CLUSTER CLUSTER “ACCESS AND SOCIAL “ACCESS AND SOCIAL

INCLUSION IN LIFELONG INCLUSION IN LIFELONG LEARNING”LEARNING”

Report of the Peer Learning Report of the Peer Learning Activity Activity

““Measures to Address Diversity in Measures to Address Diversity in the Basque Country”the Basque Country”

8-10 October 20088-10 October 2008

Cluster meeting 19 November 2009Cluster meeting 19 November 2009

Dr. Dragana AvramovDr. Dragana Avramovwww.avramov.orgwww.avramov.org

PLA in the Basque PLA in the Basque CountryCountry

The PLA activities included The PLA activities included a full day a full day presentation of policiespresentation of policies and and

measures and their underpinning measures and their underpinning normative standards normative standards

visits, spread over two days, to four visits, spread over two days, to four school establishments to see how the school establishments to see how the implementation of measuresimplementation of measures addressing diversity works in practiceaddressing diversity works in practice

PresentationsPresentations

Presentations addressed the Presentations addressed the Spanish and BasqueSpanish and Basque education system education system

the response of the Basque education system to the response of the Basque education system to social and cultural diversitysocial and cultural diversity

inclusive schoolinginclusive schooling as the priority line as the priority line measures to address measures to address educational inequalitieseducational inequalities due due

to social and cultural factors to social and cultural factors Learning CommunityLearning Community – a programme for – a programme for

transforming schools with the objective of reaching transforming schools with the objective of reaching educational equality and improving the living-educational equality and improving the living-together together

dialogic learningdialogic learning as an educational practice aiming as an educational practice aiming towards the school success of all pupilstowards the school success of all pupils

vocational trainingvocational training

VisitsVisits

The Cluster visited The Cluster visited two two primary schoolsprimary schools (Ondarroa LHI, Bizkaia (Ondarroa LHI, Bizkaia

province, and Gipuzkoa, Belaskoenea province, and Gipuzkoa, Belaskoenea province), implementing Learning province), implementing Learning Community projectCommunity project

one one secondary schoolsecondary school (Mungia BHI, the (Mungia BHI, the province of Bizkaia) also part of the Learning province of Bizkaia) also part of the Learning Community projectCommunity project

one secondary school (Koldo Mitxelena BHI, one secondary school (Koldo Mitxelena BHI, the province of Belaskoenea) carrying out the province of Belaskoenea) carrying out special education interventionspecial education intervention projects projects

Inclusiveness of the Basque Inclusiveness of the Basque education systemeducation system

In recent decades the Basque education In recent decades the Basque education system has been performing well: system has been performing well:

100 percent 100 percent access to basic educationaccess to basic education relatively relatively low early-school leavinglow early-school leaving

rates rates 14.5 % (14.5 % (Spain as a whole 29.9%)Spain as a whole 29.9%) good PISA results for good PISA results for mathematicsmathematics affirmation of the Basque culture affirmation of the Basque culture

through through EuskeraEuskera education model education model

Linguistic and socio-cultural Linguistic and socio-cultural

contextcontext

The Basque language The Basque language EuskeraEuskera shares shares the official status with Spanish the official status with Spanish

The value of The value of learning Euskeralearning Euskera is is widely recognized in bilingual widely recognized in bilingual schoolingschooling

DiversityDiversity in the social background of in the social background of learners and ideological pluralismlearners and ideological pluralism

Inflow of Inflow of immigrantsimmigrants

Educational contextEducational context

Three curricula models are available to pupils:Three curricula models are available to pupils: Model AModel A: instruction is carried out in : instruction is carried out in

SpanishSpanish and Euskera has the status of a and Euskera has the status of a language subject thought for a determined language subject thought for a determined number of hoursnumber of hours

Model BModel B: schooling is carried out in two : schooling is carried out in two languages languages Euskera and SpanishEuskera and Spanish and both and both languages are also thought as specific languages are also thought as specific subjectssubjects

Model DModel D: schooling is carried out in : schooling is carried out in EuskeraEuskera and Spanish is thought as a specific subject and Spanish is thought as a specific subject for a determined number of hoursfor a determined number of hours

