The “positive debate” requested by the deputy Albert Batet at the opening of the plenary session on education, requested by his Junts party, and held in Parliament yesterday, constituted the general tone in the three hours in which the monograph lasted. “A serene debate, without dogmatism and with the will to reach agreements”, he explained. And the councilor offered, without amending one iota the work of her predecessor, which she praised in eleven points, a new tone inviting dialogue. And she took note of the contributions of the deputies.
The most pronounced word, even by President Pere Aragonès and by the Minister herself, was “change of course”. A change of course that allows consensus to achieve better results for all students, without forgetting the axis of social cohesion. Just yesterday the Government approved the entry of 1,520 professionals into the system for the next academic year, including teachers, educational and administrative personnel.
The monograph was used to defend the Catalan school model, with Catalan as the vehicular language as a “basic factor for social inclusion and the backbone of Catalan society”. Junts and ERC presented a joint proposal in this sense that will be voted on Thursday, revalidating what was already agreed a year ago with the law on the use of official languages ??at school.
There were other keywords: “improvement of reading comprehension”, “fight against school dropout”, “against segregation”, “inclusive education”, “mental health”, “dialogue”, “rebuild trust with the community”, “recognition to educators”, “improve educational results”, “reversal of cuts”.
The minister did not offer concrete actions to improve education, but she did give clues about future interventions. In reading comprehension, for example, she pointed out that failures occur in the early stages of learning to read, for which she implied that the solution to this problem will not come only from the national reading plan, as she had ventured. .
In mathematics, students fail in the fundamentals, but also in solving problems because they do not understand the statements. Likewise, she pointed out that there are no studies that link the worse performance in reading comprehension of students who have another mother tongue, advancing the speech of Lorena Roldán, from the PP, who denied it.
The socialist Esther Niubó spoke of greater self-demand and the search for concrete results such as the increase in basic skills in a legislature, with 40% of students with high performance. To this end, PSC has presented six resolution proposals in which it outlines a roadmap with support for teachers, families, reinforcement classes for students who need it and including the sixth hour in centers of complexity. More English. He defends inclusive education with immediate departures and the incorporation of professionals in the centers. It is also committed to schools with new opportunities and reception classrooms.
In Comú Podem he highlighted the need to specify measures for disadvantaged students, vocational training and air conditioning in classrooms.
The Junts deputy proposed to focus academic efforts on core curricular subjects, working on other subjects as extracurricular since “the school cannot cope with everything”. He disapproved of the 100 euros that families will receive for materials, regardless of their income. “Was it necessary?” he asked the president. He also questioned the free I2 or the lack of substitute teachers. “What will you do with the 4th ESO students with low skills who leave the system?” He continued. “We lack concretions,” he reproached the minister. He defended, on the other hand, the role of the concerted one. “Negotiate in Madrid,” she urged him.
Mònica Palacín, from ERC, focused her presentation on Catalan, school dropout and bullying. Her party has presented four resolution proposals on the promotion of the language, the fight against segregation and the inclusive school, sustainability and school dropout.
