-

No abstract

Se presentan conocimientos actualizados acerca de la evolución y el estado de la cuestión de la formación inicial de profesionales de educación infantil en Alemania y Suecia. El estudio se realiza mediante el análisis de experiencias que ayuden a conocer otras realidades educativas desde una perspectiva metodológica comparada. Los resultados reflejan similitudes entre la formación inicial de estos profesionales en los dos países estudiados, pues en ambos se combina la formación profesional con los estudios superiores dependiendo de la categoría profesional (personal de atención, auxiliar o docente). Existen también diferencias relacionadas con el tipo de centro en el que se imparte la formación, la duración de las prácticas profesionales y otras cuestiones relacionadas con el posterior ejercicio profesional. Se concluye añadiendo el incuestionable influjo del Proceso de Bolonia, que ha contribuido con cambios significativos.

India is about to face great challenges in the upcoming years, some of them are going to have an economic, social or even technological nature. In spite of being an emerging economy that during the last twenty years has considerably reduced its extreme poverty and has bet for the Sustainable Development Goals (World Bank, 2020), in India there are still huge duties to care about. These are specially related to poverty, inequalities, employment and also with the education results that the students of this country achieve. In this scenario of contingencies Education has a fundamental and decisive role. Therefore, the National Education Policy 2020 has been turned into the framework of this reform that may help build a new educational system in this country, besides strengthening those economic and social indicators that still need to be improved. This new educational policy comprehends drastic and integral changes where all the educational levels and areas, despite the curriculum structure itself, are going to be affected. In relation to that, the keys of this reform can be summarized in: promoting equity, developing a model of holistic learning, improving the access of students to several educational levels, achieving a multidisciplinary higher education institution, strengthening a model of educational and scholar inclusion, or improving both teacher and vocational training. In conclusion, the pretensions are focused on a radical reform keeping the balance between local and global, tradition and new perspectives