UNSA Education is very concerned about the conditions for the next school year.

Mr. Minister, on behalf of UNSA Education, we thank you for coming to open our ministerial technical committee session.

It is the chosen social dialogue body of our ministry with over a million staff. They are teachers, CPEs, National Education psychologists, administrative staff ∙ ves, management, social service, health, engineers, technicians, education assistants, fellow ∙ students with disabilities. They are usually civil servants but also many contract employees.

In fact all these personalities are involved in our public education service for its fundamental mission at the heart of our Nation.

We know all the responsibility we have to represent them on this body and we want to discuss them all because everyone contributes to our collective mission.

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We want your presence, Minister, to mark a broader shift in the executive approach to employee representatives. We are convinced that employees themselves, through the organizations that structure their analysis and their voice, can prevent crises or overcome crises by building shared, resource-based solutions. progress.

Progress through public school is what drives us.

The most urgent crisis is the attractiveness of our professions. UNSA Education is very concerned about the conditions in which the next school year will take place.

We have been alert for many years to this state of the lack of beauty to come and we have warned against hastening it for several reasons:

-A significant deterioration in working conditions which causes staff to lose their job satisfaction and no longer recommend their profession to those who want to join us,

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The loss of constant purchasing power is further accelerated by inflation.

The announcements to be made at the social conference marked a change in dogma but it was not possible to fill the accumulated loss of purchasing power through years of freezing at the index point.

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Another factor that further accelerates this frustration for the professions of CPE and PsyEN teachers is reform their training.

This further complicates not only access to these professions, but makes entering these professions more risky, sometimes with shocks that are then difficult to overcome for these new professionals.

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Final reason for this incomplete list is strengthening the system budget. It imposes just-in-time management on personnel who do not give themselves time or budget margins between the time of recruitment and the tenure of office. Nor did it devote itself to the human resources to manage our ministry with very little management staff. The requalification plan for the administrative sector we support requires work.

We know that the whole institution is mobilized to try to prepare for the start of the new school year, but UNSA Education reaffirms in your presence, Mr. Minister, that further, urgent and ambitious steps are needed to ensure, not only the start of the new school year, but the entire school year.

Our reports from the territories tell us that the difficulties go deeper than the ability to put a teacher in front of each class in the first week of September.

This is already a big challenge, but in addition it does not say all about the lack of personnel in many other professions and functions, starting with the replacement, is absolutely necessary to cope with the holidays or leave of the year.

For many years, schools and establishments no longer had a nurse ∙, nor a doctor, or even a social worker ∙, thus preventing the implementation of ministry obligations to students who had lost the opportunity for them.

Students this year also faced technology tests for the national patent diploma that did not benefit from the year’s courses. We have the same examples for all education professions and it is the most vulnerable students who are first affected.

You, Minister, expressed in an interview published this Sunday, your desire to fight against educational inequalities. This is a goal we fully share. It is an ambitious goal if we want to commit, as we want in UNSA Education, to work on the questions of social diversity in our schools and educational establishments or even in the education offering in rural areas. but in order to avoid the continued increase of social inequalities, it must first be managed to have staff at all missions and functions and throughout the school year. They need to be economically secure to participate in collective projects and gain new skills.

You have noticed, Minister, in taking up your duties, within National Education, the bond of trust among staff has been severely damaged.

Financial revaluation is not only provided but it can no longer be avoided, nor trapped. The government should propose to the National Assembly an ambitious multi-year budget plan to restore this confidence and create the shock of attractiveness necessary for our School.. As well as the possible rectification of injustices such as, for example, part-time employment suffered by AESH that prevents them from receiving full wages or the exclusion of educational assistants or AESH from the Rep+ bonus. .

Our public and secular schools are at the heart of a society today that is broken and threatened by many social, democratic and environmental dangers. UNSA Education is driven by and for the meaning of our professions preparing for the future. We sincerely hope that the conditions are met to reconnect to progress in and through our public education service.

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