Education rectifies in Terrassa, but the educational community demands more resources

The Department of Education maintains 1st year ESO and I3 lines in Terrassa, but the La Pepeta platform insists on the need to expand public provision and reduce ratios.

Stack of textbooks on a desk, with a blurred classroom in the background.
IA

Stack of textbooks on a desk, with a blurred classroom in the background.

The Department of Education of the Generalitat de Catalunya has reversed its decision to suppress 1st year ESO and I3 lines in several institutes in Terrassa, a move welcomed by the educational community, which, however, considers it insufficient.

Last week, the Department of Education announced that it will not eliminate any 1st year ESO line at INS Mont Perdut in Terrassa for the next academic year. Additionally, an I3 line will be recovered at Institut Escola Feixes, and a new 1st year ESO line will be incorporated at Institut Nicolau Copèrnic.

"The rectification of the planned cut at Institut Mont Perdut has been the result of the mobilization of the educational community of the Institute and also of the city's neighborhood."

a spokesperson for the platform
Despite these measures, the La Pepeta platform, which brings together the AMPA/AFA of public schools in Terrassa, has stated that the situation "remains insufficient". They demand the opening of at least one new 1st year ESO line in zone 2, where Institut Montserrat Roig has received 27 more applications than the places offered.
Regarding early childhood education, La Pepeta emphasizes the need to reduce ratios and expand public provision. They consider it "urgent" to add a new I3 line in zone 4, as centers like Escola Agustí Bartra have registered more demand than supply. They also request an additional I3 line in zone 2 for the same reason.
The platform warns that recovering cut lines is not enough, as there is still an oversupply of places in private subsidized schools, while public schools continue to suffer cuts and lack of resources. They demand a real and priority commitment to public education, with more lines, lower ratios, more teachers, and more resources.