STEILAS proposes six measures to deepen the educational change in Navarra
- According to the union, "in the last four years public education has improved, but very slow and in most cases superficial". It proposes six basic measures to bring about profound change in the next legislature. Then, word by word, as the union has emerged in the ARGIA Agents Square.
First Cycle of Child Education (0-3). Despite the low rates for low-income families, the Department of Education has made no progress in the common management of all public children ' s schools. In this way we would be able to facilitate the educational character and public offer, free of charge and universal, of this stage. In addition, the number of children per classroom should be reduced and the working conditions of workers in public private management centres improved.
6% of GDP for public education. Navarre has gone from 3% of GDP to education (in the toughest years of cuts) to 3.4% in 2019. UNESCO says it should enter at least 6%, and we should reach that percentage in the next legislature. This level of investment should be ensured by a law on the financing of the Public School. The law would provide the necessary resources for the development of the educational improvement agreement. On the other hand, decisive progress must be made in the process of making the entire educational system public. In this way, we would avoid the problems of segregation and the decapitalization of the public system, which today remain alive.
Integrated management of recruitment lists. The difficulties generated by the current system are evident: stress on teachers, increased casualties, lack of staff protection, difficulties in making replacements, increased opposition courts, etc. There is an urgent need to negotiate a new regulation at the Sectoral Bureau which takes into account the work experience and other merits of each teacher and which is updated through rebaremation.
Integrated Language Treatment (TIL). As far as Euskera is concerned, little progress has been made. The IAP, for its part, has continued to expand through shameful regulation, and possible integrated language treatment programmes (which should replace the IAP) have not even been launched as pilot programmes. The HTB program requires greater teacher training, both pedagogically and linguistically, and requires greater coordination, in a more integrated way, to strengthen the intervention of each subject, so that students improve their capacity in many languages.
This new model entails a greater linguistic democracy, since a cohesive society cannot be built if 60% of the students of Navarra do not learn anything from Euskera. It is therefore necessary that our own languages, by integrating foreign languages, be the most widely used at international level or those in our classrooms, be the basis of a new model in which there is increasing diversity.
Secular school. We are still on time: we can minimize the number of hours that the regulations for religion mark for the next course and move forward so that there is no religious indoctrination in the public school.
Co-education. Launch of the Skolae programme. Theoretically, it is an interesting program, well valued in the pilot phase, and with criticism in the expansion phase due to the workload of the faculty. It is essential to extend feminist pedagogy to all schools and to ensure that all educational aspects of the LGTBI+ social equality law are complied with in all schools.
In short, less electoral marketing and more political decisiveness for real change in education.
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