Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
European countries
INTMEAS Report for contract –2007‐2094/001 TRA‐TRSPO
Drafts of this report benefited from comments and advice from the consortium’s reference
group members and from other experts in this field.
Available INTMEAS-reports:
1. Summary/sommaire/Zusamenfassung
2. Comparative conclusions
3. Discussion and recommendations
4. France
5. Germany
6. Hungary
7. Italy
8. The Netherlands
9. Poland
10. Slovenia
11. Spain
12. Sweden
13. UK
14. Experts and PLA
Universidad de Salamanca
April, 2009
0. Introduction .................................................................................................................. 3
1. Framework.................................................................................................................... 3
4.2. The aims of priority education: success, segregation and discrimination ........... 14
6. Safe Education............................................................................................................ 21
6.2. The second ideal: schools without bullied and harassed pupils........................... 21
1
6.3. Safety measures ................................................................................................... 22
6.4. Measures to protect pupils at risk from bullying and harassment ....................... 24
2
0.
Introduction
This report presents a current review of the policies rolled out by the various education
authorities and an analysis of their general characteristics, as regards those deemed to be
of greatest interest. Overall, a review has been made of a broad array of actions
published over the period 2000-2008 that include, or whose general purpose is to
provide, assistance to schools and teachers for fostering inclusion in the education
system. Although the sample is not intended to be exhaustive, it is undoubtedly
representative of the actions undertaken by the education authorities within this sphere.
1.
Framework
This section lays out the set of principles and objectives articulated in a manner that
favours inclusion in Spanish society in general and in the education system in particular.
The aim is to describe the framework from the general to the particular, that is, by
showing how the fabric of the education system is woven according to the values of
integration from the source of a legislative nature that sets forth the general principles
through to the specification tailored to suit each individual. This provides a
comprehensible perspective of the education system that can be used to verify the work
undertaken by the authorities as they seek to build a better education system.
An initial stage describes the basic pillars that uphold the principles of inclusion
contained in the 3rd National Action Plan for Social Inclusion in the Kingdom of Spain
(III Plan Nacional de Acción para la inclusión social del Reino de España) 2005-2006
and in Organic Law 2/2006, of 3 May, on Education (LOE).
a) 3rd National Action Plan for Social Inclusion in the Kingdom of Spain 2005-
2006
The 3rd National Action Plan for Social Inclusion in the Kingdom of Spain 2005-2006
has been drawn up within the framework of European strategy on social inclusion,
based on the successive agreements adopted at the summits held in Lisbon, Nice,
Barcelona and Copenhagen. The objective consists in updating and covering the period
2005-2006, in accordance with the plan to work towards a rationalised process of
coordination in the area of social protection and inclusion policies, as laid down in the
latest guidelines approved by the Social Protection Committee, thereby regularising the
pace of work with the countries that have recently joined the European Union.
3
Regarding education, the main objective set forth has been to provide quality education
for everyone, with effective equal opportunities and adapted to their needs, in
partnership with all the players and institutions that make up the education community
and, in general, society as a whole.
In turn, the Preliminary Title consists of four chapters, although this report will focus
solely on the first and fourth.
Chapter I, dedicated to the Principles and Aims of Education, presents the core aspects
around which the education system as a whole should be orchestrated. It presents two
basic principles. The main one is to provide quality education for all children regardless
of their conditions or circumstances. The other one is equity, thereby guaranteeing
equal opportunities, classroom inclusion and non-discrimination, moreover acting as a
factor for compensating personal, cultural, economic and social inequalities, paying
special attention to those forthcoming through disability. Concerning the Aims of
Education, a learning framework is established centred on the equal treatment and non-
discrimination of people for reasons of sex, disability, etc. Likewise, it champions the
exercise of tolerance and freedom within the democratic principles of coexistence, the
prevention of conflicts and their peaceful resolution. In addition, it stresses the
importance of instructing children in citizenship and their involvement in economic,
social and cultural life with an informed and responsible attitude.
