In Spain, the past decades have seen a profound transformation in the political, social, and economic spheres. These changes have been accompanied by an important process of reform in the educational system. With several nationalist projects competing with each other – on the one hand, the Spanish project, and on the other, sub-state projects (Catalonia, Galicia, Basque Country, Valencia, and Canary Islands) – the education system in Spain has experienced a conflict-filled evolution and history. Nowadays, the effort to build a high quality and equitable education, in line with the commitment to the educational targets set by the European Union, must take place in a context of budgetary constraints, which represents a major challenge for the country and threatens the achievement of the goals set for the coming years.

Education and Regional Autonomy

The year 1970 saw the passing of the General Act on Education, which put in place general education based on a non-discriminatory schooling system for pupils between 6 and 14 years of age. However, following end of Francisco Franco’s dictatorial rule and the dawn of Spanish democracy in 1975, it became necessary to begin educational reform for a new political age – in part, opening the system to the principles of decentralisation, democratisation, and participation. As a result, the government of education became a responsibility distributed between the Central Goverment and the seventeen autonomous regions that make up the country. Some of the biggest problems facing the Spanish education system today stem from a lack of stability, largely due to the absence of a national consensus on education between regions and political parties.

The Roma in Spanish Higher Education

The Spanish Roma population is unofficially estimated to be made up of 725,000 to 750,000 people, of which 40 per cent live in Andalusia – although there is also a significant percentage of the Roma community in Madrid, Valencia and Barcelona. In recent years, however, there has been an increase of Roma from Bulgaria and Romania, as these countries entered the European Union in 2007. Despite their long history in Spain, the Roma continue to be a disadvantaged group, influenced by negative stereotypes and prejudices. The National Strategy for Roma Inclusion (NRIS), suggested by the European Commission, sets out quantitative goals in order to increase Roma participation and academic success in Spain. However, more work is needed to promote the visibility of Roma university students and graduates, provide economic resources and interventions for Roma people, and to preserve their identity and culture.