Presentation issue 23

Dear readers:
 
We present the issue 23 of Advances in Educational Supervision with the monographic subject entitled "Towards an Educational Consensus Law: Contributions from the evidence"
 
Consensus is based on an attitude that is achieved through constant willingness to dialogue and understanding. Consensus brings us closer to the meeting of ideas and the communion of projects. Other societies have managed to reach an agreement on the elaboration of a basic educational law that represents the common framework that the vast majority of people want and accept. Consensus requires, as Moya points out in the book we are reviewing, the acceptance of democratic principles based on the declaration of human rights, inclusiveness, the distribution of opportunities, institutional integrity and respect for the law.
 
The evidence can and should be based on scientific research and professional practice. The first is based on research that verifies hypotheses with reproducible, objective procedures, subject to constant questioning. The professional evidence starts from the observation and reflection of the professional, elaborates new working hypotheses or makes the contrast of the latest research, all of which is also subject to the contrast of the scientific evidence.
Scientific and professional evidence nourish each other and complement each other. The first is prepared by the researcher, the second by the teacher. However, the teaching and research work should be part of the same professional practice, as is done in other applied sciences in which the professional also develops a scientific research activity.
 
In this issue we have managed to bring together a significant group of professionals who make contributions of great interest. We hope that they serve to advance a bit in consensus based on the evidence that leads us to achieve that common framework.
 
Antonio Bolívar analyzes the possibility of establishing a common curriculum around the European framework of key competence.
 
Ramón Flecha García and Silvia Molina Roldán present various successful educational actions based on scientific evidence as a basis for an agreement policy
 
Mª Antonia Casanova proposes an evaluation model in a future consensus law.
 
Aina Tarabini and Alejandro Montes analyze the situation of early school leaving in Spain and how the LOMCE will not achieve its decline.
 
Ismael Sanz Labrador and Vicente Alcañiz Miñano conduct an approach to external evaluations through the empirical evidence contrasted.
 
Rogeli Santamaría Luna asks about the external evaluations in the LOMCE.
 
Arturo G. Rillo and Octavio Castillo y López reflect on the concept of evidence from philosophical hermeneutics.
 
Finally, José Luis Bernal Agudo makes a critical analysis of the evaluation model of the LOMCE
  
In the Other articles section, we must thank the eight contributions of different professionals:
 
Ángel de la Fuente Martínez analyzes educational itineraries as an instrument to work on skills and encourage cooperative work.
 
José Francisco Pérez Aguilar continues with his articles on inspection.
 
Mavel Moré Estupiñán, Onelia E. Evora Larios, Tania García García and Anais Sánchez Correa analyze various materials and means of environmental education.
 
José Antonio Domínguez Montes studies research in Education.
 
Lucia López Menéndez presents her study of the inclusive school.
 
Ignacio Polo Martínez continues working on competency evaluation instruments. This time in relation to the guidelines for design.
 
Juan Antonio Criado Atalaya reviews the schools of Tarifa in the 19th century.
 
Manuel Ortega Muñoz and Zaret Jazmín Hernández Soto, review the functions of the directors and teachers of basic education.

The Editorial Board.