May 5 to 11, 2014 – Ministry bitter – Splits – indigestion PISA – Taste of failure -.

May 5 to 11, 2014 – Ministry bitter – Splits – indigestion PISA – Taste of failure -. Although the week was marked, like the previous, for a holiday, educational news is quite rich. Starting with the negative vote on Monday, the CSE on the draft decree on the rhythms and the appointment of a new Degesco Wednesday cabinet meeting. There was also the publication of the "social audit" of Education whose statistics have fueled many articles. We also return to an international petition, signed by many university Anglo-Saxon, asking the PISA suspension. Before you ask, with Alain Boissinot why the French love so much school failure. A department in turmoil The week was busy for Benoit Hamon and his team. The week was already with the resignation of the No. 2 department, Jean-Paul Delahaye, who left Degesco the most important direction of the Rue de Grenelle. The resignation was not unrelated held Monday, May 5th the Higher Council of Education (an advisory body comprising representatives of the educational community) which presented the draft decree of "easing" of school time. Despite the efforts of the Minister, the CSE voted overwhelmingly against the project. Only three votes were in favor, other unions and representatives of students’ parents were divided between Contra and abstentions. But if it seems unanimous rejection, it actually masks significant differences. Between those who consider that the decree undermines the spirit of reform rhythms and those who, conversely found that this decree does not go far enough in the "unraveling", there is much more to common … It will take one day, the detailed analysis of the progress of reform and identify the reasons that led to the current situation. timing errors, incorrect assessment of the initial situation, rigid positions, union strategies, politicization of the subject … The reasons are many. Anyway, it is far from unanimity who presided at the commission on the rhythms initiated by Luc Chatel in 2011 and especially the signing in 2010 of the Bobigny appeal by fifty organizations find themselves opposite today. In all militant archeology enthusiasts, I recommend reading the list of signatories and point 7 … Note that despite this vote (advisory) negative, the Minister issued as quickly decree was published Thursday 8 May Official Journal. . But pursuing the week in order. Tuesday, May 6, we learned the probable appointment of Florence Robine as new Director General of School Education, confirmed by the Council of Ministers on Wednesday, May 7 The Rector of Creteil succeeds Jean-Paul Delahaye, who, it seems, had prepared her for this important position. One can interpret his appointment as a sign of perpetuating the spirit of refounding. What she wrote in the Pedagogical Papers ago few years suggests that it does not defend a narrow conception of education and programs. One hopes it is a continuation of its predecessor and work for a pedagogical approach for more equity and success for all. Along with this appointment, we also learned the composition of the cabinet of the Minister. What to say ? Nothing new … It’s a mix of old and the previous cabinet of people who know nothing about education but accompany Benoit Hamon from post to post. We will see the use. In fact, on Wednesday, the minister was the guest of France Inter. A replay of the interview on the radio site. There are primarily announced the extension for one year, the state assistance towards "especially" the most troubled to apply the new school timetables Commons. But in this morning radio, we can especially hear the final intervention Nicole Ferroni (a former teacher converted in humor). We may not like the doom of what it describes but can also appreciate the sincerity of purpose. That’s my case. Splits Each year the publication by DEPP the social balance sheet of the Ministry of Education is the opportunity to refuel statistics French teachers their number, their grades, their salaries, their working hours … This year is particularly interesting for salaries. "In previous years, the calculation is made on standard-careers and fictitious individuals, whereas this time we worked on real data," said Catherine Moisan Director of the DEPP (direction of the evaluation, prospective and performance) in Les Echos. What these statistics show the salaries of teachers, it is mainly the splits. Wages vary considerably depending on the level taught, academic achievement, and age. Thus the median salary of primary school teachers amounted to 2130 euros net, against 2,493 euros net for certified college professors, 3443 for aggregate and up 5795 euros net for teachers of preparatory classes. The school teachers therefore earn about 5,000 euros less than certified, as they share the same indices. "The premiums account for the majority of the gap between school teachers and certified," said the study. "The certified work overtime, not school teachers," complete Catherine Moisan. Another reason is that certified "go more frequently to the Senior," a financially more advantageous grade. The introduction of a premium of 400 euros to reduce the gap between first and second degree, was not enough to silence the claims of primary school teachers who feel, rightly aggrieved over their secondary colleagues. We must see in this gap and the sense of injustice that results in a factor that may explain the resistance to reform rhythms. The researcher Bruno Suchaut expresses it with a little provocation by evoking in Les Echos "A thirteenth month rather than the reform of school time" and adds "When we want to pass reform, we need teachers. The profession must also be upgraded for better financial motivation of teachers. And to attract the best people. Watch the latest results of teacher support, they do not open … "What we indeed indicates that social report is in fact the teachers are poorly paid. As the same Suchaut Bruno, but this time in Rue89: "There are three ways to compare the salaries paid to teachers: in time, between countries and compared to other professions. Each time, the comparison is not to the advantage of France. ". The previous chapter reminds us that there homeworkmarket sign up
