Even though it is the middle of the Easter school holidays, the Department of Education has not gone even two days without a figure in charge of the General Directorate of State-funded and Private Schools. After the then Director General of the area, Xavier Güell, presented his resignation "for personal reasons" this Monday, this Wednesday the Government has appointed Toni Aguilar as the new Director General of State-funded and Private Schools. this Monday the then Director General of the area, Xavier Güell, presented his resignation "for personal reasons", this Wednesday the Government has appointed Toni Aguilar as the new Director General of State-funded and Private Schools.

"That up to 21 years of educational trajectory are registered in a single application." This is one of the objectives sought by one of the Government's star tools for this legislature: the La Meva Educació application. The new app, which the Department of Education will launch at the beginning of summer 2027, has the same philosophy as the La Meva Salut app and will serve students, families, and teachers.

In a letter to Louise Collet, Flaubert said: “I do not write for today’s reader, but for the readers who will appear while the language lives”. This sentence makes us think about the contemporary conditions of language use and about the emergence of a possible death. “While the language lives” means, precisely, that it can die. If language dies, the ability to represent the world and express it also ends. Language can die if it is reduced to a mere means of communication. That is why we must study literature. Reading literature and talking about it allows us to incorporate the great richness of the language’s words and to know from within its extraordinary metaphorical and metonymic plasticity. And precisely because language is alive and can die, we love it with an absolute love, with the tenderness that its precarious and fragile condition requires. Thanks to the intimate relationship with words, the things of the world become present: great writers make us realize the possibility of creating other possible worlds. To do this we need words. One alone is not enough.

To demonstrate with banners, collect signatures, or organize slow marches through the streets. These are actions that in recent years have been repeated when March arrives, a time for open days and school pre-enrollments, but also the moment when centers are informed about how many classes they will be able to offer —or not— the following school year.

The agreement that the Government is going to to reach an agreement with CCOO and UGT regarding improvements to teachers' working conditions And the situation in classrooms continues to cause controversy. Specifically, the part of the agreement that aims to reduce the number of designated positions to 3% and drastically limit the cases in which a school principal can conduct an interview to choose which teacher will work at the school based on the educational project. This Wednesday, the Professional Association of Educational Managers (Axia) filed an appeal (an internal procedure within the Department of Education) against the March 3rd resolution—approved by the Government before signing the agreement with the unions—which defines how teacher assignments will be made and how teachers will be assigned to each school. This rejection has also been expressed by the assembly of principals of public schools in Barcelona. According to Axia, which represents up to 300 school principals, the resolution constitutes a "clear and unjustified violation" of the current legal framework. Furthermore, they assert that it represents a setback for the autonomy of educational institutions and accuse the Department of Education of imposing a "restrictive, arbitrary, and technically unfounded" interpretation of the regulations. "The agreement and the resolution regarding teaching assignments violate the Catalan Education Law (LEC), the decree on school autonomy, the decree on staffing, and the decree on school leadership," denounces Jordi Satorra, president of the association of school principals. Among the arguments Axia uses to urge the Government to rectify the situation is the fact that the resolution includes a "prohibition on proposing temporary staff"—when a principal proposes that a teacher already at the school, but on a temporary contract, be allowed to continue teaching the following year—and the "limitation of the role of school principals," since, according to the principals, limiting their capacity to manage teaching teams is detrimental. Axia also denounces that the changes in the allocation process will have a "direct impact on staff stability, with negative consequences for the quality of education." Furthermore, they assert that there is a "lack of motivation and technical coherence" in several aspects of the resolution. For all these reasons, the association demands the "immediate rectification of the resolution and its adaptation to the current legal framework" and, if necessary, the precautionary suspension of the regulation "to prevent harm to schools."

It's 10:30 a.m. on a winter Friday, and when we arrive at 12-year-old Martín's room, we find him with his hospital teacher, Alba Sau. Together, they're trying to identify the fruit scent of each of the perfume bottles arranged on a tray. The young boy, who suffers from a rare metabolic disorder called sulfite oxidase deficiency, laughs every time he correctly identifies one of the fragrances, showing off his keen sense of smell. The day before, they had been painting, improvising a paintbrush with a straw and a pencil that Martín used in his mouth. "We try to adapt as much as possible to each child's tastes and interests to connect with them," Alba explains, while trying to set up Tobii, the tablet Martín uses to communicate through his eyes, on Martín's bedside table. "For me, it's essential that Martín can communicate, not only with me, but also with his mother and the healthcare staff; it's part of his recovery," she emphasizes.

