The group promoting educational improvement has spoken clearly to the Department of Education: if it wants to improve educational quality and ensure that the PISA results are not repeated, it must put more resources to guarantee that all students start from good conditions to learn (therefore , more equity and inclusion) and teachers have enough resources and time to teach classes.
“There are no magic recipes,” the group’s president, Jesús Vinyes, summarized yesterday after giving the councilor the dossier with the 150 measures. Anna Simó said that she would now be her “full route planner” and she would ask the management of her department for a “thorough reading.”
In addition, he promised to schedule and budget everything. He recalled, however, that he has 50 million. “Many initiatives will already be underway, others will not require investment, and others, if the budget for Education does not increase, we will deploy them more slowly.”
The assignment was to propose measures to reverse the poor results in PISA, in the short and long term. These are some of the measures related to learning.
Primary specialists. Just as in music or English, it is proposed to create two new profiles in preschool and primary school: a specialist teacher in linguistic skills and a teacher in mathematical skills to guide, guide and coordinate teachers.
Learn to read. “We must redirect the current confusion and provide advice with scientific methodological evidence on the literacy process.” Therefore, it is requested to develop a clear framework of reference, with the most effective methodologies according to scientific evidence.
Detect dyslexias. They ask that tutors, teachers specializing in inclusive education, counselors and psychologists coordinate and have resources to detect difficulties early.
Reading comprehension. Reinforcement or re-education for lagging 3rd grade primary school students. In all mandatory, document and evaluate reading comprehension and writing in all subjects. There is a demand to strengthen school libraries and give more importance to the reading plan.
Mathematics plan. Given the current “confusion”, they believe that a framework of reference for learning mathematics should be disseminated, with clear conceptualization, clearly indicating the essential learning for each cycle or stage. The centers must have their improvement plan and guarantee coherence in the methodological line. Training is proposed for teachers.
Basic curriculum. Have a fundamental curriculum, the one necessary to pass the course without difficulties and avoid the risk that the student ends up dropping out. They propose support and reinforcement measures, inside or outside school hours. The recommendation is to start in the next course with the linguistic and mathematical field.
Attention spaces. One of the weaknesses shown in the experts’ interviews with the students is the difficulty in concentration. They suggest promoting spaces and strategies that help regain attention.
Shared tutorials. In ESO and post-compulsory tutorials for a maximum of 15 students.
Harassment prevention. Training for inclusion in a non-theoretical way with practices applied to the classroom, which promote not only an inclusive culture but also the prevention of harassment.
Selectivity. Provide guidelines, orientations and models to the high school teacher to ensure a competency approach in line with what the university entrance tests will ask for from 2025.
Language titles. Encourage 2nd year high school students to take official Catalan, Spanish or foreign language tests to accredit higher levels.
Structural. But they also ask for structural changes such as more teachers so that there is more than one in the classroom and better trained, both those who are starting out and those who are in the centers. And time for them to reflect and coordinate. And attend to highly complex centers (less mobility of staff and incentivize teachers).
Furthermore, to ensure equity and inclusion, they want reinforcement of cultural integrators, disability care, health workers, and psychologists. Reform and expand the staff of the psychopedagogue teams (EAP). And that the administration takes charge of materials, outings and extracurricular activities for vulnerable students.
