Ortiz Ballester, Soledad Sempere Espí https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Internationalising Educational Inspection: Evidence, Transfer and Proposals from Two Erasmus+ Mobilities in Portugal
This article analyses the professional and organisational value of two experiences of Erasmus+ job-shadowing mobilities carried out in Portugal by three Andalusian education inspectors and contrasts the findings with a national survey of ADIDE members. The study combines direct observation, field notes, documentary analysis, a review of relevant regulations and literature, and descriptive use of survey data. The observed contexts were the external evaluation of a public-school cluster in Oeiras and the visit to Escola Profissional Almirante Reis, a vocational education institution in Lisbon. The results identify six transferable features: rigorous preparation of visits, hypothesis-led interviews, classroom observation focused on pedagogy, a stable inclusion structure through EMAEI, collegial report writing, and a quality culture linked to EQAVET. The survey confirms a positive disposition towards internationalisation while revealing shortcomings in training, professional networks, and institutional support. The article proposes measures to integrate this line of work into inspection planning in Andalusia.
educational inspection; internationalisation; Erasmus+; external evaluation; inclusive education; transfer
Copyright (c) 2026 Maravillas Fernández López, Virginia Rodríguez Romero, Emilia Mª Jiménez Mesas https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Challenges of the Internationalization of Educational Inspection
Building on the discussion forum that emerged from the training session held at the Beatriz Galindo Secondary School in Madrid on 20 November 2025, this analysis aims to draw conclusions that will enable the dissemination of proposals for improvement, thereby contributing to the effective implementation of the opportunities this field offers to the Education Inspectorate. The internationalisation of the Education Inspectorate represents not only a professional innovation but also an outward-looking initiative that results in the improvement of systemic educational quality; consequently, this article concludes with a series of proposals that should be integrated into a comprehensive strategy to promote the Inspectorate’s participation in the internationalisation of education.
Internationalisation; Erasmus+; Central Inspectorate; Technical Adviser Abroad (TAA); State external action; External educational action (EEA).
Copyright (c) 2026 Francisco José Quiroga Fernández https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Educational Inspectorate and European Educational Cooperation Programmes: Insights and Lessons from Professional Practice
European educational cooperation programs have contributed to broadening the international dimension of education systems by promoting mobility, institutional cooperation, pedagogical innovation, inclusion and mutual learning among countries. This article offers a systematized professional reflection on participation in different European projects, first from the perspective of teaching and later from that of educational inspection. Drawing on experiences linked to programs such as Socrates, Comenius, Comenius Regio and Erasmus+, the article analyses the opportunities these initiatives provide for school improvement, teachers’ professional development, the exchange of good practices and the comparison of European educational models. Particular attention is paid to the role that educational inspection can play in promoting, supporting, monitoring, evaluating and institutionally coordinating these initiatives. The experience analyzed shows that the involvement of educational inspection in European projects helps connect educational policies with school practice, strengthens cooperation among administrations and educational institutions, and promotes a professional culture oriented towards quality, equity, inclusion and continuous improvement. The article concludes that educational inspection should not remain outside the European dimension of education but should take part in it as an agent of supervision, guidance, coordination and institutional improvement.
European programs; educational inspectorate; training, Erasmus+; European educational cooperation; internationalization of education; school improvement
Copyright (c) 2026 Encarnación Moreno Fernández https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Internationalisation of the Aragon Inspectorate: Erasmus+ accreditation 2024–2027
This article outlines the internationalisation process undertaken by the Aragon Education Inspectorate since 2023, which culminated in the award of its first Erasmus+ accreditation (KA120-SCH-C646D4A6). This process was initiated in response to one of the objectives set out in the Aragon Education Inspectorate’s professional training and development plan, focusing on issues related to mental health, emotional wellbeing and inclusion. The growing complexity of today’s social challenges has highlighted the need for a broader perspective and proven experience at an international level. This document outlines the work carried out, from the initial concerns through to future prospects, including actions aligned with institutional priorities. The aim is to raise the profile of the projects associated with the accreditation and to encourage other educational teams and services to design similar proposals that contribute to improving the responses offered by the Administration and schools to the challenges of a turbulent and vulnerable society, particularly in the areas of mental health and educational wellbeing. The Inspectorate’s contribution to improving the education system and the quality and equity of teaching is one of its core objectives; this initiative is geared towards that end.
Education inspectorate, professional development plan, internationalisation, inclusion, mental health, educational wellbeing
Copyright (c) 2026 Encarnación Castillo Antoñanzas, Nieves Carcelén, José Javier Gascón Villarig https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
This article examines the role of the Educational Inspectorate within the Erasmus+ programme, drawing on the presentation delivered by Florence Dupraz at the ADIDE Madrid 2025 Conference. It explores the programme’s main components — educational mobility, international cooperation and Jean Monnet activities — and analyses their contribution to school improvement and institutional development. The article also highlights the growing involvement of inspectorate staff in advising, supporting and evaluating European projects, as well as their participation in professional development mobilities that foster comparative perspectives on educational systems. Particular attention is given to the new School Development Partnerships action, which encourages structured collaboration between local educational authorities and schools from different countries, offering opportunities for multi‑level innovation and system-wide development. The analysis concludes that Erasmus+ functions as a catalyst for educational transformation and as a meaningful pathway for the professionalisation and strategic strengthening of the Educational Inspectorate.
