Reconfiguración de la educación compensatoria en base a las evidencias científicas. Actuaciones inclusivas para la igualdad de resultados

Authors

Henar Rodríguez Navarro Salto de línea Universidad de Valladolid. Facultad de Educación y Trabajo Social. Departamento de Pedagogía. Valladolid, España.Salto de línea Salto de línea Oriol Ríos GonzálezSalto de línea Universitat Autònoma de Barcelona. Facultad de Ciencias Políticas y Sociología. Departamento de Sociología. Bellaterra, Barcelona, España.Salto de línea Salto de línea Sandra Racionero Plaza Salto de línea Universitat Internacional de Catalunya. Facultad de Educación. Departamento de Educación. Área de Psicología de la Educación. Barcelona, España.

DOI

10.4438/1988-592X-RE-2012-EXT-207

Abstract

Reframing Compensatory Education through Scientific Evidence. Inclusive Actions for Equality of Results

The European Commission and the Spanish Ministry of Education included in recent recommendations and documents the need to ensure the acquisition of basic competences and the extension of learning time as measures for the educational success of all students (Consorcio INCLUD-ED, 2011; European Commission, 2006; European Commission, 2007). These recommendations are in line with the scientific literature, which shows that inclusive approaches of this sort are related with improved academic performance. In Spain these notions are embodied in the refocusing of compensatory education on successful inclusive action. This article discusses three initiatives implemented in Spain that illustrate the change of focus and its impact: 1) Development of Basic Competences and the Inclusive Approach, a Ministry of Education project, 2) INCLUD-ED. Strategies for Inclusion and Social Cohesion in Europe from Education, a research project under the European Commission’s 6th Framework Programme, and 3) the PROA compensatory education programme, funded by the Ministry of Education since the 2004-05 academic year. These programmes are compared with the general stance taken by compensatory education policies in Spain, the European Commission’s guidelines and international research. The methodology consists in analyzing the scientific literature and some results of the aforementioned initiatives and projects. The perceptions of a wide range of stakeholders in society and education (including educators, students, teachers, families, supervisors, policymakers and volunteers) concerning the extension of learning time and basic competences are compared. The results show the benefits of the inclusive approach in the teaching of basic competences and an improvement in the academic performance of students who receive before-school or after-school support in basic subjects. A list of recommendations is given for the implementation of inclusive education policies that are both efficient and equitable.

Keywords

Extending learning time, compensatory education, educational success, inclusive approach, basic competences, PROA.