There can be no educational excellence in a materially and morally ruined country.
Voting should be rational moral action, and responsible for our shared destiny. Irrational voting is, e.g., I vote X like my parents do; side Y killed my grandfather; giving in to not complying and lying; lack critical sense; patronage propaganda; the moral relaxing of those who never question what they do not need (civil servants + pensioners = 12.5 million people = 34% of the electoral roll). These combined factors make problems worse and people still occupy posts. Measures only emerge after disaster. Mediocre politicians do not correct mistakes; agreements are impossible because many citizens keep voting them like flocks of sheep, far from reality, and stay in their cave, like Plato said. Public management is not a matter of spending more, but better, because taxes pay spending and debt. Education is not a matter of having more teachers, but better teachers. A country that badly chooses its teachers is condemned to ruin because young people cannot know their vocation, and how to be socially useful and happy. Of Secondary Education pupils, 11% repeat courses, while the OECD mean is 2%; 19.9% of those aged 18-24 years neither study nor work; vocational training courses represent 12%, while the European mean is 18%; juvenile unemployment exceeds 38%, which doubles the European mean; university admission tests are a farce because 98% pass them, although many of those admitted make spelling mistakes or cannot do elementary operations without a calculator. The public university is subsidised by 80%, but many university students go to private academies because they do not even understand basic subjects. No effort is needed because passing failed courses is allowed; students confuse the aim to learn with the means to pass. It is hard to acquire worse data than these, but if only 50% teachers were good, improving them would be feasible. The difference between an excellent teacher (in the habit of teaching well) and whoever works to survive, between the vocational and the survivor, is vast. Teaching is not merely filling a bottle, but involves lighting students’ excitement, shifting from dark ignorance to the light obtained from understanding suitably proposed real up-to-date situations; it is spiritual, crafted, psychological and technical work that is not for everyone. Public education management that poorly selects teachers, employed as a political weapon by socialist totalitarians and trivialised by PP, is the national ruin. Since 1980, the most overestimated, safest and easiest job in Spain has been public Primary and Secondary Education teachers; a refuge and mixed bag of all kinds of profiles, who become lifelong civil servants despite being unable to communicate anything. Their selection is basically rote-based, previous competence as if it were city/town council administrative; studying a few subjects suffices, just like any student does. Politicising education in separatist Spanish Autonomous Communities demands an ideological linguistic requirement to eliminate competence and to better indoctrinate. The competences of vocation, ample knowledge and communication ability, and motivation, empathy, generosity, ethics and patience, are completely ignored by teacher selection criteria. Once selected, nobody evaluates teachers; trade unions obstruct by acting as thugs and governments stall. They do not fulfil their obligation of teaching the syllabus; instead they teach students to pass absurd tests to go to university by doing away with the essence of learning. Good manual workers are short: lorry drivers, builders, accountants; there are too many university graduates who do no work or occupy unqualified jobs. Having too many degrees devaluates them and excess illegal immigration lowers legal immigrants and native Spanish workers’ salaries, which increases black economy. The last education law intends pupils under the age of 6 to construct their sexual identity, as if biology were a matter of willingness, and to eliminate exams so pupils do not fail. On 3rd October 2022, those with posts in PP and families, educated for flocks of sheep, did not fill streets to protest totalitarian abuse, but went to the Valencia bull ring to applaud the political boss and to see the female leader.
Post published in Las Provincias