How can an educational centre update its Plan for Coexistence? What are the necessary steps to achieve it and where should it to be implemented? How can it be transferred to the Document of Coexistence of the Centre itself?

After a brief overview of the Plan for Coexistence and its meaning, significance and main purposes, the book poses an analysis of the work on harmonious relations the center is conducting. It does so with regard to four different issues.

First of all, the general situation, verifying to what extent there is a shared definition of coexistence, its reactive or proactive approach, and its presence in the institutional documents and in the daily life of the centre.

Secondly, an analysis of disruptions of coexistence at the Centre, such as bullying among peers, disruptive behaviors, gender-based violence and institutional violence.

Thirdly, the book poses four actions and tasks which are imperative for social harmony: healthy conflict management, the prominence of students and their families, rules and corrective measures, and the development of interpersonal intelligence and skills required for a positive coexistence. 

Finally, an analysis of the organizational aspects of the Plan: support structures, times and schedules, preparation of the Plan and teacher training in this regard.

The last chapter of the book deals with the formulation and specification of the organization of the Centre’s Document for Coexistence, which is the summary of all the subjects the book has addressed. There are specific working proposals for examining the development of each section, evaluating the alternatives and defining the actions that will be reflected in the Plan for Coexistence and the Centre’s Document of Organization .

EXTRACT OF THE INDEX

• Towards a Plan for coexistence. Reasons to work on coexistence.
• Set of standards for evaluation: “Looking after coexistence”

I. WORKING ON COEXISTENCE

• Reaching a shared definition of coexistence
• The basic approach to coexistence: a reactive or a proactive approach?
• Is coexistence present in the life of the center and its institutional documents?

II. INTERRUPTION OF COEXISTENCE

• Bullying, cyber-bullying and disruptive behaviors
• Gender-based violence and other types of violence

III. PROGRAMS AND ACTIONS IN FAVOR OF COEXISTENCE

• Healthy conflict management and resolution 
• Prominence of the students and their families
• Rules, corrective measures and skills for coexistence

IV. ORGANIZATIONAL ELEMENTS OF THE PLAN FOR COEXISTENCE 

• Support structures, programs and actions
• Preparation of the Coexistence Plan
• Teacher training on coexistence
• The Educational Centre’s Coexistence Document

PEDRO Mª URUÑUELA NÁJERA has worked as Secondary School teacher, High School teacher, school inspector, associate professor at the UNED (National Distance Teaching University) and Deputy Director of the High Inspectorate at the Education Ministry. He is an expert on coexistence. He is the founder of the Group CONVIVES. He has written several books and articles on these subjects. He is a renowned and qualified teacher trainer.