Educational Break -up: ESO’s controversy in Madrid’s Children and Primary Schools | Education

The proposal of Madrid Community to run the 1st and 2nd of ESO In some centers of early and primary education (CEIP) it has created an important discussion. This measure, (based on the 70’s Francoist Educational Model), was announced in September 2023, aiming to address less demand in some centers due to birth and release of space in secondary educational institutions. However, this initiative raises many concerns and challenges that deserve a deep reflection.

One of the main problems of this proposal is the lack of concrete and transparency. Bad Start to the Ministry of Education, who launched his proposal with probe balloon, In writing and without detailed information without resources for its development. The ambiguity in communication always creates uncertainty and distrust between parents, teachers and directors of educational centers. On this occasion, the Madrid community government started the stone, but hid the multiple problems and consequences associated with its occurrence.

This measurement of Ayuso has been part of the increasing support for private private education, which has surpassed the public network in recent years. Financing cuts for public network, delay in the construction of new centers and the facility of teachers. The proposal to transfer the first two courses of ESO to CEIP seems to have been aligned with the model of concert centers, where the two educational steps are merged. This is not a sudden support of public education, it does not respond to educational research, and it does not even follow the justification of the school dining room at a time of public education. This is just an event, whose unique budget is planned for the full of the name of the high school teachers.

If it is not enough, this measure is more than suspicious legal lace. Logs and subsequent educational laws ensure that ISO must be taught in IES. Although there are exceptions in rural areas, the situation in Madrid society is completely different, although the 1st and 2nd ESO in group rural schools (CRA) in group rural schools (CRAs) due to the inconveniences of the transfer. So none justifies the proposal of its normal extension.

Educational and institutional consequences can harm students and have a new burden on teachers and centers. Separating ESO courses between CEIP and IES breaks down the unit of the educational stage, creates coherent issues in teaching, in the teaching of teachers and their continuation in the rest of ESO. Coordination between CEIP and Professors of IES is a miserable, and in practice there is a risk of becoming a nominal but very different centers. In addition, the diagnostic evaluation of the 2nd place of ESO is complicated by coordinating between two different centers.

It seems that no one is concerned about analyzing the specific gaps and classrooms required to give 1 and 2 ESO, and they are not in the CEIPs and they have not been forced by the Ayuso administration. It is ESO, not at will, even by teaching coherence and law.

In this ambiguity process, the greatest problems of coexistence are usually hidden between the 1st and 2nd students, which now goes to children and primary schools. The problem is provided: Coexistence between childhood and adolescents can have a clear impact on childhood.

Instead of breaking the ESO stage, other solutions can be considered to be less demanding and decreasing birth. Some alternatives are to reduce the rat of students through the class, consolidate any centers, improving methodology, and improving the diversity of students, and to explore the necessary resources.

It is essential to rethink the educational center model, keeping students in all measures center. A design can significantly contribute to the success of social -emotional wells, Being, positive coexistence and active participation of students. This procedure refers to a sample change, where the curriculum is compatible with the needs and interests of the students and not the contrary.

The proposal of the Madrid society to implement the 1st and 2nd ESO in CEIP is that it is “an event” than grounded measurement. This initiative can cause very negative consequences for Madrid education, with no obvious justification and the risk of breaking the educational stage. Considering alternatives that really benefit students and really strengthen public education, it is important to seriously solve this problem.