RESUMEN: Si bien la caracterización de la población adolescente y juvenil en riesgo de exclusión social ha sido ampliamente investigada, no lo ha sido tanto la intervención que se realiza con ella. Este artículo hace referencia a una investigación que, realizada entre los años 2011 y 2012, avanza en la descripción de estrategias eficaces de intervención, en su tipificación y estudio, de forma que sirvan como banco de información para una buena prác-tica profesional, reproducible y útil para mejorar la situación de los adolescentes en riesgo.Desde los planteamientos de la investigación-acción, las aportaciones de los profesionales que trabajan directamente con esta población, recogidas a través de cerca de cincuenta cuestionarios y siete grupos de discusión, son una fuente de conocimiento directa y bien documentada, útil para destacar los elementos más relevantes de esta intervención, así como los obstáculos, limitaciones y prácticas mejorables en este ámbito de trabajo.Entre otras cuestiones, forman parte de los resultados y la discusión en torno a ellos las propuestas de intervención eficaz sobre las dinámicas familiares conflictivas, la preocupante y cada vez más presente violencia ascendente, el duelo migratorio adolescente y sus efectos de riesgo y marginación, la escasa y frágil participación de los adolescentes en la toma de decisiones sobre su propio proyecto vital y las importantes necesidades formativas del colectivo que trabaja con esta población. Se perfilan así mismo relevantes elementos estratégicos como base de la intervención con adolescentes en riesgo, entre ellos la flexibilidad para abordar situaciones inciertas, el vínculo, la empatía y la proximidad afectiva como herramientas necesarias en la acción socioeducativa, la contextualización de la intervención en situaciones de conflicto Pedagogía Social. Revista Interuniversitaria, 2013, 22, pp. 105-121 http://www.

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More and more studies and research have found a positive relationship between the participation of young peoplein altruistic activities and helping others. It is interesting to discover the relationship that personal and vocational satisfaction play in the preparation and training for the teaching profession. For students who begin university studies related to teaching, their psychological well-being and motivation toward this activity are very relevant aspects to consider. The access to and attainment of a university degree with a great vocational character, such as that of Preschool Teacher or Primary Education Teacher, can benefit the students under their tutelage. An adequate motivation and a psychological well-being might favor future educational professionals' personal balance and will impact their students. This research aims to analyze the degree of psychological well-being and its relationship with the motivation toward starting the teaching career. A sample of 233 students and students aged between 17 and 19 who are beginning university studies at the School of Education of Ciudad Real was selected. All participants were enrolled in the first year of the Degree in Preschool and Primary Education. The relationship between the psychological well-being of the students and their motivation toward attaining a professional teaching career was analyzed. Other variables, such as age or gender were also taken into account. A quantitative study was carried out and the Ryff Psychological Well-Being Scale (RPWS) and the validated Intrinsic Motivation Questionnaire (IMI) were used. Once the results were analyzed, it was observed that there is a positive correlation between the perception of psychological well-being that the participants have and their motivation toward the beginning of university studies. The focal point of these future teachers is direct teaching with the students of the early stages of Preschool and Primary Education. There are also some significant differences, considering the age and gender of the participants. The vocational character of university preparation for the teaching profession may determine that students who begin their degree studies have an important motivation toward the performance of their professional future.

This article shows the change that has taken place within the western countries' education policies in the last decades. This change sponsored by the big international and supranational organizations takes as a benchmark education quality closely related to students' academic achievement. Schools, as a consequence of their extension, had to be adapted, not without difficulty, to a situation which has turned them into a convergence point of those education policies which claim to evaluate the education system by means of external standardized tests in their national, international as well as local application. The tendency of education standardization based on quality and achievement is far from being diluted within the current education framework and seems to be strengthened not only by the big international organizations' pressure on national education policies but also due to the fact that education administration have to respond to the more and more demanding society. This society calls for high levels of education quality, which should ensure the optimum results of its new generations' training processes. Consequently, it should guarantee their full integration into the social framework they belong to.

RESUMENEl presente artículo refleja la importancia que han adquirido las evaluaciones externas como instrumento de control, por parte de las Administraciones, del estado general de los sistemas educativos. Aunque es un tema de actualidad, la utilización de pruebas externas estandarizadas es tan antigua como los propios sistemas educativos, girando ya desde el inicio en torno al rendimiento académico de los alumnos. En la actualidad esas pruebas sirven de guía para la elaboración de leyes educativas que sin duda, están consiguiendo una auténtica renovación pedagógica en la que las instituciones educativas tratan de obtener los mejores resultados en el rendimiento de sus alumnos, suponiendo todo ello, la mejora general de los sistemas educativos. PALABRAS CLAVEPolítica educacional -sistema educativo -evaluación de la educación -control de rendimiento escolar -calidad de la educación. ABSTRACTThis article shows the importance of the external evaluation employed by the Administration as a tool to supervise the overall status of the educational system. Being a current issue, the use of a standardised external test is, however, as old as educational systems themselves which since their origin have always been related to students´academic performance. Currently, these tests serve as a guidance to elaborate educational laws that are undoubtedly acquiring an authentic pedagogical renewal through which educational institutions attempt to obtain the best results of their students´ performance and, consequently, the general improvement of the educational system. KEY WORDSEducational policy -educational systems -educational evaluation -achievement tests -educational quality.