Educational Problems Argentina

Order Problems detected Detected factors Proposal Consider the problems as only Buenosairean and educational Conduct of consultations to the teachers in which other determining aspects are not taken into account such as the national and provincial situation in the socio-economic and the crisis of values. Change the socio-economic policy away from capitalism and bringing it closer to the Social Doctrine of the Church that is the mother of the Peronist National Doctrine that built Perón (the current government is the party created by the former president).

Realization of a Country Project with a nationalist and Latin Americanist format with which it is possible, from the same, to carry out the life project of each citizen.

Absence of a National and Provincial Educational Project agreed by all Implementation of a transformation without consensus or in relation to the real needs of the system. Excessive bureaucracy without meaning.

Implementation of actions that tend to attack the consequences and not the real causes of the problems.

Conduct the III National Pedagogical Congress (or one provincial) with binding character (what is approved must be done). Absence in the family of the value of education as a priority. Registration of students only to collect a scholarship or family salary.

Disinterest in many families and students for education causing a very low level of responsibility towards homework.

Campaign for all media to rebuild a scale of values ​​in the Buenos Aires and Argentine families (throughout the country). Decision making without pedagogical reasoning Advisors and officials who arrive for political reasons and not for capacity.

Progressive deterioration of the educational system. Creation of resolutions and extemporaneous communications that indicate the lack of foresight

Access to public positions of the D.G.C. and E. and advisory through public competitions of background and opposition. Implement, as an educational system, what was resolved in the III National Pedagogical Congress (or one provincial). Education should be taken as a State Policy (that is, if all social and political sectors agree, after an election, the new government can not change what is under way). Conducting Training Days that are not training Loss of class days that do not make sense since they are not Teacher Training Days. They only serve to legitimize – falsely – what is resolved in the D.G.C. and E. They are only a camouflage for the ineffectiveness of the provincial authorities. Give the Institutions the power to choose in what they will use the time to carry out real Training Days according to the detected needs. Curricula that do not serve to have a good educational level Bad distribution of the Curricular Spaces, contents and hour load that have repercussions on the destructuration of a serious system at all levels. Constant curricular changes that only serve to deepen the bewilderment. Education must be a State Policy; that is, it is beyond any circumstantial change of parties or persons occupying positions of decision in the public sphere.

If the III National Pedagogical Congress is to be held, the finalization of the Federal Education Law should be proposed, returning to the primary system (7 years) and secondary (5 years) adapted both levels to the new times.

Teacher de-professionalization The teacher is only an executor of government policies and not a creator of thought, content and transformer of society. It is no longer an example of attitudinal content, absolutely everything has been relativized. Excessive workload for those who are breadwinners (those who can have many hours). Many teachers feel that "lowering their arms" is the best thing for their health. Teachers do not need us to "give us a letter". Chairs coverage by charge and not by hours. Concentration in an educational establishment of the tasks of teachers. Salary blank, worthy and fair. Decent and fair retirement.

Permanent training in service. University level courses.

Lack of investment in structure and infrastructure. Danger of accidents due to landslides, roof drops, short circuits.

Schools with serious building deficiencies.

Lack of didactic elements in chemistry, biology, physics, astronomy, books, magazines, compact discs, computers, theme books, minute books, school stationery, etc.

Change government policy assigning education what corresponds in the budget that should be according to the needs detected and managed by the cooperators. Corruption Bad spending money from the educational budget.

Many complaints already made only make public opinion criticize education professionals because of the system implemented since the D.G.C. and E.

Simplify the bureaucracy by implementing, among others, administrative autonomy with control of the stakeholders (the population). Education must be a State Policy that is serious and respected by all. Access to public positions of the D.G.C. and E. and advisory through public competitions of background and opposition. Not knowing that you do not know Ignorance on the part of many Argentines of basic and fundamental aspects of Political Science that make it difficult to advance in the construction of the democratic system and in terms of citizen participation to solve problems. Political leaders who abuse this situation and favor the eternal return on diagnoses, thus avoiding converting education into a true State Policy. Wide national campaign by all the media about … National and Provincial Constitution. Forms of distribution and division of power. Functions of the various institutions. Forms of control over institutions by citizens.

TRUE teacher training on these topics so that they can do it themselves from the schools, their chairs and community.


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