Five students were arrested and two people injured during police confrontations in Madrid on Wednesday, as thousands of teachers and supporters took to the streets on the first day of a regional teachers’ strike demanding better funding, smaller classes and improved working conditions in public education.
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Demonstrators wearing green gathered at Puerta del Sol before marching through central Madrid towards the regional Education Department. The protests targeted the education policies of regional president Isabel Díaz Ayuso, whom demonstrators accuse of weakening public schools by diverting taxpayer funds to private education and refusing to negotiate with teachers and parent associations, according to teleSUR correspondent Álvaro Fragua.
Police also confronted students at Madrid’s Complutense University during a demonstration in support of the strike. Two people were taken to hospital with injuries. Five university students and a woman participating in a separate demonstration in central Madrid were arrested. No further arrests had been reported at the time of the report.
Text Reads: 📚 Non-university teachers in the Community of Madrid, Spain, began an indefinite strike this Wednesday—called by trade unions—to demand better working conditions and more resources for quality public education. No end date has been set for the stoppage.
🧑🏫 Their demands include better conditions for teaching staff, increased resources for public education, smaller class sizes, and proper care for all students.
📢 Demonstrations have been organized for the initial days of the strike: a march from Atocha to Puerta del Sol this afternoon and a human chain on Thursday at the Department of Education.
Teachers said educational inequality was reflected in disparities between neighborhoods, arguing that children’s access to quality education depended on where they lived, with poorer communities bearing the greatest burden.
The strikers are demanding changes to class sizes, teaching workloads and specialist support for students with additional educational needs. Their proposals include capping classes at 13 students in early childhood education, 15 in primary school, 20 in secondary school, 23 in upper secondary education and 15 in vocational training.
They also want weekly teaching loads limited to 17 periods for secondary school and vocational training teachers and 22 for primary school teachers. The proposed limits would include tutoring, department leadership and coordination duties.
Improving support for students with disabilities and other educational needs is another central demand. Teachers are calling for at least one guidance counselor for every 250 students, one community services professional at each school, one therapeutic education teacher for every eight students and one speech and language specialist for every 12. They also want a compensatory education teacher at every school and additional staffing guarantees for special education.
On pay, the strikers are seeking a €600 monthly increase in the regional general teaching supplement, along with pay parity for vocational training teachers and specialists in community services, therapeutic education, and speech and language support. They are also demanding a special allowance for hazardous working conditions in special education and at least one full-time administrative assistant at every school.
The demands extend to school infrastructure and workplace safety. Teachers want a comprehensive, sustainable climate-control plan for schools, the removal of asbestos, an end to phased construction of public schools and stronger occupational health and safety measures. They are also calling for an equity plan to ensure adequate support for students facing socioeconomic hardship, those with special educational needs and other vulnerable groups.
Teachers announced a larger demonstration for Wednesday afternoon, with a march planned from Atocha to Puerta del Sol, where people were continuing a protest camp in support of the public education movement. The strike’s first day brought demands for changes to staffing, funding, pay and school conditions alongside opposition to the regional government’s education policies.
Burkina Faso has begun reviewing its history, geography and civic education curricula. The government says the aim is to “decolonize” the country’s schools by removing colonial-era portrayals of African history and giving more space to national history, African resistance, cultural values, and local knowledge.
Speaking during a meeting with education officials in Ouagadougou, Secondary Education Minister Moumouni Zoungrana criticized the language used in school textbooks to describe European colonialists.
“Those who came to conquer Africa are called explorers, conquerors. Were they conquerors? They were spies…. They were invaders,” the minister said, according to APA News.
The minister said certain terms in the current materials serve to “infantilize” and “animalize” Africans in the teaching of their own history. “We have made a firm resolution to reread these curricula, to reread the content and to remove the words that are infantilizing and animalizing us,” he said.
He added that the reform would go beyond removing offensive language. “We have made the same decision to add other chapters that promote our values and eliminate the chapters that are dragging us down,” he said.
Further, during the second phase of Burkina Faso’s National Days of Patriotic Commitment and Citizen Participation (JEPPC), where officials presented education reforms and responded to concerns raised by citizens. It was emphasized that beyond the revision of historical narratives, the reforms seek to make education more responsive to Burkina Faso’s sociocultural and environmental realities. Measures include strengthening civic and moral education, introducing English progressively from the second grade, expanding instruction in national languages, and promoting bilingual education and cultural activities in schools.
Souleymane Kimbié Armel, of the Comité international Mémorial Thomas Sankara, told BreakThrough News that the curriculum overhaul follows directly from the country’s wider political project.
Armel said the reforms sought to decolonize the minds of younger generations, arguing that previous curricula glorified European colonialists while presenting African societies through degrading descriptions.
He cited the expression “the flight of the Moogho Naaba,” referring to the Mossi king of Ouagadougou at the arrival of invading forces, as an example of terminology that requires critical examination.
“The change in the curriculum is the logical continuation of reforms aimed at decolonizing mindsets, beginning with the youngest members of society,” Armel said.
He also challenged what he described as the longstanding portrayal of Burkina Faso as an inherently poor country, arguing that such narratives obscure the country’s capacities and resources.
According to Armel, the educational system has historically failed to recognize the value of Burkina Faso’s cultural diversity, sometimes presenting ethnic differences as a source of division rather than a strength.
Instead, he said, the reforms aim to restore popular confidence and pride by helping students understand their own histories, cultures and collective capacities.
