This article aims to point out how school autonomy helps principals reach higher quality by increasing flexibility in three areas: pedagogy, organisation and management. Autonomy leads to an improvement in student performance and, consequently, in educational quality. A theoretical framework based on literature review and PISA results is followed by a qualitative field study with school management teams in Spain. The study questions how far goes real autonomy in pedagogical, organizational and management issues of the schools. Data from 12 Spanish schools are collected by using a questionnaire made ad hoc to assess the three mentioned areas of flexibility. Results show that flexibility for pedagogy, organisation and management is very limited in the Spanish schools consulted, coinciding with minimal autonomy granted to these areas by current Spanish legislation on education. The main conclusion reached is that management teams have a key role in promoting autonomy when governments confer it to schools. In accordance with this aim, teacher and management team training is crucial. Broadening the study by data triangulation with other members of the school community (teachers, students and families) is proposed.

There is currently an increase in the number of educational proposals in European opera houses. These proposals could be in line with the objectives for the Education musical that were specified in the Bonn Declaration, thus collaborating with the learning of the arts in general and of the Education musical in particular, in a society with new cultural challenges. The article analyses these proposals on the basis of information on the websites of ten European opera houses and the objectives for the Education musical as interpreted in the Bonn Declaration.

summary The socio-economic changes that have taken place in our society have prompted the university teaching to consider processes of methodological innovation. Along these lines, the University Strategy 2015 urged Spanish universities to modernise through the incorporation of new teaching and learning practices, capable of combining students' preparation for professional internship with the exercise of social responsibility (Ministry of Education, 20 15). These requirements entail the meeting of universities, companies and society, through projects and programmes. And in this sense, the Service-Learning methodology is considered a pedagogical instrument that can contribute to the university's transversal undertaking mission statement to train future professionals in a comprehensive manner. This methodology can be an innovative procedure , which can bring about a better relationship between the academic and social dimensions of learning. This is the case of the University of Navarra, which through project Horizon 2020 contemplates the promotion of innovative teaching and seeks to implement models of integrated learning and service-learning. The goal of this work is to assess the opinion of student body involved in Service-Learning experiences implemented at the University. To this end, a selection was made of those activities carried out during the 2016-2017 academic year that could be considered real Service-Learning. A questionnaire was elaborated, consisting of 39 items, structured in five blocks. The response formats consist of closed-ended questions subject Likerc with five options. The results support that participation in these activities allows students to integrate and understand content covered in the subjects, to recognise their future professional reality and to develop participation skills and work in a team. They also consider that, as citizens, they have a social responsibility and that the university should facilitate channels of participation in society.