Joan Sorribes

DOI: http://dx.doi.org/10.12775/SPI.2020.3.001


In the Europe of the European Union, policies and programmes on the social inclusion of millions of Euros have been presented for years in different countries, with a greater concentration in the countries of the South and neighbouring countries. This issue is of concern to state, regional and also local governments. The strategies proposed are also multilevel. It is the latter that have the most complicated role since they are the ones that are closest to the problem. For this last level of public administration, the main obstacle is the lack of resources, becoming clearly dependent on European, national and autonomous funds. The analysis of the plans guides us as to which aspects are the most important. This is the case of Barcelona, because it is an example of inclusive support measures and teamwork on a European and international scale. A theoretical model derived from the analysis of the theory and the results of the application of the different social policies of inclusion through training is presented, in which the leader has a determining role and a new actor is incorporated into the traditional models.

Słowa kluczowe

Leadership, social transformation, Economic Crisis, Education, Strategic Plan, Barcelona

Pełny tekst:

PDF (English) PDF


Alshamsi, A., Pinheiro, F.L. and Hidalgo, C.A. Optimal diversification strategies in the networks of related products and of related research areas. Nature Communications, Vol. n. 9, pages 1328. https://doi.org/10.1038/s41467-018-03740-9 What is the optimal Way to diversify an economy?

Backhouse, R.E. and Boianovsky, M. (2016). Secular stagnation: The history of a macroeconomic heresy. The European Journal of the History of Economic Thought, Vol. 23, n.6, pages 946-970.

Barcelona Social Inclusion Plan 2012-2015. Area of Quality of Life, Equality and Sport. Barcelona City Council.

Bieling, H.J. and Lux, J. (2014). Crisis-induced social conflicts in the European union-trade union perspectives: The emergence of ‘Crisis Corporatism’ or the failure of corporatist arrangements? Global Labour Journal, Vol. 5, n.3, pages 153–175.

Bowen, H. (1953). Social responsibilities of the businessman. Harper.

Clua-Losada, M., and Navarro, V. (2012). El impacto de la crisis en las familias y en la infancia. Barcelona: Editorial Ariel.

Cordobés, M., Carreras, I., and Sureda, M. (2019). Nuevas tendencias y competencias del liderazgo social. Do better by Esade. Instituto de Innovación Social. Retrieved on April 21th from https://dobetter.esade.edu/es/liderazgo-social-competencias

De Paola, M. and Brunello, G. (2016). Education as a tool for the economic integration of migrants. European Expert Network Economics of Education (EENEE), nº 27. Luxembourg: Publications Office of the European Union.

European Commission (2010). A European strategy for smart, sustainable and inclusive growth. Retrieved on April 10th from: https://ec.europa.eu/eu2020/pdf/COMPLET%20EN%20BARROSO%20%20%20007%20-%20Europe%202020%20-%20EN%20version.pdf

Feagans, L. V. and Bartsch, K. (1993). A framework for examining the role of schooling during early adolescence. In R. M. Lerner, (Ed.), Early adolescence (pp. 129-142). Hillsdale, NJ: Erlbaum.

Fernández Ríos, L. and Rodríguez, F. J. (2002). La prevención de la violencia: Hechos y mitos. Psicothema, 14 (supl.), 147-154.

Fullan, M. (2007). The new meaning of educational change. Nova York: Routledge.

Gracia, E. and Musitu, G. (2000). Psicología Social de la familia. Barcelona: Paidós.

Gugler, K., Weichselbaumer, M. and Zulehner, C. (2015). Competition in the economic crisis: Analysis of procurement auctions. European Economic Review, Vol. 73, pages 35-57.

Gundara, J. S. (1993) Diversidad social, educación e integración europea. Revista de Educación» del Ministerio de Educación y Cultura de España n.302, (septembre-decembre 1993).

López-Vicente, P., Cussó-Parcerisas, I., Rodríguez-Garcia, E., and Riera-Romaní, J. (2016). Hacia una nueva propuesta de evaluación del éxito educativo. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, Vol.14, n.2.

Marín, M. (2003). Función social de la educación y rol del profesor. En S. YUBERO, E. Larrañaga y J. Morales (Coords. ) La sociedad educadora (pages. 33- 56). Albacete: Servicio de publicaciones de la Universidad de Castilla La Mancha.

Musitu, G. (2002). Las conductas violentas de los adolescentes en la escuela. El rol de la familia. Aula Abierta, Vol. 79, pages 109-138.

OECD.Stat (2020). Gross Domestic Product (GDP). Retrieved on February 4 from https://data.oecd.org/gdp/gross-domestic-product-gdp.htm

Ovejero, A. (2002). Cultura de la pobreza: violencia, inmigración y fracaso escolar en la actual sociedad global. Aula Abierta, Vol. 79, pages 71-84.

Palacios, J. (1999). La familia y su papel en el desarrollo afectivo y social. In F. LÓPEZ, I. Etxebarría, M.J. Fuentes, M.J. Ortiz (comps), Desarrollo afectivo y social, (pages 267-284). Madrid: Pirámide.

Pinto, V. (1996). La escuela como contexto de enseñaza-aprendizaje. In R. A. Clemente Y C. Hernández, Contextos de desarrollo psicológico y educación (pages. 221-230). Málaga: Aljibe.

Price Whaterhouse Cooper and ESADE (2019). ¿Hacia dónde va el liderazgo social? Nuevas tendencias y competencias. Retrieved February the 4th from: https://www.pwc.es/es/sala-prensa/notas-prensa/2019/ong-espanolas-mujeres-directoras.html

Rivas, M. (2000). Innovación educativa: Teoría, procesos y estrategias. Madrid,


Rikkerink, M., Verbeeten, H., Simons, R. J. and Ritzen, H. (2016). A new model of educational innovation: Exploring the nexus of organizational learning, distributed leadership, and digital technologies. Journal of Educational Change, Vol. 17, n.2, pages 223-249.

Rosetti, N. (2017). Social exclusion, inclusion policies and gender inequalities. Barcelona Societat, Journal on Social knowledge and análisis, Vol. 21, Pages 1-13.

Sala, A. (2009). Entrevista con el vicepresidente financiero del MIT. El Periódico. Retrieved on March 5th from https://www.elperiodico.com/es/economia/20091227/israel-ruiz-el-modelo-formativo-del-mit-es-como-la-masia-del-barca-245187

Summers, L. (2013). Why stagnation might prove to be the new normal.

Retrieved February the 2nd from: http://larrysummers.com/commentary/financial-times-columns/why-stagnation-might-prove-to-be-the-new-normal/

Toro Díaz, J., Carmona Grajales, J., and Tabares Torres, M. (2018). Financial Risk in Spanish Companies. Revista Empresarial, Vol 46, pages. 52-61.

Vila, I. (1998). Familia, escuela y comunidad. Barcelona: Horsori.

Wilson, J.D. (1992). Cómo valorar la calidad de la enseñanza. Barcelona-Madrid: Paidós; MEC.


  • There are currently no refbacks.

Aktualne numery
ISSN 2450-5358

e-ISSN 2450-5366

Poprzedni: ISSN 2299-4890

Partnerzy platformy czasopism