As seen in our previous article, Finland is often cited as a model of excellence in Europe, with its high-quality teacher training, strong equity principles, and stable governance. At the opposite end of the spectrum, Spain presents a case marked by legislative volatility and underwhelming results, especially in Southern Europe. This article offers an overview of the current Spanish education framework, some years after its implementation, and identifies critical lessons for international policymakers.

The Spanish education law currently in force—commonly referred to as the LOMLOE—came into effect in January 2021. It was introduced with the stated aim of modernising the education system and reducing inequalities. However, after four years of implementation, data and public opinion suggest that the reform has fallen short of achieving its objectives.

One of the central criticisms concerns the absence of effective accountability mechanisms. Spain’s students face very few standardised national examinations throughout their academic trajectory, and the results of those that do exist are not made public. This lack of transparency limits benchmarking and improvement efforts. Additionally, in many of Spain’s autonomous regions—each with a high degree of control over education policy—families face restrictions in choosing schools freely. School performance data is often withheld or censored, further weakening the ability of parents to make informed educational choices and eroding institutional competition.

Beyond these administrative issues, the deeper challenge lies in the political nature of Spanish educational reform. Like all of its predecessors since the democratic transition, the current law was passed without cross-party consensus or meaningful consultation with the broader educational community. This pattern of unilateral reform has led to a cycle of legislative instability: each change of government typically results in a new education law. This short-term, partisan approach undermines long-term planning and disorients schools and educators, who struggle to adapt to constantly shifting priorities.

The reform also introduced automatic student promotion, a measure intended to reduce dropout rates and stigma associated with academic failure. Students are now permitted to progress through school and even graduate despite failing multiple subjects. Teachers report institutional pressure to pass students regardless of academic performance. While the policy was framed as a way to improve equity and motivation, results suggest otherwise. As of 2024, Spain continues to have one of the highest early school-leaving rates in the European Union, at around 14%. Meanwhile, the pursuit of academic excellence appears to be declining, with university professors already warning of a widespread growing culture of mediocrity among incoming students.

Another significant reform was the shift to competency-based assessment, aligning with trends in OECD countries. However, the rollout has been poorly managed. Teachers report a lack of clear guidelines and insufficient training, rendering the new model inconsistent and ineffective in many classrooms. In some regions, the abolition of numerical grades at early stages has caused confusion and discontent among educators and families alike.

Finally, funding remains a core obstacle. The reform sets ambitious goals—such as inclusive education and the digital transformation of schools—but these have not been matched by sufficient investment. Many public schools continue to experience shortages of qualified staff, modern technological infrastructure, and specialised support services. Teacher working conditions remain a point of contention, contributing to widespread dissatisfaction in the profession.

Spain’s case illustrates the limitations of education reform when driven more by ideology than by evidence or consensus. Legal change alone, without proper implementation tools, stakeholder support, and adequate funding, rarely leads to systemic improvement. For countries like Japan—where demographic decline, technological change, and economic competitiveness demand long-term educational vision—the Spanish example offers a cautionary tale. Reform must be grounded in political stability, professional development, and shared national goals if it is to deliver lasting outcomes.