Evaluation of IDA in Spain: impact and effectiveness. enhanced networking and cooperation of local actors about IDA in Spain: policy recommendations about IDA in Spain: (informe - proyecto europeo ELEF – European learning environments for citizenship and democracy)

González-Monteagudo, J., Moreno-Fernández, O., Guichot-Muñoz, E., Ferreras-Listán, M., Puig- Gutiérrez, M., Pineda-Alfonso, J. A. (2018) EVALUATION OF IDA IN SPAIN. IMPACT AND EFFECTIVENESS. ENHANCED NETWORKING AND COOPERATION OF LOCAL ACTORS ABOUT IDA IN SPAIN. POLICY RECOMMENDATIONS ABOUT IDA IN SPAIN (Sevilla: Universidad de Sevilla) (INFORME - PROYECTO EUROPEO ELEF – EUROPEAN LEARNING ENVIRONMENTS FOR CITIZENSHIP AND DEMOCRACY) 1 EVALUATION OF IDA IN SPAIN. IMPACT AND EFFECTIVENESS. ENHANCED NETWORKING AND COOPERATION OF LOCAL ACTORS ABOUT IDA IN SPAIN. POLICY RECOMMENDATIONS ABOUT IDA IN SPAIN. This reports has three section. The first one covers IDA evaluation. The second section refers to impact and enhanced networking. The last section identify several key recomendations about policies related to IDA approach. 1) EVALUATION. The aim of IDA is to develop, implement, evaluate and replicate democratic and innovative learning environments (good practices) in secondary schools, which in Spain refers pupils of ages between 12 and 18 years. The evaluation carried out by the Secondary Education teachers in training on the potentialities and limitations of IDA training and similar approaches is presented here. INTRODUCTION. In Spain, due to the various changes in educational matters in recent years, education for citizenship has been contemplated in different ways, according to current educational laws. Thus, with the advent of the LOE (Organic Law of Education) in 2006, education for citizenship became a compulsory and evaluable subject within the school curriculum. At the same time, it was considered a crosscutting issue and was considered as one of the socalled basic competencies (social and citizenship competence), introduced in this law. The political changes that took place brought about reforms in the educational field and so in 2012 there was a change in the name of the subject and the contents dealt with in it. Subsequently, with the entry into force of the LOMCE (Organic Law for the Improvement of Educational Quality) in 2013, the subject of Citizenship Education is eliminated as a compulsory subject in the curriculum, being relegated to an optional subject, alternative to religion, called Social and Civic Values. It is thus maintained as a cross-cutting theme and the name of basic social and civic competence is also changed. The competences are now referred to as key competences and what we are dealing with is called social and civic competences. In short, we have experienced a process of loss of value in education for citizenship, a fact that comes into conflict with what is happening in Europe. We must not lose 2 sight of the fact that education for citizenship is a concern at European level and this is reflected in the various reports drawn up in recent years by the European Commission [1], [2], [3]. In its conclusion, it states that "citizenship education is one of the main means by which European countries help young people acquire the social and citizenship skills they will need in their future lives" ([2]), all of this by focusing on four specific fronts: the presence of citizenship education in school curricula; democratic culture in schools; leadership of management teams and teacher training; and assessment of learning and monitoring by the authorities. Since the European project Erasmus + ELEF (European Learning Environment Formats for Citizenship and Democracy), which aims to implement, develop, evaluate and replicate different formats of innovative democratic learning environments (good practices), various experiences have been selected over more than a year as a sample of this research on good practices. In this regard, we present the experience gained with the IDA training undertaken at the University of Seville, within the context of the ELEF project, aimed to train responsible citizens with the collaboration of various educational agents. To this end, we have worked with students who are doing the Master's Degree in Secondary Education (MAES) at the University of Seville (Spain), in the academic year 2017/2018. METHOD. Forty-three students participated in this experience. In the experimentation carried out, we have evaluated IDA approach through the Youth Parliament Programme. This programme was used in the IDA training. It was presented, and later, in small groups, the students analysed the formative actions carried out by the different municipalities. These training actions were analyzed on the basis of the information contained in the worksheets that each center sends to the coordinating administration of the program, once the course is over. For the analysis, a script of questions was designed to allow future teachers to reflect on various elements that appeared in the cards. Questions such as: What relevance does democratic citizenship have to work?, What possibilities and limitations do you consider the experience to have?, What problems have been worked on?, What kind of activities have been carried out?, Which are the bodies involved?, Do you think that this programme really favours the development of participatory and democratic citizenship in schools?, Why? In this way, four discussion groups