The Minister of Education and Vocational Training, Esther Niubó, begins the new course with a strike and with Catalonia outside the PISA report. In this interview, he proposes opening a “construction” stage with the unions and promoting spaces for dialogue with the community in aspects of the system, such as inclusive schooling or immigration, and pedagogical: “If a child does not read in 3rd grade, what do we have to do?”
We started a course with a strike. Do you foresee another cycle of protests like last year?
The Government always has a willingness to dialogue and work to continue moving forward. The improvements we have introduced in this course can help build confidence. Perhaps not all centers see them, they are not quick changes. But they are important steps. We would like to move from a state of tension to a constructive, serene debate on education.
The inclusive school, school segregation, excellence, and other challenges such as teacher training, artificial intelligence. They will require the commitment of many parties, not just the Government. And the support of resources.
How is the Government going to guarantee the right to protest, education and mobility?
Hopefully there will be no or minimal mobility impairments. Here we are at risk for the coexistence of society as a whole and, therefore, this government must be able to guarantee that all rights are reconciled.
Will Educació have more budget?
It has risen 25%, but if we want more excellence and equity we must increase it. Although not everything is resources. The inclusive decree will be 10 years old: it is time to take stock and agree on what we want in the future.
Secondary School Professors ask for the repeal of that decree. Would you agree with this?
No, we do not believe in repeal. The system must be inclusive and guarantee equal opportunities. But the weight should not be placed only on it being inclusive. A public conversation is needed.
That also happens in other debates. We can think about whether the accompaniment of a student from outside ends when the reception classroom ends, or consider whether a student who arrives at ESO can spend four months learning the language before joining the course. In these debates we are not only at risk for the mastery of the language, we are at stake for the integration and cohesion of society.
Do you think the unions will change the fight for dialogue?
It would be important to change the tone to move forward, because they really have before them a government that has not only expressed the will to move forward but has done so objectively. It is also true that there has been a crisis of legitimacy of representation spaces.
At this week's meeting, there were not only unions with representation at the table, there were other unions and members of the teaching assembly. Negotiating, from the traditional point of view, becomes very complex.
How is the inclusive review proposed?
When the decree was published there was a general consensus. It is true that there was no budget allocation, which was provided later, but it is necessary to review it. Very likely, in the future, all mainstream centers will have intensive support units, classroom aids for students with mild needs, and special education centers for students with severe dependencies.
The system must function giving maximum opportunities for progress for all. But that requires a dialogue with the community and with other areas of health and social rights. And there is a very important voice that has been little taken into account: that of families.
When will improvements in student performance begin to be seen?
In November we will present the results of the system evaluations. I think we'll start to see some outbreaks. Intensive two-year language and math programs should start to show results. It's early, but we hope for some change.
Will any more lines of action be opened?
With the early detection program for learning difficulties, we get figures that we must evaluate. Without reading comprehension we will hardly acquire other skills.
This year we have reinforced the centers, we recovered libraries, we increased teachers in 3rd and 4th grade of Primary, keys. We must open debates to society about what happens when a boy or girl, at the end of 3rd grade, does not read well? We cannot condemn it to failure if we do not act. That is what we have to talk about, without a priori.
In PISA he affirms that there were management errors. Was there no intention or intention to hide?
I cannot affirm, with the information we have, that there was any type of desire to conceal it and of course, from a political point of view, absolutely not. We have put measures in place so that this does not happen again.
Are you concerned that many more students than usual were excluded?
Let's wait for the final file to address this issue. But the problem was a lack of accurate information and support. Such a disproportionate exemption rate should have no place in an educational system like ours because all of this has affected the prestige of Catalonia's educational system. I assume responsibility as a counselor.
Did you ever think about resigning?
These decisions are left to yourself. First you have to show your face, explain things and then make decisions to prevent them from happening again. You don't abandon ship when there are problems.
Have you felt betrayed by people in your department?
Betrayal, no. Maybe other things that are not positive either. There is a point of disappointment, not with the people themselves, but with the system. Last year we already had a major incident regarding adjudications, which this year, fortunately, we have reversed and improved. Education in Catalonia, in the 21st century, should not work like this.
What do you expect from this course?
I would like to reduce the dropout rate and improve educational success. Also achieve good conditions for teachers in the classroom, not only in resources, but also in well-being and for them to regain pride in their work. And I hope the work environment improves.