Chapter IV, dedicated to the cooperation between education authorities, contains the
basic elements that govern the coordination between the various agencies. Thus, these
may agree upon the establishment of common objectives and criteria for improving the
quality of the education system and guarantee equity. It is specified that the education
4
authorities and local corporations are to coordinate their actions, each one within the
sphere of its powers, in pursuit of the greater effectiveness of the resources earmarked
for education and contribute to the aims laid down in this Law.
Title I of the LOE establishes the organisation of the teaching system, its stages and the
objectives pursued for each one of them. Nevertheless, the section dedicated to
Structures and inclusive functions analyses the organisation of the education system in
greater detail.
With a view to guaranteeing equity, Title II addresses the suitable response education
should provide for all pupils based on the principle of inclusion, on the understanding
that only in this way is development ensured for everyone, favouring equality and
contributing to greater social cohesion. Respect for diversity is understood to be a need
that encompasses all stages of schooling and each and every pupil. In other words, it
considers the diversity of pupils as a principle and not as a measure that corresponds to
the needs of just a few.
Title IV governs the basic principles that inform the legal status, ownership, curricula
and accessibility of each school. Especially, as regards the curricula of the school
network, a highlight is the general principle that stipulates that the education authorities
are to programme the courses that are specified as free of charge by the LOE taking into
account the existing offer of schools and, as a guarantee of the quality of education, a
suitable and balanced schooling of children with a special need for teaching support.
Furthermore, note is made of the need to ensure suitable accessibility to schools as a
basic guarantee of equal treatment for all pupils.
The LOE understands participation to be a key value for forming citizens who are
independent, free, responsible and engaged, and therefore urges the authorities to
guarantee the involvement of the education community in the organisation, governance,
operation and assessment of schools, as laid down in Title V.
5
Title VI, dedicated to the assessment of the education system, considers this to be a
key factor for improving the quality and equity of education and for increasing the
transparency of the education system. The importance given to assessment is stressed
in the treatment of the different spheres in which it is to be applied, which encompass
the pupils’ learning processes, the work of teaching staff, education processes, the
management role, the operation of schools, inspection and the education authorities
themselves.
In short, the authorities have created a general education framework that is committed to
flexibility as a quality that ensures pupils overall are provided with better options in
1
Article 149.1.1 Spanish Constitution, 1978.
6
schooling and pursuing their school lives, as well as empowering teaching staff to act to
address the challenges posed by today’s education scenario.
2.
Structures
and
inclusive
function
Schooling in the Spanish education system is governed by the principles of
normalisation and inclusion. The aim of both criteria is to guarantee non-discrimination
and the effective equality of access to and permanence in schools of those children with
special education needs, those who belong to ethnic minorities or whose personal
circumstances place them in those groups of pupils who require greater attention.
The general objectives set out for the collective of pupils who need to receive special
support at school are those laid down in the LOE on a general basis for all children.
However, specific lines are set out for each level and stage of schooling that are adapted
to the pupils’ different age requirements, which translate into a distribution of principles
focused on fostering inclusion that are suited to each level or stage.
7
The purpose of the latter stages of Secondary Education is to help pupils develop the
skills that will enable them to become respectful citizens, from a global perspective, and
acquire a responsible civic awareness, inspired by the precepts of the Spanish
Constitution and human rights. The aim pursued at this level is to foster shared
responsibility in the building of a fair and equitable society, at the same time as each
individual's maturity is consolidated on a personal and social basis. It is understood that
the combination and consolidation of these values in individuals should allow them to
act in a responsible and self-reliant manner, develop a questioning mind, pre-empt and
peacefully resolve personal, family and social conflicts, as well as analyse and critically
assess existing inequalities and seek true equality and the non-discrimination of disabled
people.
In short, it is clear that each stage is informed by the principles and general objectives
that are understood to lie at the heart of an inclusive education system. Their obvious
expression is the establishment of common goals by levels and stages for all kinds of
pupils. Nevertheless, this generalisation does mean that certain collectives may require
specific measures for guaranteeing them the highest possible levels of equality.
