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If Margarita Aravena (Santiago de Chile, 55) could shape the educational systems in Latin America, they would hardly resemble the current ones. Universal connection in the schools, better paid (“and more respected”) teachers, parents encouraging reading at home, and children being assessed through a formative rather than numerical system. “I think that’s where the future of education lies,” explains the director of the Chile office of the Ibero-American Educational, Scientific and Cultural Organization (OEI). Smiling and minutes after her presentation at the Global Education Forum (GEF), organized by the Qatar Foundation and Camilo José Cela University, the Chilean explains step by step why her optimism has little utopia. “Yesterday it was the pandemic, today it’s artificial intelligence… We need to raise kids wisely.”
Academic at the Andrés Bello University and researcher in the research group at the University of Alcalá de Henares (Madrid), Aravena speaks with no fear of overturning the grading systems and paying tribute to the professor who in the region “It doesn’t.” “We have to with us look for concrete strategies from everyone, because tomorrow there will be no more teachers in the region.” Young people no longer want to devote themselves to this. The figure of the teacher is not valued.”
Questions. Will hybrid education systems survive?
Answer. I think so. Nothing gets better than face-to-face classes to develop skills and abilities in children, but I believe that hybrid models are extremely important as a complement to skill development in the 21st century. And they can reach every corner, even rural areas… According to PISA data, 50% of households have a connection and a computer at home, compared to 29% in the most disadvantaged contexts. We must try to reach that other percentage. In Latin America there should be a universal connection for education; So we could reach every corner. Hybrid models will remain, but first we need to have the infrastructure. And then I think it’s super important to train teachers. There are still teachers who, while good at using technology, lack even more resources to do the work. And that will take some time… And after the pandemic, when he had to make tax adjustments, the teacher is tired. The primary and secondary school teacher can’t take it anymore.
Q After the pandemic, there were several demonstrations by teachers in Latin America: in Uruguay, the Dominican Republic, Peru… How to recognize the work of teachers?
R It is difficult. The professor has done more than he should in the pandemic. In addition to teaching cognitive skills, he had to give food and do homework … He is a very tired teacher who is not appreciated by society. They need to be empowered and trained outside of their rest periods. Yes, we need to talk about skill development, we need to stop that too. If you ask me, I’ll tell you clearly: we have to stop. And you need to increase your salary.
Q We have also seen in the pandemic how important the role of teachers is, and yet the status of a teacher has nothing to do with that of a doctor…
R Yes, and a change in mentality is required. That’s why we have to look for concrete strategies from all of us, because tomorrow there will be no more teachers in the region. Young people no longer want to be teachers, at least in Chile there will be a shortage of mathematics teachers. And it will be transferred to the region, not just to our country.
Q You’ve learned a lot about how to encourage reading. Do Latino students read less than other regions?
R According to statistics yes. A resounding yes. In fact, the percentage of creativity among our students is very small. We have several initiatives… We will work on creating stories and comics and the idea is for the children to create their own productions and provide libraries to the winning schools. But this work must be done together: public policy and the work of parents.
Margarita Aravena during an interview with EL PAÍS. Santiago Mesa
Q One of the measures taken after the pandemic was to make assessment methods and qualifications more flexible. Are there evaluation alternatives that encourage critical thinking and aren’t a plaster?
R I believe that there should be no summative assessment in times of pandemic; We should have all assessed it formatively and from there we encourage learning.
Q In addition, I believe that there are many activities and tasks that should not be evaluated quantitatively. They need to be implemented, they need to be monitored, but they only need to be evaluated formatively. The need to score is a problem in the region that I’ve seen as a teacher. Most teachers want to mark everything because they say otherwise the child doesn’t want to do anything. Finland has a formative development up to the age of 12 and I, to be honest, if I could, I would do it throughout my education.
R And are these alternatives taught in university apprenticeships?
Q Yes, but what’s going on? That they say that when they arrive at school they are forced to proceed with the summative assessment. It’s the same system. They arrive at school and are eaten by the system. This change will cost a lot; with teachers and parents. But that is one of the changes of the future.
Q According to the World Bank and Unicef, there are currently 15 million children and young people who are not in school. One of the initiatives applauded by experts is for families without means To their children in exchange for financial support. Are there any others?
R I know that in the case of Mexico, this contribution is mainly made there. In the Chilean case, this contribution is not made, but nutrition is guaranteed. This usually results in interest rates staying up. The best prevention against desertion is to pick up the child at home. It’s a lot of work, but very effective. It was done in Spain, where the police are involved, and we did it in Chile, but with the teachers. Look for adults who are not only dads and moms, but also tutors from all industries, even celebrities to help the kids get to class; let her read
Q When it comes to gender, the differences multiply. According to Unesco, less than a quarter of engineering, industrial and construction students are women. They drop out of high school early to take care of chores. And those who study and earn various degrees don’t end up in positions of power. Why is change happening so slowly?
R We started very late with the gender issue. Countries like Norway, Iceland or Sweden are countries where women have a lot of self-determination. But these are countries where there have been organizations dealing with public policy for women since the 1800s. Public action is needed to empower women in the recession. But it wasn’t an easy subject…
Margarita Aravena during a speech in Chile. Christopher Venegas
Q In the world of social media, artificial intelligence and immediacy, how do you slow down education? How do you prepare for new jobs?
R I at least agree with artificial intelligence, especially regarding the benefits it can bring you. What I believe is that we need to prepare our children, young people from an early age, for all of these issues. Critical thinking must be encouraged from an early age. You’ll have to use tools like GPT chat, but that’s where the teacher comes in; the one who has to set the criteria.
Q These days, the World Bank released a report according to which one in five Afro descendants in Latin America leaves school before completing elementary school. Why is education in Latin America so elitist and segregated?
R Even with artificial intelligence, very specific child-to-child follow-up needs to be performed. It’s time to do some well-customized work. And it’s not time for more resources, it’s more about coordination between the public and private sectors and giving municipalities a bigger role. I am confident, I believe that we will be better and happier people in the future.