Notepad week from March 30 to 5 April 2015 – College – Why it gets stuck?

Notepad week from March 30 to 5 April 2015 – College – Why it gets stuck? – Calendar – . The notebook this week will not include April Fool … It is mainly devoted to the joint statement by several unions to reject the reform of college. A very eclectic refusal front. With equally diverse reasons that we will try to analyze. And pending the schedule of upcoming strikes and demonstrations, for good measure, we also evoke the also controversy about the school holiday timetable. College "The unions SNES-FSU, SNUEP-FSU-SNALC FGAF, SNFOLC, CGT and Sud Education Educ’action express their rejection of school reform project", says the Touteduc news site. The trade union organizations consider, in a joint statement that the project is "based on institutional autonomy and the proliferation of intermediate hierarchies under the authority of the headteacher" and that "the implementation institutionalize the principle of setting competition between disciplines, between teachers and between schools. " They announce that they will decide after consideration of the draft by the CSE, the Higher Education Council on 10 April, "actions necessary modalities, including strike action". Note that this diverse coalition is not completely new. One has the impression of reliving the script of "union rejection front" during the period Savary, with the same organizations (or their ancestors) or the common call for protests at the Ministry Allegre in 1999. The crisis was going up for a week. Firstly a SNES mail addresses on academic teachers (with as a petition). On Tuesday, the SNES was broadcasting a video showing Frederique can you help me with my math homework
Rolet, co-secretary general of the union left the negotiating table "very angry (the next day they were back at the table …). The of Wednesday, April 1 (and it was not a joke) evoked a dispatch AEF which reflected the impressions of the entourage of the Minister about the attitude of the trade unions. Let most of the telegram already quoted by Laurent Fillion Wednesday: "" "The way in which the SNES wants to take us goes against the philosophy of the reform of the college," said AEF entourage Najat VallaudBelkacem, coming out of the final negotiations with the unions on March 31, 2015. While the SNES left the meeting before the end, the ministry wants to "explain why the union is mistaken" on several points, "giving the leader establishing the image of a monster. by saying that institutional autonomy is contrary to their principles and that the negotiating timetable is too tight "" in short, there is a showdown in which each shows his muscles. What is notable, however, is the firmness of the Ministry position. Previously, the practice was rather cut corners. Najat Vallaud-Belkacem therefore faces its first serious conflict and the prospect of a strike on April 9 (which is not specific to national education) and above another on 13 May (specifically on the college). she will resist face the pressure and stay the course? This depends not only her but also support or not the Prime Minister and the President of the Republic in a context of weakening the government and remobilization of research. It may be noted also that the ministerial firmness is contradicted by significant concessions also on other issues such as school holidays. Difficult to hold in such a context, and even if the worst is never certain, it is feared that yet modest project of the College of evolution go join the cemetery reforms Why it gets stuck? But what are the reasons for this conflict? An article in Ouest France is trying to understand the causes. First reason, a criticism of the system seen as a critical "personal". According to the regional newspaper, teachers would not like the image that the Minister Najat Vallaud-Belkacem has erected in their classes. Especially when she spoke "of students who are bored." According to Ouest France, they did not like to hear it from their minister. Fewer still anecdotal according to the regional daily: the heart of the project itself of giving autonomy to school principals. The project would allow institutions "to modulate the distribution of the weekly time volume discipline." With two safeguards: respect "the overall number of hours due to each compulsory education discipline for cycle time" and "the number of hours due to every student." The press Inter expresses the rejection of a project "based on institutional autonomy and the proliferation of intermediate hierarchies under the authority of the principal." Here we find very often advanced speech: that the refusal of the "autonomy" in the name of republican equality. As if today the situation was truly egalitarian … But the fear that is made here is that of a competition between institutions and a "managerial drift". As advanced the "off" of the AEF dispatch, the head teacher appears as a "monster" or at best a "social traitor". There is much to say on the training of management personnel, but we can still remember that they are also civil servants and equally imbued with the sense of public service and the common good … I do not know what people think the principals of this systematic suspicion and a priori … Similarly one might ask how we as a teacher reconciles this anti-hierarchical culture exacerbated with having chosen a civil servant … this theme of denial of autonomy is also accompanied also a critique of the "school board" seen as a body intended to bypass the union. There are also arguments to consider the possibility of modulating the teachings as a challenge to the labor law. Jean-Michel Zakhartchouk in his latest blog post rails against what he sees as a perversion of republican equality with this rigid Jacobinism "In fact, in Education, is termed Jacobins