2. 2
Increase social cohesion through intercultural education,
equity and promotion of the use of Catalan
Educational cooperation initiative
Achieve educational success for all pupils.
EEP
3. 3
Educational Environment Programmes
•There are 96 Educational Environment Programmes in
Catalonia
• 23,47% of Catalan schools are involved
…and 27,88% of Catalan students
http://www.xtec.cat/web/comunitat/entorn_pee
4. 4
LIC Advisor
Representatives
Educational Services
Schools
Regional
Gov.
Department
Stakeholders
Regional Services
Director Inspector
Regional Services
Director Inspector
Education
technicians
Municipal
Representatives
Mayor
Councillor for
Education
Representatives
Associations
and local entities
Representative-institutional Committee
Operating Committee
Working groups, participation committees
LEVEL A
LEVEL B
LEVEL C
Department of Education Council
6. 6
Principles of the PlanPrinciples of the Plan
Sharing responsibilitySharing responsibility
Confidence, dialogue
and consensus
Confidence, dialogue
and consensus
Participation and
coordination
Participation and
coordination
Promoting local
initiatives
Promoting local
initiatives
Sharing
expenses
Sharing
expenses
Normalization and
sustainability
Normalization and
sustainability
Innovation and
educational quality
Innovation and
educational quality
8. 8
Secondary
school
Nursery
State funded
private school
Pre-Primary and
Primary school
Education
Services
Municipal
services
Associations
entities
Sports Centres
Cultural centres Leisure centres
Special
Education school
Adults
Council
Performing
Arts School
Families
9.
10. 10
Aims
1. To increase academic success
2. To improve schooling conditions
3. To boost participation in activities and spaces of coexistence
within the school environment
4. To increase the social uses and spread of catalan language
as a shared and cohesive language in regards to respect
towards linguistic diversity
5. To promote the education of values civic engagement
6. To encourage education in leisure
7. To remark eLearning and networking of all educational
agents in the territory
Improve links between families and schools
Improve links between schools
Improve links between schools and their environment.
15. 15
Initial assessment
DIAGNOSIS
Initial assessment
DIAGNOSIS
Assessment of the
PROCESS
Assessment of the
PROCESS
Final assessment
RESULTS
Final assessment
RESULTS
QualitativeQualitative QuantitativeQuantitative
Deferred assessment
IMPACT
Deferred assessment
IMPACT
ASSESSMENT INDICATORSASSESSMENT INDICATORS
16. 16
Initial Year Year Year Year Year Year
Phase 1 2 3 4 5 6
Initial
assessment
Process
assessment
Cultural
transformation
Final
assessment
Annual assessments
17. 17
After 6 evaluations it has been proved that the EEPAs have achieved:
Educational Environment Programmes: Impact
73,15 79,03 77,97 82,94
0
20
40
60
80
curs incorporció curs 2010-2011
Percentatges de graduats d'ESO
PEE Tot Catalunya
An increase in the percentage of graduates in Compulsory Secondary
Education. From the beginning EEP application through the 2010-11
academic year, this figure is higher in the schools involved in the EEP (4,82
points) than in other schools in Catalonia (3,91), although the former group
presents more complexity.
18. 18
Educational Environment Programmes: Impact
Correction of the negative correlation between the percentages of school
graduates and percentage of foreign students.
- The difference between the percentage of the total graduates and the percentage of
students coming from other countries is almost 24 points.
- In the case of EEP students the difference is reduced to 20 points.
Relació graduats ESO/percentatge alumnat provinent altres
països
0
20
40
60
80
100
0 10 20 30 40 50 60 70 80 90
Percentatge alumnat provinent altres països
Percentatgegraduatscurs2009-
2010
Relació graduats ESO/percentatge alumnat provinent altres països
0
20
40
60
80
100
0 10 20 30 40 50 60 70 80 90
Percentatge alumnat provinent altres països
Percentatgegraduatscurs2007-2008
After 6 evaluations it has been proved that the EEP have achieved:
19. 19
Educational Environment Programmes: Impact
Aligned action with the international educational agenda
A substantial increase in community projects
Closer interaction between parents and schools
Growth in students and families’ expectations
An increase in the social use of the Catalan language
More equal and diverse participation of students in extra
curricular classes
An increase in leisure time
Growth in students participation
A more pronounced feeling of belonging within groups in danger of
social exclusion
A more favourable atmosphere towards cultural diversity
Fewer social conflicts.
A change in the work methodology among professionals and
educational agents
20. 20
Educational Environment Programmes: proposals for
the 2012-2013 school year
Keeping the EEP means emphasising their added value:
Community projects that answer educational challenges
Continuity and coherence between formal, informal and non-formal
education.
New working culture and net learning
More cohesively united territories
Prospects of success for all students
21. 21
Key points in sustainability
Agreement
Human resources
Group work (different educational
agents reflect upon a specific topic, they
diagnose the needs and they elaborate a
proposal for actions to carry out and
evaluate its results)
Orientation and resources
Shared leadership between the
local administration and the
educational administration
An organization that ensures:
Representation
Effectiveness
Reflection and community
learning.
