Published on április 8th, 2019 | by Kiscsillag0
September 12 to 18, 2016 – Inequalities – Merit – Digital School – Mixed – pestilential elections -.
September 12 to 18, 2016 – Inequalities – Merit – Digital School – Mixed – pestilential elections -. And if we really talked about inequalities in school and ways to reduce them? This is the challenge (crazy) this notebook that starts with what is in the heart of the OECD report and several other publications. In this return on educational news, we also talk about the evolution of the inspection and evaluation system for teachers, the digital school. Also return to the theme of social diversity before ending the series of elections marked by the escalation and confusion marks … Inequalities Whatever one thinks of the OECD, published annually "Glance Education "by this institution is an event and this report is still a source of information and ideas. The edition 2016 100,000 compiles data on the state of education systems in 2014, is no exception and illuminates several hexagonal debates. We learn that France spent (in 2013) an investment "rather low" in primary school, with 7,200 dollars per student per year against 8,500 on average in the OECD. Note however that during the school year conference, the Minister of Education Najat Vallaud-Belkacem defended a rebalancing of expenditure in favor of the first degree, more recent figures to support, with an annual expenditure per student in up 12.5%, reaching 6,500 euros in 2017 against 5,800 euros in 2012. the OECD publication also mentions the teachers salaries. "Teachers’ salaries are unattractive" in France, notes the OECD, with the next actual salary – including bonuses – a primary teacher with that of an active graduated from higher education. A primary school teacher receives 76% of the salary of the asset. For college teachers in general education, the assertion is also true: they receive 91% of the salary of an active graduated from higher education. The OECD has also compared the statutory teacher salary (excluding bonuses) with that of an active person. Early in his career, France is below the average of OECD countries. However, late career, a teacher who ends at the maximum level would be according to the report above the OECD average. There are many other topics that are discussed in this very rich report. But the key word this year seems to be that of "inequality". And assessment of the situation that is made can be summarized as does Le Figaro by this school formula "for the OECD, France can do better." "France has succeeded a lot in quantitative terms but still fishing on a qualitative level," summarizes Eric Charbonnier, education expert at the OECD. It can be seen that if, for forty years, the level of education of the French population has risen considerably, inequalities have widened over the last decade. "France has managed to massify his education by bringing more young people to high school diplomas and graduate studies, she keeps a strong and powerful elite, but she left a party, the less privileged, on the roadside , "the same Eric Charbonnier in Le Parisien hopefully this major theme of the fight against inequality is still in the news. The National Evaluation Council of the school system (Cnesco) shall make public in ten days an extensive study, sifting through twenty years of educational policy, speaking under "Why France is she become the most unequal country OECD ". In preparing this publication, it is necessary to report good record of the newspaper Le Parisien on Friday 16 with the headline: "School Inequality: the challenge of the French school." Besides a very good report by Christel BRIGAUDEAU the bottom of a class of PC, there are also an interview of Arnaud Riegert member of the National Council for Evaluation of Educational system. To the question "Should we give more funds to the school to correct it?", He replied "Education is the first budget of France, and the additional resources that the country would be able to him grant would not be enough to radically change the situation. The tens of thousands of jobs created under the five year term of Francois Hollande has not changed that. Educational inequalities must be attacked on several angles at the same time for the fight to be effective: we need but also means a greater mix and new teaching methods "Still on the subject of inequality and the School must. also draw attention to a book that is out now. This is "The school class," the sociologist Joanie Cayouette-Rembliere which one can read a report in Liberation From the analysis of the course of 530 students followed through their report cards from primary to bachelor, she concluded that the French school helps make inequality. It expresses very clearly in the Pedagogical Cafe "When speaking educational inequality, we often hear that the popular classes students come to school with misconduct and they keep this handicap. With this work, I show that the gaps widen over the course. Some researchers have intuition. But it had never been demonstrated, with supporting figures. Now we see here very clearly at local level. This is not the beginning of sixth gaps that we find in the end. Far to absorb them, the French school deepens inequalities. "Faced with such challenges, we began to dream that the education debate is really about this important issue rather than on echarper blouse questions or of salvation to the flag … Merit? Many items this week focused on the evaluation of teachers and the new Career Management System. "The Ministry of Education is preparing to change the system of promotion of existing quarries for all teachers. They will be inspected four times in their careers that will result in an increase. This reform will cost 1 billion euros over the next three years. [...] This reform was announced by the Minister of Education Najat Vallaud-Belkacem, in May, to upgrade their careers. A working document of the Ministry of Education, revealed by RTL and the BBC was able to consult, in precise Thursday the first details "This is what we read, for example in Le Figaro. The media seems to present the information "revealed" by RTL as entirely new … But as recalled by Le Figaro in the extract quoted above, all that is described is already in the pipes for several months (since May at least for the general public) and lies within the PPCR negotiations (careers, careers and salaries). They were presented in late May in a comprehensive article of