were organized, from the analysis of which it can be deduced that the Youth Parliament program, despite being considered an educational program that favors good citizenship education practices, presents limitations such as the number of school-age participants that can be part of it or 3 that the themes can sometimes deviate from relevant socio-environmental issues focused on what citizen education should respond to. on democratic citizenship, since it favours the participation of young people in the exercise of citizenship and brings them closer to making decisions on real problems in their environment. Therefore, we take as examples the following phrases: "We believe that this is a project of great importance since it will introduce young people to citizen political participation, which should be one of the objectives of citizenship training, creating citizens with a vocation for citizen participation" (subject 6) "Very relevant because it puts into practice the exercise of citizenship at an early age, introducing adolescents to the real functioning of public institutions" (subject 12) Among the main possibilities that the participants highlight in the program, are to give voice to young people who, due to their minority, are not usually heard in the political arena and therefore offer them the opportunity to intervene in the life of their municipality. It also emphasizes learning to exercise citizenship and participation. Let us look at some examples: "I believe that this is a programme with great development possibilities, since it encourages young people to participate in the life of their municipality, which is the most immediate and can be a good stimulus to awaken interest in participation" (subject 10) "It facilitates the teaching of education for citizenship in a practical way" (subject 4) In spite of the possibilities attributed, the participants also pointed out various limitations of the programme, among which the following stand out: "the scarce training of teachers to carry out this type of initiative, the complex network of relations between the agents involved, the scarce number of students directly involved, the dependence on the police will of the mayors and the maintenance of the current parliamentary democratic model, in which direct participation is limited to only a few". When asked about the problems that had been worked on in the various projects analyzed, they were mentioned: lack of knowledge of the culture and customs of the local environment, help and solidarity among neighbors, healthy lifestyle habits, reading habits, creation of leisure spaces for young people, among others. Having explained the problems, the participants on several occasions showed their rejection of the idea that some of them were not directly related to relevant socioenvironmental issues that responded to what education for citizenship really is. Thus, one of the subjects stated: 4 "There are issues that are not related to education for citizenship and that we should not consider relevant socio-environmental problems" (subject 3) The next issue addressed concerns the type of activities carried out, including gymkhana-type activities, games, sports activities and workshops. For the development of these activities and the proper functioning of the project, various actors are involved. Thus, when the participants were consulted by the agents involved in the different projects, in almost all of them, together with the school and the families, local businesses and associations and the town councils were involved. In addition, on some occasions, other larger-scale entities such as the bank La Caixa took part in the development of the projects. The participants are asked whether they really consider that the projects they have analysed favour the development of participatory and democratic citizenship in schools. The answers are mostly negative, since despite having initially highlighted the possibilities 5 of the youth parliament programme, they believe that the concrete projects they have analysed are somewhat far removed from the socio-environmental problems relevant to the development of a critical citizenship. Finally, each working group was asked to draw or draw a diagram on a piece of cardboard on what characteristics a program should have in order to be considered a good educational practice that favors democratic and citizen values. A work that was put in common and in which there were many coincidences. The words that represented it were: social values, equality, participation, critical reflection, freedom of expression, dialogue...Some examples of the works presented by the participants are presented below (Figures 1and 2). Fig. 1. Mural "Promoting citizenship". Authors: Students participating in the IDA format of the Erasmus+ ELEF programme (Reference number 580426). Fig. 2. Mural "Good practices". Authors: Students participating in the IDA format of the Erasmus+ ELEF programme (Reference number 580426). 6 CONCLUSION. Analyzing the data, it is observed that the teachers in participating training value positively the need to educate responsible and critical citizens in the classroom, as well as to approach good practices that are being carried out in schools. With this experience, the future teachers of Secondary Education have been given the opportunity to approach the reality of the centers and programmes that are being carried out successfully. This first contact made it possible for them to reflect on the importance of having good educational practices for civic education in the classroom. REFERENCES. 