3.
Early
School
Leavers
/
Dropouts
from
school
One of the issues that most urgently need to be remedied in Spain is the number of early
school leavers and truancy. This country currently has one of the highest rates of school
dropouts in Europe. For example, 31% of young people finish their compulsory
education without the most elementary qualification of Educación Secundaria
Obligatoria2. In view of the seriousness of the matter, there is a series of education
policies aimed at resolving this shortcoming.
2
Aunión, J, (2008), “Educación multiplica las vías para repescar a los jóvenes sin la ESO, El País,
Madrid.
8
The Ministry of Education, Social Policy and Sport, in cooperation with the
Autonomous Communities, has rolled out the Programa para la disminución del
abandono temprano de la escolarización (2008-2009)3. This programme is designed to
support those specific actions whose purpose is to reduce the impact of those factors
that lead to early departure from the education system. There are others, such as the
Programas de Cualificación Profesional Inicial (2008-2009)4, designed to provide
students with basic level 1 training for the job market, as contained in the National
Register of Qualifications (Catalogo Nacional de Cualificaciones). The central
government’s expectations for the 2008-2009 academic year are that these schemes will
be attended by 48,500 students.
By observing table 1 and considering the actions overall, two aspects stand out. The
first and most significant is that these encompass all stages of pre-university education,
from Infant Education through to Higher Secondary. The second is that the stage that
focuses most of the measures is Compulsory Secondary Education.
3
Programme for reducing the number of early school leavers
4
Occupational Training Starter Programmes
5
Comprehensive Plan for the Prevention, Monitoring and Control of School Truancy
6
Programme for the Prevention and Control of School Truancy
9
When the actions are classified according to the goal pursued, there is significant
variation in the profile of the education level targeted. As is only to be expected, those
policies designed to monitor schooling and class attendance are focused on Basic or
Compulsory Education, which consists of Primary and Compulsory Secondary
Education, as shown by the programmes in Andalusia and Castilla y León. In turn, the
policies designed to eradicate early school leaving concentrate on all stages of
7
CHARTER 2 EDUCATIVE POLICIES AGAINST ABSENTEEISM, DROP OUT FRON SCHOL, EARLY SCHOOL
LEAVINGT and EDUCATIVE LEVEL
7
Programa para la disminución del abandono temprano de la escolarización (2008-2009) – Programme
for reducing early school leaving
10
All the factors related to truancy and are contemplated throughout the selected actions.
In overall terms, two tendencies are apparent according to whether one or other
objective is pursued by the action. On the one hand, when the aim is to reduce truancy,
the following groups are involved: the gypsy population, as they are the largest ethnic
minority in Spanish schools; the migrant population, who numbered 609,6118 in the
2006-2007 school year, and those in disadvantaged social and economic circumstances
who encounter difficulties in guaranteeing their children’s schooling. On the other hand,
when the established goal is to reduce early school leaving, the range of groups is
greater and the measures target almost all the pupils. By focusing on strictly educational
criteria, these specific actions extend the target population to almost any pupil with
educational disadvantages regarding learning difficulties in basic instrumental areas,
lack of study habits, etc. independently of their sociological profile.
CHARTER 3 EDUCATIVE POLICIES AGAINST ABSENTEEISM, DROP OUT FRON SCHOL, EARLY SCHOOL LEAVING
and GROUPS AT RISK
8
Estadísticas de la Educación en España (Statistics on Education in Spain). 2006-2007. Advance data,
MEPSYD (Ministry of Education).
11
3.3.1.
Measures
at
school
Schools articulate their sphere of action by adapting the teaching process to the needs
and interests of those children who are at risk of, or already involved in, truancy. To do
so, they introduce specific measures such as the preparation or adaptation of curricular
materials, software applications, books or teaching resources that involve the pupils in
the education process or improve the system for controlling class attendance. A
highlight amongst all these measures, given its innovative nature, is the opening up of
the system to those students aged between 16 and 24 who have not successfully
completed Compulsory Education and who wish to return to their studies.
