Five Priorities for Education – UNSA‑

Under the impact of health, social and democratic crises, the education system strives to support all young people and to fight against increasing social and territorial inequality. It invites us to act together, beyond our own logic of intervention in our respective fields, to address the social, health, educational and cultural needs of children, young people and their families.
In the complex democratic context revealed at the ballot boxes and at the start of the new five-year term, our collective has identified 5 priorities that we consider major on the eve of the start of the new school year.
The first of these priorities relates to the upgrading, training and support of all teaching professions. The crisis of recruitment and attractiveness of the teaching professions is enormous. It is accompanied by difficulties that affect all educational professions in the broadest sense. All of this has serious consequences for equal access to quality education for all in all territories. So the questions of laws, wages, initial and ongoing training need to be considered with worldwide concern for attractiveness, bridges, and strengthening the shared culture of teachers, both in the initial and ongoing periods. training, in the world. world of animation.
The second priority is to mobilize in favor of 5 million students from poor and very poor families. This priority mobilization for the most vulnerable, severely affected by successive crises, involves a proactive policy in terms of back-to-school allowances, scholarships and social funding, including primary education, public assistance for catering or even the right to recreation and holidays. This needs to be translated into strong specific measures, tightly involving all families in a co-education logic. It should also be based on a more inclusive and global approach to all stages of education by seeking above all diversity and flexibility.
The third priority relates to the conditions for this equal access for all to quality inclusive education. This does not always happen today, especially in the most vulnerable areas, whether the working class neighborhoods are outside towns, rural areas or especially in overseas territories. There, and sometimes elsewhere, public authorities do not always ensure equal access to a school, education, recreation, sport and cultural offerings, or even to secular public schools. This need requires mobilizing all public and fellow actors for educational connectivity, in a new approach to a shared education project.
The fourth priority is ecological emergency, of which the recent heat wave violently reminds us. However, preparing for the transition also means meeting the challenges of education and passing on a new relationship with Nature. It is important to transcend education for sustainable development, supported and developed by all our ministry organizations over the past decades, to engage in true Anthropocene education, in all fields of education (school and non -school) through just asking. such as pedagogies (following the example of the outside school) as organizational methods of all educational institutions.
The fifth and final priority is the necessary reform of citizenship education. It is important to propose an allocation of democratic citizenship to all young people and in all periods of education, formal and informal. At a time when distrust of Republican institutions is growing and when radical ideas have become commonplace, nurtured by identity retreats, rejection of diversity and calls for violence, it seems important for us to bring new ambition to pass on the Values. of Republic and secularism, to promote civic engagement at the height of the democratic and cultural crisis we are going through.
These 5 priorities, presented synthetically, cover for us more concrete and practical steps from the start of the next school year, by mobilizing all the forces of the educational community closest to the territory. We are here, Mr. Minister, to work out the concrete modalities. If the State is unable to invent solutions to these crises alone, its role of consultation, encouragement and regulation of the service of the collective benefit and in the general interest must be greater than ever.

This declaration is carried out by:
National education staff unions: FSU, UNSA-Education, SE-UNSA, SGEN-CFDT, SNUipp,
Federation of parents of students: the FCPE
Popular educational associations complementary to public education and educational activities: the CAPE (Collectif des Associations Partenaires de l’Ecole), the Ceméa, the CRAP-pedagogical notebook, the General Federation of PEPs, the national federation of Francas, the Education League, JPA, ATD Fourth World, CNAFAL, ORTEJ
Associations of elected officials and civil servants of local authorities: ANDEV (National Association of Education Departments of municipalities and local authorities), RFVE (French Network of Educating Towns.

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