The challenges of education in Catalonia

Els reptes de l ́educació a Catalunya

Fundació Bofill

Spain

Evidence of results

Purpose related to Let's Care

Level of Education

PrimarySecondary

Pillars

Safe Education

Brief description of the Project

Duration

2022

Scope

Regional

Funds

Public funding

Objectives

To highlight some of the main challenges facing the Catalan education system, as well as to identify levers for change, policies and concrete actions to address and transform them". The Yearbook aims to be a tool for reflection and action to promote debate and reflection on the challenges and opportunities that need to be addressed in Catalan education.

Methodology

Page 28 of the document speaks of a methodology that needs to be rethought so that no pupil is left behind, but does not specify what it is. Furthermore, the Yearbook of the challenges facing education in Catalonia does not focus on a specific methodology, but rather addresses broader issues related to Catalan education and its opportunities and challenges. In general, the Yearbook of the challenges facing education in Catalonia aims to propose critical approaches that go beyond the taken-for-granted world, that open up new perspectives, that raise new questions and that contribute to thinking about new solutions to the challenges identified in the Catalan education system.

Type of Action

DebatePolicy recommendations

Target Group and Determinants attended

Students

Professionals involved

Policy-makersResearchersSchool ManagementTeachers

Networking - Actors and Institutions mobilised by the Project

GovernmentNGOs or third sector organisationsSchools

Enablers

The Yearbook of Education Challenges in Catalonia identifies a number of enablers that can help in
the implementation of the policies and actions proposed to address the challenges facing the
Catalan education system. Some of these facilitators include:

  • Collaboration and joint work between different institutions and actors in the education system.
  • The active participation of the educational community, including teachers, students, families and
    other relevant actors.
  • The use of empirical evidence and data to inform proposed policies and actions.
  • The promotion of a culture of innovation and experimentation in education.
  • Strengthening initial and in-service teacher training.
  • Promoting a broad and integrated view of educational success that goes beyond academic
    achievement.

These enablers can help ensure that the proposed policies and actions are effective and sustainable
in the long term.

Barriers

The Yearbook of Education Challenges in Catalonia identifies a number of enablers that can help in the implementation of the policies and actions proposed to address the challenges facing the Catalan education system. Some of these facilitators include:

  • Collaboration and joint work between different institutions and actors in the education system. - The active participation of the educational community, including teachers, students, families and other relevant actors.
  • The use of empirical evidence and data to inform proposed policies and actions.
  • The promotion of a culture of innovation and experimentation in education.
  • Strengthening initial and in-service teacher training.
  • Promoting a broad and integrated view of educational success that goes beyond academic achievement.
    These enablers can help ensure that the proposed policies and actions are effective and sustainable in the long term.
  • Lack of initial and in-service teacher training in key areas, such as inclusion, cultural diversity or the use of digital technologies.

These barriers can hinder the effective implementation of the proposed policies and actions, so it is important to address them to ensure that the Catalan education system can meet its challenges successfully.

Grade of linkage with the Safe Education Model

The Yearbook of Educational Challenges in Catalonia addresses the importance of bonding and attachment in the classroom as a key factor for educational success. On page 51, it mentions that teachers need time and space to get to know their pupils, listen to them and find out what is happening to them and what they need. In addition, the question is raised as to whether one-hour lessons are conducive to building a meaningful bond between teachers and students, or whether timetables need to be restructured.
In this regard, the paper suggests that it is important for teachers to have enough time to build meaningful relationships with their students, which can improve their motivation, emotional well-being and academic performance.

Grade of linkage with the purpose of Let's Care

The Yearbook of the challenges facing education in Catalonia addresses the issue of school failure and early school dropout as an important problem that needs to be tackled by the Catalan education system. On page 49, it states that it is necessary to change the way we look at school failure and stop perceiving that it is the young people who fail, but rather that the system must provide more opportunities for those students who start from an unequal starting point due to their context or circumstances.
Furthermore, on page 51 it is mentioned that teachers need to know their students in order to be able to accompany them and to know what is wrong with them and what they need. This suggests that it is important to establish meaningful relationships between teachers and students in order to prevent school failure and early dropout.
Overall, the document highlights the importance of addressing social and economic inequalities that may negatively affect some students, as well as the need to establish meaningful relationships between teachers and students to prevent school failure and early dropout.Over the years, the Bofill Foundation has carried out various initiatives and activities that have influenced public debate and contributed to the development of education policies.
It has also played a leading role in promoting dialogue and reflection through research, reports and publications providing rigorous analysis and evidence-based policy proposals, such as this guide.
In addition, the Foundation has promoted spaces for meeting and debate between political, social and academic actors, generating an environment conducive to the exchange of ideas and consensus building.

Grade of evidence about impact and political relevance

Over the years, the Bofill Foundation has carried out various initiatives and activities that have influenced public debate and contributed to the development of education policies.
It has also played a leading role in promoting dialogue and reflection through research, reports and publications providing rigorous analysis and evidence-based policy proposals, such as this guide.
In addition, the Foundation has promoted spaces for meeting and debate between political, social and academic actors, generating an environment conducive to the exchange of ideas and consensus building.

Grade of evidence about impact - Project deliverables

Not identified

Reproducibility

The Bofill Foundation has published education yearbooks in the past. These yearbooks are a compilation of research, analysis and reflections on relevant issues in the field of education in Catalonia. They provide a broad and up-to-date overview of the challenges and trends in education, as well as proposals and recommendations to improve educational quality and equity in the region.
The Bofill Foundation's education yearbooks usually include articles by education experts, research on education policies, data analysis and innovative experiences in the school environment. These documents are a reference source for education professionals, researchers, policy makers and other stakeholders in the field of education.

Outcomes

Inclusion, school dropout, education policies

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