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Background: Following the 2008 economic crisis many countries implemented austerity policies, including reducing public spending on health services. This paper evaluates the trends and equity in the use of health services during and after that period in Spain – a country with austerity policies – and in Germany – a country without restriction on healthcare spending. Methods: Data from several National Surveys in Spain and several waves of the Socio-Economic Panel in Germany, carried out between 2009 and 2017, were used. The dependent variables were number of doctor's consultations and whether or not a hospital admission occurred. The measure of socioeconomic position was education. In each year, the estimates were made for people with and without pre-existing health problems. First, the average number of doctor's consultations and the percentage of respondents who had had been hospitalized were calculated. Second, the relationship between education and use of those health services was estimated by calculating the difference in consultations using covariance analysis – in the case of number of consultations – and by calculating the percentage ratio using binomial regression – in the case of hospitalization. Results: The annual mean number of consultations went down in both countries. In Spain the average was 14.2 in 2009 and 10.4 in 2017 for patients with chronic conditions; 16.6 and 13.5 for those with a mental illness; and 6.4 and 5.9 for those without a defined illness. In Germany, the averages were 13.8 (2009) and 12.9 (2017) for the chronic group; 21.1 and 17.0 for mental illness; and 8.7 and 7.5 with no defined illness. The hospitalization frequency also decreased in both countries. The majority of the analyses presented no significant differences in relation to education. Conclusion: In both Spain and Germany, service use decreased between 2009 and 2017. In the first few years, this reduction coincided with a period of austerity in Spain. In general, we did not find socioeconomic differences in health service use. [ABSTRACT FROM AUTHOR]

Reforms in higher education have been passed in many European countries in the last decades, mostly trying to adapt national systems to new European and global challenges. This study examines some consequences of such major reforms in France and Spain. Specifically, these reforms introduced new agencies whose remit was inter alia to provide evaluation of research and to make such assessments pivotal for academic career progression. The paper investigates empirically whether, and to what extent, these new forms of authority have been capable of engendering the expected change to the system of academic career evaluation. The respective policy approaches and policy implementation in France and Spain reveal that these reforms triggered a reconfiguration of powers at various levels of academic life – affecting strategies for successful career development. Policy-making implications are relevant when these two countries are compared, suggesting that more radical policy approaches (coercive isomorphism, the French case) do not result in more change to academic evaluation practices than mimetic ones (the Spanish case). It is also important to note that coercive isomorphism encountered more frictions in its implementation. [ABSTRACT FROM AUTHOR]

Roma, today perceived as the most numerous European minority, face marginalisation and exclusion. Education is considered to be one of the focal points for improvement, and numerous studies have analysed and reported on the educational situation of Roma. Several studies have argued that Romani cultural values are not compatible with institutional schooling and that Romani families perceive schools as an alien institution. Other studies have drawn upon cultural–ecological theory (CE theory), developed by Ogbu and colleagues, and argue that the Romani cultural frame of reference is oppositional to academic success and thus suggest that successful Romani students distance themselves from Romani culture. The paper discusses the application of CE theory in the context of the academic discourse about the educational achievement of Romani students. Drawing on interviews with Spanish Romani university students, the paper argues that Romani students themselves challenge the assumption that educational success leads to cultural alienation. [ABSTRACT FROM PUBLISHER]

The aim of this paper is double, to describe the scope of high school dropouts in Spain in comparative terms with Europe and to provide empirical evidence about its main determinants from a gender perspective. Using data from the Eurostat LFS for 1996-2009, the study makes evident a singularity for Spain: the important gender disparity at school. The multivariate statistical analysis shows that for females the academic performance, father's nationality and mother's educational level are the most determining factors in their education demand decisions. For males, father's occupation and labour market conditions are the most significant influences. [ABSTRACT FROM AUTHOR]

This paper discusses the European Higher Education Area (EHEA), its creation, its guidelines, and its inherently innovative potential. It looks closely at the theoretical proposals, the innovative regulations and institutional practices in the process of academic change that relate to teaching, research and management. It also describes the emergence of creative processes in quality assurance and methodological renewal. These bring new professional challenges and educational opportunities to the fore; challenges which raise ethical issues for those involved in these approaches to universities in Spain and the European Union. [ABSTRACT FROM AUTHOR]