Comisión Europea: como mejorar la gestión del sistema educativo

La Comisión Europea ha editado un documento elaborado para reflexionar sobre la gobernanza y la gestión en los sistemas educativos. El informe parte de la base que la reforma de las políticas relativas a la gobernanza y gestión de la educación son imprescindibles para mejorar la calidad de enseñanza y para reducir la distancia entre los alumnos más desaventajados y aquellos más aventajados.

El informe resume  las evidencias científicas más recientes relativas a políticas de gobernanza y gestión de la educación. Esta perspectiva general abarca distintas temáticas entre ellas la calidad de enseñanza, la gestión escolar, el personal docente y su administración. El informe destaca la importancia de la financiación pública para las escuelas de iniciativa social o no gubernamentales. El texto indica que “en relación a la inclusión, los sistemas educativos con escuelas privadas financiadas públicamente tienen menos diferencias entre los resultados de los estudiantes de las escuelas privadas y públicas, que en los sistemas donde solo las escuelas públicas reciben financiación pública[1]. Según el informe, la financiación de las escuelas no gubernamentales debe ir acompañada de un buen marco regulatorio especialmente relativo a las admisiones y al copago.

El texto presenta igualmente un conjunto de buenas prácticas nacionales relativas  a la buena gobernanza y gestión de la educación. Entre las recomendaciones de este informe podemos destacar:

  • El establecimiento de un buen nivel de autonomía para las escuelas especialmente en áreas donde pueda mejorar la calidad y la inclusión.
  • Aumentar la rendición de cuentas especialmente en áreas donde se quiera mejorar la calidad y la inclusión.
  • Mejorar la gobernanza con modificaciones que no sean ambiguas.
  • Asegurarse que las reformas van acompañadas con actividades de desarrollo profesional para preparar a los directores de escuela y los profesores.
  • Asegurarse que todos los actores educativos afectados por las reformas educativas puedan estar involucrados en las distintas etapas de la reforma.
  • Permitir la suficiente flexibilidad en la implementación de estas políticas para asegurar que todos los actores tengan espacio de maniobra y puedan adaptar estas reformas a las especificidades culturales.

Se puede encontrar el informe completo en el siguiente link: http://ec.europa.eu/education/news/study-governance-and-management-policies-school-education-systems_en

[1] Traducción propia

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The clues of the European Commission to improve the management of the educational system

The European Commission has prepared a document made by experts and scholars from around Europe to help policymakers reflect on the management of the educational system. The report assumes that the reforms of governance and management policies are crucial to improve the quality of education and to narrow the gap between advantaged and disadvantaged pupils.

The text shares an overview of evidences on governance and management policies and practices in the educational field. This overview comprises different topics such as quality assurance, school management, admission, staff management and staff development. One point that is important to take into consideration is the public funding of non-governmental schools. The text mentions that “with regard to inclusiveness, education systems with publicly funded private schools have smaller differences in pupils’ outcomes between public and private schools than systems in which only public schools can receive public funding”. According to the report the funding of non-governmental schools must be accompanied with the adequate regulatory framework in relation to admission and tuition fees. It is important to mention that the Commission publishes a document on the importance to publicly fund non-governmental schools for the good of the Union’s citizenry as a whole.

After that the text shares a group of national good practices concerning good governance and management.

This report provides a group of recommendations for national policymakers. Among the recommendations in this report we would like to highlight the following:

  • The establishment of appropriate levels of autonomy for schools in areas where these have been found to improve quality and inclusiveness.
  • Enhance accountability where this supports improvements in quality and inclusiveness
  • Ensuring that governance arrangements are not ambiguous.
  • Ensure that the reforms are accompanied with professional development activities to prepare the school leaders and teachers
  • Ensure that the different education stakeholders affected by the educational reforms can be involved in all the stages of it.
  • Allow the sufficient flexibility in the implementation in order all the stakeholders may have room to maneuver and that these reforms can be adapted to their cultural specificities.