3.3.2. Measures targeting the home
These measures have the same common denominator, which involves convincing those
families whose living conditions, lifestyles and culture are the cause of the children's
truancy to become involved and agree to ensure that their children attend their necessary
schooling on a regular basis. An important aspect along these lines is that household
benefits are not limited to schooling, as welfare instruments are also introduced in
cooperation with child welfare authorities, the education services and even the local
police whenever circumstances so require.
3.3.3. Occupational training and job seeking
The actions included in this sphere focus on preparing young people for accessing the
job market. These range from training schemes tailored to suit the students’ needs and
interests with a view to facilitating their integration in society and employment, such as
Professional Induction Programmes, Training Workshops, Linked Work and Training
Centres and Occupational Training Courses. There are even measures that provide a
new learning opportunity for those who already have a job and wish to improve their
training and can reconcile it with their working life.
3.3.4. Measurements for favouring coordination
These measures seek to foster the greater engagement of management teams, guidance
teams and departments and the inspection service through the organisation of seminars
and meetings, the drafting of provincial programmes and training courses adapted to
combat truancy and early school leaving. They also seek to introduce mechanisms of
institutional coordination between the different administrative levels. For example, a
common measure involves the local and provincial committees that accept the
12
responsibility and commitment to control and prevent truancy by deploying human
resources, material means and premises for ensuring the success of the measures.
CHARTER 4 EDUCATIVE POLICIES AGAINST ABSENTEEISM, DROP OUT FRON SCHOL, EARLY SCHOOL
LEAVINGT and MEASURES
It is interesting to see how the measures are being extended to include the voluntary
stages in the education system, with the clear intention of keeping pupils at school,
prolonging their schooling in response to the new criteria defining successful schooling
in EU countries.
13
4.
Priority
education
for
disadvantaged
pupils
The LOE states that it is the responsibility of the public authorities to pave the way for
the incorporation within the education system of pupils from other countries, pupils who
belong to ethnic or cultural minorities, or those who for whatever reason join the
Spanish education system at a later stage. This incorporation is to be guaranteed,
nonetheless, for those of school age. In the case of those pupils who are late joining the
education system, they are to be ensured of proper schooling according to each one’s
personal circumstances. Specifically, the authorities are to introduce the appropriate
channels so that these collectives can enter the school year best suited to their
circumstances and prior knowledge, providing the necessary support and so ensuring
they continue to make the most of their education.
An overview is now presented of the measures established and developed for attending
to the educational needs of those pupils with some form of disadvantage.
14
There is no doubt that one of the best indicators of the healthy state of an education
system is the success attained by its pupils. Not only is this because it fulfils one of its
core mandates, namely, to have conveyed knowledge in a suitable manner and thereby
provide greater guarantees of achieving a more prosperous future both individually and
collectively, but also because the children’s overall success helps to reduce social
inequalities. However, it is true that not all the measures share the same criterion of
academic success, which depends on the target collective. In certain cases, success
means schooling groups with backgrounds that bar their normal access to education; in
others, it is achieving a minimum qualification, which the European Commission now
defines as successfully completing Higher Secondary Education, as the necessary
gateway to social inclusion10.
Another priority line in education involves fighting against the discrimination and
segregation of pupils in the education system. Within this sphere, policies transcend the
search for equal opportunities in education to foster the sense of individual or personal
equality, that is, the respect between students regardless of their cultural background,
etc. This line of work has become increasingly important in recent years due to the
increase in the migrant population enrolled in schools and, therefore, the melting-pot of
cultures in classrooms. Consequently, the policies articulated under this objective seek
to favour equal treatment amongst pupils and a mutual awareness based on respect for
all those cultural or personal idiosyncrasies present in Spanish schools.
10
Bonal, X, et. Al (2005), La descentralización educativa en España, Ed. D´esrudis autonomics i locals,
Barcelona, page 19.
