Presentation of Educational Community Plans in Catalonia at the at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.

1. Educational Community Plans
(ECP)
Year 2013-2014

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.

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Educational Community Plans
•96 Educational Community Plans
•79 towns
•884 schools
•26.11% of all students in Catalonia

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

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Intercultural education
Social Cohesion
UseofCatalan
Equity

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Use and learning of Emotional and relational attention
the Catalan language
 Linguistic competence
 Relational competence
Equality of opportunities
(at a personal level)
Social cohesion element
(at a social and national level)
Newcomer students:
Linguistic, emotional and socializing welcome

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The linguistic, emotional and socializing welcome is applied in
three areas:
Welcome classroom
Welcoming/Inclusive School
Educational Community Plan
Newcomer students:
Linguistic, emotional and socializing welcome

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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
Common targetsCommon targets Common languageCommon language

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Personal
time
Leisure
time
School time
Class time
After-school time
Educational continuity

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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

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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.

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Support activities for school tasks

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Artistic activities

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Sport activities

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Workshops for families

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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
ASSESSMENT

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Initial Year Year Year Year Year Year
Phase 1 2 3 4 5 6
Initial
assessment
Process
assessment
Cultural
transformation
Final
assessment
Annual assessments

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After 6 evaluations it has been proved that the EEPs have achieved:
Educational Community Plans: 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.

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Educational Community Plans: 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 ECP 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 ECP have achieved:

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Educational Community Plans: 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 sensitivity towards cultural diversity
 Fewer social conflicts.
 A change in the work methodology among professionals and
educational agents

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What have we learnt?
 Educational Community Plans need to have a dual leadership,
shared between local authorities and the Administration
 Since they have an horizontal structure, Educational
Community Plans need as little hierarchy as possible so that
leadership can be equally distributed
 Teamwork is a basic element of a network structure
 Only participation between educational agents can give
global and complete answers to determined aims and
competences.
 Success of ECP depends on an initial phase of raising
awareness, a participative diagnosis and a commitment of all
agents involved in the project.

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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

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Resources Department of Education
The project of coexistence gathers the
interventions which the school develops
to educate students and the community
to coexist, solve classroom, school or
environment conflicts positively. From
all the topics we highlight the following
ones: welcome, intercultural education,
emotional education and inclusion.
Environment educative plans are an
innovative educational proposal which wants
to give an answer to our multiple social
necessities. They are tools to give an
integrated and communal response to the
educative necessities, and to coordinate and
invigorate educational actions in different
areas of the students' life.
This section offers a set of resources and
materials to ease the educative path of
newcomer students who are in the process of
incorporating in our schools and who wish to
access to an ordinary curriculum.
http://translate.google.es/translate?hl=ca&sl=ca&tl=en&u=http
%3A%2F%2Fwww.xtec.cat%2Fweb%2Fcomunitat%2Fentorn_pee_bonesp

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