1. Eurydice Report, Education for citizenship in the European school context (Brussels, European Commission, 2005) 2. Eurydice Report, Education for citizenship in Europe (Brussels, European Commission, 2012) Eurydice Report, Citizenship education at school in Europe (Brussels, European Commission IDA IMPACT AND EFFECTIVENESS. ENHANCED NETWORKING AND COOPERATION OF LOCAL ACTORS ABOUT IDA IN SPAIN. In this section we describe two important multiplier events done in Seville in 2018, in relation to IDA format, with broad impact in both academic and educational stakeholders. Then we mention the role of the Steering Committee, and eventually we describe some emergent perspectives, in the final stage of the ELEF project. Meeting at the Conference on Education for Citizenship and Teacher Training: an alliance between school and territory, on 7 and 8 March 2018 with education stakeholders: undergraduate and postgraduate students from the Faculty of Education, teachers from public and private secondary schools, members of associations, researchers, policy makers, and staff from various European countries involved in STEP (a European project very similar to ELEF, but focused on primary education). This Conference was organized by the European projects STEP and ELEF, with the participation of educators, teachers, researchers and stakeholders from Spain, Italy, France and Switzerland. During this conference, results of the ELEF project were disseminated to more than 60 participants. 7 In the auditorium of the Faculty of Education of the University of Seville, the projects STEP (School, Territory, Environment, Pedagogy) and ELEF (European Learning Environment Formats for Citizenship and Democracy) presented progress on these two projects. These research and interventions provide various strategies for education for citizenship and democracy in schools, promoting the exchange of good teaching practices and innovative approaches from a European perspective. The objectives that have been proposed for the conference have been to: - Raise awareness and justify the need for education based on the promotion of active citizenship. - Discuss and reflect on teacher training in relation to education for citizenship and democracy - Present and present different didactic experiences carried out in this field, as well as some research results of the STEP and ELEF projects. - Analyse the possibilities and difficulties encountered in the development of Education for Democracy and Active Citizenship projects in schools (especially in nursery and primary schools) and in non-formal and informal settings. The researchers of the ELEF project have taken part in several conferences and round tables throughout the conference. Lecturer Elena Guichot-Muñoz was part of the inaugural table, presenting the ELEF project to those attending the conference. Later, in the afternoon session, lecturers Olga Moreno-Fernández and Elena Guichot-Muñoz participated, on behalf of the ELEF project, in the round table entitled "Citizenship and democracy in society and in schools". The following issues were addressed at this round table: - How does the situation of citizenship and democracy currently affect citizenship education in schools? - Is the school a democratic environment and is it possible to train democratic citizens in this environment? On the 8th of March, Professor José González-Monteagudo presented partial results of the IDA format. To this end, he explained what the IDA format consists of and what its objectives are. It was reported on the activities carried out during the 2016-2017 and 2017-2018 academic years with the students of the Secondary Education Master's, to train them as promoters / coachers of democracy in their future role as teachers of Secondary Education. Finally, Professor Mario Ferreras-Listán participated in the round table that closed the conference, entitled "The insertion of Education for Citizenship in schools. Possibilities and difficulties", representing the ELEF project. On 16 and 17 May 2018, the Conference “Educating for an active citizenship: participation and democracy in schools” was held, with the participation of associations and researchers in the field of democracy from the universities of Huelva and Seville (Dr. Emilio J. Delgado-Algarra, Dr. Francisco F. García-Pérez, etc.). The leaflet of the Conference is attached. Press coverage of this event, included in the section on Dissemination/Media coverage, is also attached. 8 A total of 14 speakers from different fields participated: university professors, secondary and high school teachers, employees of associations, and staff of the Andalusian Agency for Educational Assessment (Ministry of Education, Andalusian Government). The participants were more than 60 students and agents of the educational system: students and teachers of Educational Sciences, students of the Degree in Pedagogy, Degree in Primary Education, Degree in Early Childhood Education, and students of the MAES of the University of Seville, education professionals, social workers, mediators and communicators. Disclosure and impact. The aim of the conference is to make the university community aware of and actively involve them in the Erasmus + ELEF (European Learning Environment Formats for Citizenship and Democracy) project, which aims to implement, develop, evaluate