Pedagogical Cafe So this is not a "scoop". It is also interesting to observe is how the media report more or less subtlety and precision and with varying political ulterior motives. For example, presenting it as a "merit pay" as do many newspapers is somewhat excessive and biased … Let’s take a step back and ask whether the current system is satisfactory before you see whence this project and the advantages and disadvantages it may have and to finish by the difficulties he may encounter … the current system satisfactory? the answer is NO! Ask teachers to the number of inspections during their careers: 2, 3 or 4 maximum … in addition to the small number, we also know that often inspections are infantilizing in their own ways: colleagues warned late, judged rather than advised, criteria and subject to little goals whims of individual inspectors, … All this in a single hour class that decides for a number of years the speed at which you advance in your career (3 speeds: seniority, small c hoice, variety) and therefore your salary. What is evaluated is basically about what happens in the teaching activity, all you can do "next" has more or less butter. It is also known, is the black legend of education, there are bad teachers that can even hurt the students, but it is very difficult to get them out of classes and even see this in a one-time inspection where they can deceive. Finally, as the inspectors have real power over the teachers since their notes and their remuneration depends on their opinion, this behavior develops infantilizing and some clientelistic practices that are regrettable, can we normally talk to his inspector when you know Note that you? Yes, for some old schnoques like me, but not everyone. As for the administrative rating (out of 40 while the teacher rating is 60) made by the head teacher is so codified and subject to equalization that its effect is minimal. In short, a current system that badly to value some teachers and which does not allow either to punish bad (yes, it exists …). It is also an "unsuitable, more under the judgment of the board" system since it "has two irreconcilable goals: improving professional practices on one side and the differentiated management of the other careers." It is not me who says this is an internal document SNES evoked by the site Touteduc Why Does the system persisted? Because it is actually quite painless. And because, whatever people say, and even if the time of inspection is always experienced stressful way he cares peace teachers. These are officials who are in fact very few controlled. He also relied on a co-management system that has thrived even keep union activity and if we had a dirty mind could think that this is also a reason for its retention. Finally, it is still the reason for the existence of inspectorates. This is their livelihood and this is over they themselves are largely evaluated! Where does the system proposed today? First of union negotiation that is ongoing. So all is not yet officially recorded as seems to say wrongly certain media. It then comes the realization that, as I have shown above, the current system has its limits. A view shared by far most of the unions. The system offers appointments and a system of "speed" simplified which is clearer than random and infrequent visits mentioned above. Moreover, it tries to take into account the whole of the commitment of the teacher rather than the only aspect of the course even though it is regarded by many as the heart of the trade. It takes into account the "new" teacher’s mission and values ??those who go beyond this one aspect of the course itself. This is no "merit pay" but taking into account the commitment on relatively objective criteria. The evaluation protocol is much more rigorous, it seems. It is also based on a skills assessment and a share of self-evaluation and dialogue between the various stakeholders. However there is still very individual and could put ahead the collective dimension. What is more in the primary where IEN are increasingly of school inspections that includes all school teachers and their teamwork. What can block? Can we change the system with the same players as those who have contributed to the current situation? In other words – the he inspectorate will evolve from a function control / sanction a function of advice / assistance? – they know Principals collectively exceed the ambiguous relationship to power can have some? – For teachers: they know beyond a kind of "passion for equality" has difficulty accepting the valuation of some in a business where it paradoxically emphasizes the collective dimension while in the majority of cases we continue to have an individualistic view? In this context, media approximations that summarize proposals in a formula that would be that of "merit pay" can only help to throw oil on the fire. And jeopardize the fragile negotiations with unions that is conducted before. Unions that can tense up and (re) fall into the bidding war had been avoided so far. Digital School Announced in May 2015 by the President of the Republic on Digital Education Plan which aims "to prepare for school and youth to the challenges of a changing world" unfolds over a quarter of Colleges and Schools in 1800 left on the whole territory. In an interview with Educavox Florence Robine, the School Teachings of Director General in the Ministry of Education says why the simultaneous launch of the plan and reform of the College responds to an overall strategy of the Ministry of Education . For her, it’s not to do digital to digital but make "a great help to the heart of the reform of college success levers". For DGESCO, digital can "give meaning to learning, to forge the link between disciplines, empower and most active students.". In particular it may be "a great help to the development of teaching practices for the issue of individualization of teaching and the issue of evaluation." This positive vision of the digital is challenged by a recent book that gave rise to many comments and interviews. Philippe and Karine Bihouix Mauvilly indeed come out "The disaster of the digital school". This highly critical book collects many hard words where it says that "with the digital school, we will raise our children" above ground "like tomatoes." For both authors the digital will allow or to learn more, or to fight against inequalities. It would even be harmful to the acquisition of basic, would lose the taste for effort and