Network analysis


Representation of the actors and agents involved in the Governance of Inclusive Education in the school system and participating in the Round-Table-Meetings in the school administration region Catalonia within the international project.

Text description of the network analysis

The image displays a diagram illustrating the different levels of an educational system and how various entities interact within it. It’s structured in concentric circles, indicating different levels of interaction from micro to macro.

At the micro level, there are two primary nodes: “General schools” and “Special schools,” each connected to “Territorial services.” The General schools are also connected to “Support services & resources” and the “Parents’ association (AMPA),” which is highlighted in red.

At the meso level, there are several nodes: “Psycho-pedagogical advisory teams (EAP),” “Central services – education inspection,” and the “University.” These are connected to both micro-level school types and each other.

At the intermediary level, we have “Parliament / Committee on Inclusive Education,” “Health department,” “Social department,” “Department of education,” “Association inclusive school platform,” and the “Catalan School Council.” These are connected to the entities at the meso level and to each other, forming a complex web of relationships.

At the macro level, “Public media” appears connected to the intermediary level’s Parliament / Committee and Department of education.

The lines between the nodes suggest communication or influence pathways, and the placement of entities within the circles implies their operational level within the educational ecosystem, from the individual schools at the micro-level to the larger societal institutions like media and parliament at the macro level.

Entity descriptions


Universities are the higher education institutions responsible for teacher education and training. Next to teaching, they carry out research and pursue the third mission.

Parliament/ Committee on Inclusive Education

Commission of the Parliament of Catalonia established in 2021 which aims to guarantee an inclusive education system from the zero to three-year educational stage up to the post-compulsory stage that reinforces the fairness of the system and improves attention to students with specific educational support needs and special educational needs, both during school and non-school hours (field trips and camps, lunch time, extracurricular activities, etc.), and at the same time support the pedagogical work of teachers, who have to face daily increasing complexity in classrooms.

Psychopedagogical advisory teams (EAP)

Functions of the Counseling and Psychopedagogical Guidance Teams:

  • Identification and psycho-pedagogical and/or social assessment of the special educational needs of the students and schooling proposal, in collaboration with the specific educational services, if appropriate.
  • Elaboration of various reports to guide schooling.
  • Advice to the teaching staff for the planning of the educational response (adaptations of the classroom, materials, individualized plans…) that the students may need, in collaboration with the teachers, specialists and specific educational services.
    Advice to students, families and teaching teams on aspects of personal, educational, professional and social guidance.
  • Coordination with professionals from other specific care services.
  • Participation in the commissions for attention to inclusive education (CAEI) and social commissions.
  • Collaboration with educational centers in inclusion processes, in the prevention and resolution of conflicts and in the detection and prevention of risky behaviors.
  • Work in a network with the institutions and services of the area for the detection of needs, the establishment of common criteria for action, knowledge and the dissemination of resources.
  • Collaboration with the administrations in the planning and optimization of the educational resources of the sector and in related issues in the schooling of students.

Educational establishment in which early childhood education and basic education are taught.

Special schools

School attended by pupils with very severe and permanent disabilities up to the age of 21.

Parents' association (AMPA)

Association formed by mothers, fathers and guardians or legal guardians of the students of a center whose purpose is to promote participation in the decision-making bodies of the center and organize activities that complement the educational project of the center, among other functions.

Association inclusive school platform

Platform that brings together various associations for the promotion of inclusive and quality education for all students, and especially for students with disabilities.

Department of education

The Department of Education in Catalonia is responsible for managing and developing the educational system in the region, overseeing policies, curriculum, and educational initiatives to enhance learning and support schools.

Territorial services

Territorial services refer to each of the delegations that the Department of Education has in the Catalan territory which is responsible for facilitating the implementation of policies and the management of resources at the local and educational center level. There are 11 territorial services and the Barcelona Education Consortium.

Central services - education inspection

It refers to the headquarters of the Department of Education, located in Barcelona, ​​which is in charge of drawing up educational policies and managing the resources to carry them out.

Catalan School Council

The Catalan School Council is the superior body for consultation and participation of the sectors affected in the general programming of non-university education within the scope of the Administration of the Generalitat, in accordance with article 171.1 of the Law 12/2009, of July 10, of Education of Catalonia (LEC).

The Parliament of Catalonia approved Law 25/1985, of 10 December, on school councils, which structured this participation in Catalonia in three levels of representation: the Catalan School Council (CEC), the territorial school councils ( CET) and the municipal school councils (CEM). From the entry into force of the LEC, Law 25/1985 on school councils is repealed.

The LEC also provides that the current composition of the School Council of Catalonia is maintained until the end of the implementation period of this law at most.

Territorial school councils and municipal school councils are bodies for participation and consultation in the area of ​​the territorial areas in which the Educational Administration is structured and in the area of ​​the municipalities.
The CEC must be consulted on (article 171.3 of the LEC):

  • draft laws and draft general provisions in the educational field that must be approved by the Government or the Minister of the Department;
  • the programming of the educational offer of the Catalan Education Service;
  • the general rules on school buildings and equipment;
  • the general actions aimed at improving the quality of education and improving its adequacy to the social reality of Catalonia, and those aimed at compensating inequalities and social and individual deficiencies;
  • the funding criteria for the provision of the Catalan Education Service;
  • the general bases of the scholarship and study aid policy.

Its opinions are prescriptive, but not binding, when legislating on the general aspects of the education system in Catalonia.

The Council can, on its own initiative, make proposals to the Department of Education on issues related to the quality of education. On a continuous basis, reflection is proposed on topical issues or issues of concern to the educational community. The resulting studies or work, carried out through specific subcommittees, are Council documents, which are widely disseminated. In the same sense, the Council organizes an annual Day of Reflection and also participates every year in the Meeting of School Councils of the Autonomous Communities and the State.”

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