The conflict in education has made evident the unrest felt in schools and institutes, as well as the difficulties in finding solutions. An increasingly unequal society is bringing serious social problems to educational institutions. Growing inequalities, extreme poverty, social violence, and mental illness generate conflicts that teachers must face without the necessary resources and with a sense of isolation and abandonment. Signs on the doors of some schools express this clearly: "We are outraged that the educational psychologist is not part of the school staff"; "We are outraged that we have to train ourselves in our free time and at our own expense in dyslexia, autism spectrum disorder, specific language impairment, ADHD, dyscalculia..."

"These are competency-based tests, but it's very important to clarify that they are not tests of basic skills." This was the emphatic statement made this Monday by Núria Planas, director of the Agency for Evaluation and Foresight of Education – formerly the Higher Council for Evaluation – when speaking about the end-of-stage exams that some 4th-year ESO (Compulsory Secondary Education) students began taking this Monday. "These are not the tests from five or six years ago; these are end-of-stage tests that measure three levels of achievement," the mathematician insisted. Planas made these remarks from one of the 69 Catalan secondary schools – whose names will not be disclosed to protect anonymity – that are administering what were traditionally called basic skills tests this week. These tests will not only analyze students' basic knowledge, nor will they be administered in a standardized way. The exams will be taken by 5,700 students and will cover five subjects: Catalan, Spanish, English, mathematics, and science, technology, and engineering. "These are not tests that assess recalling facts or repeating routines or memorization techniques. They are tests that assess the ability to connect and extrapolate content to new and diverse situations," Planas explained. The tests, which premiered this Monday, include questions of basic, medium, and high difficulty levels. In fact, the Agency's director highlighted that "a considerable percentage, close to 20%, of the questions are cognitively demanding and designed to measure excellence." In this regard, Planas asserted that the basic competency tests did not include "items to assess the achievement of excellence." Results in the fall

Once the tests are completed, the evaluation agency will have six months to analyze the results. "We will conduct a mixed data analysis: quantitative and qualitative," Planas specified. In this regard, they have committed to having the results in the fall, not in the summer as was the case until now. "We will move very quickly because six months is a very short time. Keep in mind that PISA takes approximately a year, and the general system evaluation—a new national test—takes about 15 months," Planas explained. Regarding the reason why this year 6th-grade students are not taking the end-of-stage assessment, the Department of Education already explained that students finishing primary school will undergo the general system evaluations; these are new exams defined by the Spanish government that 6th-grade students in all regions must take, and which will also be sample-based (meaning not all schools will take them). In fact, from now on, since the state exams will be held every three years in the 6th grade of primary school and the 4th year of secondary school (ESO), the Catalan end-of-stage assessment will be combined with the state one. Specifically, there will be two years in which students finishing primary or secondary school will take the Catalan exams and one more year in which they will take the state exam. Both the Catalan and state exams will be administered using a sample test, meaning that not all schools and institutes will participate as before. Therefore, the test results will no longer be able to serve as a barometer for schools and families to gauge a student's performance. Planas justified this change by insisting that this information can be obtained from the diagnostic tests (the exams that all 4th grade primary and 2nd year ESO students will take) and assured that "the objective" of the end-of-stage assessment "is to capture a snapshot of the system, not of the school or the student." In this regard, he insisted that the quantity of data should not be confused with scientific evidence, and that with the new system there will be less data, but it will be comparable and can be transformed into scientific evidence. "It's not a matter of quantity but of quality," he concluded.

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Bertrand Richet is a leading expert in School evaluation council, The French School Assessment Council. He was the Inspector General of the French Ministry of Education for almost a decade. His main task on the assessment council has been to design the new framework for evaluating schools and institutes. He is visiting Catalonia at the invitation of the Catalan Government through an Erasmus+ grant.

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The most precious asset of any society is its cohesion, and conversely, the worst threat is its fragmentation. The debate on immigration, which we are now beginning, must therefore focus on this issue.

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"Either negotiation or resignation." This has been the main message repeated by the 35,000 teachers and professors – 100,000 according to the organizers – who demonstrated this Friday in Barcelona to show their rejection of the agreement that the Government signed with CCOO and UGT to improve teachers' working conditions and the situation in classrooms. Their refusal has resulted in what the unions have called a "total strike": almost half of the teachers (43.77%) have joined the strike – although the unions put this percentage as high as 85%. This figure is slightly higher than the participation reported by the Department of Education during the last strike the sector staged in Catalonia last February, when the final tally was 40.94%.

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Concluding a week of nationwide strikes, Teachers have blocked the Ronda de Dalt ring road at several points this morningShortly before 7:00 a.m., approximately 400 people blocked traffic in both directions in Santa Coloma de Gramenet, just before the La Trinitat interchange. Later, about 100 protesters blocked the same road near Vall d'Hebron Hospital, followed by another blockade on the B-20 highway near Finestrelles, in Esplu. This action is a response to the agreement the government reached two weeks ago with the CCOO and UGT unions, presented as a "national pact," but which did not receive the support of Ustec, the largest union in the education sector, or the Secondary School Teachers' Union, the largest union in secondary schools.

