Is the right to education in Spain guaranteed? At first we might think that yes, because we are facilitated by a school place in the mandatory stages, but this alone does not guarantee the right to education throughout life. Today we have no access to all stages and educational spaces, nor a quality educational process, nor educational results. It is of extreme severity that educational administrations unprotected thousands of girls, boys, adolescents and young people by violating these three educational rights.
Let’s start with the first violated right, access. As we said before, in the mandatory stages we are facilitated by a school place. But in the non -mandatory stages and in non -formal education, privatization is occupying a space that does not correspond to it, preventing social cohesion and equal opportunities. , many families do not have access to a public square and have to resort to private playgrounds with an added extra cost. , before the inaction, in many cases, of the educational administrations. , while public places have only increased by 7%. The public university is also suffering from this privatizing wave ,. In addition, it suffers a structural undecoriation and only 14% of the expenditure that families dedicate to the university arrives through the scholarship system. Educational leisure is unattainable for many children, thus preventing all the potential that these educational spaces provide.
The second violated right is that of the educational process. In Spain, 28% of childhood suffers from child poverty, something that should be embarrassed as a society. In addition, there are near. Again, educational administrations leave these centers to their fate, and they are their professionals and the educational community that with their overwriting, they are forced to compensate what the system does not do.
The third violated right are educational results. The great exponent of this violation is currently in 13%, while the European average is 9.5%. An element to highlight is that this abandonment, in the students of families with higher studies is only 3%, however, for students who come from families with studies to the primary or lower level, it rises to 39%. To respond to this violation, we should bet on increasing investment in education and placing the dignification of public education such as the backbone of our system.
The Marina Garcés philosopher, defined the educational model that would guarantee these three rights: “Educating is not to apply a program. Educating is to host existence, elaborate consciousness and dispute the futures. Inside and outside schools, education is an invitation: the invitation to take the risk of learning together, against the easements of one’s own time.”
In front of these violations we have to weave complicities among teachers, families, students, pedagogical renewal movements, professional associations and class unionism to achieve a transformative, community, democratic, equitable, secular, inclusive, inclusive, coeducational and quality education. We play a written present and future for all people.
