Poor PISA results reignite debate over Catalonia's shift to competency-based education model

The poor PISA results have reignited the debate about Catalonia's shift to a competency-based system. While some say the new model is not working, others say it is not even being implemented. The key question remains: to what extent is this policy being applied?

Catalan classrooms have been slowly moving toward a competency-based education model, with the Catalan Education Law (LEC) of 2006 laying the groundwork. The recent approval of the Spanish education law (LOMLOE) in 2020 has accelerated the adoption of this model.

In a competency-based education model, academic content is organized around competencies - what a student knows and can do - rather than adhering to traditional methods. It moves away from memory-oriented tests and traditional grading systems, to reduce dropout rates and increase students' interest in learning.

The model focuses on learning from real-life situations to internalize knowledge and enable students to apply it in different contexts. For example, students might create plays based on historical events to encourage independent learning, or hold debates about the book they have read.

Proponents argue that traditional school programs are overloaded with information of limited practical use, which overwhelms students. They propose providing students with two types of knowledge: essential and acquirable, while giving them the tools to find information.

What is the reality in schools?

Toni Pedragosa, a secondary school teacher and member of the Clam Educatiu platform, believes that the PISA tests were bad precisely because they evaluate competencies, and we still do not work in this way.

"In terms of assessment, 90% of teachers still use more traditional methods. So the truth is that it hasn't changed yet," Toni explains.

Xavier Masso, a secondary school teacher and secretary general of the Professors de Secundària union, blames the poor results precisely on the application of innovative pedagogical formulas, which he says have compromised the quality of learning.

"Project-based learning abandons aspects such as routine, discipline, study habits, effort and knowledge transfer," he argues.

Toni prefers to avoid the dichotomy of "traditional is good, innovative is bad, or vice versa," he says. Clam Educatiu defends that teachers need to evaluate what has worked for them and share their experiences with others.

They encourage teachers who feel able to work with competencies and projects to use these methods. However, they acknowledge that some teachers may prefer traditional methods, and as long as they follow appropriate criteria, plan effectively, and verify the impact of their approach, this is also acceptable.

"It is very easy to give a lecture and assign work. Being a teacher is more than that. It is about creating an environment in the classroom that allows them to grow and develop competencies and skills that will be useful in real life," says Toni.

Criticizing the competency-based model, Xavier says that we need to "rethink the educational model and understand that the primary function of an educational system is the transmission of knowledge."

In contrast, Clam Educatiu argues that to address the disappointing PISA results, teachers need to collaborate more, share knowledge and develop effective strategies.

Furthermore, the government must support struggling schools, reduce segregation by redistributing at-risk students, and improve teacher training and evaluation.