Education: The State loses weight compared to the CCAA in the school curriculum: it will set evaluation criteria only for 4 of the 10 Primary and ESO courses
Education Less Spanish, siege to the concerted and blow to excellence: the 15 most controversial points of the Celaá Law
"Rote and cumulative learning is no longer enough."
With these words, the Minister of Education, Isabel Celaá, this Friday summarized the spirit of the new
Primary
and
ESO
curriculum
.
The Government is committed to a competitive approach where it is not so important to learn many things but to know what to do with them.
The idea is to "lighten" the specific content and bet on a competence approach where learning will be divided between "basic or essential" and "desirable".
The former must be known by all students because "not having them puts them at risk of social exclusion."
The second can be expanded by students according to their "objectives, interests and needs".
The Government wants towards a more personalized learning, more linked to the dizzying and changing challenges of the 21st century and in line with what
Portugal
,
Wales
,
Scotland
, Finland or the Canadian province of
Quebec have done
, where the door is opened to more autonomy of the centers, to the collaborative work of the students, to the co-teaching and the grouping of subjects.
So far good.
But the two basic documents of the curriculum that it handles are, according to educational sources, "loose", "cumbersome" and "too theoretical", "written by and for professors".
It is a return, in short, to the constructivism of the
New Pedagogy
that the
Socialist
Logse
of 1990
collected
, full of euphemisms and little linked to the reality of the classrooms.
Proof of this are the words this Friday of
César Coll
, professor of Educational Psychology at the University of Barcelona and one of the Logse parents, who is part of the group of experts who are preparing the curriculum: "The important thing is not to to know a lot, but to know what is known and what is not known. And, above all, to have tools to be able to learn what is not known when one has the need to know it ".
And yet another example, expressed by
Guadalupe Jover
, Secondary Language and Literature teacher, also an assistant in the presentation: "The success of the students' literary education should not be measured by what they have read in the years they have been in the school or high school, but because of what they keep reading when they leave their doors behind and the way they do it. "
Coll has assured that they will not "empty of contents" the curriculum and, therefore, the academic level of the students will not lower, but in the first of the founding documents of the new structure, the concept of "curricular weight loss" is discussed , which consists in that "the encyclopedic enumerative accumulation is replaced by the deepening of the knowledge that is chosen as essential".
"In this sense, the less becomes more", says the text.
All this, in the words of
Felipe de Vicente
, president of the
Association of Institute Professors
(Ancaba), "relegates educational quality and the transmission of knowledge and skills" and advocates "a low level of demand."
"There is no reference to the transmission of knowledge and no reference to humanistic training. Everything refers to minimum competencies," he says.
These are the main changes to the curriculum, which will begin to be implemented in the 2022/23 academic year:
1. TWO LEVELS
In the words of Coll, it will be necessary to distinguish between "really essential learning to be able to function from other learning that the more is acquired the better, but that cannot be done throughout the world in the same way".
All students will have to know the "basic or essential", which will be included in the royal decrees of minimum education.
According to another member of the group of experts,
Elena Martín
, professor of Evolutionary and Educational Psychology at the Autonomous University of Madrid, "not having this knowledge places students at risk of social exclusion."
The "desirable" knowledge is not very clear when, where and by whom it will be regulated, because it is not prescriptive.
Martín has said that the royal decrees of minimum education can collect some "guiding elements", but his mission is to focus on the "essential" knowledge.
"Iran appearing in some cases at different times," he said.
What seems certain is that the list of contents that students have to learn inherited from the
Lomce
of the
PP
will be considerably reduced.
"Encyclopedic visions do not make sense," said Coll.
Jover added that the syllabi "are endless" and "content enshrined in the school routine, textbooks and exams prevail, which are individual paper and pencil tests against the clock."
And he also pointed out that, in a context where there is more and more diversity in schools and institutes due to the arrival of immigrants, "we cannot continue to offer the school of a few to all students."
2. CLOSE TO EVERYDAY REALITY
"It is not about teaching things about words in Language class, but about doing things about words, such as a newspaper or a documentary, a play, a round table or an assembly, or an exhibition that makes the contribution visible from women to the sciences or the arts ", has described Jover.
Celaá speaks of a more practical teaching, of "going down to earth", to engage students who are bored and reduce school dropouts.
The OECD has already recommended for years teaching that uses examples attached to the daily lives of students and learning by projects is an example of this.
3. SCHOOL LINKED TO CITIZENSHIP
Jover has indicated that the school must "look face to face with the problems" and "have to stand" in front of issues such as "inequalities", "violence" or the "ecological crisis".
The curriculum includes a new "civic" competence, which says that at 16 years of age, students must have at least "the ability to act as responsible citizens and fully participate in social and civic life, based on an understanding of the concepts and social, economic, legal and political structures, as well as knowledge of world events and active commitment to sustainability and the achievement of global citizenship ".
Another competence is that of "cultural awareness and expression", which implies "striving to understand, develop and express one's ideas and a sense of belonging to society".
"A person will be competent to the extent that acquiring new knowledge leads him to act in the world in a different way," says Elena Martín.
The other competences are linguistic communication;
multilingual;
math and science and technology (STEM);
digital;
personal, social and learning to learn, and entrepreneurial.
4. NOT JUST INSTRUCTION, BUT WELLNESS
The school will not be limited to simple instruction, but will have an "ethical" sense, which "will contribute to raising the level of personal well-being and democratic coexistence" of the students.
Celaá has spoken of "building" people "capable of critical discernment", who "know how to differentiate information from opinions" and who "incorporate digitization."
5. AUTONOMY OF THE CENTERS
The curriculum will detail few things and it will be left to the autonomous communities to complete between 40% and 50% of it.
Educational centers will also be able to establish their own projects in an "open and flexible" model, according to Celaá.
The Ministry will establish the "competences", the "basic knowledge" and the "evaluation criteria", but not for all courses.
The rest will be determined by the Autonomous Communities and "the centers will be required to make decisions based on the profiles of the students" to "personalize learning".
It will be allowed to group subjects (for example,
Spanish Language and Co-official Language
at the same time, as is done in the
Valencian Community
) and there may be two teachers within the same class in what is called co-teaching.
Students will be able to learn with projects and other alternative methodologies to the master class.
6. WILL THERE BE EXAMS WITH GRADES FROM 0 TO 10?
Dolores López
, General Director of Evaluation and Territorial Cooperation of the Ministry of Education, responds that "from the LOE the evaluation instruments are varied".
"Another thing is that they have been structured around exams, which favored the Lomce with its learning standards, which were very pigeonholed and squared, with their grade and punctuation," he added.
"As for scoring or whether it has to be numerical or with qualitative characteristics, such as
Progress Adequately
or
Needs Improvement
in Primary
, we are working on it and we have not made any decision yet."
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