Trends in choices of Trends in choices of language modellanguage model

In the In the 1980s1980s students enrolled in students enrolled in Model AModel A outnumbered that for Models B and D put togetheroutnumbered that for Models B and D put together

Model A is Model A is now on declinenow on decline as parents give greater as parents give greater value to education in Euskeravalue to education in Euskera

The The expected trendexpected trend in prevalence of different in prevalence of different available models in basic education may be available models in basic education may be illustrated by the statistics for the number of three-illustrated by the statistics for the number of three-year-olds in infant pre-school education in the year-olds in infant pre-school education in the different linguistic models. The coverage of three-different linguistic models. The coverage of three-year-olds by pre-school education is 100 percent year-olds by pre-school education is 100 percent

In the school year 2003-2004 In the school year 2003-2004 Model AModel A was chosen was chosen by 8.1 percent, by 8.1 percent, Model BModel B by 30.5 percent and by 30.5 percent and Model Model DD by by 61.4 percent61.4 percent of parents of pre-school children of parents of pre-school children

MulticulturalismMulticulturalism

Programmes for promoting multiculturalism Programmes for promoting multiculturalism have been set up in 2007:have been set up in 2007:

some 48 schools are benefitting from some 48 schools are benefitting from additional staffadditional staff to provide support to pupils to provide support to pupils who have recently arrived in the Basque who have recently arrived in the Basque CountryCountry

primary schools with more than 25 percent primary schools with more than 25 percent and secondary schools with more than 15 and secondary schools with more than 15 percent immigrant children receive percent immigrant children receive additional additional half full teacher hourshalf full teacher hours to provide language to provide language support and knowledge about Basque society support and knowledge about Basque society and culture and culture

Inclusive schooling as the Inclusive schooling as the priority linepriority line

high policy commitment to high policy commitment to equity and equity and

qualityquality in education in education allocation of significant allocation of significant financial and financial and

human resources human resources for inclusive for inclusive schoolingschooling

compensatory measurescompensatory measures to support to support children in mainstream education, and children in mainstream education, and those adolescents who have dropped those adolescents who have dropped out to acquire basic skills for workout to acquire basic skills for work

The main focus of PLAThe main focus of PLA

The main focus of PLA was visits to The main focus of PLA was visits to schools implementing schools implementing Learning Learning Community approachCommunity approach to learn about to learn about

characteristicscharacteristics of the projects of the projects pedagogical elementspedagogical elements implemented implemented participation of the participation of the key stakeholderskey stakeholders

Learning Community Learning Community projectproject

an an alternativealternative to traditional instruction to traditional instruction interactioninteraction between an education between an education

centre and its environment centre and its environment implementing integrated, participatory, implementing integrated, participatory, and continuing type of educationand continuing type of education

encapsulates encapsulates innovative teaching innovative teaching practicespractices, including dialogic learning , including dialogic learning which may contribute to higher which may contribute to higher achievement for all childrenachievement for all children

Basic principles of dialogic Basic principles of dialogic learninglearning

Seven basic principles underpin the Seven basic principles underpin the concept of dialogic learningconcept of dialogic learning

egalitarianegalitarian dialogue dialogue cultural intelligencecultural intelligence (academic, practical (academic, practical

and communicative) and communicative) transformation transformation of difficulties into of difficulties into

possibilitiespossibilities instrumentalinstrumental dimension dimension creation of creation of meaningmeaning solidaritysolidarity equality of equality of differencesdifferences

PremisesPremises

egalitarianismegalitarianism promotes contributions of each promotes contributions of each participant based on richness of arguments participant based on richness of arguments rather than statusrather than status

capability approachcapability approach valorises the potential for valorises the potential for participation of all in dialog on equal footingparticipation of all in dialog on equal footing

added value of added value of communication and knowledge communication and knowledge exchange exchange for addressing challengesfor addressing challenges

high level of high level of expectationsexpectations shared between shared between teachers, pupils, parents and communityteachers, pupils, parents and community

commitment that all pupils need to develop commitment that all pupils need to develop their skills their skills at maximumat maximum rather than at the rather than at the minimum levelminimum level

