1. CATALONIAN EDUCATIONAL SYSTEM AND RESOURCES FOR THE DIVERSITY QUIM NUÑEZ EDUCATION BOARD OF THE GENERALITAT OF CATALONIA

2. Catalonian Educational System

3. Rates

6. Diversity from diversity The key factors of educative success are based in - the ways of working in the classroom, - the expectations put on the students, - the coordinated and coherent intervention of all the educative agents in a territory. This is the great challenge !!!

7. Initiatives: 1. Hours devoted to support attention to diversity A minimum of 4,5 hours per group, which represents an increase of 15% of the total teaching hours devoted to students. In some cases, 8 hours per group can be devoted to support attention to diversity, which represents an increase of 27%. 2. Strategic plans 34% of Secondary Schools (179 altogether)‏ 3. Open classrooms/classe s They started to be established in 2004. At the moment there are 398 Open Classrooms spread among 365 centres.

8. 4. Singular projects A number of curricular hours (up to 40%) are implemented in companies or external entities. There are 126 singular projects in force at present time. 5. Reception classrooms Newly arrived students are recommended up to spend 9 hours in Reception Classrooms. 6. Environment Educative Plans There are currently 95 Education Plans signed with 80 town councils.

9. The key question what are the necessary competences and no the knowledge they must hold. From the historical perspective we can identify different stages and models: First Stage: to know = to know how to teach Second Stage: It is necessary not just content knowledge itself but also knowledge on pedagogy, didactics, psychology, sociology, etc. But ‘epistemologic knowledge + pedagogic knowledge does not equal didactic knowledge’.. Third Stage: Professionalization and competences development. Competences are a combination of knowledges, abilities (intellectual, manual, social, etc.), attitudes and values which enable any particular degree holder to successfully face the resolution of problems or the intervention in academic, professional or social environments. Teaching competences

10. Knowledge does not equal competence but using knowledge in a particular context, which is always unique, does. Competence = Use + Knowledge + Context > to solve problems o guide action in an autonomous and responsible way. Competence (C) depends on three variables: mental operation (Op), knowledge (K) and context (Con). Competences are always linked to doing. Curriculum is what one learns and no what is taught. We learn by solving problems. Competences are developed by carrying out tasks associated to competences. Knowledge is transferrable. Competence is not. Teaching competences

11. 0. Transversal (Cross curriculum): in languages (Catalan,Spanish and English), ICT and interculturality and inclusion. 1. Interpersonal 2. Pedagogic 3. Expert in the subject he/she teaches 4. Leadership/ organizational 5. To work in teams 6. To cooperate with the school community 7. To reflect and develop Teaching competences