Factors Facilitating Successful Educational Innovation with ICT in Schools

[EN]This paper proposes an approach to the concept of ICT-based innovation in schools, from the perspective of the factors that facilitate the innovative use of ICT. To this end, a scale has been developed and validated to identify these factors through the participation of 195 teachers from 16 schools considered by the Basque educational authorities as innovators in ICT. The results obtained attest to the validity and reliability of both the scale and the 5 key factors that influence innovation in technology-based teaching. This factor-based structure enables a holistic view of ICT innovation in schools across 3 key areas: school context, teachers and the education authorities.

Construir la resilencia en la escuela

[Es] Existen numerosas investigaciones y testimonios que destacan el papel de la educación formal y de los maestros en la construcción de la resiliencia de alumnos procedentes de entornos desfavorecidos y en riesgo de exclusión social. En todas las personas, en los alumnos y en los educadores, hay aspectos de resiliencia a partir de los cuales es posible ayudar a superar las dificultades y afrontar el futuro con confianza y optimismo. La escuela recibe a alumnos que están en situación de desventaja social, familiar o personal y que son sujetos de riesgo de exclusión educativa: fracaso escolar, inadaptación y conflictividad. Ante estas realidades no se puede permanecer expectante. En consecuencia, es necesario que todos los que forman parte de la comunidad escolar, y en particular los docentes, afronten decididamente los nuevos retos de la educación actual y desarrollen dinámicas educativas que contribuyan a formar personas capaces de participar activamente en la sociedad, sujetos preparados para afrontar con posibilidades reales de éxito las inevitables dificultades de la vida.

Education and the dynamics of family decisions

This paper investigates the extent to which a biased transmission of educational endowments affects fertility. To this end, we devise a version of Becker’s family decision model that takes preference change into account. Specifically, we model education as an instrument that increases the autonomy (to prefer), and autonomy as an instrument of preference-change for household-structures. The empirical validity of the proposed model is examined for the European setting using the European Community Household Panel. In the context of the model, empirical findings imply the following. On the one hand, both preference for quantity and preference for bequest for each offspring (quality) increases with education, while preference for current consumption decreases. On the other hand, education is found to be negatively correlated with fertility, at a decreasing rate. Therefore, the paper provides a useful additional toolkit for public policy evaluation. It explains how public policies oriented toward the guarantee of personal freedoms, such as the expansion of education and autonomy, are likely to guarantee the same freedoms for subsequent generations.

The Private Provision of International Impure Public Goods: the Case of Climate Policy

33 p.