ABSTRACT
The author outlines three major problems that may hinder the implementation of the process of Spanish reform which was formalized with the approval of LOGSE in 1990. These are: the parallel necessity for quantitative and qualitative improvements; the necessity for integration of education with the labour needs of a changing economy; and the difficulty of inspiring an appropriate level of teacher motivation. Each of these has budgetary implications as substantial as they are unwelcome in a period of economic recession, although relieved in small measure by falling school rolls.