You can find the full report here: http://ec.europa.eu/education/news/study-governance-and-management-policies-school-education-systems_en

 

Ignasi Grau

Évènement sur l’évaluation de la 2ème phase du programme mondial en faveur de l’éducation aux droits des l’homme

Le 13 septembre 2017, l’OIDEL a présenté un rapport sur l’évaluation de la deuxième phase du Programme Mondial pour l’enseignement des Droits de l’Homme. Le side-event “Assessment of the world programme for human rights education second phase” a réuni Alfred Fernandez, Beatrice Bilotti, Michel Veuthey, Ricardo Espinoza et Massimo Baldassarre.

Monsieur Fernandez a souligné l’importance de la transparence lors de la soumission des rapports des Etats lors de la deuxième phase. Elle a servi de guide à l’élaboration du rapport.

Beatrice Bilotti a expliqué la méthode de rédaction du rapport présenté et les difficultés rencontrées dans l’analyse du contenu des rapports ou lors de l’assemblages des analyses lorsque des Etats n’avaient pas rendus le rapport (ou rapport rendu en retard et donc non comptabilisé).

Le commentaire de Ricardo Espinosa sur la qualité des informations rendues pour ce rapport a mis en valeur le rôle important de la société civile dans le processus de rédaction.

L’importance de la responsabilité des institutions académiques s’articule autour de quatre idées fortes selon Michel Veuthey: être une plateforme avec d’autres acteurs dans le domaine de l’éducation, être un stimulateur dans le recherche, délivrer des enseignements et partager une ouverture de savoirs avec les médias sous toutes leurs formes.

Enfin, l’engagement de l’Italie dans l’enseignement des droits de l’homme fut souligné par Massimo Baldassarre.

 

Maéva Guyot

Escuela única, escuela para todos: dos conceptos equívocos

Comenzamos un nuevo curso académico. Los patios y las aulas se llenan del alegre jolgorio de los alumnos  y de las aprehensiones de los profesores. Voy a comenzar  mis reflexiones de este nuevo curso hablando de  dos conceptos equívocos:

  1. La “escuela para todos”. Este término se utiliza para definir la escuela laica. Esta laicidad, que debería significar respeto y aceptación de las diferencias, se reduce cada vez más a la neutralidad, es decir a una forma de “privatización” de las convicciones personales, se supone que las convicciones y las religiones no entran en la escuela. Además de la naturaleza profundamente ilusoria de este enfoque, esta laicidad se opone al derecho de los padres a educar a sus hijos según sus convicciones religiosas o filosóficas reconocido por las normas internacionales y europeas.
  2. La “escuela única”. Considerada como la panacea de la cohesión social. En realidad, la escuela única conduce a una sociedad a dos velocidades o dos niveles obligando a algunos ciudadanos a financiar doblemente la educación de sus hijos. La escuela alternativa, la elección de otra escuela, está reservada a una élite financiera, situación aún más paradójica, si se piensa que las situaciones socio económicas frágiles son factores que aumentan el riesgo de fracaso escolar. En última instancia, se podría decir que el sistema de “elección para familias ricas” equivale a ofrecerles un antídoto contra el fracaso académico, y a negarlo a las familias desfavorecidas. ¿Cómo podemos hablar de justicia y de una escuela pública que garantice la cohesión social?.

Alfred Fernandez

93th Council of the OIEC:

Last week OIDEL participated in the OIEC Council in Beirut. OIEC – Catholic International Education Office. OIEC is the entity that represents Catholic Education around the world, around the 70% of non-governmental schools are catholic.

The Council of the OIEC was from Thursday 27th until Saturday 29th April. Many issues were discussed but we would like to highlight the presentation of the new OIEC representation around the International Organizations.

Additionally, OIDEL made a presentation on “Education 2030: The role of civil society”. The presentation was an occasion to present the new challenges of the international community and to show the role of Catholic Education in the implementation of the new agenda. Moreover, OIDEL took the opportunity to show how Catholic Education can improve the realization of the right to education in other UN mechanisms.

