Prioritize development
In education, we must differentiate between two concepts: learning and development. Unfortunately, we give very little thought to development. The Ministry of Education (MEN) continues to speak of "academic years" and "areas of knowledge," ignoring comprehensiveness. Based on these criteria, it evaluates children and teachers. This is how the years are passed and how students enter university.
It continues to believe that the function of education is to transmit information, and in doing so, it neglects the essentials: the development of thinking, contextual and critical reading, writing, and understanding of oneself, others, and the context. Parents inquire about how much information teachers teach their sons and daughters, how much homework they assign, and how many notebooks they fill. Teachers frequently claim they won't be able to see "the entire curriculum," without realizing how absurd such an expression is when referring to the education of human beings. Those who really need to rethink their work are these teachers, because they continue to believe that their role is to teach content independently of what students learn.
The entire system revolves around the transmission of information. We are too concerned about children learning algorithms, grammar, spelling, history, natural sciences, and geography. The serious problem is that, in trying to achieve this goal, we have neglected the essential: young people do not learn to work in teams, understand others, build their life plans, argue, write, read, and deduce. Something similar happened to us as happened to economists: we forgot about people, neglected their capacities, and abandoned holistic development. For this reason, young people do not consolidate their autonomy or complex thinking in school; they do not become more empathetic or resilient. Education remains mired in a flawed paradigm: teaching specific content, data, and information. In doing so, it has forgotten about human development. The content we have produced throughout history thanks to cultural development, which should be a valuable input for achieving integral human development, has become the primary goal of the educational system and has simply become the accumulation of information.
Economists couldn't see the forest for the trees. Something very similar happened to the Ministry of Education: it failed to realize that learning shouldn't be the end of education, but rather the means to consolidate thinking, coexistence, and assertive communication in diverse contexts. The purpose of education should be integral human development. We need Education on a Human Scale!