Oppositions of Navarre teachers: necessary reflection
- Another year, the indignation and the complaints arising from it have been concentrated on the website of the Department of Education, on the occasion of the selection process followed in the last call for competitions of Magisterium. These complaints will have to wait a few months to reach their resolution once the whole process is closed. In addition, the seriousness of the organization of the next course has left no room for reflection on the coherence of the functionalization.
The first key to the Department ' s reflection is within the organization. The shortage of personnel in Human Resources has led, in some cases, to organizational chaos; and in others, to non-compliance with the administrative deadlines and lack of response to requests for review of documentation demanded by the participants. In addition, the evaluation criteria, which were published on June 14, 10 days before the beginning of the tests, have not been defined in the call, as in other autonomous communities.
As for the structural scope, the succession of the different phases values the memoteric part above the capacity of the teaching activity, starting with the theoretical part and leaving the possibility of defending the practical part, in which the professional virtues of people are put into practice. On several occasions, this measure has been solved in other communities such as Catalonia, beginning the pedagogical process, that is, with the Programming and Didactic Unit, and leaving the written examination for a second moment. The most significant case has taken place in the specialty of Music, in which, unlike Navarre, an individual interpretation test is required in most communities.
The scarce evaluation criteria and the lack of public information on the weighting headings used by the courts, both of which are basic elements of the educational curriculum, demonstrate that access to education is completely subjective
With regard to the development of tests, the lack of evaluation criteria and the lack of public information in the weighting headings used by the courts, both of which are basic elements of any educational curriculum, demonstrate that access to education is completely subjective, depends to a large extent on the fate and fatigue of the court. Moreover, it should be pointed out that the possibility of using support material for the defence of programming and not of unity, as established by the R.D. 276/2007 is totally incompatible with daily activity.
Subjective and outdated information about the timetables and textbooks, an issue that benefits some academies and trade unions, evidencing a small industry full of interests, which would be invalidated with a single agenda to gain access to public service, cannot be ignored.
Finally, the firm pillar that promotes and gives way to this perfect storm is the Foral Law on Procurement, repealed by the Superior Court of Justice of Navarra, but in force thanks to an appeal from the Department. This establishes the relationship between the hiring lists and the competitions, through the preferred lists that the CDN advisor imposed in 2007, which, as seen at the beginning of the course, has prevented the solution of the recruitment problems.
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