who often actually are for stagnation, behind the defense of the state, a "public service" against mythical forces of disintegration and fragmentation which today would mean the triumph of evil liberalism and the end of protection of the welfare state. Especially do nothing to change the existing, except to go back (which sometimes would be better), this is what brings too often these conservative forces who constantly oppose any reform, especially in Education. "Two other forums, those Yann Forestier on his blog and Jean-Pierre Fournier on the site" class issues "can complement reading. The latter calls "Institutional autonomy, traditionally seen as the entrance of liberal wolf in the" Republican "fold. Will he ever defend centralism, national characteristic for centuries? And what are those intermediate hierarchies? level coordinators teachers PWR +, few and they barely recruit? The main college professors, principals, CPE, educational advisers constituencies, trainers, etc., all bodies or missions that already exist? All these trades where wage benefits are slim or non-existent, what formidable powers have on their colleagues? ". As for Yann Forestier, it reframes the issues of this reform project: "This is actually open to teaching staff a space of freedom where they can do whatever they fail to do in traditional courses. Here we find the issue of the distinction between prescribed curriculum (programs, contents, exams) and hidden curriculum (making sense, step back, whether express, identify the essential …), the second being the determinant for the success but also the less codified, the type of acquisitions that are considered intangibles for granted, and thus socially determined. In these times when we do anything but over, it aims to help students understand the meaning of what they are taught in the course, to have a reflexive return to these, linking knowledge of one discipline to another. And this can be done by taking into account the ground, the needs and specificities of students in a project implementation logic that can not be decreed from above. That’s why these reforms are to give more responsibility to the teaching staff, requiring them to work together to jointly define the means best suited to their age, their environment, their priorities, their projects, their centers interest in a positive dynamic snaps. This development team work necessarily implies the need for better coordination, so the definition of intermediate levels of responsibility: in the 60s, it was the main teacher in the 2000s, the school board … ". But it collides with individualism teacher masked behind the "academic freedom" cited in the petition and the joint communique as an inviolable principle. This principle of freedom is indeed an important principle that must be preserved. But when it turns into "freedom to do nothing" and rejection of any injunction and control, there is material to the question, it seems to me. Team work seems sometimes experienced as an intrusion into this almost intimate freedom, then it could be lived as a mutual enrichment. We also hear often in the arguments that "all this is done already" but that’s at the same time deny this to be developed and institutionalized. In other words, in the anti-authoritarian culture of teachers, there is a reluctance to obey orders from above. While it will "freely" the same thing … The other reason for the conflict is that of interdisciplinarity. PPE (interdisciplinary practical lessons) will they broke? Although this device should cover only 15% of school time, it is experienced as a questioning of the territories and disciplinary identities. Territories, because we count the number of hours "taken" by the EPI Disciplinary hourly volumes and then enters the union set of posts and working conditions but also in prestige issues and power relationships within The establishments. But the questioning is because identity which further defines the priority school teacher is his most intimate relationship with her teaching discipline. Under these conditions, all cross-cutting lessons can then be experienced that as the teachings of "second-class" by those who first defined by an educational discipline they see as essential to all (and in a number of the most important hours possible …). This identity dimension and the strong commitment of teachers to their disciplines explain (but not excuse) the very overreactions we read in some texts where we speak of "war", of "contempt" and where the term "suffering" is used indiscriminately. The question of the acceptability of the reforms is raised again. "Not like that", "not at this rate," "it does not go far enough" "it’s going too far," the grounds for refusal are numerous and can be contradictory. This is why the opposition front that is expressed is certainly not a homogeneous block. But maximalism can sometimes reach conservatism. And objective alliances and circumstances that are built, as diverse as they are, do not bode well for the future of a reform that is / was actually quite (too) modest. Can we reform against teachers? No. But if we wait for everyone to agree, we may wait long. So reform is a delicate balance between the search for a shared observation of an agreement on principles and a dose of injunction forcing to change … One of the difficulties of teacher unionism is also that raises two logics that sometimes come into tension or even conflict. The defense of personal working conditions is obviously the first Union Mission. But there also reflect a certain idea of ??public service and the missions of the school and what is good for the students entrusted to us. This second sense, teachers are not the only holders, they share with the policy and ultimately with the entire nation. When we defend "his" hours, or working conditions