An agreement was made discreetly, despite high expectations from the media, the political world and the educational community. “Off the Press”At the Ministry of National Education, on the eve of the Ascension long weekend, Minister Pap Ndiaye and General Secretary of Catholic Education Philippe Delorme signed a protocol aimed at strengthening diversity in Catholic establishments this Wednesday, May 17, at the end of the evening. , which represent the vast majority of private education under contract with the state.

Also readSocial diversity: Pap Ndiaye expected at the turning point of his deal with the private sector contract

The main purpose of this agreement: “Determining a shared plan of action that allows the strengthening of social and educational diversity» in these private Catholic establishments. This action plan, whose results will be analyzed annually, is divided into several areas. As expected, this four-page document does not feature a quota, Catholic teaching confirmed from the beginning of the negotiation that it believed it was real. “red line”

Can wearing a uniform at school solve discipline problems or even reduce social inequalities? The experiment with the uniform was proposed by the majority as a solution, particularly to curb bullying at school, and was initially pushed forward by the Macron couple. When Gabriel Attal, the then Minister of Education, announced this at the beginning of September 2023, he quickly made his skepticism clear: “I’m not sure it’s a magic solution that solves all problems, but it’s worth trying.” he explained on September 4th on RTL.

In France, wearing a uniform was never practiced in public education, except in Napoleonic high schools. Nowadays it is used in some foreign and private institutions as well as military colleges. “As a student, I wore the uniform: a dark blue skirt and a dark blue sweater for fifteen years. And I experienced it well. This eliminates the differences and saves us time (…) and money “, stated Brigitte Macron in the columns of Parisianin January 2023. The then minister Pap Ndiaye, predecessor of Gabriel Attal, wanted nothing to do with it.

There is very little scientific work on the effects of school clothing that goes beyond individual experiments. “There are few studies of the uniform in France, simply because this use is not widespread except in the West Indiesemphasizes Michel Tondellier, sociologist and lecturer at the University of the Antilles and author ofSchool uniform in Martinique, questioning the evidence (L'Harmattan, 256 pages, 26 euros). The majority of the work is in English, which means that this debate revolves heavily around fantasies and memories, which from a scientific perspective are anecdotes. »

“We don’t give ourselves the means to do it”

The duration of the experiment, which researchers will conduct from the beginning of the 2024 school year for a “Generalization” The measure desired by the head of state from 2026 appears inadequate to him. “We do not give ourselves the opportunity to study the actual impact of the uniform”annoys Michel Tondellier.

In any case, there is no consensus about the effect of the uniform. The American researcher David Brunsma published statistically relevant results in 1998 The Journal of Educational Research. By controlling for other parameters (including social background), this study showed that there were no significant effects of uniform on academic outcomes, attendance, and behavioral problems over a ten-year period.

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Family, school and internet are three”incubatorsof ” sexism MOE”it lasts“, or even worse, especially among young men, estimates the High Council for Equality, which calls for the regulation of stereotypes on the Internet. A few days before the first National Day against sexismAnnounced last year by President Emmanuel Macron on Thursday, January 25, the independent organization responsible for advising the government publishes its annual report on Monday, titledconfronting the roots of sexism».

Nine out of ten women say they have personally experienced a sexist situation, according to a November 2023 HCE survey of a representative sample of 3,500 people aged 15 and over. “Sexism starts at home, continues at school and explodes online“said its president Sylvie Pierre-Brossolette to AFP. 70% of women believe that they have not received the same treatment as their brothers in family life and 38% have had unequal treatment at school.

“Rarely violent content”

Young people are sometimes more sexist than older people. Thus, 28% of men aged 25-34 believe “men are made to dominate», much more than men of other age groups (9% of those aged 50-64). 59% of 25-34 year olds think “noit's no longer possible to seduce a girl without being considered sexist» or 52% we «attacks men».

“The more commitment to women is expressed in the public debate, the more resistance is organized. Sexist reflexes and sexist behavior are becoming entrenched especially among young adult men, while the assignment of women to the domestic sphere is taking over.», lamented HCE. HCE is concerned about trends #TradWife(traditional woman) and #StayAtHomeGirlfriend (girlfriend at home) on TikTok where the videos, in unique interiors, show the daily life of unemployed and childless young women, dedicated to their boyfriends.

