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The paper analyzes and compares Spain’s April 2020 instructions and regulations for ending the school year, evaluation, and reopening under Covid-19 class suspensions. It applies critical discourse analysis to 20 documents issued by Spain’s Autonomous Communities to identify which education models each region promotes during crisis. Results highlight marked differences between conservative and progressive regions, with progressive areas more receptive to recommendations from non-governmental organizations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-policies-during-the-lockdown-measures-in-spain-after-covid-19/599286/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-policies-during-the-lockdown-measures-in-spain-after-covid-19/599286.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What aspects of the school calendar are covered for Spain during the lockdown?","Question",{"text":112,"@type":113},"The analysis covers regulations for ending the school year, evaluation procedures, and the start of the new school year under Covid-19-related class suspension.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the documents from Spain’s regions analyzed?",{"text":117,"@type":113},"The paper uses critical discourse analysis on 20 documents published by Spain’s Autonomous Communities.",{"name":119,"@type":110,"acceptedAnswer":120},"What differences does the paper find between conservative and progressive regions?",{"text":121,"@type":113},"Significant differences emerge, with progressive regions more inclined to implement recommendations from non-governmental organizations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599286,1792982782,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","doi: 10.26529/cepsj.1017  \nEducational Policies During the Lockdown: Measures in Spain after Covid-19  \nEnrique-Javier Díez-Gutiérrez1 and Katherine Gajardo Espinoza*2  \n• The pandemic has disrupted students’ lives, learning, and well-being worldwide and exacerbated existing disparities in education. Countries have unevenly followed policy recommendations to ensure education by non-governmental agencies, and in some cases, political and economic ideology has directly influenced the decisions taken, Spain being a case in point. The instructions and regulations published in April 2020 in Spain are analysed and compared in order to regulate the end of the school year, its evaluation, and the start of the new year, given the situation of suspension of classes during and the confinement of the Spanish population decreed due to the Covid-19 pandemic. The 20 documents published by the Autonomous Communities of Spain are subjected to critical discourse analysis. Their approaches and the aspects they highlight or ignore are examined to identify the different models of education that each region defends in times of crisis. There are significant differences between conservative and progressive regions, the latter being more inclined to implement the recommendations of non-governmental organisations.  \nKeywords: educational policy, Covid-19, evaluation, curriculum, social justice  \n1 University of León's Education Faculty, Spain.  \n2 *Corresponding Author. University of Valladolid, Spain; [katherine.gajardo@uva.es](katherine.gajardo@uva.es).  \n118 educational policies during the lockdown: measures in spain after covid-19  \nIzobraževalne politike med zaprtjem: ukrepi v Španijipo covidu-19  \nEnrique-Javier Díez-Gutiérrez in Katherine Gajardo Espinoza  \n• Pandemija je po vsem svetu prekinila življenje, učenje in dobro počutje učencev ter povečala obstoječe razlike v izobraževanju. Države niso enako upoštevale priporočil nevladnih agencij glede izvajanja politik zazagotavljanje izobraževanja, v nekaterih primerih pa je politična in gospodarska ideologija neposredno vplivala na sprejete odločitve, kar velja za Španijo. Analizirali in primerjali smo navodila in predpise, objavljene aprila 2020, v Španiji, ki urejajo konec šolskega leta, njegovo evalvacijoin začetek novega šolskega leta glede na razmere prekinitve pouka med zaprtjem španskega prebivalstva zaradi pandemije covida-19 . S kritično analizo diskurza smo preučili dvajset dokumentov, ki so jih objavile španske avtonomne skupnosti. Preučeni so pristopi in vidiki, ki jihpoudarjajo ali zanemarjajo, da bi tako prepoznali različne modele izobraževanja, ki jih zagovarjajo različne španske regije v času krize. Med konservativnimi in naprednimi regijami so velike razlike, pri čemer so zadnje bolj naklonjene izvajanju priporočil nevladnih organizacij.  \nKljučne besede: izobraževalne politike, covid-19, evalvacija, kurikulum, socialna pravičnost  \nIntroduction  \nThe Covid-19 pandemic has triggered a global crisis that has significantly impacted educational systems (Chen et al., 2020; Geldsetzer, 2020) . Since March 2020, most countries have implemented rigorous measures of social confinement or distancing to protect the population from the greatest pandemic of the contemporary era. According to the United Nations International Children’s Emergency Fund (UNICEF) data (2020), students and pupils in more than 194 countries stopped attending their schools, meaning that approximately 1500 million children, adolescents, and young adults globally were directly affected by the sudden closure of schools and universities.  \nGlobally, the current pandemic has disrupted children and young people’s lives, learning, and well-being and exacerbated the already existing disparities in education. According to a United Nations (UN) statement (2020), the pandemic is expected to reverse the gains ofthe last two decades of equality directly, particularly in girls’ and women’s education. In addition, projections indic","cbCaii7wBbXqmG8Q","https://ap.wps.com/l/cbCaii7wBbXqmG8Q","pdf",264804,24,"English","# Introduction\n# Disruption caused by Covid-19 in education\n## Global confinement measures and school closures\n## Expected impacts on equality and study continuation\n# Policy recommendations from international organizations","[{\"question\":\"What aspects of the school calendar are covered for Spain during the lockdown?\",\"answer\":\"The analysis covers regulations for ending the school year, evaluation procedures, and the start of the new school year under Covid-19-related class suspension.\"},{\"question\":\"How are the documents from Spain’s regions analyzed?\",\"answer\":\"The paper uses critical discourse analysis on 20 documents published by Spain’s Autonomous Communities.\"},{\"question\":\"What differences does the paper find between conservative and progressive regions?\",\"answer\":\"Significant differences emerge, with progressive regions more inclined to implement recommendations from non-governmental organizations.\"}]","Educational Policies During the Lockdown - Measures in Spain after Covid-19 | PDF",1792088490]