The Argentine secondary school
needs a profound change
.
Not only is teacher absenteeism high and teacher incentives poor, but
student absenteeism, early leaving, and poor learning achievement are even more serious.
If it is thought that these problems can be corrected by changing the system for promoting subjects, evaluation and progress in schooling, as interpreted by the resolution issued by the Province of Buenos Aires and similar changes in other provinces,
a serious mistake is being committed .
mistake,
because it is starting at the end
without having made a profound change regarding what knowledge and skills are highly relevant for young people to learn, what teaching and assessment methodologies are most effective, how to focus the educational process on problem solving and professionalizing skills in the world of work, and how teachers should be trained.
This task, which requires research work articulated with the scientific world of the country and abroad, is complex and central and can only be done by the Ministry of Education of the Nation, as established by law, since it is the one who sets a floor of quality and equity for all schools in the country and regulates teacher training, monitors its compliance and certifies the national validity of the titles that are issued.
Those highly relevant government functions
have been abandoned and Argentine education is adrift.
For this reason, the changes linked only to the promotion of the subjects and the years of study, which is what the provinces alone can do, do
not improve either teaching or learning,
perhaps the statistics, if the young people at least decided to stay in the classrooms.
look also
The Buenos Aires Government defended the controversial project to eliminate the repetition of the year in secondary school, although it assures that it will not apply it this year
Criticism of the opposition for the elimination of repetition in the Province of Buenos Aires: "Populism is the enemy of education"