- On April 20, the students of Hego Euskal Herria will return from holidays to class. All students from Euskal Herria are about to enter the third evaluation, in the final line to overcome the course. The confinement has brought with it the need to continue through the school center and, therefore, the socioeconomic and cultural conditions of the house have increased the gap between the students. The final evaluation can lead to the expulsion of thousands of young people from school or to measures to bridge the gap.
It has been shown that the confinement has forced to continue from the school center, which has increased the academic gap between the students, since each of them has very different conditions depending on their domestic socioeconomic situation, in order to maintain the studies without the support of the classroom school. And public institutions have not maintained from the very beginning the approach and the investment involved in bridging this gap.
When everyone has had to act in such disparate conditions, is it right that the same test be imposed on everyone and that the same thing be demanded? "Do not relax", "do not give notes" and "merits" are the references made by those who want this year's end-of-course evaluation to be as equitable as possible from assessments so far without a pandemic. Behind this attitude of rigor, is there not the temptation to take advantage of the gap to enlarge it even further, and the hidden purpose of leaving a lower step on the social class scale to the most vulnerable students?
The risk of expelling thousands of young people from school
What is at stake with the way it is evaluated is not a fool: it is at stake that all students progress in their studies despite the socio-economic situation of their home, or that the most disadvantaged are expelled from their studies. "Promotion" is the solution put on the table by governments for everyone to move forward, that is, that even if each one receives different notes, the repetition of the course is an exception.
On the contrary, the exclusion of the weakest from the studies implies the rigor in the evaluation criteria, the maintenance of the usual requirements for the repetition of the course – which if two or three subjects are not exceeded, the next course cannot be started – and, above all, the narrowing of the screening in the levels of ESO 4 and Baccalaureate and Vocational Training 2, which would imply that many students, in the majority of socioeconomic situations. In what situation would these unqualified students be left to continue their studies? What kind of work would open them up in the very short future?
One village, three evaluation systems?
These articles reflect the intentions of the Administration of each territory for the final evaluation.
In Ipar Euskal Herria no tests will be performed in the third evaluation
General rules for the promotion and conciliation of courses in Navarra