Educational Community Plans (ECP)

Year 2013-2014

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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

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LIC Advisor

Representatives Educational Services

Schools

Regional Gov.

Department Stakeholders

Regional Services Director Inspector

Education techniciansMunicipal

Representatives

MayorCouncillor 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 C

ohesion

Use

of C

atal

an

Equ

ity

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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 Plan

Sharing responsibility

Confidence, dialogue and consensus Participation and

coordination

Promoting local initiatives

Sharing expenses

Normalization andsustainability

Innovation andeducational quality

Common targets Common 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

Municipalservices

Associationsentities

Sports Centres

Cultural centres Leisure centres

SpecialEducation school

Adults

Council

Performing Arts School

Families

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Aims1. To increase academic success2. To improve schooling conditions3. To boost participation in activities and spaces of coexistence

within the school environment4. 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 engagement6. 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 assessmentDIAGNOSIS

Assessment of thePROCESS

Final assessmentRESULTS

Qualitative Quantitative

Deferred assessmentIMPACT

ASSESSMENT INDICATORS

ASSESSMENT

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Initial Year Year Year Year Year YearPhase 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

Perc

enta

tge

grad

uats

cur

s 20

09-

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

Perc

enta

tge

grad

uats

cur

s 20

07-2

008

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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