The Conselleria de Educación, Cultura, Universidades y Empleo has presented the draft instructions for the start of the academic year for Adult Education and Early Childhood Schools to the union organizations at the Sectorial Table on Tuesday.
In the instructions for Adult Education, all the new regulations derived from the new decree are included, which regulate this basic education divided into an Initial Training for Adults (FIPA), equivalent to Primary Education, and a Secondary Education for Adults (ESPA), equivalent to Compulsory Secondary Education. Additionally, for the first time, these teachings can be taken in three modalities: face-to-face, semi-face-to-face, and distance learning, as indicated by the regional administration in a statement.
The Initial Training will have two levels, each lasting one academic year. Three areas will be taught: communication, mathematics, and digital skills. Each course will have eight weekly teaching hours in the first level and ten in the second.
Similarly, Adult Secondary Education will also have two levels, each lasting one academic year. Each level will be divided into two semester modules. Level I will have 12 weekly teaching hours, and Level II will have 14.
The regional administration has specified that both in Initial Training and in Adult Secondary Education, it is possible to certify levels A2 and B1 of Valencian to students. For example, passing Valencian in the Initial Training will certify level A1.
Passing Valencian in modules I and II of Adult Secondary Education will result in level A2, as will passing Valencian in modules III or IV. Finally, passing or having Valencian validated in all four modules of Adult Education will be equivalent to a B1 level of Valencian.
Furthermore, the instructions outline the new regulations regarding teaching staff in this stage. The new staff structures "adapt to the educational demands of adults." Therefore, Secondary Education teachers will have more weight, given the growth of ESPA in recent years. Additionally, the figure of an Informatics teacher has been introduced to enhance technological skills and bridge the digital divide.
Regarding non-regulated training, the instructions also state that students who complete Spanish courses for foreigners can request certification of level A2 in Spanish as a foreign language.
FIRST CYCLE OF INFANT EDUCATION
Regarding the first cycle of Infant Education, the instructions emphasize the implications of the Education Freedom Law in these centers. If this legislation does not affect the instructional scope, given the age of the students, the emphasis is placed on the relationship between the center and the families, which each center will regulate in its Plan for the Use of Languages in the non-curricular field.
The Generalitat has stated that the measures outlined in the language use plan of each educational center "cannot, under any circumstances, go against the right of students and their legal representatives to address and communicate with the educational center in the co-official language they choose."
Both sets of instructions also consider the possibility for students to receive training in civil protection emergencies in the academic year 2025-2026. This plan will offer training to teachers so they can provide this education in the tutorial setting. Additionally, it will include materials and guides for teachers.
STEPV DENOUNCES "HEAVY STAFF CUTS"
STEPV has criticized the significant reduction in staff at adult education centers, noting that "62 positions are being cut in 29 educational centers."
In response, the Generalitat has mentioned a recent meeting between school directors and the Conselleria, with the presence of the DGs of Teaching Staff and Educational Organization and Language Policy, stating that the final staff allocations were being reviewed.
They also highlighted that after 20 years, the staff allocations have been adjusted to align with the changing profile of adult learners. Due to fewer people enrolling in literacy programs and more seeking secondary education, access to vocational training, university for those over 25, and digital skills, the number of teachers has decreased while the number of Secondary Education teachers has increased.
Additionally, STEPV has requested the negotiation and publication of a specific ROF for these centers, the offering of all vacant positions in the general transfer competition, the provision of administrative and service staff in all centers, and the provision of guidance counselors in these centers, among others.
The union has criticized the lack of consideration for teaching in Valencian in areas where Spanish is predominant and the absence of guidelines for students exempt from Valencian classes.
"DOESN’T REFLECT REALITY"
Regarding the instructions for the first cycle of Infant Education, STEPV believes they do not accurately represent the reality of these schools. They have repeatedly asked for negotiations to address the reality of these centers and improve working conditions to better serve students, but their requests have been ignored.
The union has also highlighted the inequity in staff allocations in this stage, where a center with one unit receives the same number of teachers as one with nine units.
They have raised concerns about the lack of schedule flexibility, the absence of language requirements for workers from other administrations, and the inadequate support for students with special educational needs.
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