대표어
https://www.oecd.org/en/publications/improving-learning-outcomes-in-catalonia-spain_238d6264-en.html
권호기사보기
| 기사명 | 저자명 | 페이지 | 원문 | 기사목차 |
|---|
국회도서관 홈으로
정보검색
소장정보 검색
결과 내 검색
동의어 포함
-
-
목차보기
Title page 1
Contents 6
Foreword 4
Acknowledgements 5
Executive Summary 10
1. Assessment, recommendations and suggested next steps 13
Equity and inclusion 14
Teachers and school leadership 16
Evaluation and assessment 17
Governance and funding 19
Next steps of collaboration with the OECD 20
2. Overview of the school system in Catalonia, Spain 23
In Brief 24
Introduction 25
Economic and social context 25
System context and institutional arrangements 34
Digital technology and education 43
Student population and distribution 46
Performance of the education system 52
Emerging contextual considerations 69
References 72
Annex 2.A. Additional information 83
Notes 84
3. Equity and inclusion 85
In Brief 86
Introduction 87
System context and institutional arrangements 88
Key strengths 96
Key challenges 101
Policy recommendations 113
References 128
Annex 3.A. Educational interventions in Tiers 2-3 of the three-tiered system of support 137
Annex 3.B. Controlled choice mechanism in Catalonia 139
4. Teachers and school leadership 141
In Brief 142
Introduction 143
System context and institutional arrangements 144
Workforce profile and system performance 156
Key strengths 159
Key challenges 162
Recommendations 172
References 211
Notes 218
5. Evaluation and assessment 219
In Brief 220
Introduction 221
System context and institutional arrangements 221
System-level evaluation and developing a coherent ecosystem 225
Student assessments 227
Key strengths 232
Key challenges 238
Policy recommendations 247
References 266
Annex 5.A. Additional Information 271
Notes 272
6. Governance and funding 273
In Brief 274
Introduction 275
System context and institutional arrangements 276
Key strengths 285
Key challenges 288
Recommendations 293
Reform and implementation considerations 307
References 308
Figure 2.1. Population growth in Catalonia is increasingly driven by migration 26
Figure 2.2. Catalonia has a higher and rising share of foreign nationals than Spain 27
Figure 2.3. The foreign population in Catalonia is concentrated in working ages 28
Figure 2.4. Trends in employment and unemployment rate in Catalonia 30
Figure 2.5. Trends in the share of young people employed and neither in employment nor in education and training (NEET) 31
Figure 2.6. Severe housing deprivation increased steadily in Catalonia between 2016 and 2020 32
Figure 2.7. Many households in Catalonia are still at risk of poverty or social exclusion 33
Figure 2.8. Socio-economic disparities are more pronounced for Catalan children 34
Figure 2.9. Pathways followed by students after compulsory upper secondary education 41
Figure 2.10. High levels of hybrid teaching and digital classroom infrastructure in Catalonia 45
Figure 2.11. Trends in enrolment rates at different education levels 47
Figure 2.12. High numbers of vocational profiles in Catalonia 48
Figure 2.13. Nearly one-third of the total Catalan foreign student population is in Barcelona 49
Figure 2.14. Composition of foreign students in Catalonia 50
Figure 2.15. Uneven distribution of disadvantaged students across schools in Catalonia 51
Figure 2.16. High participation before and after compulsory education in Catalonia 53
Figure 2.17. Catalonia has improved ESO graduation rates and ranks among top-performing regions 54
Figure 2.18. Trends in completion rates at secondary and tertiary levels in Catalonia 55
Figure 2.19. Early school leavers in Catalonia by gender 56
Figure 2.20. Catalonia lags behind top-performing autonomous communities in PISA 2022 58
Figure 2.21. PISA 2022 data reveal a general downward trend in student performance since 2012 58
Figure 2.22. Mathematics performance has been declining steadily in Catalonia 59
Figure 2.23. Pronounced long-term declines in reading performance in Catalonia 60
Figure 2.24. Modest declines in science performance in Catalonia 60
Figure 2.25. Underachievement has increased significantly since 2015 in Catalonia 62
Figure 2.26. Catalonia shows the largest socio-economic performance gap in mathematics 63
Figure 2.27. Persistent achievement gaps by immigrant background in Catalonia 64
Figure 2.28. Differences in mathematics performance by student characteristics 66
Figure 2.29. High student confidence in self-directed learning and its positive association with mathematics performance in Catalonia 68
Figure 3.1. The share of students with specific educational support needs related to socio-economic or socio-cultural situations has increased notably 89
Figure 3.2. Catalonia has the second-highest share of immigrant students among Spanish autonomous communities 91
Figure 3.3. Catalonia's diverse student population 92
Figure 3.4. Three-tiered system of support 93
Figure 3.5. Students in Catalonia are some of the most likely to lack a sense of belonging or feel lonely at school 103
