Reacción a "Interpreting the results of the PISA 2025 report"

There are many and varied reasons behind these results. Furthermore, it must be borne in mind that, in Spain, as in neighbouring countries, decision-making on education policy is shared between central government (25 per cent), the autonomous communities (60 per cent) and schools (15 per cent). Local authorities have no decision-making power, although they do provide resources and specific programmes.

The decline in reading skills is often attributed to screen time and, more recently, to artificial intelligence (AI). This may well be true. However, what is most worrying is the reading standard amongst the adult population, which fails to set a good example or serve as a role model for children and young people. It is important to remember that reading is a skill that develops over the long term, beginning at a very early age; therefore, the causes cannot be attributed solely to what has been done in the last three to four years, but rather we must look at how reading is encouraged and developed in early childhood education and, of course, in primary education.

As for mathematics and science, which are instrumental subjects in terms of the world of work – again, according to the OECD – we must look at how many and what types of pupils will choose these subjects at sixth form and university level. With regard to basic education for all, it is worrying that there are no firm policies in this area; just as with reading, these skills are not learnt and consolidated in the last three to four years, but scientific and mathematical thinking can be developed from a very early age.

An inclusive school is not an obstacle, but a challenge, one that is consistent with democratic and inclusive societies. To suggest otherwise would be to go against a democratic and participatory model of society and schooling.

For its part, the LOMLOE has nothing to do with outcomes, since its implementation will only extend over a few years; moreover, I would emphasise that educational policies are far broader in scope than anything a single law can define. Its implementation falls to the regional governments and, ultimately, to the schools themselves. In this regard, we need to address two issues without delay: the lack of resources and the decline in public and administrative confidence in the teaching profession. First and foremost, we must engage the political class so that, across the government, coalition partners and the opposition, they can unite in their commitment.

The problem is a fundamental one, but we must indeed demand [of those responsible for education policy in the national government and the autonomous communities] that they lead the implementation of coherent, robust and sustainable policy programmes in the medium and long term.

And one final point: PISA does not measure the quality of the education system; it merely measures those three skills. The OECD, as an economic organisation, overlooks many other skills taught in schools: in addition to physical education, the humanities and the arts, these include values, social skills and the ability to navigate the world.