15
CHARTER 5 OBJETIVES AND MEASURES IN PRIORITY EDUCATION
The measures adopted of an educational nature combine teaching aspects with others
of an organisational nature. For example, those related to the curriculum resort to the
use of rewards together with modifications in content to help students learn.
Especially, changes are made in instrumental subjects that help to improve the basic
skills of those with some difficulty or who are lagging behind, or simply to achieve a
suitable level in them. In the case of those pupils whose language is not the one used
for teaching, other measures are provided to enable them to make swift progress in
learning the language and thereby ensure the basic qualities for successfully addressing
their schooling. Although these measures are based on the notion of fostering equal
opportunities as a necessary condition, they do not forget to encourage measures that
in turn recognise interculturality and respect for diversity in the classroom. A further
aspect of interest is the boost given in Secondary Education to training focused on the
job market through the setting up of Occupational Courses, Training Workshops and
specific workshops, as provided for in the Programas de Cualificación Profesional
Inicial11.
In turn, on a social and political level there are two specific measures, namely,
11
Occupational Induction Training Programmes
16
coordination and cooperation with outside services. One issue that is being particularly
stressed is the achievement of effective coordination between the different institutions.
This involves applying innovative schemes, which tend to include institutional
mechanisms for stimulating involvement or else those between the authorities at
different state and regional levels.
Elsewhere, one of the focal points attracting the greatest number of measures is the
establishment of support channels between experts and services from outside the
schools and the schools themselves whereby they can jointly address this challenge on
17
a collective basis. The creation of new models of mediation, classroom monitoring and
support with the backing of social services, or the creation of socio-educational areas
outside the school is just some of the measures proposed accordingly.
Finally, in addition to this block of measures, there are also a number of other
schemes: adapting legislation for the schooling of ethnic and cultural minorities and
those at socio-educational disadvantage, the preparation and diffusion of teaching
materials and support for teacher training.
18
On the other hand, in terms of reducing discrimination and segregation, one of the
characteristics is intensifying the coordination and cooperation between all the
education authorities and social services. It is understood as being a priority objective
not only for education, but also for society as a whole. Furthermore, the engagement of
parents and mutual cultural respect are consolidated as priority measures.
5.
Inclusive
Education
5.1. The policy objective: Keeping challenging pupils on board
The LOE stipulates that pupils with specific needs in schooling are those children who
need to be taught in a different way to the main body, as they have special learning
difficulties, either because they are gifted or because they have been late joining the
education system. The goals for these collectives are the same as those set out on a
general basis for all the other pupils. Consequently, the purposes of the different stages
in education are the benchmark for individual syllabuses or the curricular adaptations
for such collectives.
Nonetheless, this does not stop the education authorities from also developing specific
programmes during the schooling of children and within mainstream groups, in
accordance with the level and evolution of their learning process. Their aim is to tailor
the education process to the personal circumstances of these children and insofar as
possible provide them with a normal school experience.
Firstly, they include curricular adaptations or modifications. There are two types of
adaptations. On the hand, for accessing the curriculum through the creation and edition
of contextualised teaching materials suited to the reality of these disadvantaged groups.
On the other, curricular adaptations that seek to adjust the knowledge content in the
curriculum to the needs of each collective.
Secondly, a highlight for gifted children is the possibility of adjusting the levels and
stages in the education system, although it should be noted that such a measure has to be
19
authorised by the school inspectors in each Autonomous Community, following the
procedure that each one has laid down and in all cases after the corresponding
psychological assessment of the child.
Fourthly, when pupils have serious disorders in different areas of development or family
circumstances impede them from attending school on a regular basis, or when they are
in hospital or for medical reasons have to miss school for long periods of time. The
authorities have introduced a range of measures amongst which special mention should
be made of the creation of travelling school support units and school units for providing
support in hospitals.
