Review of Macron’s five -year term: National Education reforms damage the teaching profession

Rue de Grenelle, an exciting five -year term is coming to an end. Appointed Minister of National Education on May 17, 2017, Jean-Michel Blanquer will be as amazed at his activity as his longevity. When he took office, several educational projects were launched, particularly in the youngest (division of classes into CP and CE1, compulsory school from the age of three) and high school. Among teachers, there are many who feel abused and poorly supported by these reforms.

If he has always considered giving priority to elementary school, the former director general of school education (2009-2012) also deals with high school and orientation, to the point of changing the irreversible. From September 2018, a year and a half after Emmanuel Macron came to power, second-year students joined the new high school. Two and a half years later, in July 2021, this same group was the first to graduate with a new baccalaureate, seeing the arrival of continuous monitoring and implementation of personal courses by selecting specialists.

In the past, in January 2018, the first edition of Parcoursup opened. This platform designed by the Ministry of Higher Education was replaced by the APB, ridiculed for its practice of drawing. The main difference between the two approaches: the establishment, most recently, is a form of university choice, especially for stress sectors.

These far -reaching reforms were made at a rapid pace, then exploited by the health crisis of 2020, 2021 and 2022.After five severe and turbulent years, relations between the Minister of Education and much of the teaching profession have rarely been bad, in the opinion of their representatives.

Black Thursday: the causes of a historic National Education strike

This observation, which is often based on unions and disciplinary associations, did not surprise Annick Billon, UDI senator from Vendée. The co-author of the senatorial report that established the results of the quinquennium’s education measures then focused the lack of support from teachers at this time of the move. “The basis of this new system is orientation, he summarizes. However, it remains a bad relationship with budgets: 85% of primary teachers and 65% of principals did not receive any specific training to accomplish their orientation mission.

The foundation of this new system is orientation. However, it remains a bad relationship with budgets. (A. Billon, UDI senator)

The report, submitted Feb. 23, lines a broken promise of reform: the establishment of a 54 -hour annual high school orientation. “Due to the lack of adequate overall time allocation, in a context of high school reform that spends too much time on specialty lessons and options, many students do not benefit from their 54 hours of annual orientation ”, write the authors of the culture and communication committee.

The main consequence of this lack of training and staff is poor student support. “When we offer choices that affect the difficult and irreversible orientation of high school students, it is imperative that teachers be trained”, develops Annick Billon. According to him, these effects can be seen already.

At the center of attention, the mathematics specialty reveals the weaknesses of bac reform

In addition to those observations, the senator also lamentedlack of study of the impact of reform on high schoolswhich can be useful before recovering mathematics from the common core of the general baccalaureate -promised by the presidential candidate to return if re-elected.

“That was a big mistake [de supprimer les maths], because this government has shown a desire to fight against gender inequalities since the start of the five-year term. GOLD they did not measure the possible consequences of this suppression of women’s orientation. Now we are witnessing a stereotypical orientation when this is what they want to contradict.

The government has not measured the consequences that can be obtained from removing mathematics from the common core of women’s orientation. (A. Billon)

In addition to implementing an unpopular reform and this lack of training for new support missions, ”Teachers are overwhelmed during the health crisis, also observed by Annick Billon. Things happened at the last minute, they were upset and felt in trouble. ”

What reinforces the animosity between the ministry and the personnel. If Annick Billon wants to “welcome the government’s desire to change”, she says: “The minister wants a more inclusive school, the school of trust, except that trust is not there.”

Grenelle on education: 700 million more euros promised by teachers

However, relationships could improve from the start of the 2020 school year and the start of Grenelle de l’Education, should upgrade the teaching profession, starting with the salary. “The salary level of teachers in France is small, compared to other countries as other civil servants of the same qualification”, recalls Géraldine Farges, sociologist and professor of educational sciences at the University of Burgundy.

At the end of the discussions, rue de Grenelle has promised 400 million euros in revaluation in 2021, then 700 million in 2022. Far from expectations. “During the five -year term, we will notice an attractive bonus for teachers of REP and REP +, explained Géraldine Farges. According to the sociologist,” salary increases are expected and have not yet been observed “.

But the question of salary doesn’t have to be the most important. “The profession suffers from a lack of pay and recognition, it is absent from this quinquennium“, raised Annick Billon. An opinion shared by Géraldine Farges:” In general, it is certain that conditions have not improved. “

By “condition”, we need to understand especially “autonomy”. “In the past, these professions were very autonomous, now they are highly framed in official texts, especially in teaching methods. Géraldine Farges recalls, however, that “teachers are all graduates with a minimum bac + 5 and have a strong need for recognition of their skills, their reflective capacities, their skills as experts in education and the pedagogical relationship ”. He therefore linked the current “dissatisfaction” of teachers with the fact that despite their shared expertise, “they are not involved in reforms”.

The sociologist also fears that this deterioration in working conditions will frighten future teachers. “It makes students very skeptical of the license, he warns. They expect bad conditions, and this true picture is reinforced by their internships.”

Lack of political will or lack of methodology? For Annick Billon, the copy of any case is clearly worth checking: “The government wanted to restore the beauty of the professions, it didn’t work. “

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