Among the events OIDEL take part we can highlight the participation of two other events. One was an audience with the President of Lebanon Michel Aoun, in the Baabda Palace. The other one was the participation on a conference on the importance of the TIC for the realization of the right to education. Conference organized by the Lebanese Catholic Education and the Ministry of Education of Lebanon.

The whole trip was a wonderful experience and we look forward that OIDEL can play an important role in this new phase of the OIEC, and we also look forward to contribute with all the regions and countries that are part of it.

 

Ignasi Grau

18th Session of the Working Group on the Right to Development

This weekly session of the Working Group (WG) was organized as a place to discuss about criteria and sub-criteria written in the draft of the Declaration on the Right to Development (RTD) and find a common language to agree upon. OIDEL has participate on this Working Group as part of the CINGO.

This WG has been working on the RTD for years, discussing on the principles and identifying the necessity of indicators and criteria. They represent an innovation, a new vision of human rights in which individual and collective rights are interrelated in the process of guaranteeing an equal and fair development for all.

The invited experts presented, from different perspectives, the reasons of the importance of this document and the need of a comprehensive development of standards and indicators. Some of them stressed also the importance of a link with the language of the Sustainable Development Goals (SDGs) to gain consensus and they discussed on the issue of the nature of the document, whether it should be legally binding or not.

During the discussion, it was addressed the issue of consensus and the need of a joint, equilibrated action, recalling also Goal 17 of the SDGs, but the difficulties were numerous, starting with the US declaration of no further engagement in the discussion and the polarization between developing and developed countries.

Some of the States present, as the one represented by the European Union, expressed disagreement on the necessity to adopt a legally binding document. Furthermore, the EU reminded the numerous reserves they have on the language of the criteria and sub-criteria.

Following this statement, some States as Egypt, Venezuela, Iran, Equator, together with NAM and CINGO[1], reminded the WG that the document shall be finished between this and the 19th session and there has been sufficient time to come up with comments and modifications to discuss instead of just taking a disagreeing position.

From this moment on, the WG found itself at an impasse, the EU and Japan were asking for more time to consult on the documents, more than the one already given by the numerous recesses. The other States, supported by NAM and CINGO, were appealing the States to engage in a constructive dialogue to use at best the time given. Neither formal nor informal meetings helped the States to move from this strong polarization. Nothing broke the division created during these sessions, not even the sensible words of the Chairperson Ambassador Zamir Akram or the appeal of CINGO to remember that the WG exist to ameliorate the life of people and not to take political positions.

During this last day, NAM held a private meeting after which presented a document with recommendations and conclusions discussed during an informal. In this occasion too, the States couldn’t agree on the issue of the legally binding document nor on the respect of the deadline for the drafting of this Document on the RTD.

 

Beatrice Bilotti

[1] Group of organizations consulting and presenting a united front in the WG in which OIDEL is an active participant.

Challenges and opportunities to reinforce children’s rights through the implementation, follow-up and review of the 2030 Agenda

Annual full-day meeting on the rights of the child, 18th session of the HRC, March the 6th

The reinforcement of the 2030 SDGs Agenda provides a system of follow up and accountability checks, even though there are still some difficulties between the States and not everyone has submitted the national plan for the implementation. According to Mr. Rodolfo Succar, Defensoría de Niñas, Niños y Adolescentes de la Provincia de Santa Fe- Argentina, change is still possible because it depends on the application of laws. Public policies for children, monitoring of the mass media as opinion makers and monitoring of the juvinile criminal system can be a social investment made to be by States to keep the situation under control, gather data and plan the interventions. The gathering of data is, in fact, necessary to analyse the context and the individuals’ history, to create a matrix for the prevention and monitoring of future situations. It has to be kept in mind that not always the answer is the one anticipated but the system allows ridefinition and filling in the gaps.