Copyright (c) 2026 María Goretti Alonso de Castro, Florence Dupraz https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
The Role of Educational Inspection in the Construction of the European Education Area
This article seeks to analyse the role that educational inspection in Spain may play in processes of internationalization and improving the educational system in the path toward achieving the European Education Area, key vision of the European Commission and the Member States. The article examines the concept of internationalisation and justifies its value within the European Union, then presents a summary of the context of the European Union and the policies and instruments in the field of education and training as part of a joint effort to improve the quality, equity, and inclusiveness of educational systems, highlighting Erasmus+ among the European instruments. This is linked to the role of educational inspection not only as a supervisor and guarantor of the proper functioning of schools, but also as a companion, advisor, and agent of change.
cooperation; education; educational inspection; educational system; Erasmus+; European Commission; European education area; European Union
Copyright (c) 2026 Elena López Luengo, Gema López Luengo https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Progress in the Internationalization of the Educational Inspectorate of the Basque Country. STESSIE Project
This article aims to analyse the development and contributions of the European project STESSIE in the field of inclusive education, within the framework of the conference held in Madrid in 2025 on educational supervision and internationalization. It describes the collaboration among different European countries to design a digital tool intended to diagnose and assess the level of inclusion in educational institutions. The instrumentation is based on an application that collects data through questionnaires addressed to the educational community, while the procedure includes processes of self-evaluation, comparative analysis, and collaborative work among inspectorates and educational bodies. Furthermore, the lines of action focused on improving the tool, training professionals, and its international dissemination are outlined. As a result, the project highlights the value of reliable data in guiding inclusive educational policies, fostering continuous improvement in schools, and strengthening the role of inspection as a key agent in ensuring quality and equity in education.
Information technology; Inclusive education; educational quality; exchange programmes; school supervision; European Union
Copyright (c) 2026 Xabier Elósegui Ibarba, Maider Ituarte Pérez https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
European cooperation and evaluation of educational inclusion: STESSIE-ERASMUS+ Project in Madrid
The European project STESSIE (Strengthening, Spreading, Evaluating and Stimulating Social Inclusion in Education), funded under the Erasmus+ programme, constitutes a strategic initiative aimed at reinforcing, deploying, and evaluating common tools for the promotion of educational inclusion in Europe. This article analyses the participation of the Educational Inspectorate of the Madrid-Capital District Directorate in the project, contextualising its contribution within a framework of interinstitutional cooperation between seven countries and European evaluation bodies. After describing the project and its theoretical foundations, the article presents the main results, particularly the development of STESSIE, a multilingual digital platform for the self-assessment and stimulation of inclusion in educational centres. It also examines the impact of the project on inspection practices, especially in the innovation of supervision processes and in the consolidation of common reference frameworks for equity. Finally, proposals for transfer to other contexts are put forward, and reflections are offered on the systemic value of international cooperation.
inclusion; evaluation; inspection; European cooperation; equity; training
Copyright (c) 2026 Eva Fernández Llena, Paloma Ferreño Varela, Cristina Isabel Merino Verdú, Eva María Tejada Carrasco https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
An Educational Inspectorate for Five Continents
This article analyses the role of the Central Inspectorate of the Ministry of Education, Vocational Training and Sports within the framework of Spanish educational action abroad, understood as a manifestation of the internationalisation of the education system. To this end, it describes its regulatory and organisational framework, as well as the typology and geographical distribution of the centres and programmes under its supervision. The study examines the main constraints and distinctive features of its activity. Finally, several areas for improvement are identified, focusing on the systematisation of information derived from inspection activities, the strengthening of communication mechanisms with centres and programmes, and the development of specific competencies for operating in international contexts.
educational inspection; Spanish educational action abroad; educational internationalisation; Central Inspectorate; inspection planning; contextualised supervision; teacher evaluation; educational diplomacy
Copyright (c) 2026 Camila Tuduri Vila https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Building Bridges: The Erasmus+ Project of the Castilla-La Mancha Inspectorate as a Tool for Internationalising Educational Supervision
This article presents the Building Bridges project (KA122-ADU-8890EA10), the first Erasmus+ initiative led directly by the Education Inspectorate of Castilla-La Mancha in the field of adult education. The project, funded with 42,588 euros through SEPIE (2025 call), will mobilise 30 participants across seven countries over 16 months. Empirical results from the first three job shadowing mobilities carried out in Madeira (Portugal), Brussels (Belgium) and Basilicata (Italy) are presented. Findings reveal advanced European models of flexible learning, prior learning recognition, non-formal vocational training and teacher evaluation. Transferable practices to the Castilla-La Mancha context are identified, and the role of the inspectorate as an active internationalisation agent is examined, in the framework of the debate held at the ADIDE Madrid Conference in November 2025.
