Call for papers: “2020: Trajectory and new direction of the educational policy of the European Union” – nº 36 Revista Española de Educación Comparada

The year 2020 marks a double milestone in the education policy of the European Union. On the one hand, the strategy that was designed for the decade 2010-2020 culminates. On the other hand, the so-called Bologna Process, which was fully and effectively implemented in 2010, has already been operating a full decade in the institutions of Higher Education in 47 countries of the continent.

We are also immersed in new plans for the future in the educational policy of the Union. The most noteworthy are the establishment of a new Recommendation on Key Competences (in May 2018) and the proposal for the creation of a European Area of Education for the year 2025 that not only covers Higher Education.

This interesting moment of inflection forces the students of Comparative and International Education to take stock of these two great supranational educational policy efforts. This balance requires analysis of the achievements, difficulties, disappointments and pending challenges that remain to date ... The actual scope of the indicators proposed in the E & T 2020 has not been the same for all of them nor homogeneous among the different members of the Union. The different national policies to achieve them are an object of study enormously attractive from the editorial line of our magazine. It is also important to assess the development of the Bologna Process and to study its penetration and impact on the policies of the different countries and their institutions of Higher Education. The desired harmonization seems to have been only partially achieved and many difficulties persist for the mobility of students and teachers and for a truly free professional flow.

While all these issues can be analyzed in perspective, it is necessary to reflect prospectively on the new proposals of the Union. What does it consist on? Are they adequately defined? What objectives do you pursue? Will they face the challenges that previous policies have left pending? The study of all these questions also seems enormously interesting for research in our field.

Nobody doubts that the European Union faces in its global politics challenges of an enormous depth (the Brexit, the growing populisms, the excluding nationalisms, the radicalization of approaches from some states - and even the non-compliance to the community norms ... -). Can connections be established between these challenges and the educational policy of the Union? Could they have been avoided with other community education policies? Are we in time for new European education policies to help better address all these challenges?

We therefore launched this monographic issue expecting the contributions of comparatists and education scholars who want to contribute their research on all these issues, with the aim of understanding better, from an educational perspective, what is happening to the European Union and that It could happen in the future.