Abstract
In Spain, the structure of policymaking and the underlining constitutional principles changed radically during the second-half of the 1970s with the transition from the Francoist to the democratic regime. Previously, policymaking was strictly a top-dominated procedure (Valverde, 1973; Bardaviso, 1969) with no allocation of power at the sub-national level. After the transition from authoritarianism to democracy, Spain became a political system where significant policymaking powers were allocated to regions and localities (Balfour and Quirosa, 2007; Balfour, 2005; Gibbons, 1999). In a relatively short period, the Spanish system of government went from being characterized by a strong center and weak periphery to one with a weak center and strong periphery.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
Copyright information
© 2016 Raffaella Y. Nanetti and Catalina Holguin
About this chapter
Cite this chapter
Nanetti, R.Y., Holguin, C. (2016). Social Capital in Educational Policy: Spain. In: Social Capital in Development Planning. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137478016_7
Download citation
DOI: https://doi.org/10.1057/9781137478016_7
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-57260-1
Online ISBN: 978-1-137-47801-6
eBook Packages: Economics and FinanceEconomics and Finance (R0)