Erasmus+; internationalisation; educational inspection; adult education; flexible learning; competence accreditation; Castilla-La Mancha
Copyright (c) 2026 Silvia Moratalla Isasi, Victor Manuel Gutiérrez Martínez https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Educational Inspectorate and Internationalisation: A Critical Reflection from an Erasmus+ KA1 Mobility Experience
This article analyzes the first institutional internationalization initiative of the Andalusian Education Inspectorate, which materialized in an Erasmus+ KA1 mobility program held in Padua, Italy, in October 2025, within the framework of strategic objective OE5.3 of the Andalusian Education Inspectorate's General Action Plan 2023-2027. The article combines a reflective analysis of this mobility program with a narrative review of the specialized literature on inspection and internationalization, subsequently identifying the lessons learned. These lessons are identified in the areas of conflict resolution, the structural limitations of mobility—especially the added workload—and the difficulties of transferring knowledge between educational systems with different traditions. It concludes by formulating concrete proposals for the Andalusian and national education administrations aimed at guaranteeing the continuity and institutionalization of the European dimension of the inspectorate's role.
Erasmus+, educational inspectorate, internationalization, conflict resolution, transfer of good practices, Andalusia
Copyright (c) 2026 Ana Pérez de Tudela Delgado https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Historical, normative and theoretical foundations of Inspection in the improvement of the quality of teaching
The paper offers a systematic reflection on the role of the Inspectorate of Education as a key element in improving the quality of the Spanish educational system. From a historical perspective, it analyzes the evolution of the inspection from the nineteenth century to the present, highlighting its contribution, more or less intense according to the periods, to pedagogical innovation and the consolidation of the school system. It also examines the evolution of the concept of educational quality in the academic field and its progressive incorporation into regulatory frameworks, with special attention to Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, on Education (LOE) , equity, inclusion, the competitive approach and continuous improvement as structural principles of the system. From this framework, it is argued that the current professional, organizational and regulatory configuration of the inspection places this technical body in a strategic position to drive improvement processes, provided that the burden of bureaucratic tasks is reduced and its pedagogical dimension is strengthened. As a final proposal, the educational inspectorate should prioritize its performance on teacher support, since it is an essential variable for the quality of the educational system. Strengthening their teaching function through mentoring and career guidance is a key strategy for improving teaching and, with it, student outcomes
Educational Inspectorate; quality of the education system; educational supervision; profession; equity and inclusion; continuous improvement; pedagogical leadership.
Copyright (c) 2026 Santiago Esteban Frades https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Evidence in Administrative Sanctioning Proceedings (public school teachers)
The assessment of evidence constitutes one of the fundamental procedural elements in a disciplinary sanctioning proceeding. The justification for the procedure is that the facts can be proven; once this is done, they can be subsumed under a disciplinary classification and a proportionate analysis can be carried out to determine an appropriate, balanced, and suitable sanction. The connection between evidence and the right of defense of the respondent in administrative sanctioning proceedings entails the assumption of all procedural legal guarantees. Therefore, taking into account the similarity of such proceedings to civil and criminal judicial processes, standards of assessment must be applied that respect the principles of adversarial procedure, immediacy, and publicity (with certain qualifications), as well as, as a substantive principle, the presumption of innocence, in order to safeguard the respondent’s right of defense.
Administrative sanctioning procedure; Presumption of innocence; evidence; burden of proof; means of evidence
Copyright (c) 2026 María Cinta de Vargas https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
The paradox of assessment in vocational education and training: learning outcomes and structural tensions
This paper analyses the tensions between the normative design of the Vocational Education and Training (VET) system in Spain and certain consolidated assessment practices, particularly the use of arithmetic compensation in the passing of vocational modules. Adopting a qualitative, legal-argumentative approach, the study examines the role of learning outcomes as units for the verification of competence with a certifying value, as well as their relationship with assessment criteria and evaluative decision-making. The analysis identifies what is referred to as the “certification paradox”: the coexistence of a regulatory model based on rigorous certifiable units with assessment practices that allow their completion without the effective acquisition of all the defined learning outcomes. Drawing on normative analysis and illustrative examples from professional contexts, the paper concludes that the uncritical application of compensatory mechanisms may undermine system coherence, legal certainty, and social trust in VET qualifications. This is of special interest for the educational inspectorate in the exercise of its educational advisory functions.
vocational education and training, learning outcomes, competency-based assessment, certification of competences, assessment criteria, social trust, educational inspection
Copyright (c) 2026 Jorge Nieto Ortiz https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Reseña: Alto y Claro. Claves para repensar la Educación
Reseña del libro Alto y claro. Claves para repensar la educación, de Nélida Zaitegi de Miguel (Maestra y Pedagoga), publicado por Plataforma Editorial.
Justicia social, ciudadanía, participación, cooperación, comunidad, vida plena, transformación social
Copyright (c) 2025 María José Madonar Pardinilla, Patricia Jara Serrano García https://creativecommons.org/licenses/by-sa/4.0/deed.es_E