A community plan facing
educational challenges
Sustained actions
Educational Environment Programmes were launched the school year 2004-2005 as an annex of a key plan called LIC (Language, Interculturality and Social Cohesion) They started in 26 municipalities, being the initial purpose to spread throughout the country. THEY MEAN AN UMBRELLA APPROACH , TARGETTING AN EDUCATIONAL CHANGE From a school to a community approach: Schools are not an island. The schools is not seen as an isolated institution, IS A KEY ELEMENT OF A WIDER COMMUNITY.SCHOOLS ARE NOT OFTEN ISLANDS with NO BRIDGES TO MAINLAND. From a sector to a community approach THE SCHOOLS IS NOT SEEN AS A PLACE WHERE DIFFERENT AGENTS PERFORM ACCORDING TO SPECIFIC ROLES, with no coordination among them. From an integration to a inclusion approach. A NEW ORGANIZATIONAL CULTURE OF LEARNING (network management) All that requires strategic planning tools and allocation of additional resources. PEE could not be seen just a set of activities. We can talk of strength, the power of network
We underline the word ALL. According the EU 2020 strategy and the ET 2020 targets, you know raise proportion between 4 years old in early childhood education to at least 95%, reduce school drop-out rates to 10% Early school leavers, (2009) the situation is 13,1% (migrants increase to 26,4) 17,4% of them only primary education. leave with only lower education or less .Ensure that at least 40% of the younger generations have a tertiary education or equivalent. A large share of EU Countries still have a too high proportion of " low achievers " in basic skills, as only three Member States reached the benchmark of no more than 15% low achievers in reading, mathematical and scientific literacy EDUCATIONAL SUCCESS: holistic approach, as a whole person, not only academic, but personal social and ethical success INTERCULTURALITY First generation and second generation. First: born outside the country of residence. Second: whose parents were born in the country of residence.
That means 906 schools and 330,000 pupils
This is a COLLABORATIVE defined by the functions of its members. This is a wide range of stakeholders. Leadership : an agreement of commitment must be SIGNED. defining the infrastructure for working together. DEVELOPMENT STEPS: signing an agreement, raising awareness of the surrounding educational agents.Building an organisation structure EFFECTIVE COLLABORATIVE: Vision, policy, leadership, infrastructure, capacity building sharing goals and common languages. FUNCTIONS: mapping and analyzing resources, sharing facilities, equipment and resources Expanding opportunities for community services Advocating for appropriate decision making STEERING COMMITEES TECHNICAL COMMITTEE: It’s the core( defines the work-plan. The budget and the annual report
You can see here three tightly intertwined axes that strongly influence our education system: the increasing incorporation of pupils with a migrant background, the appearance of new causes of social exclusion The use of Catalan THESE THREE SPACES DEFINE THE SPACE TO BUILD SOCIAL COHESION The 3 axes are key to achieve social cohesion Consolidate Catalan language as a vehicular language in the schools ans as the BACKBONE OF A MULTILINGUAL PROJECT. Educational success (personal, social, academic, professional future…) Respect for cultural differences in an intercultural framework This is aligned with ET 2020 “ Promoting equity, social cohesion and active citizenship” Language and Social Cohesion Plan
Sharing responsibility: involving agents of all administracions COMMON TARGETS DIALOGUE. Not knowing the relationship among administrations … (the structure of communications,feed-back, differents languages, stereotypes….) SUSTAINABILLITY: Not new plans: Activities often overleap considerably. It’s essential that all services join forces, work together and integrate. PRINCIPLES OF EMBEDDED DOLLS
One pupil, many of diverse aims SOMETIMES GOALS ARE CROSSED We need an integrated and shared work among all stakeholders in educational process that affect the community.
WE CAN DEFINE IT COMPARING WITH A HUB OF LEARNING AND ACTIVITIES SILENT PARTNERS???? You can define different types of links: BRIDGING, BONDING, LINKING NETWORK BASED IN Trust, not BASED IN PERSONAL RELATIONSHIPS, BECAUSE THEY ARE VULNERABLE TO MOBILITY AND WHAT DOES IT NEED? A PERMANENT COMMUNICATION PLATFORM( go beyond borders) Relationship matters
INTELLIGENCE GATHERING
Schooling of Roma: patchy attendance, dropping-out, poor marks Teacher training is a key element Working with families: importance of pre-school educatiON Promoting Roma girls educations ERALY LEAVING is a process rather than a one-off event. It often starts in Primary education with first experiences of school failure. PAY ATTENTION TO TRANSITIONS.
Activities conductd outside school hours to help more disavantaged students acquire the habits and techniques of organization and research. Help students to solve doubts in homework BUT promote the use of study sklls Department of education: agreement with universities providing students SERVICE-LEARNING activities RATIOS: depending on the profile of students (6-8) Two sessions: 4 hous per week.
Aquesta actuació vol aconseguir una millora de l’èxit escolar amb aquell alumnat de més risc d’exclusió social.
Development of a Catalan plan of sports at school to promote physical activity in a framework of values, education and coexistence. Keep in mind the importance of sport to fight against social inequalities Healthy habits involving teenagers
SOMETIMES INTERGENERATIONAL WORKSHOPS: cooking, computers…. Often the main goal is that newly arrived families can integrate into the parents’ association. Usually, sometimes because of language barriers or lack of free time, families remain not close enough t school
The first evaluation is the annual report: memory of activities. MISTMATCHES The report : Degree of achievement Detection of mismatches Proposals for improvement Discussion of the next year wokpan. DIAGNOSIS MEANS: Optimize resources Prioritize needs Elaborate a map of existing resources Select the needs of each envolved levels Strenghts and weakness od the area Current issues and concerns INDICATORS KEY PERFORMANCES Indicators: - results of academic success in correlation with type of school, origin of students, strategic projectes -students participation in activities outsie school Use of Catalan Family participation - leisure participation - Index early leaving school - Engagement at students in associations
Achievement gap across the EU between people with migrant background and natives The less students of immigrant origin the more school success. There are two axis