For HCE, stereotypes persist because “the virus of sexism“East”inserted from an early age in the three most powerful incubators of society: family, school and digital“. Only 3% of men surveyed received dolls as children and 4% of women received toy cars. “The school reproduces these models, with direct consequences in guidance: 74% of women have never considered a scientific or technical career.» says Sylvie Pierre-Brossolette. “Pornographic videos broadcast misogynistic content Two-thirds of men aged 25-34 say that they imitate in sexual relations“, he continues.

“The crime of sexism”

According to HCE, sexual violence continues to a degree “disturbing“: 37% of the women surveyed say they have suffered at least one “non-consensual situation » (and also half of the 25-34 year olds). “This makes the fight against sexism even more necessary and urgent. We cannot fight violence without attacking the roots of evil, otherwise it is a barrel of Danaïdes» says Sylvie Pierre-Brossolette.

It is recommended by HCE “regulating the digital space». The platform recommends that, under Arcom's auspices, it be legally obliged to self-assess the level of stereotypes and sexism in the most viewed content, following the model of television channels. The French bosses of Meta and Google accepted the proposal in principle.

The HCE also recommends encouraging judges and citizens to be aware of the crime of sexism in the texts, but recommends simplifying it. Feminists will organize several events on Thursday for the first national day of sexism: a “Sexisme TV show», a parody of the television channel of the collective Ensemble contre le sexisme in particular, or a spot from HCE “make sexism a thing of the past».

Free online courses offered by the US State Department

Tunis, February 28, 2024

The United States Department of State sponsors massive open online courses (MOOCs) to help educators and English language enthusiasts improve their English skills and enrich their knowledge of a variety of topics and domains. MOOCs are self-paced, meaning participants learn independently without the help of a teacher. It is offered by the Online Professional English Network (OPEN), an initiative of the US Department of State, and administered by FHI 360, a US-based non-profit human development organization.

Participants who complete the required activities with a score of 70% or higher will receive a badge and digital certificate. These MOOCs are designed for mature non-native English speakers and education professionals who want opportunities for professional development. To register for the courses, visit the following website: https://www.openenglishprograms.org/MOOC

IIntegrating critical thinking into the exploration of culture in an EFL context: Enroll by March 25, 2024 and complete the course by April 1, 2024.
English for career development: Register before March 18, 2024 and complete the course before March 25, 2024.
English for Basic Media Knowledge: Register by March 18, 2024 and complete courses by March 25, 2024.
English applied to journalism: Register by March 18, 2024 and complete courses by March 25, 2024.
English for business and entrepreneurship: Register by March 18, 2024 and complete courses by March 25, 2024.
English for the science, technology, engineering and mathematics sector: Register by March 18, 2024 and complete courses by March 25, 2024.
English for Tourism Professionals: Register by March 11, 2024 and complete courses by June 3, 2024.

Par US Embassy Tunis | February 29, 2024 | Categories: the news, Press Release, education

This week, Inspire Middle East looks at recent developments in education in the Middle East and North Africa, including the massive shift to online teaching in recent months.

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Due to the COVID-19 pandemic, many students around the world have been homeschooled. Some school children, like Christy, greatly appreciated this situation: “I can count on myself and do things on my own“, explains the little 7-year-old Lebanese girl.

But others have a less positive opinion, like the Egyptian Amina, 5 years old: “I miss my friends and my teacher because my teacher teaches me a lot about school“, or Sayf, 9 years old, who lives in the United Arab Emirates (UAE): “I don't really like virtual learning because I find classroom interaction very important.”

According to a World Bank report, these three young schoolchildren are among 103 million students in the Middle East and North Africa who have been out of school since the start of the COVID-19 pandemic.

According to this text, pandemics can have long-term consequences for education: Previous crises such as the Ebola epidemic (2013-2016) have shown that school closures can lead to “learning loss” as well as the potential decline in human capital employment opportunities for young students.