In any case, the participation of the children is considered fundamental for the good realization of the SDGs, from the enjoyment of rights to the consideration of the child as an actor of the change as suggested in the 2030 Agenda. This tool is considered by Dr. Flavia Bustreo, Assistant Director-General for Family, Women’s and Children’s Health, World Health Organization and Ms. Marta Santos Pais, Special Representative of the Secretary-General on Violence against Children, as a path for prevention and protection from violence against children. The 2030 Agenda is considered by the panelists as a roadmap for the creation of an historical breakthrough in the protection of children. What is necessary is a strong leadership able to promote sustainable development in every situation and in each country, through the promotion of participation. A strong accountability is the basis for the measurement of the national reviews and implementation, together with data gathering that is still lacking in this area.

Furthermore, the participation of children as agents of the change is one of the funding principle of the Agenda. Informing, forming and mobilizing citizens, in Ms. Marie-Chantal Coulibaly, Citizen Voice and Action Coordinator, World Vision Mali, is in fact the final purpose and tool of the 2030 Agenda. If the citizens are not informed of the rights they detain or the instruments they can appeal to there will be no empowerment and no dialogue.

The interventions of all the single States and NGOs suggest a general commitment to the SDGs with some questions on the good practice raised by some countries. The issue of the implementation of the SDGs in developed countries or areas afflicted by conflict was raised by different representatives and the help of the developed countries was asked, in terms of sponsoring rights and donations to sustain the programs in action. Some States furthered the question of the most untouched issues as child pornography or poverty, child marriages and abuses, conflicts, health access, malnutrition, both in developing and in developed countries. With the support of NGOs, the general attitude is towards the embracement of the 2030 Agenda and promotion of effective ameliorations.

The panelists suggest the commitment of the States in raising verifiable and comparable data to allow the organizations to create ad hoc projects. Furthermore, the investment of the government in the key areas of education and empowerment is stressed and, most of all, the necessity to build a dialogue between the children and the governments. A safe environment in which children can learn, discuss, dialogue, grow and rethink the projects addressing the issues most concerning as poverty, education, bulling, family and the spaces in the city. The best interest of the child and their integral growth should be always the compass regulating the actions of the States.

A strong legal framework is certainly necessary but it is not sufficient, there must be monitoring mechanisms that continuously investigate new paths and fill in the gaps.

In conclusion, cooperation is certainly necessary, political will and action are at the core of the improvements, together with the coordination between national and international instruments. The definition of clear language, data gathering and mobilization of the civil society are fundamental. From the 44 Reports expected from the States no direct reference was made to children. This is symptomatic, according to Ms. Santos Pais, of a reality not focused on the children’s rights nor interested in their opinion. The situation must change, efforts need to be made not only in the creation of a strong and effective legal system, with monitoring mechanisms and verifiable activities, but also in the practical application of the 2030 Agenda.

Beatrice Bilotti

 

15.00 18.00
18th meeting
Annual full-day meeting on the rights of the child

Challenges and opportunities to reinforce children’s rights through the implementation, follow-up and review of the 2030 Agenda

  Chair: H.E. Mr. Amr Ramadan, Vice-President of the Human Rights Council

Moderator: H.E. Mr. Peter Sørensen, Head of the European Union Delegation to the United Nations in Geneva

  Panellists:

•          Mr. Rodolfo Succar, Defensoría de Niñas, Niños y Adolescentes de la Provincia de Santa Fe, Argentina

•          Dr. Flavia Bustreo, Assistant Director-General for Family, Women’s and Children’s Health, World Health Organization

•          Ms. Marta Santos Pais, Special Representative of the Secretary-General on Violence against Children

•          Ms. Marie-Chantal Coulibaly, Citizen Voice and Action Coordinator, World Vision Mali

A/HRC/34/RES/7/29, A/HRC/34/RES/31/7, A/HRC/34/NI/9, A/HRC/34/NGO/8, A/HRC/34/NGO/39, A/HRC/34/NGO/113, A/HRC/34/NGO/160