and reproduce different formats of innovative democratic learning environments (good practices). To this end, in this scientific dissemination activity we develop theoretical and practical workshops that expose and promote democratic values, fundamental rights, intercultural understanding and active citizenship in schools. Lines of research / Theoretical and practical presentation - Exploratory and research-based learning in schools. - Democratizing schools and teaching: theory and practice - Education for democratic citizenship from the perspective of historical memory. - Participatory action research: the associative fabric in schools Objectives To exchange opinions on the possibilities of democratic school design. To change the perspective on school processes by networking the different actors. Consider the school as a place of learning for democratic processes. The programme was developed as follows: DAY 1: Wednesday, May 16, 2018 9:00-9:45 Reception, inauguration. Greetings/Presentation. By Mr. Francisco Núñez Román (Director of International Relations of the Faculty of Education Sciences) and Mr. José González-Monteagudo, coordinator of the ELEF Project (European Learning Environment Formats for Citizenship and Democracy). 9:45-10:15 Presentation of the ELEF project and the IDA (Research for Democracy) format. Mr. José González-Monteagudo and Ms. Olga Moreno Fernández. 10:15-11:15 Opening lecture: "The school as a space for citizenship". Lecturer: Mr. Francisco F. García Pérez. University of Seville. 11:15-11:45: Pause. Coffee. 11:45-13:45: Workshop 1: Participation and Democracy in schools. 2) TEACHER TRAINING FOR SECONDARY EDUCATION AND VOCATIONAL TRAINING IN SPAIN. The Master's Degree in Compulsory Secondary Education and Baccalaureate, Vocational Training and Teaching of Languages (MAES) professionally trains teachers in Secondary Education in Spain. The MAES is an indispensable requirement to teach in the formal (public and concerted) educational system, both in the public and agreed . This Master course is taken after completing a university degree (usually four academic years) related to the different disciplines and academic areas. The Master has a duration of an academic course. It is structured in four learning modules: a generic module (120 hours), a specific module (240 hours), a practical module - which includes internships in schools (100 hours) and the preparation of the Master's Thesis (60 hours) - and a Module of free choice (80 hours). The practical training is developed in three phases: a phase of analysis and description of the educational context (the centre and the classroom where the internships will be developed), with a duration of 20 hours. A second phase is devoted to design teaching activities and implement them in the classroom, with a duration of 60 hours. Finally, there is a third phase of analysis of the results, which requires the presence of the students in the school, with a minimum of 20 hours. The purpose of this Master is to offer the pedagogical and didactic training required by current policies to future teachers of Secondary Education and Baccalaureate, Vocational Training and Teaching of Languages. This Master was implanted in the course 2009/2010, and it extends the training that existed in Spain to prepare the teaching staff. Previously the students studied a Course of Pedagogical Adaptation (CAP) that had shorter duration, and a lower cost. The Master began with several criticisms, expressed by the students, because of the poor management and organization, but it has continued its trajectory with the improvement of its competences and educational offerings. For in-service teachers, there is an offer of ongoing training courses and professional development from the “Teachers’ Training Centres”. These courses are voluntary assistance, although they have a positive impact on the professional career of teachers. The priority lines of action of the teachers' training centres focus on educational innovation, pedagogical renewal, as well as advice and support to educational centres. There is a continuous discussion in Spain about the necessity of an improvement related to in-service teacher training, to foster a new framework of skills for 21st century teachers. It is necessary to review the training activities that are demanded in the processes of teacher professional development. References: - In-service Teacher’s Training in Andalusia / Centro de Formación Permanente del Profesorado de Andalucía. http://www.juntadeandalucia.es/educacion/portals/web/ced/centros-del-profesorado - Educational Law / Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOE). Boletín Oficial del Estado, núm. 106, de 4 de mayo de 2006, pp. 17158-17207. Recuperado de https://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdf - Educational Law / Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa (LOMCE). Boletín Oficial del Estado, núm. 295, de 10 de diciembre de 2013, pp. 97858-97921. Recuperado de http://www.boe.es/boe/dias/2013/12/10/pdfs/BOE-A-2013-12886.pdf - Secondary Teachers Master / Máster Universitario en Profesorado en Enseñanza Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas . Universidad de Sevilla. https://master.us.es/maes/ - Ministry of Education / Ministerio de Educación: http://www.mecd.gob.es/educacion-mecd/ - Vocational Training / Formación Profesional: http://www.todofp.es/ GENERAL STRUCTURE OF THE SPANISH EDUCATION SYSTEM