School effectiveness and improvement factors in the basque country baccalaureate schools from the perspective of the educational inspection. some keys for orientation

Abstract

This paper studies factors that facilitate effectiveness and improvement of the Basque Country's Baccalaureate system, with the aim of identifying initial key issues that can contribute to the improvement of guidance at this level. Based on quantitative techniques and a selection of 16 schools with high efficiency and 16 with low efficiency at Baccalaureate level, a qualitative study was carried out, interviewing experts in this educational level, as well as inspection staff from these schools. The results and discussion are presented in seven categories of analysis: teacher profile, student diversity, family and community, expectations, teaching-learning and assessment methodologies, leadership and management, and school climate. Once the results were analyzed in terms of the seven categories, two issues emerged. On the one hand, the Baccalaureate Assessment for University Entrance proves to be an essential factor for guidance policies at this level, since it determines the contents, teaching-learning methodologies, and assessment procedures. And, on the other hand, this entrance exam discredits other educational itineraries different from university studies, hindering guidance in accordance with the current reality, in relation to the academic and professional future of Baccalaureate students.