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Educational Community Plans
(ECP)
Year 2013-2014
2
Increase social cohesion through intercultural education,
equity and promotion of the use of Catalan
Educational coopera...
3
Educational Community Plans
•96 Educational Community Plans
•79 towns
•884 schools
•26.11% of all students in Catalonia
4
LIC Advisor
Representatives
Educational Services
Schools
Regional
Gov.
Department
Stakeholders
Regional Services
Directo...
5
Intercultural education
Social Cohesion
UseofCatalan
Equity
6
Use and learning of Emotional and relational attention
the Catalan language
 Linguistic competence
 Relational compete...
7
The linguistic, emotional and socializing welcome is applied in
three areas:
Welcome classroom
Welcoming/Inclusive Schoo...
8
Principles of the PlanPrinciples of the Plan
Sharing responsibilitySharing responsibility
Confidence, dialogue
and conse...
9
Personal
time
Leisure
time
School time
Class time
After-school time
Educational continuity
10
Secondary
school
Nursery
State funded
private school
Pre-Primary and
Primary school
Education
Services
Municipal
servic...
12
Aims
1. To increase academic success
2. To improve schooling conditions
3. To boost participation in activities and spa...
13
Support activities for school tasks
14
Artistic activities
15
Sport activities
16
Workshops for families
17
Initial assessment
DIAGNOSIS
Initial assessment
DIAGNOSIS
Assessment of the
PROCESS
Assessment of the
PROCESS
Final ass...
18
Initial Year Year Year Year Year Year
Phase 1 2 3 4 5 6
Initial
assessment
Process
assessment
Cultural
transformation
F...
19
After 6 evaluations it has been proved that the EEPs have achieved:
Educational Community Plans: Impact
73,15 79,03 77,...
20
Educational Community Plans: Impact
 Correction of the negative correlation between the percentages of school
graduate...
21
Educational Community Plans: Impact
 Aligned action with the international educational agenda
 A substantial increase...
22
What have we learnt?
 Educational Community Plans need to have a dual leadership,
shared between local authorities and...
23
Key points in sustainability
Agreement
Human resources
Group work (different educational
agents reflect upon a specific...
24
Resources Department of Education
The project of coexistence gathers the
interventions which the school develops
to edu...
25
WE APPRECIATE YOUR ATTENTION
Presentation of Educational Community Plans in Catalonia at the at the Study Visit Group No: 183 (CEDEFOP) , “Educational ...
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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″.

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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″.

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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. 1. Educational Community Plans (ECP) Year 2013-2014
  2. 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.
  3. 3. 3 Educational Community Plans •96 Educational Community Plans •79 towns •884 schools •26.11% of all students in Catalonia
  4. 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
  5. 5. 5 Intercultural education Social Cohesion UseofCatalan Equity
  6. 6. 6 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
  7. 7. 7 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
  8. 8. 8 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
  9. 9. 9 Personal time Leisure time School time Class time After-school time Educational continuity
  10. 10. 10 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
  11. 11. 12 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.
  12. 12. 13 Support activities for school tasks
  13. 13. 14 Artistic activities
  14. 14. 15 Sport activities
  15. 15. 16 Workshops for families
  16. 16. 17 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
  17. 17. 18 Initial Year Year Year Year Year Year Phase 1 2 3 4 5 6 Initial assessment Process assessment Cultural transformation Final assessment Annual assessments
  18. 18. 19 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.
  19. 19. 20 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:
  20. 20. 21 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
  21. 21. 22 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.
  22. 22. 23 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
  23. 23. 24 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
  24. 24. 25 WE APPRECIATE YOUR ATTENTION

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