Servei de suport a la comunitat


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  • 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.
  • 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
  • Servei de suport a la comunitat

    1. 1. Educational EnvironmentProgrammesYear 2012-2013
    2. 2. 2Increase social cohesion through intercultural education,equity and promotion of the use of CatalanEducational cooperation initiativeAchieve educational success for all pupils.EEP
    3. 3. 3Educational Environment Programmes•There are 96 Educational Environment Programmes inCatalonia• 23,47% of Catalan schools are involved…and 27,88% of Catalan students
    4. 4. 4LIC AdvisorRepresentativesEducational ServicesSchoolsRegionalGov.DepartmentStakeholdersRegional ServicesDirector InspectorRegional ServicesDirector InspectorEducationtechniciansMunicipalRepresentativesMayorCouncillor forEducationRepresentativesAssociationsand local entitiesRepresentative-institutional CommitteeOperating CommitteeWorking groups, participation committeesLEVEL ALEVEL BLEVEL CDepartment of Education Council
    5. 5. 5Intercultural educationSocial CohesionUseofCatalanEquity
    6. 6. 6Principles of the PlanPrinciples of the PlanSharing responsibilitySharing responsibilityConfidence, dialogueand consensusConfidence, dialogueand consensusParticipation andcoordinationParticipation andcoordinationPromoting localinitiativesPromoting localinitiativesSharingexpensesSharingexpensesNormalization andsustainabilityNormalization andsustainabilityInnovation andeducational qualityInnovation andeducational quality
    7. 7. 7PersonaltimeLeisuretimeSchool timeClass timeAfter-school timeEducational continuity
    8. 8. 8SecondaryschoolNurseryState fundedprivate schoolPre-Primary andPrimary schoolEducationServicesMunicipalservicesAssociationsentitiesSports CentresCultural centres Leisure centresSpecialEducation schoolAdultsCouncilPerformingArts SchoolFamilies
    9. 9. 10Aims1. To increase academic success2. To improve schooling conditions3. To boost participation in activities and spaces of coexistencewithin the school environment4. To increase the social uses and spread of catalan languageas a shared and cohesive language in regards to respecttowards linguistic diversity5. To promote the education of values civic engagement6. To encourage education in leisure7. To remark eLearning and networking of all educationalagents in the territory Improve links between families and schools Improve links between schools Improve links between schools and their environment.
    10. 10. 11Support activities for school tasks
    11. 11. 12Artistic activities
    12. 12. 13Sport activities
    13. 13. 14Workshops for families
    14. 14. 15Initial assessmentDIAGNOSISInitial assessmentDIAGNOSISAssessment of thePROCESSAssessment of thePROCESSFinal assessmentRESULTSFinal assessmentRESULTSQualitativeQualitative QuantitativeQuantitativeDeferred assessmentIMPACTDeferred assessmentIMPACTASSESSMENT INDICATORSASSESSMENT INDICATORS
    15. 15. 16Initial Year Year Year Year Year YearPhase 1 2 3 4 5 6InitialassessmentProcessassessmentCulturaltransformationFinalassessmentAnnual assessments
    16. 16. 17After 6 evaluations it has been proved that the EEPAs have achieved:Educational Environment Programmes: Impact73,15 79,03 77,97 82,94020406080curs incorporció curs 2010-2011Percentatges de graduats dESOPEE Tot Catalunya An increase in the percentage of graduates in Compulsory SecondaryEducation. From the beginning EEP application through the 2010-11academic year, this figure is higher in the schools involved in the EEP (4,82points) than in other schools in Catalonia (3,91), although the former grouppresents more complexity.
    17. 17. 18Educational Environment Programmes: Impact Correction of the negative correlation between the percentages of schoolgraduates and percentage of foreign students.- The difference between the percentage of the total graduates and the percentage ofstudents 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 altrespaïsos0204060801000 10 20 30 40 50 60 70 80 90Percentatge alumnat provinent altres païsosPercentatgegraduatscurs2009-2010Relació graduats ESO/percentatge alumnat provinent altres països0204060801000 10 20 30 40 50 60 70 80 90Percentatge alumnat provinent altres païsosPercentatgegraduatscurs2007-2008After 6 evaluations it has been proved that the EEP have achieved:
    18. 18. 19Educational 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 extracurricular classes An increase in leisure time Growth in students participation A more pronounced feeling of belonging within groups in danger ofsocial exclusion A more favourable atmosphere towards cultural diversity Fewer social conflicts. A change in the work methodology among professionals andeducational agents
    19. 19. 20Educational Environment Programmes: proposals forthe 2012-2013 school yearKeeping the EEP means emphasising their added value: Community projects that answer educational challenges Continuity and coherence between formal, informal and non-formaleducation. New working culture and net learning More cohesively united territories Prospects of success for all students
    20. 20. 21Key points in sustainabilityAgreementHuman resourcesGroup work (different educationalagents reflect upon a specific topic, theydiagnose the needs and they elaborate aproposal for actions to carry out andevaluate its results)Orientation and resources Shared leadership between thelocal administration and theeducational administration An organization that ensures: Representation Effectiveness Reflection and communitylearning. A community plan facingeducational challenges Sustained actions
    21. 21. 22