Joaquín Gairín Sallán

La implicación de los ayuntamientos en una educación descentralizada

The debate between educational centralization and decentralization has always borne a relationship with the historical, social, political, economic and cultural realities of different contexts, and it has developed following very different traditions that lean toward different options, such as school-based management, territorialization policies, municipalized education and strong institutional autonomy for schools. This contribution analyzes town authorities’ participation in the implementation of Spanish education policies in recent decades. Some arguments are presented in favour and against educational centralization and decentralization. A historical review of how town councils engage in education issues is given, examining the possibilities, limitations and realities involved from the general perspective of legislation and from the particular perspective of education legislation. Analysis of actual practice leads to a proposal of a model for analyzing the stage of educational development that towns can handle, based on the involvement of town councils. Four stages are suggested to provide a significant description of different situations affecting towns: they ignore education; they meet their obligations; they make a commitment; or they act as transformation drivers of the social and educational reality. The proposal makes it possible to perform diagnostics, promote programmes for change and evaluate change in relation to a town’s real educational circumstances. Other proposals, such as mapping municipal educational activity and identifying good practices that are consistent with the several educational development stages considered and presented in this paper, point in the same direction. Lastly, some challenges for the future are noted, such as the need to promote greater institutional autonomy, the need to establish a better relationship between educational development and social development, and the need to encourage towns to work together as a source of learning. Munoz Moreno, J. L. y Gairin Sallan, J. LA IMPLICACION DE LOS AYUNTAMIENTOS EN UNA EDUCACION DESCENTRALIZADA Revista de Educacion, 366. Octubre-diciembre 2014, pp. 165-188 Fecha de entrada: 22-05-2014 Fecha de aceptacion: 11-09-2014 166

¿Cómo aprende el profesorado universitario español? Comprendiendo el uso de estrategias de aprendizaje

Este articulo analiza como el profesorado universitario espanol aprende en el puesto de trabajo y si el pais de residencia influye en el uso de estrategias de aprendizaje. Metodologia: Para ello se sirve de los datos cuantitativos recogidos con la encuesta PIAAC 2012 (Programa para la Evaluacion Internacional de las Competencias de Adultos); en la que se obtuvieron 276 respuestas de docentes europeos. Se llevan a cabo analisis descriptivos e inferenciales, reportando el tamano del efecto, a fin de comparar las respuestas de la muestra espanola con las respuestas del resto de paises europeos participantes (Chipre, Dinamarca, Eslovaquia, Flandes, Francia, Inglaterra, Italia, Irlanda del Norte, Paises Bajos, Polonia y Republica Checa). Resultados: Los resultados muestran que el profesorado universitario suele utilizar un mayor numero y variedad de estrategias de aprendizaje, lo que remarca su habilidad de adaptacion a los retos laborales del dia a dia. Una mirada mas detallada de los docentes universitarios espanoles sugiere que estos no relacionan los nuevos aprendizajes con los anteriormente adquiridos, en comparacion con otros docentes europeos. Asimismo, los profesores universitarios muestran un nivel medio de aprendizaje en el puesto de trabajo, siendo Espana el pais con mayor nivel de aprendizaje adquirido via el aprendizaje con otros companeros o supervisores, el aprendizaje mediante la realizacion de tareas y el reciclaje sobre nuevos productos o servicios. Discusion: El articulo concluye con una discusion de los resultados asociada al impacto de las estrategias de aprendizaje en el desempeno profesional del profesorado universitario y con la propuesta de futuras lineas de investigacion.

A comprehensive approach to managing school safety: case studies in Catalonia, Spain