“All these reforms aim to restore the people’s pride and confidence in their own abilities,” he said.
The emphasis on national history and indigenous knowledge is therefore intended not only to change what students learn but also to challenge inherited assumptions about African societies and their capacity for self-directed development.
Liberation struggles are at the centre of the new curricula, Armel said. “African states and countries of the Global South have always fought for their emancipation. The history of these struggles must be known by present and future generations,” he said. “It is in this spirit that the Haitian Revolution, the Chinese Revolution, and Thomas Sankara’s revolution are being taught.”
“The objective is to sow the seeds of revolution among young students,” he said. He noted that the Ministry has developed teaching modules and curricula and distributed them to teachers.
He added that the reforms are not limited to political education. “Beyond teaching these revolutions, the transformation also involves technical and scientific education, with the aim of ensuring that young Burkinabè are both politically conscious and technically competent.”
Armel linked the reforms to economic sovereignty, drawing on the South African anti-apartheid leader Steve Biko. “As Steve Biko rightly said, what the master has conquered in the colonized is their mind. No development can take place without the decolonization of mindsets,” he said. “This will help prevent the economy from being outward-oriented and dependent on external forces. It will also help stem the brain drain to Western countries.”
“Teaching in national languages and incorporating indigenous knowledge will contribute to achieving political sovereignty,” he continued. “In a context where the people must remain continuously mobilized, the education system should enable them to rely on their own capabilities to take charge of their country’s development.”
Armel acknowledged that implementing the reforms will be difficult. “Implementing these curricula also presents challenges, including the need to train teachers in the new concepts and ideas being introduced. This will enable teachers to understand and teach in the spirit of these changes,” he said. “In addition, textbooks and teaching materials for both teachers and students must be developed to support the reforms and improve their effectiveness.”
He also pointed to political opposition. “As with any reform, there is resistance from Francophiles who are ardent supporters of the French system. These groups represent obstacles that must be taken seriously,” he said. “Ultimately, the state must provide teachers with training and greater motivation so that they can sustain the revolution within the school system.”
High school and university students in France continued their protests on Tuesday, October 13, demanding government investment in public education. Approximately 480,000 protesters took to the streets in the latest iteration of the mobilization, with families, teachers, and trade unions backing students’ demands.
The mobilization remains marked by widespread police violence. Police used tear gas and dispersal grenades on crowds, including at Tuesday’s central march in Paris. Hundreds of students were injured and thousands arrested in these incidents, prompting reactions from human rights organizations.
In response, the public joined students as they blocked high schools and organized marches to physically shield them from potential harm. Trade union members, notably from the education sector, were highly represented in these support lines.
“The CGT reaffirms the urgent need to address the demands of those who are the country’s future ,” the General Confederation of Labor (CGT) asserted. “The CGT salutes their fighting spirit. It welcomes the strong anti-fascist tone of the demonstrations, which shows that there is no inevitability to the continued flourishing of fascist ideas or to the far right’s rise to power.”
Since the beginning of the month, French students have organized three massive demonstrations to warn against the state of education under austerity. “For several weeks, high school and university students have been mobilizing to denounce the deterioration of their study conditions, the Parcoursup system, staff and resource shortages, policies that are dismantling public services, and – more broadly – the future this society holds in store for them,” the trade union federation Solidaires recognized in their statements.
Equal access to higher education has been high on the protesters’ demand list since the beginning. This refers in good part to how students are currently recruited into university courses – the Parcoursup admission platform. Introduced in 2018 under Macronist ministers to replace a previous system that randomized selection for oversubscribed courses, Parcoursup was supposed to “rationalize” admissions.
In practice, however, critics and applicants emphasize the platform allows institutions to apply unclear selection criteria and even discriminate against students from working-class areas.
In September 2026, the left party La France Insoumise warned that 126,652 students were not able to access a course as a result of the system – up from 77,000 in 2023. “This selection process is the product of austerity-driven political choices deliberately implemented by successive Macron-era governments,” the party warned.
“Parcoursup is a social sorting machine,” Solidaires echoed. “The platform organizes competition among young people for places that the State deliberately refuses to create. It transforms the right to study into a privilege, scarcity into selection, and austerity into supposed individual failure.”
Jean-Luc Mélenchon, the left’s presidential candidate, pointed out that these choices are part of a broader political agenda: “the commodification of education and knowledge.”
Trade union briefs on the subject back this interpretation. At the beginning of this school year, Solidaires warned that thousands of those left without higher education placings are being sacrificed in the name of austerity.
“But not everyone experiences this violence in the same way,” they wrote. “The wealthiest families can afford private schooling, fund housing on the other side of the country, or sustain a year without studying. Young people from working-class backgrounds, however, have no way out. A lack of options means either being forced into the job market or military service – abandoning their plans for good – or facing precariousness, isolation, and debt at a private institution.”
“We have shifted from an egalitarian system to a discriminatory one: pay for your own future,” Mélenchon concluded in a recent interview.
The left leader anticipated that student demands will be an important topic during the upcoming election campaign, where the left is contrasting a program of rupture with neoliberal policies to the far right’s intention to build a debt brake not unlike Germany’s. In practice, this would translate into years of sustained attacks on social security and public services.
Trade unions and progressive organizations announced their support for the youth mobilizations will continue as they build campaigns to resist the government’s intention to impose billions in cuts to pensions and social security while spending record amounts on rearmament.
For their part, student unions invited their members to remain active and join a general mobilization against the cost of living crisis this Saturday, October 17.
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