GRAN PREOCUPACIÓN CON LA NUEVA LEY EDUCATIVA QUE SE TRAMITA EN EL CONGRESO

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Estimadas familias:

Queremos informaros de nuestra honda preocupación por la nueva ley educativa, la LOMLOE, más conocida como Ley Celaá, que se está debatiendo actualmente en el Parlamento, en plena pandemia del COVID-19, cuando las inquietudes de las familias y de toda la sociedad son otras. Preocupación compartida por muchass asociaciones vinculadas al mundo educativo.

En lugar de aplazar los debates de la Ley a otro periodo más oportuno, el Gobierno ha preferido aprovechar para acelerar su nueva Ley, sin debate y sin consenso, e introducir cambios de gran calado en su articulado que dotan a las administraciones de facultades cada vez más amplias, arrogándose la responsabilidad de las familias como primeras educadoras de sus hijos.

De hecho, la LOMLOE permitirá a las administraciones distribuir a los alumnos por los centros; reduce significativamente la capacidad de elección de las familias del colegio que quieren para sus hijos, siendo este un derecho avalado por la Declaración Universal de los Derechos Humanos. Además, esta ley devalúa la enseñanza de la asignatura de Religión en la escuela y pone en duda la supervivencia de los centros de educación especial, entre otros preocupantes aspectos. 

La LOMLOE afecta negativamente a más de 260.000 profesionales, docentes y no docentes; a los 4 millones de familias a las que se limita el derecho a elegir el tipo de educación que mejor se adecúa a las necesidades de sus hijos y al proyecto educativo con el que se identifican; a más de 3 millones de alumnos a los que privará de estudiar la asignatura de Religión en condiciones de aprendizaje dignas. Todo esto es una amenaza para los más de 9.300 centros de la red concertada y privada, entre los que se encuentra nuestro centro, que ven peligrar su continuidad y función social.

En definitiva, la LOMLOE afecta muy negativamente a nuestro colegio, a nuestro profesorado, a nuestras familias y a nuestros alumnos, os afecta a vosotros, directamente, nos afecta a todos. 

Por eso os pedimos que os suméis a la campaña que lleva por título: “Más plurales, más libres, más iguales. Hacia una escuela realmente inclusiva, con todos y para todos”. En ella se proponen una serie de iniciativas, como una recogida de firmas contra la Ley Celaá, a la que podéis acceder en la página web www.masplurales.es. y apoyar la libertad y la convivencia de los diferentes modelos educativos y de los derechos reconocidos en nuestra Constitución.

La campaña para manifestar nuestra disconformidad, con el fondo del contenido de esta ley y con la forma fullera de tramitarla, tendrá otras acciones, como el uso masivo de un lazo naranja en la comunidad escolar o concentraciones y pronunciamientos en redes.

Porque a todos -familias, centros, docentes y alumnos- nos une el mismo objetivo: un sistema educativo de calidad y en libertad que contribuya a una sociedad mejor, os invitamos a colaborar en esta campaña.

No vamos a permanecer callados cuando se pone en riesgo nuestra continuidad en el sistema educativo. Os seguiremos informando de todo ello.

Saludos cordiales.

 

José Ignacio Rodríguez Álv. sj.

Director General

 
 
 

RECOMENDADO

TRENDING

Política Erasmus/ Erasmus Policy Statement (EPS)

Strategy, objectives and priorities for erasmus activities.

“Escuelas San José” (St. Joseph Schools) of Valencia is a public school owned and run by the Jesuits but funded by Valencia Community Education Education Board.
We have Primary, Secondary and Vocational Teaching (both Intermediate and High Cycles).
The official courses given in Vocational Teaching are:
– Metal working and projects planning
– Electrotechnical and Automated Systems
– Industrial Automation and Robotics
– Administration and Finance
– Energy Efficiency and Solar Thermal Installations
Our institution is using ECTS credits to facilitate academic recognition abroad.
Our goal is to provide students with the necessary competences for getting into a fast labour insertion and also to prepare them for permanent learning either within or out of the educational system. To facilitate work insertion, students make a compulsory formation module in working places. This module consists of spending 400 hours doing practice in a company. During this time, they must develop their acquire competences in school. Thanks to the Extended Erasmus Charter our students have already developed not only their competences in other European countries but also known other countries methods, structures and technological innovations… etc. As a result, several students have already been doing practice in cities as London, Dublin, Toulouse and Erfurt.

The acquisition of the Standard Erasmus Charter is of high importance for us since it would allow our students to go abroad not only for placements to do their practice, but also to spend study periods in foreign schools or institutions. It would also allow that mobility for teachers and other members of the staff, contributing that way with the overall openness of the school.

As strategies to be developed by our school, we intend to contact schools located in Valencia linked to other European schools in order to develop a network of institutions to partner with. Another strategy to develop would be the organization of teacher visits to the target countries to learn about market requirements and the culture of the destination countries.

To make The Standard Erasmus Charter public, we will publish it in our website, we will inform families about it with handouts and meetings and also in the school magazine.

The school commits itself to follow a policy of nondiscrimination to integrate disabled students.

Actions to give visibility to Erasmus activities.

All students will be informed about the acquisition of the Erasmus Charter and about internship opportunities in Europe. Students will be chosen by their linguistic competences, academic report and personal maturity. They will have access to the school website where they will find the links and the information needed. All teachers will be informed in a meeting and a letter will be sent to the companies involved.

Arrangements to comply with non-discrimination objectives.
We want our students to be men and women for the others in a fair society; to be builders of a new society characterized by living amidst free, responsible, creative and supportive persons.

We have a plan against mobbing and bullying. Furthermore we follow a non discrimination policy by means of a protocol which is immediately activated in case of any racism act or gender prejudice. We also have a programme for disabled students aimed at favouring labour integration.

Quality of academic mobilities.

We would get in touch with schools similar to ours to develop direct exchange programs where our students could have a linguistic immersion stay and tutor. We would select the schools very carefully and would try to find those ones with presence in Spain added to the presence abroad.

We would design a program to be given to the partner school with the detailed tasks, regular lessons attendance, expected cultural and technical visits, etc. The school tutor would act as a link between the student and the school, making things easier for them and working out any possible problem.

During the whole stay we will be in permanent contact with the student and his/her tutor via email to solve any kind of incidence as soon as possible.

The student will prepare a report where he/she will write his/her experience for the tutor who will supervise it. This document will be sent to the origin country tutor.

When the student comes back from the foreign country, the school will certify him/her with a specific certificate, stating the length and place of the stay.

In case of the staff mobility, we will develop direct exchange programs with teachers from other schools. A program will also be designed, including things as job-shadowing, sharing good practice meetings, lectures on education system abroad, differences and similarities, etc.