Fifthly, coordinating all administrative and institutional spheres is once again a measure
that is widely used. For example, the Education Committee of the Programa de
Desarrollo del Pueblo Gitano13 provides coordination for the Ministry of Education
(MEPSYD) and the Autonomous Communities of Aragon, Asturias, the Canary Islands,
Cantabria, Castilla-La Mancha, Castilla y León, Extremadura, Galicia, Madrid, Murcia,
Navarre, the Basque Country and La Rioja, as well as other authorities and experts.
Likewise, the Programa Teleeducación, developed by the CNICE14, involves a good
many Autonomous Communities: Aragon, Asturias, Cantabria, Castilla y León, Castilla
la Mancha, Extremadura, Balearic Isles, La Rioja, Madrid and Murcia.
12
Eurybase-España (2007-08), page 281.
13
Development Programme for the Gipsy Community
14
Centro Nacional de Información y Comunicación Educativa – National Centre for Education
Information and Communication.
20
Source: own elaboration
5.3. Interim conclusion: research conclusions
To conclude, the education authorities are designing actions that guarantee the
appropriate care for children with special education needs, gifted pupils or those late
joining the system. Together with traditional measures for school inclusion, such as
grants and curricular adaptations, there is also the use of new technologies, teacher
training and institutional cooperation as significant factors when effectively providing
all the pupils with equal opportunities.
6.
Safe
Education
This section analyses the more pertinent actions related to protection, bullying and
coexistence at school. The aim here is none other than to shed light on the responses
made to provide a suitable context for learning and integration in schools.
6.2. The second ideal: schools without bullied and harassed pupils
21
A distinction has to be made at this point between the concepts of bullying and
coexistence within a school context in order to better understand the evolution of the
education policies of the Autonomous Communities.
a) On the one hand, the term bullying is the best known and most widely used in
Europe. The standard definition of this concept was made in 1993 by Dan Olweus,
professor and researcher at the University of Bergen (Norway), who referred to bullying
as those violent and aggressive acts that occur at school.
b) Coexistence or improving the school climate: the climate is based on the collective
perception of the interpersonal relations that take place at school and is a factor that has
a bearing on the behaviour of all those attending. It is specifically defined as the overall
atmosphere of a school determined by all those physical factors, structural, personal,
functional and cultural aspects of the school that imbue it with its own particular nature,
which in turn conditions the various education processes.
With a view to implementing this Agreement, the Secretary of State for Security
approved Instruction 3/2007, which contains the lines of action to be pursued in this
matter and the cooperation to be provided by other institutions, such as the central
government’s regional delegations and sub-delegations. In compliance with the
provisions of this Instruction, the police authorities, the Dirección General de la Policía
y la Guardia Civil drafted the Plan Director para la convivencia y mejora de la
seguridad escolar (2007)17, which covers the principal measures rolled out for
15
National Council for Public Safety
16
Framework Agreement between the Ministry of Education and Science and the Interior
Ministry
17
Master Plan for coexistence and improving protection in schools
22
upholding safety in school. This plan lays out a broad array of measures, which are as
follows:
• To help ensure that the curricular content in the various stages of education includes topics on
teaching personal and public safety.
• To dedicate special attention to instruction on improving safety targeting management and
teachers, given their important role as energisers and promoters of initiatives in schools.
• To encourage channels of information and participation to help families contribute to fostering
responsible attitudes and habits and respect for the rules.
• To provide information and supplementary actions that will teach the pupils skills, attitudes,
habits and values for prevention, detection and swift action when faced with circumstances that
cause insecurity.
• To compile, analyse and draw up representative nationwide studies, with a prior diagnosis of the
problems of safety and security in families, schools and leisure areas with a bearing on
childhood and youth: bullying, violent youth gangs, exposure to drugs and alcohol, xenophobia
and racism and the link existing between academic failure, social exclusion and youth violence.
• To support and disseminate best practices for improving coexistence and safety by the most
suitable means: inclusion in the section on best practices on the coexistence portal of the
Ministry of Education and Science; talks in schools by the people or agents responsible for them.
