Once again, Catalan students are performing poorly in core subject knowledge in basic skills tests. The Minister of Education had already put the bandage on the wound before it was even healed. But the wound is still there: the desired level is not being reached in math, English, and science, especially in the fourth year of compulsory secondary education, the final year of the compulsory secondary education cycle, but also in the sixth year of primary school, where math results have been the lowest ever recorded. We still can't move forward. In fact, the problem has been clearly identified for years; it is entrenched or even worsening. We are failing to recover. Surely the responsibilities are widely distributed: in the classroom, in families, in social values, in the administration, in inequalities... Solutions? They must also be sought in all these areas.
Responsibilities in the classroom? Pessimism dominates much of the teaching profession, where grievances and fatigue accumulate. Organizational and administrative ups and downs, the lack of leadership, and the change in adolescents' learning and lifestyle habits in the wake of new technologies have overwhelmed many professionals. Children, the relationship with whom, moreover, is currently more one of overprotection than trust. Paradoxically, children and adolescents recognize authority less and at the same time have much room for improvement. (and we project many expectations), and on the other hand, we are benevolent with their weaknesses and their low capacity for frustration. mediocre. The anxiety of politicians, who want short-term results, makes it difficult for them to give teachers autonomy and trust. surgically and budgetarily in these environments
Having said all this, and given the evident complexity of causes and situations, it is as important not to fail to point out the problem as it is to avoid defeatism. this inertia of failure.
