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The Spanish education system has proven to be one of the most segregatives of its surroundings with regard to social inclusion. This combined with the fact that Spain is one of the countries where private school (public funded in the Spanish case) serves a great part of the students, has awoken the interest of the scientific community. The most part of the Works have tried to assess the impact of the public funded schools in the field of school segregation and the equity of the educational system. Researches have proven the existence of certain profiles of students that are more likely to suffer the consequences of segregation based on their personal, social, economic and cultural characteristics. Taking those Works as a starting point, the main objective of this article is to capture the mechanisms by which this social injustice is perpetuated, but also the measures intended to fight or lessen its effects. With that purpose, as a main source, we analyze works by different authors and institutions of recognized prestige on segregation in the Spanish context, including municipal councils and autonomous communities. That compilation allows to detect the most prestigious measures among the scientific community even assuming the disparity between models in regard of the contexts for which they were created. The main conclusion that shows, is the existence of a great range of possible strategies that would help to fight the elements of segregation and the urgency of implementing them by the public authorities. [ABSTRACT FROM AUTHOR]

Recent studies indicate that the role of teachers has undergone profound changes in recent decades, due to new requirements demanded by the task of educating. In order to confront this new reality, Initial Teacher Education (ITE) poses important challenges in the preparation of future professionals who will be in charge of providing quality education. Such reality is also present in Paraguay, since there are urgent challenges that need to be addressed in order to respond to the need of a better quality and results in education. Since the Educational Reform in 1994, the teaching sector has become one of the weakest points, without significant progress in recent decades. However, currently there are starting processes that aim to relieve existing weaknesses and confront the main challenges. This communication aims to diagnose the main challenges of ITE in Paraguay, for which a document review has been conducted. It consisted of identifying, organizing and analyzing the main documents produced after the Educational Reform, related to the topic previously exposed. For this study, four categories of analysis are presented, which are considered essential according to the latest international trends and the Paraguayan context: a) the strengthening of teacher training centers; b) the training of teacher trainers; c) the attraction of the best candidates and improvement in selection processes; and d) the new curriculum design. [ABSTRACT FROM AUTHOR]