These are the autonomous communities with the greatest educational excellence
Have you ever wondered In which autonomous community of Spain the educational system is better? Being an issue that is the responsibility of each region, the educational differences between some places and others makes some communities better than others. We tell you which are the ones with the most educational excellence.
Basque Country, Navarra, Castilla y León and the Community of Madrid are the regions of Spain with better educational policies and results, according to the Educational Excellence classification prepared by Professionals for Ethics, which places Castilla-La Mancha, Canary Islands, Murcia and the Valencian Community at the bottom of the list.
In the middle term, that is, they are not the best, but not the worst, are Asturias, Galicia, Cantabria, La Rioja, Catalonia, Andalusia, Extremadura and the Balearic Islands, according to this same initiative that has used independent and objective data to reach to these conclusions and thus try to "stimulate educational policies towards true excellence" in schools, as explained by the coordinator of the report, Miguel Gómez Agüero.
Report on educational excellence in Spain
The document, presented last week, measures 58 different aspects related to nine different areas: schooling, graduation, suitability, early educational abandonment, centers of social initiative, educational spending, ratios, computer resources and supplements and efficiency in educational spending.
Schooling: The report shows how there is more and more schooling, at least compared to the previous report of 2011. This, for the authors of the work, is related to the difficulties to find work: young people return to the classrooms to continue forming.
Graduation and suitability: While there is an improvement in the graduations in all educational stages, the report has also studied the suitability (students who finish their studies at their age), and here the results are not so positive: there are eight autonomous communities in which almost half of its students (40%) finish the ESO later than it would correspond.
Early educational abandonment: When the rate of young people between 18 and 24 years old who do not continue their studies beyond the ESO has been analyzed, the report indicates that there is a "very significant gap" between communities: in some the percentage is below 10 percent (like Cantabria), while in others it approaches 30 percent (case of the Balearic Islands). In general, the average for Spain stands at 21.2 percent, which is almost double the European Union's target at this point.
Public spending: Several ways have been used to study public spending: on the one hand, public spending per student of non-university education, which varies between autonomous communities between 6,572 euros in the Basque Country and 4,015 in Madrid. On the other hand, public spending has also been observed in relation to GDP: in this case, Extremadura leads the table (4.56% of GDP), while it closes it by the Madrid tail (1.61%).
Efficiency in spending: but you can spend a lot of money and it is not well used. To measure this, the report has compared the average expenditure per student in recent years and the results of the students, as well as human and technical resources. In this case, Madrid is the one that takes better note, while Castilla-La Mancha appears in last position.
Concerted and private education in Spain
Another interesting aspect of this work has been the one that has measured the weight of the private and concerted education with respect to the total in the autonomous communities. The differences between some regions and others are significant: while in the Basque Country almost half (49.3%) of non-university educational centers are private or arranged, in Castilla-La Mancha this rate is only 17.6 per cent. hundred.
These percentages are very important when measuring theeducational excellence, at least according to the coordinator of the report, who assures that there is a "correlation" between the "social initiative and educational excellence".
In this way, it ensures that private and concerted education reflects "a greater commitment of society to education, an efficiency in management superior to that of the Administration and a higher level of learning than in public centers".
Proposals to improve education
To conclude, the report includes some proposals that it wants to raise to the Government: on the one hand, it asks for a national pact for educational excellence in which they participate, parents, teachers, centers, social entities and the Administration; but it also requests the promotion of a 'model of educational excellence', aligned with the objectives of the European Union and based on the best practices of the autonomous communities.
On the other hand, the authors of the report propose to equip the autonomous councils of "growing" budgets and ensure the efficiency of them; more projects of 'social initiative' and facilitate the free choice of school to parents; foment the responsibility of families; and develop a program aimed at "empowering" the figure of the teacher, their training, leadership and authority.
Angela R. Bonachera