All victims of the IAP
The victims created by the IAP are not only functionalized teachers thanks to the stabilization process brought about by the IAP Law, but much more. Some have been given some media visibility as a result of Steilas's appeal, but most of them are invisible. All the victims of the IAP form a kind of iceberg, and most of the victims are concentrated underwater.
The stabilization process has been for PAI jobs, especially in Children and Primary. There have been hardly any places to teach in Spanish or Basque in Early Childhood and Primary Education. Most teachers have been working for more years and have often overcome other oppositions, without becoming officials. These teachers have been left out of the stabilisation process and, worse still, have been excluded from compensation for not being officials during the stabilisation process.
Language profiles that are inconsistent with the IAP Act of 2017 in evidence of oppositions show that improving English learning has never been a real reason for setting up this program.
In fact, much fewer jobs have been called over the past fourteen years than were needed, as they were being set aside for the IAP. This means that many people who have been in public education for many years have precarious contracts or are unemployed. The Department of Education has only been concerned with reducing the interity rate of the teaching staff in the IAP, but not of the majority of the teaching staff. Public teachers have an interannual rate of 50%, according to the latest inspection report of the Chamber of Comptes.
Navarre has a law on access to the teaching public service, unlike other autonomous communities, in which it is obligated to perform tests of opposition in the vehicular language of that position. This law was promoted by Carlos Gimeno himself in 2017, with the objective of supposedly guaranteeing the linguistic level of teachers in the jobs in Spanish and Basque. However, contrary to this, no tests have been carried out in English for PAI positions, as established by the corresponding law, so it is clear that in the case of English they do not care about the language level of the teachers, or perhaps it was thought that for a large part of the opponents it would be an insurmountable obstacle to carrying out tests in this language.
The language profiles that are inconsistent with the IAP Act of 2017 in the evidence of oppositions show that the improvement of English learning has never been the real reason for establishing this program, as Yolanda Barcina herself stated, as she acknowledged that the dissemination of the IAP was only intended to hinder the teaching of the Basque and the Basque language.
In addition, in order to deceive, a program has been established in which the quality of the level of the subjects has decreased, English is learned in an unbalanced way, it is an additional drawback for students with greater difficulties, increases school segregation and family overload, as more external help is needed in English.
How long are they going to let the Department of Education continue with the policy that harms teachers, students and families?
See Ustarroz Goñi and Raúl López Ekai, Steilas Nafarroa
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