23
CHARTER 9 SECURITY AT SCHOOLS MEASURES
• The most widespread actions involving teachers share two common aspects: the
inclusion of bullying and coexistence in Lifelong Teacher Training as a specific
line or through the modes of ordinary training and the fostering of regular and
dynamic teachers’ meetings - Juntas de Profesorado.
• Amongst those measures grouped together under the heading of outside support
and cooperation, there are the following highlights: the creation of websites or
the posting of content on teaching portals; the setting up of a monitoring centre
for coexistence at school; the arrangement of publicity and awareness
campaigns; the involvement of school inspectors in monitoring coexistence in
schools; the reporting and electronic processing of information related to
coexistence in schools, and finally, the fostering of the engagement of families.
Within this group of measures, it should also be noted that there are other types
24
of actions that consist of prizes, financial aid, projects or grants for the
development of different schemes designed to improve coexistence or prevent
violence in schools; support for initiatives and best practices in schools or the
formation of autonomous school networks that pursue projects involving a
culture of peace or the improvement of coexistence.
25
undertaken mainly within schools by boosting the mechanism of tutoring and
mediation, ways of coordination are also being sought between the school community
and police experts to facilitate knowledge sharing and address the solution of those
cases of greatest concern. Accordingly, pupils are taught about the various roles of the
police forces to enable them to learn about the implications of associated values in
safety and security, public cooperation and the development of pro-active conduct in the
rejection and reporting of those violent acts they witness or suffer from.
Regarding bullying and harassment at school, highlights amongst the main actions
rolled out are the regional plans and monitoring centres for preventing violence. Such
measures suggest that the education authorities share the notion that a suitable school
environment is essential if schools are to perform well, and so they prefer to take
measures focusing on the school population as a whole rather than dealing solely with
problematic individuals.
7.
Teacher
support
7.1. The ideal: being a good teacher for children at risk
The LOE specifies that the lifelong training of teachers is essential for cementing the
principles of fairness and quality that should prevail in Spanish schools. The education
authorities are therefore called upon to arrange specific training programmes, through a
varied programme of instruction that develops the individual's professional
competencies whereby they can suitably respond to the fresh challenges posed by the
Spanish education system. Consequently, and in order to deal with these challenges, the
initial training of teachers has been reformed to take into account the requirements of
the European Higher Education Area.
Nevertheless, the authorities are not the only institutions concerned with fostering
integration in schools. There are relevant teacher support projects that should be
mentioned in this section, namely: Comunidades de Aprendizaje18 and Atlántida-
Escuelas Democráticas19.
26
are grouped into four general areas: cooperation, training, new resources and
organisation.
• The following are organised in training: foreign language learning for specialist
and non-specialist teachers; training of guidance teams and of teaching staff
linked to caring for diversity and to special education needs, the promotion of
training in schools and innovation by schools, or providing the necessary
assistance for the development of the different programmes of Apoyo a la
Acción Educativa20, amongst others.
• Concerning the use of new resources: backing is given for new innovation
projects; the use of Information and Communications Technologies and their
classroom integration, etc.
a) A positive attitude towards the teaching of abilities by schools and the pupils’
ability to learn.
20
Support for the Teaching Process
27
b) The introduction of horizontal cooperation networks between teachers and
schools, between teachers and pupils, between teachers and/or schools and
families, between schools and their surrounding communities.
d) The promotion of professional development and for upholding the daily practice
of recapitulation and support for self-esteem.
28
authorities, to inclusive education and to safety and security in schools. For example,
one of the main policies adopted to drive academic success, the PROA plan, includes a
specific measure for adapting teacher training to today's reality in education.
Concerning education and safety, the Director Plan for coexistence and improving
school protection seeks to analyse the training needs of teachers in this field and take
part in a scheme that caters for such needs. This approach stresses the importance given
to teachers as a key factor for achieving inclusive schooling and a quality system that
ensures all children are treated as equals.
Teacher
support
Yes No
Priority Education X
29