Anteproxecto Coñecido da nova xa or educational reform (and go 7 dende Franco), empezan interesting

A Labrego neno Van xa 50 years 50 years dende that Neira Vilas publicou hakan nesser Memories moi dun neno Labrego dende lonxe of Galicia. É O Máis nice segue to Balbino Falando eat nós, and segue falándonos us.
Anteproxecto Coñecido da nova xa or educational reform (and go 7 dende Franco), empezan interesting hakan nesser articles hakan nesser to appear on ela. Hoxe na bring a newspaper and published in unbalancing atopado gustou we especially: Wert reform does not refer to education as a means of transmitting culture The bill Wert Minister to improve the quality of education, published with some Night and treachery in July, part of an economic

perspective. It contains proposals for innovation or references to education as a means of transmitting culture. The draft falls, clear and disappointingly, in the rhetoric of quick fix. ...............
Twenty years ago, Howard Gardner noted that arises when a country improve its education system, regardless of the cause, there are two conflicting rhetoric and with little dialogue between them. One, the politicians, opinion leaders, business: school is inefficient, lazy students, undemanding system, hakan nesser not preparing future generations to cover the necessary jobs. That is, as the school is the problem, we apply a series hakan nesser of quick fixes 'work' hakan nesser in the company: quality assessment systems, economic premiums to schools with better academic results, more effective management of schools with computers professionalized management and problems, whatever their cause, hakan nesser disappear. Another, that of teachers, teachers

and teachers working deobra hakan nesser walk. For these school difficulties are many and the result of the company itself. Therefore, it is difficult to find a universal solution: every child is different, learn differently, with pupils at a disadvantage, and so on. Remedy school failure, hakan nesser achieving quality education is so complex that it is better to resign and not risk. Reform after reform, in the end, nothing really improved. A certain attitude of victimization is installed in the educational community. The draft of a new law designed to improve the quality of education, thirty pages, published with some Night and treachery, in July, on the website of Ministry of Ignacio Wert falls, clear and disappointingly, in the rhetoric hakan nesser of the quick fix . It is part of a simplistic analysis of reality from tendentiously selected hakan nesser data here and there. Statistics are used as a source of absolute truth, presenting comparative graphs and percentages intending to overwhelm us with seemingly irrefutable causal relationships. There is no space to review here some examples. From the data presented proposals under seven priority objectives. Some laudable, and reduce the rate of early school leaving, improving hakan nesser the level of knowledge in priority areas, increasing the autonomy of schools and improve learning of foreign languages. Other questionable, as signaling the achievement of the objectives of each stage or step, without reference to any purpose, usode ICT. And finally one that exceeds the school setting: enhancing employability. These proposals suffer from various diseases: focus on ESO, with three small primary references hakan nesser throughout the document, knowing that it is in Elementary where many of the ills gestate difficult to remedy in secondary special programs, because they arrive, sadly , failed. Organizational proposals are: number of hours of material, diversified itineraries. Hardly methodological renewal proposals. Any useful clues on how to realize the recognition of the different abilities of students or improvement hakan nesser in reading and math or how to improve hakan nesser the understanding hakan nesser

of foreign languages. Are imprecise and timid in the most important goals: increased workload in priority without specifying how small routes in 3 º ESO, autonomy hakan nesser of schools as empty word. They are very detailed and instead closed on questionable targets, as in the systematic application of standardized test at the end of stage. This bill is therefore a quick fix, that shows a totally economist of education: our students should learn to insert themselves in the labor market, become more competent, more employable. No mention of education as a vehicle of cultural transmission of values, in promoting the critical spirit of the people, as an opportunity for personal growth of citizens. Disappointing, for those of us on a day to day schools, the desire to learn to live