Five steps for implementing Five steps for implementing Community Learning projectCommunity Learning project

The academic guidelines for the project’s phases are developed by the Centre for Social and Educational Research (CREA)

Five steps are prescribed: sensibilisation phase (preparatory phase) decision making phase (preparatory phase) phase of the dream priority selection phase planning phase

Lessons learnt about LC projectLessons learnt about LC project

Keeping teachers ambitious Keeping teachers ambitious for their pupilsfor their pupils

The most visible The most visible outcomeoutcome of the Learning of the Learning Community project that we could observe Community project that we could observe is an exceptionally high level of is an exceptionally high level of enthusiasm and commitmententhusiasm and commitment among the among the teaching staffteaching staff

One of the key success factors of LC One of the key success factors of LC project is the real commitment to project is the real commitment to inclusive inclusive educationeducation which comes from teachers which comes from teachers

Teachers must be Teachers must be actorsactors and not clients of and not clients of a Learning Community projecta Learning Community project

Lessons learnt about LC projectLessons learnt about LC project Activating the chain of Activating the chain of

primary actors primary actors

Learning Community project is a good way Learning Community project is a good way for addressing diversity of learners for addressing diversity of learners abilities and socio-cultural backgrounds abilities and socio-cultural backgrounds because itbecause it Prepares Prepares teachersteachers to deal with pupils to deal with pupils

having different levels of abilities, and having different levels of abilities, and bilingual characteristics of the countrybilingual characteristics of the country

Prepares Prepares childrenchildren to learn in a to learn in a mutually supportive waymutually supportive way

Helps Helps parentsparents to help their children to help their children

Lessons learnt about LC projectLessons learnt about LC project A school project as the unifying A school project as the unifying

factorfactor

One of the major challenges of schools across One of the major challenges of schools across Europe is bringing Europe is bringing parentsparents into a learning into a learning community so that they become actively involved community so that they become actively involved at schoolat school

A common general project, such as Learning A common general project, such as Learning Community, proves to be a strong unifying factor. Community, proves to be a strong unifying factor. It engages It engages parentsparents and it attracts and it attracts childrenchildren to to schools in which they feel their voice is being schools in which they feel their voice is being heardheard

Individual projectIndividual project, carried out within the school, , carried out within the school, such as choir, dancing or theatrical performance, such as choir, dancing or theatrical performance, are strong cohesive activities for integration of all are strong cohesive activities for integration of all ages and all languagesages and all languages

Lessons learntLessons learnt about LC project

Learning solidarity

Through dialogic learning those who are more proficient or have greater abilities in a particular task help others, thus reinforcing their own knowledge and forging group solidarity

Lessons learnt about LC projectLessons learnt about LC project

Learning Community concept and bilingual community

The powerful theoretical basis of Learning Community project is well suited to the cultural and bilingual context of the Basque Country as it reinforces both the notions of community and that of cultural diversity

Some of basic principles of dialogic learning such as cultural intelligence or creation of meaning favours education in Euskera language, and bilingual communication

Assessment of the impact of Assessment of the impact of the Learning Community the Learning Community

projectproject

The assessment by the LC project coordinators and The assessment by the LC project coordinators and the education authorities is in course but it is the education authorities is in course but it is too too early to measure impactearly to measure impact in the Basque Country in the Basque Country

Self assessment by schools Some schools which are implementing Learning

Community, report that the project has helped to raise standards as regards students’ achievement and self-esteem

The project also helped to increase the enrolment ratio in some schools that were losing pupils and were at the risk of becoming stigmatized due to low achievement of pupils and high turnover of teachers (magnet effect)

Cluster observations Positive effects of Learning

Community project

Positive effects are seen as:Positive effects are seen as: greater greater social involvement and interactionsocial involvement and interaction

between teachers, pupils, parents and between teachers, pupils, parents and community activistscommunity activists

schools are tipping into the schools are tipping into the capacitiescapacities and and are using local community as a source of are using local community as a source of knowledge to bring into the learning knowledge to bring into the learning environment environment

schools are bringing together schools are bringing together plurality of plurality of societal valuessocietal values and bridging a divide between and bridging a divide between what children learn at home and what they what children learn at home and what they learn at schoollearn at school

