I
to it, the discouraging news do not say, inform to us, that empeso badly in
trying to solve the educative problem and persist in their solutions. We read
something real that this happening to a series of reforms and curricular
changes, that in the long run nonaid in anything. Because a thing is the THEORY
and another one PRACTICES is IT IN the CLASSROOM. All
that of both way are immersed in the educative task, we are I compliment perfect
our educative task, for the development of the Peruvian town, or we are simple
robots or watching of the educative disaster. And if it is not thus it is moment
that you reframe its historical participation in the educative task, that as
much lack does in the Peruvian town.
Perhaps there are reasons
to be surprised with results of the ECE-2011.
The Time (Piura), the Industry
(Chiclayo, Trujillo), Mail (Regional), 08 Abr 2012.
Minister of Patricia
Education Salas presented the 31 March of the 2012 results of the Censal
Evaluation of 2do degree (ECE-2011) and of 4to Primary degree of of Educación
Intercultural Bilingüe (EIB) corresponding at the end of the year the 2011 (that
is to say, end of the quinquennium of management aprista), indicating that, in
general terms, the levels of learning in the Peru had stagnated and that the
majority of the evaluated students did not reach the levels of solution in
waited for Mathematics and Reading after their degree. In addition, the breach
between the obtained levels of learning in the educative institutions of
countryside in comparison with the urban ones was extended.
In the
Mathematical case of, the ECE - 2011 sample that by three years consecutive,
from the 2009 to the 2011, this result has not varied and arrives at 13.2% of
children with satisfactory profit of the waited for learnings, whereas in
Reading Understanding as soon as a 29.8% of the waited for level are reached
after the degree. Of the linguistic populations evaluated, Aymaran and quechuas,
13.4 and 9% they present/display better results in level 2 (the hoped one), in
comparison with the populations awajún and shipiba (1.5 and 1.2%). That is to
say, for these last ones, from the point of view of the learnings, to go or not
to go to the school gives the same almost. Pathetic reality, without a doubt.
Also were pictures in which it was observed that for the socioeconomic
levels To, B and C, the private education it obtains better results than the
state one, nevertheless, in the lower socioeconomic levels, the D and E, happens
the opposite, is the state education the one that obtains better results. This
is important to be indicated because sometimes it is created erroneously that
all the private education is better than the state one and that is not certain.
There is great diversity as much in the state one as the prevailed one and is
necessary to evaluate well to whom they talk about that say that one obtains
better results than the other.
Minister Patricia Rooms seted out as she
puts for the 2016 to arrive in Reading Understanding at 55% and Mathematical at
35% of students that obtains satisfactory levels for the degree.
Perhaps
she is worth the pain to remember that in 2008 I already maintained that the
government aprista was mistaken in education. With impromptus and presidential
histrionismos educative policy with enormous propagandistic waste cannot be
still done on a “educative revolution” (with projects badly formulated like the
greater school, the cosmetic action in the emblematic schools, the arbitrary
distribution of laptops, false declaration of illiteracy zero). “Pos-” was
enough to wait for the apristas evaluations so that enormous inefficiency,
errors and little advances in the educative field were demonstrated.
Reasons exceeded: with a dense inapplicable curriculum, bureaucratic approach
ministerial paralizador of innovations, scholastic pedagogical management of
century XIX, obsolete and innocuous qualification of teachers, limited directors
without prerogatives, budgets, exclusion of weakest, little space for innovating
initiatives that served as north a reformulation of the national educative task.
Why it would have to improve the Peruvian education? The light improvements
shown by the censales evaluations of 2do degree from the 2008 the 2010 were run
out quickly, neither or arrived at their ceiling the strategy to turn to 2do
degree into an academy of preparation for the test of year end. That is
reflected in the results of 2010 and 2011 (ECE-2011).
It is necessary to do
exactly in opposition to which it did not work until now if we want to upwards
give jumps in the quality of the Peruvian education. It has to make structural
modifications in the bureaucratic, estatistas approaches and interventionist
ministerial congressmen and who drown the innovation, as well as to reformulate
the qualifications, the exclusion of the weak ones and to increase to the
prerogatives of the directors, increasing the scholastic autonomies. Peru must
become a great laboratory of innovating experiences in education, to learn of
the successful ones and to spread them, and the state must be concentrated in
supporting to those who cannot fly single.
To obtain a good national
education requires vision, political intelligence, creative formulas, brave
leadership and anger to innovate. Until 2011la education walked by inertia, in
the rear, impotent, coward, afraid to innovate. More as the same it will not
serve. This government has the equipment and the opportunity to mark the
difference. We need massive stimuli to promote the innovation and to talk back
soon what yes it works.