Abstract Background: Schools should be safe spaces for students, teaching staff and non-teaching staff. For the concept of ‘safety’ to be meaningful, it must be interpreted broadly to encompass well-being in its widest sense. A common challenge for schools and educational authorities is, therefore, to manage school safety appropriately not only to prevent physical accidents and incidents, but also with the purpose of creating an environment that promotes physical, emotional and social well-being, both individually and collectively. Purpose: The aim of this research paper is twofold: (a) to explore the concept of safety as it is interpreted by schools and analyse the extent to which schools are committed to the goal of creating safe and healthy school environments; and (b) to identify organisational and management practices that promote the safety of school staff and users. Design, sample and methods: The research was carried out from a qualitative perspective, based on a study of multiple cases carried out in Catalonia, Spain. The case studies (N = 9 schools) were selected by means of a purposive sampling process in order to obtain a selection of schools covering different education stages and under different types of ownership. The data collection process involved carrying out semistructured interviews (N = 39) with school principals, health and safety officers, teaching staff and non-teaching staff; focus groups with families (N = 2) and a review of general documentation and specific safety documents (N = 58). The data collected were completed and verified by means of interviews with experts (N = 3). The interviews, focus groups and notes arising from the document review were transcribed literally and analysed thematically, following a cross-case analysis structure. Results: The data analysis indicated that creating safe and healthy environments was not always an explicitly endorsed principle or goal for schools. However, all members of the educational community were involved in ensuring adequate levels of school safety; and diverse management and organisational actions and measures were implemented to ensure physical, emotional and social safety. Conclusions: We conclude that according to a broad interpretation of safety, which encompasses well-being in its widest sense, a comprehensive school safety management approach had not been fully adopted by schools in the studied sample. Whilst involvement in safety practices was evident, many actions appeared to be carried out without full consideration of the wider promotion of school safety. The study suggests the importance of training and awareness activities for education professionals in order to build and promote safety culture and to facilitate the introduction of a comprehensive school safety approach in the day-to-day management of schools.

Orientación y tutoría en las prácticas profesionalizadoras

espanolLa implementacion de unas practicas profesionalizadoras de calidad exige procesos bien organizados que minimicen las dificultades con las que los estudiantes pueden encontrarse durante su desarrollo, asi como una mejor coordinacion entre los distintos profesionales e instituciones implicados. El objetivo del estudio desarrollado[1]es buscar respuestas y alternativas a los problemas de filosofia, organizacion y seguimiento que plantea la realizacion de las practicas profesionalizadoras en la universidad. La metodologia llevada a cabo ha considerado la triangulacion de las siguientes tecnicas e instrumentos: analisis documental, 343 cuestionarios, 27 entrevistas y 1 grupo de discusion con expertos. Los resultados obtenidos han permitido delimitar indicadores y estandares de calidad en relacion al programa de practicas, los momentos del programa, los implicados y su desarrollo. La concrecion de estos indicadores y estandares de calidad debe ser el resultado de un proceso organizado donde cabe considerar las fases de: a)motivacion, sensibilizacion y justificacion; b) planificacion; c) ejecucion; d) evaluacion; y e) institucionalizacion y difusion. El mejor diseno y desarrollo de las practicas profesionalizadoras configura un reto notorio que la universidad debe abordar para lograr una formacion de calidad y realmente bien conectada a las necesidades y demandas sociales, laborales y profesionales. EnglishThe implementation of quality professional practices requires, among other factors, well organized processes that minimize the difficulties that students may encounter during their development, as well as facilitate better coordination between the different professionals and institutions involved. The main aim of the study is to find answers and alternatives to the problems of philosophy, organization and follow arising in the implementation of professional practices in university. The methodology undertaken considered the triangulation of the following techniques and tools for collecting data: analysis of documents, 343 questionnaires, 27 interviews and one focus group. The results have allowed us to define indicators and quality standards regarding the internship program, the moments of the program, the players and their development. Furthermore, the delimitation of these indicators and quality standards in practice should not be a casual event but the result of an organized process where should consider the steps of: a) motivation, awareness and justification; b) planning; c) implementation; d) evaluation; and e) institutionalization and diffusion. The best design and development of professional practices is a notorious challenge that Higher Education Institutions must address to achieve quality training and really well connected to the social, labour and professional needs and demands.