is also another way of comparison: in the same profession. Especially since the splits is not limited to wages but also working time. The gap between primary and secondary is then reversed in compensation … An interesting table (page 28 of this report) details indeed the stated working time as teaching classes. During the school year, a teacher of the first degree says, on average, 44 hours per week, including 25 hours in the presence of 30 students. The rest is divided into lesson preparation, correction copies, meetings and monitoring of study or canteen. In secondary education, a teacher says on average 41 hours per week. At a teaching hour is at least one hour of work outside. The teachers of humanities, they announce a few more hours of corrections and preparation than their scientific counterparts or language teachers. The report is a reminder that, contrary to popular belief, teachers work during their vacation: 18 days off over the year distributed in 8 days during the summer holidays and one and a half per week for other holidays. One could go further into details of this exciting report. especially one may wonder what can make Benoit Hamon elements of such a report. This is potentially carrier demands and social conflict. And the flexibility of the Minister in a context marked by austerity and the index point of the gel is zero …. indigestion PISA Cedelle Luke, on his blog, his last title (and excellent) ticket: "Doubts about PISA in the international press." At the same time, we learn that an international petition signed many Anglo-Saxon world of academics, PISA asks the suspension in the columns of the British newspaper The Guardian. It read: "Pisa, with its three-year evaluation cycle, has caused a shift of attention towards short-term solutions to help a country to climb rapidly in the rankings, despite research showing that lasting changes in educational practice take decades to materialize "(translation – approximate – by me).. And the researchers add, "focusing on a narrow range of measurable aspects of education, PISA distracts educational goals less measurable or not measurable as the physical, moral, civic and artistic, reducing dangerously our collective imagination about what education is and should be. " Also in The Guardian we can read the response from the head of the OECD PISA, Andreas Schleicher to whom the petition is addressed. He said nothing suggests that Pisa could cause a too short-term approach vision of the school. The studies contribute instead to open the debate on education policy and help managers to steer, he said. As shown very Luc Cedelle on his blog, some of the criticisms of this international survey comes mainly from the logic of track record that has taken over and over-interpretations that are made against the advice of moderation given by experts themselves. These same precautions outlined in a summary offered by L’Express on this subject. It is surprising as does Olivier Rey (ITIs) on his blog that this open letter, the content would appeal probably many francophone education sociologists and researchers, has not been expanded since its origin in an international area wider than the English speaking countries and Sweden. For France, and educational ethnocentrism, has always had trouble with this investigation which led to a comparative approach and question the aims of education. As said, better than I can do, Luke Cedelle "institutional narcissism and identity, wanting everything that exists in other countries would be inappropriate to ours, and conservative reflexes that result, PISA came against the harsh logic, often as simplistic as beneficial, assessment: see where "it works" and that "it does not work." ". So the pretext of perverse effects (actual) and discussion on the methodology, should we break the thermometer? The latest PISA survey showed that in France, the education system is more unequal than it was nine years ago. In other words, when one belongs to a disadvantaged background, it is now less likely to succeed in France in 2003. And this fact is not made by this international investigation, but is also found in most of the work of sociologists of education. Must be in denial and continue to pretend that all is well? Another merit of PISA, through its statistics is that moving towards a consensus which school failure has become unacceptable. It remains to provide the means to achieve a pedagogy that can effectively fight against inequality and has the objective to achieve all students. This is in principle the same common core issue. Taste of failure Boissinot Alain, President of the Superior Council of Programs gives an interview in the Nouvel Observateur. While the organization he chairs is just about to publish a new definition of core knowledge, skills and culture, he is asked about his conception of education. The former rector of the Academy of Versailles takes its relation to distance from the encyclopedic model worn by current programs. Its purpose focuses on the "culture of failure" and extreme taste for own selection to our education system: "Instead of encouraging good performance, the French school too often punishes failure, as if this severity was a serious pledge. About 15% of applicants are readjusted annually to the ferry, and we hear that this account, the tray is "given". As if to bring everyone to the success was not normal. ". Hence the issue of the common base which is primarily a democratic promise. He continued: "failure is part of our culture. We all keep in mind the memory of having missed something in our studies: the patent, the tray, aggregation, such a contest such a big school, or even a simple duty. This is what is holding! Failure is the foundation of a national neurosis. We can even integrate a good engineering school with the feeling of having failed to return to a more prestigious. All this from a time when the school selected the best students, in reality few percent of the more fortunate children in the country. Many people continue to adhere to this model Gone. We are locked into pessimism and culture of the past, and we fail to think the new logic of the world of tomorrow. "And he wonders about this system and these teachers believing show demanding" discourage students rather than raise them. " We take as a conclusion of this notebook, that said Alain Boissinot in this interview that I invite you to discover a whole. "If there is a" requirement "teacher welcome, it is that to succeed all students. "Good Read … Philippe Watrelot This 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 Saturday, May 10, 2014

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