jeopardize the teaching profession. This very polemic beginning to attract many reactions of teachers and school experts who respond to these assertions and a thesis that / they deem unfounded. To get his opinion, one can read the texts Ninon Louise Lepage of Stephanie Vanssay or Carolina Jouneau-Sion, Maria Carolina Missir Bruno Devauchelle Jennifer Elbaz and many others … We can also report on this subject a collective platform to defend the teaching of "code" to school to read on the release site. social diversity a week later, the gallery of Thomas Piketty denouncing the low social mix continues to make waves and have a direct effect on departmental decisions and rectories. and the debate continues as in the press. he was still the rector of Paris, Francois Weil (he was appointed to the State Council on 14 and replaced by Gilles Pecout previously rector of Nancy-Metz) announced Monday, September 12 the project to use an algorithm to determine the assignment of grades 6, for the next school year his pet name. "6th Affelnet" as his great Frer e "Affelnet 2nd" which divides the students based on their orientation vows. Meanwhile, the Rector said that "experiment" would be conducted in September 2017 on the "multi-sector colleges" as advocated by economist Julien Grenet. Software can it create social diversity? asks the Express It is the same question posed by Louise Tourret Slate.fr on or in an article by France Info. In Paris, despite some bugs Affelnet had beneficial effects for the entry into second. He ended the "market of students", by which the principals of high schools shared the opaque and subjective manner of records and has contributed greatly to diversify schoolchildren in Parisian establishments. But in fact this is certainly not the only solution and an algorithm is not enough. We can also mention the project "Multi-colleges" sectors, which will be tested in some districts of the capital in 2017. It is the economist Julien Grenet, whose work has been cited by Thomas Piketty in his text, which designed this device. He is interviewed by Mediapart and also gives a very interesting interview with L’Observateur. He shares the finding of Piketty but on the other hand is much more circumspect about the solutions proposed by the author of "Capital in the twenty-first century." He did not think to compel the private is an effective solution particularly as it can be costly politically by taking the risk to revive "school war". "Let’s focus on the school map already public. In Paris, the social segregation phenomenon is related to half of the inequalities within the neighborhoods. [...] The inequalities are expressed very finely in the Paris area and the school map, which relies exclusively on the addresses of students fails to reduce. To achieve a more homogeneous distribution of populations from one college to another, so there is no need to convey the children throughout the other in Paris. Just do move slightly the boundaries and to provide wider catchment areas common to three colleges for example. ". He also believes that Th. Piketty is too harsh with the Ministry and the education authority because, he said, much has been made especially for schools. pestilential elections continues soap and outbid also … In a iTele show, Jean Francois Cope said: "I propose to put the nation in the heart of the school in order to transmit the pride of being French to our children – mandating raise the flag in school. – Mandating the singing of the Marseillaise. – Mandating the wearing of uniforms in public schools. Francois Fillon wants meanwhile address the curriculum. The candidate for the primary right, who was Minister of Education Jacques Chirac addresses the "ideologues" who believe in his history curricula: "Providing our academics to write programs History". In the weekly Christian Family, to whom he granted an interview published last Thursday, deputy of Paris is annoyed to see the current programs "written by ideologues who permanently degrade our historical heritage." "There is a disorientation that results in some youth by a very aggressive stance vis-a-vis France and its history", warns Francois Fillon. "At the end of this process, he added, there incivility and risks of abuse." And he concludes: "It is our duty to give back to all of our citizens to be proud of being French." Another candidate for the primary, Bruno Le Maire interviewed by Liberation wishes replacing the single college with a "diverse college" where professionalizing options would be proposed in the sixth. As for Nicolas Sarkozy, the former head of state recycles its measures in 2007 and 2012, adding an extra layer of firmness says Le Monde The candidate for the primary and the right promises to repeal reforms College and school rhythms. It also wants to increase by 25% the time and attendance of school teachers, against an increase of 20% of their salary. Meanwhile Frejus … But there is not only right that enters the bidding. It may even be a sense of confusion and disorientation when redials observed that seem to take place today in debates about the school. On 24 September, in the Paris region is the collective Condorcet (a collective built by opponents of school reform) organizes a symposium with former President Alain Morvan, Loys Bonod, Nathalie Bulle between sociologist and other … Paul Vannier (Secretary to the Left Party education). And especially with a meeting on "school and transmission" organized by the National Assembly "Modern Republic" Tuesday, September 27 that is growing unease. This meeting will bring together JP. Chevenement, Mr. Onfray, JP. Brighelli (which is this weekend the "summer of Marine Le Pen" in Frejus) and Arnaud Montebourg … … conclude with a smile (yellow) Internet is cruel because it allows to find things we believed forgotten homework sites for students
… Claude Lelievre on his blog unearths a text by Jean Francois Cope of 2009 (on Slate.fr) entitled "Making the Arabic language an option as another" including It says this: "It is legitimate for parents wish their children to learn the language of origin of their families. Not only to keep a living link with their family history, but especially to opportunity. "Amnesia? opportunism? You choose… ! Happy reading … Philippe Watrelot This (tte) work is licensed under the terms of the license Creative Commons Attribution – NonCommercial – Sharing in the Same Conditions 3.0 France. Posted by Watrelot to Sunday, September 18, 2016