Cluster observations Some challenges for Some challenges for

Learning Community projectLearning Community project

Learning Community has been rather effective in tipping Learning Community has been rather effective in tipping into the knowledge of the into the knowledge of the local communitylocal community, and more , and more particularly into the social capital and resources of particularly into the social capital and resources of community’s prominent memberscommunity’s prominent members

One of the future challenges for Learning Community One of the future challenges for Learning Community projects is bringing aboard projects is bringing aboard socially marginalised familiessocially marginalised families who themselves may need some training in order to who themselves may need some training in order to acquire skills to help their children in the learning acquire skills to help their children in the learning process, and to help themselves become better process, and to help themselves become better integrated in a broader communityintegrated in a broader community

It is not fully clear how tipping into the knowledge of the It is not fully clear how tipping into the knowledge of the local community is to be achieved in local community is to be achieved in segregated urban segregated urban areasareas when the school is located in a ghetto with 100% of when the school is located in a ghetto with 100% of its population representing one culture, one language, its population representing one culture, one language, one religion… with parents having problems of one religion… with parents having problems of communication in the language used at schoolcommunication in the language used at school

Transferability of Transferability of Learning Community projects Learning Community projects

in the Basque Countryin the Basque Country

There are currently There are currently no plansno plans for a general introduction of the for a general introduction of the Learning Community concept in the entire Basque Country. Learning Community concept in the entire Basque Country. The choice of the Basque government is to develop syllabus, The choice of the Basque government is to develop syllabus, and leave the choice of methods to schoolsand leave the choice of methods to schools

DisseminationDissemination about Learning Community project, which is about Learning Community project, which is considered to be a successful model, is given preference over considered to be a successful model, is given preference over regulations coming from the education authoritiesregulations coming from the education authorities

The Basque education authorities are actively supporting LC The Basque education authorities are actively supporting LC projects making it projects making it possiblepossible but but not obligatorynot obligatory for schools to for schools to take it uptake it up

Even if schools do not take up LC project the education Even if schools do not take up LC project the education authorities plan to channel authorities plan to channel resourcesresources to measures which to measures which keep keep pupils togetherpupils together in groups rather than separating them into in groups rather than separating them into ability groups and taking weak performers out of regular ability groups and taking weak performers out of regular classesclasses

Special Education Intervention Special Education Intervention Projects in Areas of Projects in Areas of DisadvantageDisadvantage

Education authorities have embedded in the educational system Education authorities have embedded in the educational system several compensatory measures:several compensatory measures:

Special education Special education interventionintervention Curricula diversification Curricula diversification programmesprogrammes Complementary schoolingComplementary schooling programmes programmes

From what we have seen in practice specific measures which From what we have seen in practice specific measures which were put in place to address special education needs of some were put in place to address special education needs of some children, by taking them out of some regular classes may be children, by taking them out of some regular classes may be leading to leading to moremore, rather than less segregation of pupils lagging , rather than less segregation of pupils lagging behind behind

In the overall context of preventative and compensatory In the overall context of preventative and compensatory measures seen in the Basque Country measures seen in the Basque Country Learning CommunityLearning Community project appears as a project appears as a desirable step forwardsdesirable step forwards towards more towards more inclusive quality educationinclusive quality education

Vocational trainingVocational training

Whereas in some countries VET is considered to Whereas in some countries VET is considered to contribute to early-school leaving in the Basque contribute to early-school leaving in the Basque Country it is believed that vocational training meet Country it is believed that vocational training meet both both individual and societal needsindividual and societal needs due to: due to:

the the qualityquality of vocational training of vocational training continuous assessment of continuous assessment of needs of businessesneeds of businesses for for

new occupationsnew occupations life long learninglife long learning opportunities through continuous opportunities through continuous

VETVET 50 percent of pupils with initial vocational training 50 percent of pupils with initial vocational training

find a job in the first month from graduation, and find a job in the first month from graduation, and within six months 83 percent of graduates are in within six months 83 percent of graduates are in employmentemployment