September 19, 2020

What are our true educational problems far from ideologies?



Parental leave, Religion class or separation by sex in concerted centers are some educational issues that usually cover political confrontation. But are those or are others the problems that truly affect the education of students in the classroom?

A student, a teacher, a father, a sociologist and a dean of an Faculty of Education detail Efe the most important educational needs after celebrating the International Education Day established by the UN on Friday with the aim of recalling its role for Peace and development.

“The parties must be able to leave out those differences in which it seems very difficult to reach an agreement and start working on those evidences and needs in which there is a clear consensus,” asks the president of the State Confederation of Associations of Students (Canae), Andrea González Henry.

Because “in the end” it is the students who suffer “instability and bewilderment,” he laments.

Andrea González quickly lists a list of educational needs: updating teaching methodologies and the curriculum, creating plans that encourage positive school life, improving attention to diversity, plans to drop out of school or a stronger scholarship system.

Manuel Gordillo, a Primary school teacher known as the “professor Manolo” after his summer homework list went viral, puts the daily problem in class on the table because of the “gap between digital natives, children, and digital immigrants, teachers”.

“We are training a digital generation in an analogical way and it should be in another way,” criticizes this public school teacher Beatriz Galindo de Bollullos de la Mitación (Seville).

He also advocates “running away from the editorial model”, since focusing on a textbook and following it is “a very old model.”

Other claims: reduce “the great current bureaucratic burden” of teachers and that the school does not become a “car park” because of family reconciliation problems.

“You have to redirect the important things of education out of fanfare,” Gordillo concludes.

EXCESSIVE CURRICULUM, EXCESSIVE DUTIES

The vice president of the Confederation of Associations of Parents of Students (Ceapa), Miguel Dueñas, hopes that families will once again have “the relevance they deserve in the School Councils as was the case before the Lomce”.

He criticizes “the excessive curriculum that entails excessive duties”, the need for free textbooks, school canteens without a “cold line” of food, school absenteeism and strengthening rural school.

For its part, the sociologist Pau Marí-Klose admits that “education really is a controversial topic on which different readings are made about its objective, since some are more focused on what is taught and others on what is achieved with what it teaches”.

Also a professor, socialist politician and former High Commissioner for the Fight against Child Poverty, Marí-Klose argues that there are things in which it does converge, such as that “education has to increase the skills of children in a world in which pose many challenges. “

It proposes advancing on education from 0 to 3 years, lowering the repetition rate of the course and promoting educational reinforcement programs for students with learning difficulties and Vocational Training.

Marí-Klose is in favor of making “small advances that will allow us not to constantly regret that there is no global agreement” in education.

The president of the National Conference of Deans of Education, Carmen Fernández Morante, insists that “we have been paralyzed for several years” in education while “the current reality is complex and evolving at high speed.”

Therefore, the Dean of the Faculty of Education Sciences of the University of Santiago de Compostela urges a “stable” educational project.

This requires “mechanisms to anticipate”, to be able “to manage and enhance diversity” and “incorporate and enhance the contributions of technological development and knowledge”.

Morante asks politicians to pass an “updated, rigorous and consensus” educational law, the reinforcement of the teaching profession and a pact for budgetary stability.

EDUCATIONAL ABANDONMENT

In its 2019 report on the State of the Educational System, the State School Council dedicates a chapter to Proposals for Improvement and, among them, is finding the success of all students in compulsory education.

A “decisive decrease” in repetition would be required so that at least 90% of students, at least, did not repeat any course at the end of secondary school and reduce early education drop-out in Spain, among the highest in the EU.

Nor is the request to end school bullying and reach 7% of GDP in investment from the highest advisory body of the Government on education.

Along with all these claims, it may not be bad to remember that the data on Spain are still not good in international reports such as PISA, with which the OECD checks the level on Mathematics, Reading and Science of 15-year-old students.

In the last edition, PISA 2018, Spain dropped positions in Mathematics and Science and inequalities were detected between communities, becoming a school year between Navarra and the Canary Islands in Mathematics and Galicia and the Canary Islands in Science.

Pilar Rodríguez Veiga

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