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On the fourth day of the teachers' strike and one day before the nationwide school closures, the government has insisted that improving the agreement signed with the CCOO and UGT unions—but not with Ustec, the largest teachers' union—is not on the table. The Minister of Economy, Alícia Romero, reiterated this after approving a supplementary budget of €5,988.65 million, which will cover expenses once the budget is withdrawn to continue negotiations with the ERC party. Romero warned that "having more resources is very difficult without a budget" and also admitted that if the budget were approved, it would be "very complicated" to improve the agreement with the teachers because "it's a very, very large increase." "The government has made a very significant effort, and we should all be aware of that," she asserted.

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On the second day of the week of strikes in the education sector, the teachers' protest not only maintained its momentum but actually increased. This Tuesday, the strikes were called in the territorial services of Penedès, Tarragona, and Terres de l'Ebre, and according to the tally provided by the Department of Education, participation rose to 38.48%, six and a half points higher than Monday's strike in Barcelonès and Baix Llobregat (31%). However, the unions calling the mobilization (USTEC – the largest in the sector – Secondary School Teachers, CGT, and Intersindical) again reported a much higher number of professionals participating in the strike: they claim that 70% walked off the job on this second day of protest.

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The standoff between teachers and the government of Salvador Illa saw its first street protest on Monday, marking the start of a strike that It will last throughout the week in various parts of the country. The rejection of the agreement—deemed "insufficient" by the Ustec union—between the Department of Education and the CCOO and UGT unions to improve working conditions for staff and the situation in classrooms has resulted in road blockades on access routes to Barcelona early this morning and a demonstration by thousands of teachers who flooded Plaça Sant Jaume in the Catalan capital.

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One week after the Government It will close an agreement to improve teachers' salary conditions with CCOO and UGT but without USTEC —the majority union—This Monday, teachers are once again called to mobilize in protests that will last all week. The strike, which will be held each day in a different part of the country and will end on Friday with a demonstration in Barcelona, ​​comes at a time of some tension within the education sector—especially on social media—and with a clear disagreement between unions following the breakdown of the unified movement.

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Apart from the 17 higher degrees – four of them also online – and the 10 intermediate degrees that it makes available to students, La Salle It offers the science and technology, humanities and social sciences, and arts tracks in 12 of its centers. This range also includes the International Baccalaureate, the Batxibac, and the Baccalaureate Dual education further increases the likelihood that each person will find their own educational path.

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If theater is born from the ancient rituals with which humanity described the world,Theatre Institute Today, it is one of the places where this magic lives on. A unique center that combines tradition and contemporary approaches to train artists and foster new perspectives on the performing arts. Dramatic arts, dance, and performance techniques comprise its educational offerings.

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Around 1,500 people, according to municipal sources – 3,000, according to the organizers – demonstrated this Saturday in Barcelona despite the rain to demand improvements in the working conditions of staff in the 0-3 age group. The demonstration, which began in front of the Post Office building and ended in front of the Catalan Parliament, was organized by the 0-3 Platform of Catalonia under the slogan "0 excuses, 3 reasons: justice, equity, and future." Chanting "We are education, not daycare," the demonstrators not only demanded better conditions for professionals in the sector, but also advocated for a reduction in the student-teacher ratio and the right of children to a quality, equitable public education from the first day of life. The Platform's spokesperson, Joan Cela, stated that Catalan daycare centers have the highest ratios in Europe and demanded that "children be put at the center." "We want to be treated like the second cycle of early childhood education; we want to have the same rights," Cela asserted. Throughout the march, various signs could be seen, such as "If there's a shortage of staff in schools, children and adults alike suffer," "Childhood policies with pedagogical criteria," "Lower ratios, more hugs," and "We fight for the 0-3 level." "We have a very complicated situation, with five different models, involving private companies and city councils," Cela emphasized. However, she affirmed that people came to the march from all over, in an unprecedented demonstration. "An improvement in working conditions is necessary, as well as lower ratios and the creation of a 0-3 age group chart so that all of this can begin to be discussed," she concluded.

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The Consultation by Ustec, CGT and the Intersindical regarding the agreement signed between the Department of Education and the CCOO and UGT unions It has revealed a majority rejection by teachers, at least those who participated in the consultations. With 50% of the permanent staff participating, 40,780 teachers expressed their opposition to the terms of the agreement, equivalent to 95% negative responses, while only 2,185 supported it.

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