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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. (DIPF/Orig.).

Die vorliegende Literaturübersicht fokussiert die - bislang eher nicht systematisierte - aktuelle Vielfalt von Regionalisierungsbemühungen im Bildungsbereich mit dem Ziel, den gesellschaftlichen Diskurs zur Regionalisierung insbesondere im schulischen Kontext in Deutschland aus zwei Perspektiven nachzuzeichnen: Zum einen werden Initiativen aus allen 16 Bundesländern hinsichtlich ihrer postulierten Zieldimensionen, Strukturen und verwendeten Raumbegriffe untersucht. Zum anderen werden aktuelle empirische Befunde zur Regionalisierung aus insgesamt 34 wissenschaftlichen Publikationen vorgestellt. Diesen Untersuchungen lassen sich Hinweise zu relevanten Akteuren, lokalen Strukturveränderungen und wahrgenommenen Gelingensbedingungen und Herausforderungen entnehmen. Es wird allerdings auch deutlich, dass den gesamtgesellschaftlich bedeutsamen bildungspolitischen Zielsetzungen, wie z. B. der Schaffung von Chancengerechtigkeit, bislang ein Mangel an empirischer Evidenz zur tatsächlichen Wirksamkeit von Regionalisierungsmaßnahmen gegenüber steht. (DIPF/Orig.). The present literature review focuses on the plurality of regionalization efforts in the German educational sector, which so far have not been systematically compiled. The aim is to trace the current societal discourse in the educational sector from two perspectives: On the one hand initiatives from all 16 federal states are analyzed regarding their objectives, structures and employed notions of \"space\". On the other hand, current empirical findings on regionalization from a total of 34 scientific publications are presented. These studies report evidence on relevant actors, local structural changes as well as perceived challenges and conditions for success. However, it also has to be pointed out that there is a gap between the important socio-political objectives of regionalization initiatives, such as equity in education, and the empirical evidence on their actual effectiveness. (DIPF/Orig.).