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Guiding at-risk youth through learning to work
Lessons from across Europe

Learning communities, Spain

Reduction of early school leaving has become one of the key priorities for the Spanish Ministry of
Education, Social Policy and Sport in the last few years. A national policy framework has been
established to address this issue, together with a multi-stakeholder working group.

As part of the framework established to address early school leaving, learning communities have
been introduced in a number of regions. They have been launched as an alternative to traditional
teaching methods to tackle the problem of early school leaving. They are largely – although not
exclusively – based in deprived communities.

Learning communities encapsulate the basic principles of ‘dialogic learning’. This concept implies
not just talking or discussing issues but promoting cooperation, motivation, self-confidence,
solidarity and thus, instrumental learning of any kind. Learning communities are normally
associated with pedagogic innovation, since the 'old' pedagogic methods may not have brought
desired results. Key characteristics of all learning communities are the involvement of whole
communities to foster educational success and the promotion of ‘maximums’ (high expectations)
among young people.

Typically, the learning communities approach starts with a phase during which schools, students,
parents and the wider community decide on goals for their community. For most schools these
objectives concern reducing drop-out, improving school atmosphere, reducing discrimination and
enhancing community cohesion. The process is normally supported by a researcher or a
facilitator.

Once a plan is in place, the school community tries to engage the wider community to volunteer
at the school. Volunteers include university students, older students, staff from local NGOs,
family members or other members of the local community. They can assist in the organisation of
school lessons or after-school activities. Volunteers have to understand the ethos of the learning
community and work towards the objectives set by the community.

Central to learning communities is the focus on including young people from all groups and
academic abilities, including those who are ‘lagging behind’. To cultivate learning within young
people who may be withdrawn, one of the many methods used by the teachers is interactive
groups. Notably, the teacher changes to a ‘coordinator’ and utilises volunteers to work with young
people. Volunteers do not need to be experts in the subject: their role is to ensure that there is
effective collaboration within the group. Pupils are in heterogeneous groups, each group
including at least one high-performing pupil who can help the others. Each group carries out a
short activity, different from the other groups. This accelerates learning because the students are
working all the time in varied activities. Working together also helps pupils to develop a sense of
solidarity and an appreciation of the contribution that each pupil may bring.

Other activities are in schools and the local community raise aspirations and create a spirit which
encourages all the people involved in the community and its school life to transform difficulties
into opportunities.

Learning communities are yet to be formally evaluated. Self-assessments by learning community
schools, however, report that the project has helped to raise student achievements and self-
esteem. According to the regional authorities in the Basque country, the learning community
approach has had a positive impact on the school attainment of practically all schools that have
chosen to take part in the project. In anecdotal evidence, young people, parents, teachers and
local community members have given positive feedback. Young people enjoy the interactive
group lessons and look forward to participating in them. Parents and local community members
like being involved in young people’s learning and consider that the attitudes of young people
have improved. Teachers and schools have seen a reduction in absenteeism and fewer conflicts
between teachers and pupils.

Based on presentations of the University of Barcelona, information from Ramón Flecha and a
report prepared by the Cluster access and social inclusion in lifelong learning. Peer learning
activity on Schools as learning communities (Measures to address diversity in the Basque
Country) Bilbao, 8-10 October 2008.

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