Antoni Verger Planells, a professor of sociology, recently discussed the concept of school zones, emphasizing their potential to foster shared governance among educational institutions. Unlike traditional admission systems and school mapping, his approach seeks to establish territories that group several schools together, facilitating a collective identity and common projects.
Verger explained that these school zones are not merely formed through voluntary networks but require a new institutional framework that can alleviate certain burdens from individual schools. This collaborative structure would enable schools to seek local pedagogical support and collective solutions, reflecting a growing recognition in Europe that individual schools struggle to navigate the increasing complexities of social and educational challenges.
For a school zone to function effectively, several conditions must be met, including shared leadership, equitable resource distribution, and active involvement from administrative bodies. Most importantly, a cultural shift is necessary, moving from an individualistic mindset to a cooperative approach. This would involve educational councils at the zone level, coordination among social services, psychological guidance, and collaboration with local entities, all of which could significantly enhance educational impact and equity.
This intervention model has seen success in various regions, including the Netherlands and several cities in England, as well as in Portugal. Currently, pilot programs are being initiated in Barcelona, where Verger”s team is providing support throughout the implementation process.
Verger noted that the autonomy granted to individual schools over the past two decades has, in some cases, led to isolation. While autonomy has allowed schools in regions such as the Balearic Islands and across Spain and Europe to adapt their educational projects to their contexts, the present reality differs markedly from twenty years ago. Today, classrooms are characterized by increased social diversity and child poverty, and many issues, previously latent, have surfaced, particularly in the wake of the COVID-19 pandemic.
He pointed out that schools are often overloaded with responsibilities that are too great to tackle independently. In exceptional situations, more centralized guidance and resources may be necessary to address these challenges effectively. Verger believes the current landscape requires a reevaluation of the concept of autonomy, which was once seen as a panacea for educational issues.
When asked about lessons from Catalonia that could be applied to the Balearic Islands regarding school autonomy and accountability, Verger emphasized that autonomy should not equate to isolation. Significant support is essential, particularly in vulnerable areas, which necessitates both material resources and stable, non-teaching personnel integrated within the schools and communities.
Regarding accountability, he acknowledged advancements through standardized external evaluations, which can yield positive outcomes but often fail to translate into meaningful improvement processes. These evaluations are sometimes misused to rank schools, fostering competition rather than collaboration, which can produce harmful outcomes where schools prioritize test preparation over quality education.
To mitigate the risk of accountability becoming merely bureaucratic, Verger advocates for a formative approach to evaluation, linking it to the collaborative dynamics within educational zones. He envisions a system where evaluations are conducted at both the individual school and zone levels, fostering exchange and mutual commitment to improve collectively without falling into competitive traps.
He also highlighted the potential of digital tools to streamline evaluation processes, ensuring timely feedback that can inform teaching practices rather than disrupt the educational environment.
The educational systems in Catalonia and the Balearic Islands share many similarities, particularly in their efforts to accommodate a diverse population. The percentage of immigrant students in non-university education in the Balearic Islands is significantly higher than the national average, mirroring trends in Catalonia. Both regions face shared challenges, and while the composition of the concerted school sector is similar, the Balearic Islands seem to be making greater efforts to integrate newly arrived populations.
Verger noted that while Catalonia has historically shown better educational outcomes according to PISA results, the gap is narrowing, with the Balearic Islands performing comparably or even exceeding in some competencies. He suggested that the last PISA assessment, conducted during the pandemic, indicated a decline across all autonomous communities, a trend linked more to the socio-economic challenges of the student populations than to educational policies themselves.
He also addressed the needs of schools with high complexity, which cater to students from lower socio-economic backgrounds. Verger stressed the importance of equitable distribution of resources to prevent the formation of ghettoized schools. Collaborative planning and targeted support for these vulnerable schools are crucial, including attracting experienced teachers through various incentives that focus not only on financial compensation but also on working conditions that enhance the educational environment.
As discussions about teacher distribution continue to polarize opinions in Catalonia, Verger advocates for a balanced approach, suggesting that teachers be assigned to educational zones rather than individual schools. This model would empower school leaders to select professionals that align with their specific educational projects, potentially involving a tripartite committee among municipalities, schools, and administration for teacher selection.
Finally, the Bofill Foundation has conducted an analysis of the concerted sector in Catalonia, calling for a review of the current model. The foundation argues that the principle of equivalence between public and concerted education is not being upheld in practice, with many concerted schools charging fees that act as barriers to enrollment for certain students. A regulatory overhaul is needed to ensure that schools adhere to the principle of free education and to hold accountable those that do not.
Verger concluded that a more detailed analysis is necessary to identify which concerted schools are committed to diversity and which are not, to inform decisions regarding their future and operational guidelines.
