Scientific Evidences and Social Transformation in Deprived Contexts: Impact and Transferability of the Successful Educational Actions (SEAs) to Spanish and Mexican Educational Centres

The scientific literature identifies a close relationship between low levels of education and greater risk of poverty and social exclusion. The Integrated Project of the 6th Framework Programme of the European Commission “INCLUD-ED: Strategies for inclusion and social cohesion in Europe from Education” (FP6 2006-2011) systematized and defined as Successful Educational Actions (SEAs) scientific evidence that contributed most to improve educational results and coexistence in the schools.

Therefore, SEAs focus both on improving the equity and efficiency of learning, contributing to overcome school failure and social exclusion wherever they are correctly implemented. This transformation is especially visible in schools and neighborhoods located in deprived areas. Such is the case of the two case studies from Spain and Mexico presented in this paper, which show how all the student body, particularly this in a disadvantaged situation, improve their learning outcomes at school and the necessary instrumental tools and knowledge to achieve success in our current societies.

This scientific knowledge has been implemented in different contexts and countries for more than 20 years. However, nowadays we have new evidences that allow not only to improve the social and political impact of SEA’s, but also to transfer the success from educational to other important domains of human development (Sen, 1999) such as housing, work, health services or social participation, improving people's lives. The case studies and evidences presented in this paper show the relationship between the educational improvement and its impact on other social dimensions, and how SEAs are contributing to transform environments of exclusion and overcome poverty.