Educational public policies must be based on scientific evidence before reaching the classroom. The international experts who participated this Friday in the conference for teachers 'Advances in education: Research and practical applications', organized by the Ministry through the Center for Teachers and Resources (CPR), have no doubts about the suitability of sustaining innovation in the classroom in econometric analysis. The forum brought together at the Polytechnic University of Cartagena (UPCT) experts from the universities of Yale, Columbia, London, Stockholm, Murcia and Politécnica de Cartagena to discuss research in education to develop innovative solutions, overcome literacy gaps and improve educational results.
Bring educational research to the heart of the classroom, promote innovative teaching strategies, understand and address the diversity of students, overcome gaps with the support of technology, improve academic results and focus on perseverance and control of impulses to achieve educational success were some of the proposals put forward by the experts based on scientific evidence with arguments attached to the data. The Ministry of Education committed during the meeting to apply econometric analysis to enrich the design of the new initiatives that promote regional school success. It is about incorporating this methodology as a new tool that, together with the latest technological advances, allows introducing corrective variables that solve the shortcomings and challenges of the educational system.
The experts Rosa Badillo, Ismael Sanz, César Nebot, Jorge Sainz and the director of LA VERDAD, Alberto Aguirre.
Pablo Sánchez / AGM
Councilor Víctor Marín highlighted the implementation of programs such as Referen-T, ConviveTeam, T-Sigo and the increase in the offer of Vocational Training as examples of educational innovations that have empirically demonstrated effectiveness. “These initiatives respond to the priorities of the regional Executive, which are the promotion of educational success and the reduction of early educational abandonment and youth unemployment,” he said.
Participating in the debate panel on educational policies based on empirical evidence were Rosa Badillo (tenured professor at the UPCT), César Nebot (professor of Economics, expert analyst in econometrics, columnist and researcher), Ismael Sanz (doctor in Economics at the University Complutense de Madrid) and Jorge Sainz (professor in the Department of Applied Economics and History and Economic Institutions at the Rey Juan Carlos University).
During the forum, moderated by the director of LA VERDAD, Alberto Aguirre de Cárcer, Sanz referred to educational practices that have yielded proven positive results, such as small group tutoring, peer observation and student guidance.
Nebot dismantled the scientific validity of generally accepted theories, such as the synthetic reading method, the theory of multiple intelligences and the ABN system, and encouraged consulting scientific documentation before committing to a methodology in the classroom. Badillo referred to the deficits in educational investment that hinder equity, and Sainz analyzed the effect of the 'inflation' of outstanding grades. The conference was inaugurated by the rector of the UPCT, Beatriz Miguel.
The deficit in Reading, the one that most increases educational poverty
The lack of skills in Reading (39%) is the subject that contributes the most to educational poverty, followed by Mathematics (36.8%) and Science (23.3%), according to the conclusions of the study Analysis of educational poverty in Spain by subjects, regions and gender. The research analyzes in depth the PISA data in its waves from 2009 to 2022, at the regional level, and differentiating by subject and gender. The research was carried out by UPCT professors Rosa Badillo, María del Carmen Marco and Juan Francisco Sánchez; along with Juan Vicente Ciscar, Susana Díez and María del Carmen Sánchez, from the UMU.
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