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Through Learning Communities, schools and their communities may play a key role in overcoming inequalities suffered by vulnerable populations. Learning Communities implement Successful Educational Actions (SEAs), one of which is Family Education. This action focuses on promoting basic education among community members, in addition to other adult educational and cultural activities. In this context, SALEACOM. Overcoming inequalities in schools and Learning Communities: Innovative education for a new century (2015-2017) is a Marie Curie RISE project that develops interdisciplinary solutions for and with learners most heavily affected by inequalities, including access to higher education and its quality. In this article, we focus on one experience from the Mediterrani School (Spain), where we work through SALEACOM. This school was known as a ghetto school until 2012, when they decided to transform the school into a Learning Community and to apply SEAs. This article analyses the impact of the Family Education programme in relation to families and children's expectations of higher education and how these expectations affected children's results. Family Education started in the Mediterrani School in the academic year 2012-2013, when the school and families conducted adult training courses. Three years later, family education had a massive response from the community, when 63 community members, 41% of the Roma enrolled in training courses. Since then, all courses are established according to the community's decisions through their active participation. Following a communicative methodology, we conducted semi-structured interviews with a communicative orientation among some of the participants in these adult courses. The communicative analysis showed that Family Education allowed the participants, and the members of community expected continued education throughout life and access to the university. The Adult Education promoted in the Mediterrani School can have a transformative effect on educational outcomes, opening possibilities for personal and social change.

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Learning Communities began over 35 years ago. In this article, the history of this movement is analyzed with the goal of understanding its evolution, the keys to its growth and success from a historical perspective, focusing on the overcoming of difficulties that this movement have found. To prepare this study, the existing literature on the subject have been analyzed, and interviews with leading figures in its development have been conducted. Results allow us to highlight the historical evidences that explain the evolution of the movement and hold its growth and success.

El objetivo del estudio es analizar los obstáculos que afronta el profesorado universitario para la enseñanza de la creatividad, y concretar actuaciones educativas que superan estos obstáculos. Se presenta un estudio de caso en dos licenciaturas: Arquitectura y Biotecnología, en una universidad pública mexicana. El conjunto de datos analizados se obtuvo mediante tres técnicas de la metodología comunicativa: se entrevistó a ocho profesores, se realizaron tres grupos de discusión con alumnos y se realizaron dos observaciones en clases. El caso estudiado evidencia cómo la actitud hacia la creatividad, las habilidades del profesorado y el método de enseñanza tienen relación directa en el progreso del pensamiento creativo de los estudiantes. Los participantes demandan que desde la investigación se evidencien aquellas actuaciones educativas que garantizan la formación exitosa de las capacidades y competencias creativas del profesorado y delos estudiantes.