Olabide Ikastola - Euskalit

partnerships
& resources
4 PARTNERSHIPS & RESOURCES EFQM Excellence Award 2010 36
YEAR
2006-
07
2008-
09
REVIEW AND
LEARNING
Reflection by
MT
Review of
procedure
Reflection by
MT
Request made to
City Council
Reflection by
MT
IMPROVEMENT ACTION
Part of former canteen adapted for
use as a classroom for the Science
project in PE, and construction of a
common room for leisure purposes
for CSE and USE pupils.
Coding system introduced to
facilitate inventory
Refurbishing of the oldest of the
Olabide buildings, with creation of a
covered storage area for maintenance
material and a bicycle park.
Provision (by the City Council)
of a cycle path to the school, thus
improving access and safety
Implementation of a system for
the automated management of the
heating and hot water system
4d. Technology is managed to support the delivery of strategy
Approach and deployment
In Olabide, we believe it essential to fully understand and harness
the benefits of a series of educational principles if we are to offer a
quality education to our pupils. These principles, in line with our
MVV and embodied in the content of our 3 strategy plans since
1998 (e.g. in the SP 2004-08; StP 1.8, 2.4, 3.1 and 3.2, 2c, and SP
2009-12; Strategic Objective on ICTs, Qualification File), necessarily
involve the widespread selection, deployment and use of
technology in different areas, as outlined below.
Education-related technology, including:
• the methodology for designing teaching programmes, specifying
what needs to be taught for our pupils to obtain the required
competencies (model of Teaching Unit), and coordinating and
aligning the different activities performed by teachers in the
course of their teaching duties;
• innovation programmes, e.g. CREA (creativity), IDEAL (for
stable behaviour in problematic situations), Ulises (emotional
self-control), Bizikidetza (co-existence), Science, Bizi Zaitez
(cycling as means of transport), etc., designed to strengthen
certain pupil competencies considered by us to be essential for
their success in the future; and
• linguistic planning, designed to deliver objectives related to the
language competence of our pupils, as stated in our strategic
documents (SEP, SP, Language Project, etc.).
Information and Communication Technologies (ICTs), including
all methodologies and technical elements related to the management
of information. To this end, a specific ICT Area, made up
of both teaching and non-teaching staff, was set up in 2003-04
to select, deploy and monitor the effectiveness and efficiency of
all matters related to this area of management. Nowadays, the
ICT Area of the school includes technicians who dedicate their
time almost exclusively to this Area. Additionally, the ICT Area
is under the direct supervision of the Head of Teaching to ensure
that the approach followed in this area responds to the basic
needs of the school. In 2008-09, the subject of computer science
was taken out of the curriculum in favour of a more all-round,
wider use of new technology in all curricular subjects. This decision
has led to a considerable increase in the number of teaching
hours involving the use of ICTs and their deployment in the vast
majority of subjects.
Other technologies, including all those technologies which enable
a more efficient use of our material resources and people,
e.g. the use of solar panels and low consumption light bulbs, or
the centralised and automated security system, which has led to
improvements in terms of restricted access and greater efficiency
in the area of human resources.
Technology management in Olabide is designed to meet the following
needs:
• to identify the technology needs of our people and customers;
• to identify and evaluate emerging technologies;
• appropriate use of external resources in relation to technology
management; and
• the use of technology to support improvement.
The flowchart for technology management in Olabide is as shown
below.
Laws
Surveys/
requests
DETECTION
OF NEEDS
Identification of
technologies
SELECTION
Integration/ evaluation
Market
Forums
no
Valid?
Integration into EMS
New teaching methodology is most commonly incorporated
through an innovation project (Project Management Process,
3c & 5a). All innovation projects are assigned a project leader
and team, and specific project objectives are established. Additionally,
project planning includes a time chart for project training,
development and implementation and specification of the
resources required. In the course of the implementation stage,
the project leader reports to the MT on the progress made, and
on its conclusion, the project leader is responsible for assessing
whether the established objectives have been met and planning
how best to transfer the acquired knowledge into the EMS.
In any case, all projects are managed in line with the principles laid
out in Olabide basic documents (the SEP and the SCP), and with
the stated objectives of the PS for Strategy and the Process for the
Review and Adaptation of the School Curriculum Project.
The guiding principles, innovation programmes/ projects developed
and technologies applied in them in recent years are shown
in the table below.