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The increase in child poverty in Spain highlights the importance of equality and inclusion of students at risk of social exclusion in the Spanish educational system. Recent research emphasises the importance of educational leadership, particularly from school principals, as a tool to improve the learning of these students. The main aim of this study is to establish the characteristics of school management in disadvantaged contexts in western Andalusia (Spain), placing special emphasis on the factors considered to hinder or aid effective leadership from principals. A mixed methodology was used in this process, surveying 282 teachers and interviewing 14 principals, and employing descriptive and contrastive statistics techniques. According to the teachers surveyed, principals tend to follow good educational leadership practices. However, the disadvantaged contexts present obstacles to their effective execution. While improvements are observed in the continuity of teaching staff, there is an urgent need to improve the qualifications of teachers working with students at risk of exclusion. In conclusion, principals need greater autonomy in relation to teachers and teaching practice.

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Since 1956, the year in Morocco achieved independence, until now, the school system has been the subject of many discussions and controversies in the most varied areas of the country. We provide data on the educational situation. We analyze the reforms from a critical perspective, ending with final proposals. He underlined that the sector was experiencing a number of difficulties and problems due in particular to the adoption of syllabuses and courses that do not meet the needs of the labour market. Managing human resources is a key component of effective management with significant influence on the overall performance of schools. With a highly centralized structure, is structured in a preschool, primary, school, secondary, vocational and higher education with a very different way called Original Teachings rooted in the principles and ideals of the Arab-Muslim civilization. The latter is structured in three main stages of education: basic, secondary and higher education. We concluded by acknowledging the efforts made in recent years in the Moroccan education sector, although there is still a considerable number of clearly important aspects of improvement.

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Since the promulgation of the present constitution in 1978, there have been seven important reforms and a plethora of Royal Decrees, Orders, and Regulations, which have meant that changes and modifications are a constant. In Spain, the legal measures adopted unilaterally by the major political parties, conservative and progressive, have lacked the desired consensus, thus impeding their implementation and leading to inconsistent lurches in direction. Following an eminently pragmatic neoliberal ideological perspective, the recent Organic Law on Quality in Education aims to unify the curriculum and give greater autonomy to private centres, with an eye to the labour market. With this reform the democratic participation of the various sectors that make up the educational community is severely curtailed and, in the interests of a higher quality of education, the decision-making powers of the highest participatory body in schools, the School Council, have been reduced to a minimum.

RESUMEN: La investigación se centra en los estudiantes luso-africanos de educación secundaria que cursan estudios en dos de las ciudades portuguesas con mayor número de inmigrantes (Setúbal y Faro). Especialmente porque, según los últimos datos ofrecidos en Portugal por el Instituto Nacional de Estadística, en un futuro próximo estos jóvenes constituirán la mayoría de la población escolar en muchos centros del país y, al mismo tiempo, una gran parte de ellos contribuirá a elevar las ya altas tasas de abandono y fracaso escolar. Con la intención de facilitar la inclusión socioeducativa de estos alumnos, pretendemos determinar sus expectativas en relación a su trayectoria escolar, teniendo en cuenta aspectos sociales, familiares, económicos, educativos y escolares.Tras realizar el pertinente estudio documental, llevamos a cabo una recolección de datos basada en la observación in situ y un cuestionario vertebrado en siete grandes grupos de escalas: características de sus padres, trayectoria escolar, autoestima, motivación para continuar estudiando, expectativas sobre el futuro profesional, caracterización y evaluación del contexto escolar, y las expectativas al terminar la secundaria. De esta manera, relacionamos variables relativas a su situación sociofamiliar, su trayectoria escolar y su integración social con sus perspectivas de futuro. Tras la interpretación y análisis de los datos extraídos, entre otras conclusiones, afirmamos que el factor más influyente en las expectativas que tienen los alumnos luso-africanos que finalizan sus estudios de educación secundaria, es el interés de sus padres respecto a la formación de los niños. PALABRAS CLAVE: Educación secundaria, migrantes de segunda generación, expectativas, Portugal, inclusión, integración, África-lusófona.ABSTRACT: The research focuses on the Luso-African secondary school pupils studying in two of the Portuguese cities with the largest number of immigrants (Setúbal and Faro). Especially this cities, according to the latest data offered in Portugal by the National Institute of Statistics, in the near future these young people constitute the majority of the school population in many schools in the country and at the same time, a large portion of them will help to raise and high rates of dropout and failure. In order to facilitate the social inclusion of these students wanted to determine their expectations of their school career, taking into account social, family, economic, educational and school aspects. After a relevant documentary study, we conducted a data collection based on the in situ observation and a vertebrate of questionnaire scales in seven groups: characteristics of their parents, school career, self-esteem, motivation to continue studying, expectations about the future professional, characterization and evaluation of the school context, and expectations after high school. Thus, variables relate concerning their social and family situation, your school career and social integration with their future prospects. Following the interpretation and ...