ORIENTACIÓN Y TUTORÍA EN LAS PRÁCTICAS PROFESIONALIZADORAS: PROPUESTA DE ESTÁNDARES DE CALIDAD

espanolLa implementacion de unas practicas profesionalizadoras de calidad exige procesos bien organizados que minimicen las dificultades con las que los estudiantes pueden encontrarse durante su desarrollo, asi como una mejor coordinacion entre los distintos profesionales e instituciones implicados. El objetivo del estudio desarrollado[1]es buscar respuestas y alternativas a los problemas de filosofia, organizacion y seguimiento que plantea la realizacion de las practicas profesionalizadoras en la universidad. La metodologia llevada a cabo ha considerado la triangulacion de las siguientes tecnicas e instrumentos: analisis documental, 343 cuestionarios, 27 entrevistas y 1 grupo de discusion con expertos. Los resultados obtenidos han permitido delimitar indicadores y estandares de calidad en relacion al programa de practicas, los momentos del programa, los implicados y su desarrollo. La concrecion de estos indicadores y estandares de calidad debe ser el resultado de un proceso organizado donde cabe considerar las fases de: a)motivacion, sensibilizacion y justificacion; b) planificacion; c) ejecucion; d) evaluacion; y e) institucionalizacion y difusion. El mejor diseno y desarrollo de las practicas profesionalizadoras configura un reto notorio que la universidad debe abordar para lograr una formacion de calidad y realmente bien conectada a las necesidades y demandas sociales, laborales y profesionales. EnglishThe implementation of quality professional practices requires, among other factors, well organized processes that minimize the difficulties that students may encounter during their development, as well as facilitate better coordination between the different professionals and institutions involved. The main aim of the study is to find answers and alternatives to the problems of philosophy, organization and follow arising in the implementation of professional practices in university. The methodology undertaken considered the triangulation of the following techniques and tools for collecting data: analysis of documents, 343 questionnaires, 27 interviews and one focus group. The results have allowed us to define indicators and quality standards regarding the internship program, the moments of the program, the players and their development. Furthermore, the delimitation of these indicators and quality standards in practice should not be a casual event but the result of an organized process where should consider the steps of: a) motivation, awareness and justification; b) planning; c) implementation; d) evaluation; and e) institutionalization and diffusion. The best design and development of professional practices is a notorious challenge that Higher Education Institutions must address to achieve quality training and really well connected to the social, labour and professional needs and demands.

Orientación y tutoría en las prácticas profesionalizadoras: propuesta de estándares de calidad / Guidance and mentoring in professional practices: defining quality standards

espanolLa implementacion de unas practicas profesionalizadoras de calidad exige procesos bien organizados que minimicen las dificultades con las que los estudiantes pueden encontrarse durante su desarrollo, asi como una mejor coordinacion entre los distintos profesionales e instituciones implicados. El objetivo del estudio desarrollado[1]es buscar respuestas y alternativas a los problemas de filosofia, organizacion y seguimiento que plantea la realizacion de las practicas profesionalizadoras en la universidad. La metodologia llevada a cabo ha considerado la triangulacion de las siguientes tecnicas e instrumentos: analisis documental, 343 cuestionarios, 27 entrevistas y 1 grupo de discusion con expertos. Los resultados obtenidos han permitido delimitar indicadores y estandares de calidad en relacion al programa de practicas, los momentos del programa, los implicados y su desarrollo. La concrecion de estos indicadores y estandares de calidad debe ser el resultado de un proceso organizado donde cabe considerar las fases de: a)motivacion, sensibilizacion y justificacion; b) planificacion; c) ejecucion; d) evaluacion; y e) institucionalizacion y difusion. El mejor diseno y desarrollo de las practicas profesionalizadoras configura un reto notorio que la universidad debe abordar para lograr una formacion de calidad y realmente bien conectada a las necesidades y demandas sociales, laborales y profesionales. EnglishThe implementation of quality professional practices requires, among other factors, well organized processes that minimize the difficulties that students may encounter during their development, as well as facilitate better coordination between the different professionals and institutions involved. The main aim of the study is to find answers and alternatives to the problems of philosophy, organization and follow arising in the implementation of professional practices in university. The methodology undertaken considered the triangulation of the following techniques and tools for collecting data: analysis of documents, 343 questionnaires, 27 interviews and one focus group. The results have allowed us to define indicators and quality standards regarding the internship program, the moments of the program, the players and their development. Furthermore, the delimitation of these indicators and quality standards in practice should not be a casual event but the result of an organized process where should consider the steps of: a) motivation, awareness and justification; b) planning; c) implementation; d) evaluation; and e) institutionalization and diffusion. The best design and development of professional practices is a notorious challenge that Higher Education Institutions must address to achieve quality training and really well connected to the social, labour and professional needs and demands.