in a logic very similar to the employee in a company, it is obviously in the first logic but this one is exacerbated when and shows the head of establishment as a "boss" and the device status as an "exploiter" can forget the second. The objective of rebuilding the school, do not forget it is to fight against social inequalities and school failure. Any reform should also be assessed in this light. We also know that often conflicts are on reasons that are not only those posted. Here, it is clear that the decommissioning of sense is key to understand the resistance to change that is expressed on the occasion. The word "suffering" or "contempt" comes up very often in a certain trade union press. Just as the idea that the reform would be a criticism of the work of teachers themselves. This feeling does not appear explicitly in the reasons for refusal. But it appears as a real lock blocking the possibility of transformation of the education system. Finally, it should be realized that any attempt at reform in the School as in all other areas today faces a political context that is unfavorable. Government policy is read with a different prism according to political positions. Thus, in the reactions to the reform of college, we read that it is a reform marked by austerity as national education is one of the few preserved ministries and 4000 additional posts are planned. When reading the criticisms to those calls "accompanying unionism", it seems that as well as the project itself is its political origin that is a source of conflict … Calendar another issue that occupied the week is that the school calendar. The ministerial project was unveiled Thursday morning by the Minister. It will be presented to the Council of Higher Education on 10 April. The project is planned for the next three years. We are told that "it is the result of extensive interdepartmental task involving interior ministries responsible, transport, tourism and agriculture. It was discussed with 55 organizations representing stakeholders in the school calendar. ". three vacation areas It proposes a readjustment to reflect the new map regions. But the most important point is the pace of the holidays. We know that since the creation (or so) areas, the school calendar tries to respect the rhythm "7/2" seven-week course, two-week vacation. If this rate is about respect for the start of the year, from Easter it gets complicated … Because the "spring holiday" have been made and then results in a long time (it should lose the used to talk about "quarter") of up to more than 11 weeks for some areas. Given the exam dates (tray and patent) the length of the year mainly concern the elementary school children. the normalization of the ascent bridge Note that however leads to a cut-five days. A school calendar, like any political arbitration, is a compromise between several logical. This one is no exception to the rule and this leads many observers to believe that this timetable is "inspired by the ski lobby" (BBC), the teacher-blogger Lucien Marboeuf same title ironically "the mountain , that you win. " While it is understandable that the economic issues interfere with the logic of the child’s rhythms, we must remember that ski holidays are for 15% of children. And the name of this imperative is 60% of the year that is unbalanced. some areas will be left with periods of 5 weeks of class in January and 11 weeks to finish the year. As Marboeuf remember, this imbalance exists today, but rather than correct the choice is made to accentuate! For chronobiologiste Francois Testu, President of the Observatory of rhythms and children’s lifetimes and Young, interviewed in Liberation and "ideally should rethink school calendar" in the World it makes a proposal "is the bachelor who in France, determines the school calendar the early grades. As long as it is kept in its present form – a final examination organized throughout the month of June – we will not succeed in touching the year. The transform continuous monitoring is an explosive proposal … at least could be envisaged to distinguish the school calendar of the school and the elementary and college. "One can also point out that in this project, zoning is not hit, then that the entire educational community (parents, teachers unions) had voted for a transition from three to two vacation areas, which would mechanically balanced alternation between periods of school holidays. This draft is not in itself very different from that which existed. We find the same faults and the same compromise. But this announcement comes in a context and a history that gives a negative signal. The context is that of the reform of the college mentioned above. The firmness displayed on this record fit well with the compromise reached with the tourism industry. The story is of course reform rhythms. Even if it no longer makes the headlines, organizational problems remain. And this new schedule suggests that the imperative of the child’s pace may be variable geometry … Another element of this school calendar can be potentially controversial. It is that of the return date. The project plans for the next three years, the first day of class will be as soon as possible in September (read according to the days of the week). But it does mean that the pre-comeback teachers will be held Monday, August 31, 2015. We remember that last year, one of the last decisions of Benoit Hamon was to shift the return under the threat of a strike. This year again, a strike for that day would already filed. And this is not an April Fool … Good Reading … Philippe Watrelot This work is licensed under the terms of the Creative Commons Attribution License – Noncommercial – Share in Same Conditions 3.0 France . Posted by Watrelot on Sunday, April 5, 2015

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