In a recent discussion, Antoni Verger Planells, a sociology professor, emphasized the importance of shared governance within educational zones. He noted that this approach differs from traditional admission systems and maps, focusing instead on collaborative projects among schools within a defined area.
Verger explained that educational zones can enhance governance by uniting multiple schools, alleviating the burden of individual decision-making. These zones foster institutional frameworks that provide necessary support, enabling schools to address the increasing complexities of social and educational issues. He pointed out that in many European countries, this concept is gaining traction as schools alone struggle to manage the diverse challenges they face.
To make educational zones effective, Verger outlined several essential conditions: shared leadership, equitable resource distribution, and active administrative involvement. Most critically, he highlighted the need for a cultural shift from individualistic to cooperative strategies, integrating educational councils, social services, and local entities.
Verger also addressed the consequences of school autonomy, which he believes has led to isolation for many institutions. Over the past two decades, a strong emphasis on autonomy has allowed schools to adapt their educational projects to local contexts. However, the current reality, marked by increased social diversity and challenges such as child poverty and socio-emotional issues exacerbated by the COVID-19 pandemic, demands a more collective approach.
He stated, “We cannot expect schools to solve these problems in isolation.” In light of this, Verger advocates for centralized resources and guidelines to assist schools dealing with exceptional circumstances. He expressed concern that the initial promise of autonomy as a panacea for educational challenges is now seen in a different light.
Regarding accountability, Verger noted that while external standardized evaluations can be beneficial, they often fail to lead to meaningful improvements. He warned that some regions have misused these evaluations to create competitive rankings among schools, which could detract from the quality of education.
To prevent accountability from becoming a mere bureaucratic burden, he proposed that evaluations should focus on formative aspects instead. By implementing evaluations at both the individual school and zone levels, educational stakeholders can foster collaboration rather than competition.
On the similarities between the educational systems in Catalunya and Baleares, Verger remarked on their comparable structures and challenges, particularly in accommodating diverse populations. He noted that the percentage of immigrant students in non-university education in Baleares is significantly higher than the national average, akin to Catalunya”s demographics.
Verger highlighted that while both regions face common challenges, Baleares has made greater efforts to integrate newly arrived students compared to Catalunya. He acknowledged that although Catalunya has traditionally outperformed Baleares in educational outcomes, recent assessments show that the islands now perform similarly or even better in some competencies.
As he concluded, Verger called for a more equitable distribution of resources to prevent the creation of “ghetto schools.” He emphasized that urban planning and collaboration among educational zones could significantly enhance educational equity, particularly in vulnerable areas.
Finally, Verger underscored the necessity for a reevaluation of the private education model, particularly in terms of financial accountability and accessibility for diverse populations. He urged a detailed analysis of which private institutions are genuinely committed to diversity and inclusion.