Figure 3.6. Catalonia has the highest measure of isolation in Spain 105
Figure 3.7. Disadvantaged and immigrant students are unevenly split between public and non-public schools 107
Figure 3.8. School staff engagement with parents (2022) 112
Figure 4.1. Alternative example of the "senior teacher" in the current career structure 177
Figure 4.2. Example integration of the "senior teacher" model in the current career structure 178
Figure 5.1. Articulations within the evaluation and assessment framework 227
Figure 5.2. Organisational structure of FINEEC 265
Figure 6.1. Limited school-level decision making in some domains of Spain's education system 277
Figure 6.2. A snapshot of educational investment in Catalonia 280
Figure 6.3. Average class size for primary education in OECD countries (2023) 302
Figure 6.4. Average student-teacher ratios for primary education in OECD countries (2023) 303
Boxes 9
Box 2.1. Policy priorities for the Catalan education system (2024-2028) 38
Box 2.2. Recent initiatives to strengthen workforce conditions and inclusive education in Catalonia 70
Box 3.1. Transformation of special schools into special education centres providing services and resources 99
Box 3.2. A structured model for supporting student well-being in Alberta (Canada) 114
Box 3.3. School inspections in Czechia and Portugal 115
Box 3.4. Diagnostic assessments in Austria and Luxembourg 116
Box 3.5. Trust, learning, sharing: Inclusive school in France 117
Box 3.6. Data-driven monitoring framework for desegregation in the Slovak Republic 118
Box 3.7. Innovative capacity-building approaches for UDL 119
Box 3.8. Teacher supports in New Brunswick (Canada) 121
Box 3.9. DEIS programme in Ireland 122
Box 3.10. Student guidance centres in the Flemish Community of Belgium 124
Box 3.11. Family engagement policies and practices 125
Box 3.12. Portugal's transformation of special schools into resource centres for inclusion 127
Box 4.1. International parallels in Catalonia's emerging evidence-informed culture 162
Box 4.2. Building ownership and consensus around a clear set of teacher standards 174
Box 4.3. Developing a motivating, rewarding and robust career structure in different systems 179
Box 4.4. Leveraging financial incentives to attract the best teaching talent to the most in-need areas 183
Box 4.5. Decentralisation efforts in systems to increase the responsibilities of principals 187
Box 4.6. Defining core content of teacher preparation in England (United Kingdom) 189
Box 4.7. Quality practical experiences to prepare new teachers in Ireland 191
Box 4.8. Fostering quality induction for those transitioning to the classroom 194
Box 4.9. Establishing quality professional learning for school principals 199
Box 4.10. Co-ordinating digitalisation in schools through bespoke roles 203
Box 4.11. Fostering impactful school-level learning 204
Box 4.12. Strengthening the quality of professional learning opportunities in Ireland 206
Box 4.13. Systematic approaches to reducing workload in systems 208
Box 4.14. Developing infrastructures for collective learning in Portugal 210
Box 5.1. Core ingredients underpinning a well-functioning evidence-informed policy ecosystem 241
Box 5.2. Australia - Student assessment framework 243
Box 5.3. Hallmarks of effective evaluation and assessment frameworks 249
Box 5.4. Denmark - Danish Evaluation Institute (EVA) 251
Box 5.5. Flemish Community of Belgium - Strategic foresight in education 256
Box 5.6. The Netherlands - Dutch National Education Institute 257
Box 5.7. New Zealand - New Zealand Council for Educational Research (NZCER) 261
Box 5.8. United Kingdom (England) - The Education Endowment Foundation 263
Box 5.9. The Finnish Education Evaluation Centre (FINEEC) 264
Box 6.1. Recent expansion of publicly funded VET provision in Catalonia 283
Box 6.2. Portugal: Strengthening school-level capacity through school clusters 294
Box 6.3. Country practices: Connecting quality assurance, research use and system improvement 297
Box 6.4. Guiding questions for reviewing resource allocation design 299
Box 6.5. Distinguishing class size and student-teacher ratios in resource-use decisions 302
Box 6.6. Using evidence on school time to inform resource-use decisions in Catalonia 304
Box 6.7. International practices in embedding foresight in planning and VET provision 307
Annex Figure 3.B.1. Process of ensuring balanced distribution of students among schools 140
MARC 보기
오류 데이터 정정요청
*표시는 필수 입력사항입니다.
알림톡 발송
| 전화번호 |
|---|
개인정보 수정 바로가기
연속간행물 권호 선택
우편복사 안내
- ◾ 도서관을 방문하지 못할 경우 인터넷, 팩스 등으로 자료 복사를 신청하고, 복사물을 우편·팩스 등으로 제공받는 서비스
- ◾ 대상자료: 일반도서, 연속간행물 및 학위논문
- ※ 고서, 고잡지, 훼손될 우려가 있는 자료, 마이크로폼 자료 및 신문 등 제외
- ◾ 신청 책수: 1인 5책 이하(1일 기준)
- ◾ 신청 절차: 자료 검색 → 우편복사 목록담기 → 복사 범위 입력 → 우편복사 주문서 입력 → 접수 및 확인
- ※ 저작권법에 의거하여 부분 복사(전체 페이지 수의 1/3 범위 이내)만 가능
- ◾ 복사 범위 입력 예시: (연속 페이지) 1-30, (부분 페이지) 25, 30-40
| 번호 | 발행일자 | 권호명 | 제본정보 | 자료실 | 원문 | 신청 페이지 |
|---|
도서위치안내(서울관)
도서위치안내: / 서가번호:
0
확인
우편복사 목록담기를 완료하였습니다.
내서재에 담기
새로운 서재
*표시는 필수 입력사항입니다.
저장
저장 되었습니다.