Lack of technological infrastructure

To counteract these harmful effects, governments in the region have tried to provide answers so that as many students as possible can continue their education. The Jordanian Ministry of Education has therefore developed an online portal and two television channels that offer courses on the main subjects of the school curriculum.

In the Zaatari refugee camp, the students adapted quickly, as 18-year-old Salim explains: “Nothing has changed except that today we watch classes on television.”

However, in countries such as Iraq and Libya, many schools had to end the school year early due to a lack of technical infrastructure for distance learning.

The Gulf States are fortunate to be better equipped to implement this type of education. In Kuwait, 11-year-old Fatema particularly enjoyed online learning. “Those who bother me can no longer do it. The teacher can hear them on Zoom. Or if they try to email me, I have the power to block their messages“ says the young girl.

Ramzi, 9 years old, lives in Saudi Arabia. Unlike Fatema, he doesn't like distance learning because his eyes hurt from looking at too many screens all day. But that's not the only reason:I really miss being able to play four corners or other recreational games with my friends. I'm all alone at home, I only have my Lego sets.”

According to Sinem Lamont, Ramzi's mother, learning to get along with others is an important lesson. For this former teacher, isolation can have long-term consequences: “Especially for my children, it is not a good idea to do virtual learning because children rely on interaction with other children. They need to be able to solve problems in real time.”

A hybrid system

In the UAE, many are wondering about the future of learning environments. Some had the idea of ​​creating a hybrid system of virtual and physical classes.

iCademy Middle East was founded about 13 years ago. It is one of the few schools in the region that offers a majority of accredited online courses. More than 600 students are admitted each year and since COVID-19, many parents have become interested in this institution.

After experiencing harassment, Mira joined iCademy last year. According to her, the flexible modules and courses with support from teachers enable a great deal of independence and the acquisition of practical skills. “Online courses require you to have more confidence and work independently. You have to force yourself to learn” hints the teenager.

Ola Hijjawi, Mira’s mother and former teacher, also believes that her children are better prepared for the real world through virtual learning: “I don't feel like my children are going to school. It's like they already have a job, they write emails, they do their own projects” she enthuses.

While parents, students and teachers debate the pros and cons of virtual learning, for many this option remains the safest during a global pandemic. The future will show us whether this period will leave its mark on the future of educational methods.

Universities are also adapting

The impact of the global pandemic and lockdown is not only being felt at primary and secondary levels, but is also upending some universities in the Middle East.

The Emirates' online learning program, which has been in place since March, could continue in one form or another when the academic year resumes in August.

Several institutions, such as the Higher Colleges of Technology (HCT), established in 1988, could be affected. Almost 23,000 students visit the various locations in the Emirates, from Abu Dhabi to Fujairah. Last year, the organization launched “HCT 4.0,” a strategic plan to help students realize their career aspirations after college.

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Dr. Abdullatif Al Shamsi, CEO of HCT, told us more about this strategic plan and how universities have continued to operate during the pandemic.

Rebecca McLaughlin-Eastham, Euronews: Dr. Abdullatif, technology has changed education, be it positive or negative. How has your institution adapted?

Dr. Abdullatif Al Shamsi, CEO of HCT: We all know that Generation Z is more passionate and tech-savvy. Thus, the use of technology in our education system has been around for a long time. This has made the changes due to COVID-19 and lockdown restrictions easier and more flexible. In collaboration with Blackboard International, we achieved E-Teacher certification and have been investing in this area for two years.

Given that technology is currently advancing much faster than education, what challenges does this pose to your field?

Dr. Abdullatif Al Shamsi: Absolutely yes, technology is constantly evolving, so it's not a fixed goal – it's an ever-changing goal and our faculty need to be interested in new technology trends every six months. COVID-19 has presented us as educators with a unique opportunity to advance what we advocate. In a sense, we use simulations, animations and applications more in the context of pedagogy and the delivery of instructions. And that’s exactly what makes learning more and more exciting for our students.

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How do you prepare students for a new world – not just a new world of work, but also a new social, economic and political landscape around the world? What is the best advice you could give them now?

Dr. Abdullatif Al Shamsi: A year ago we started a new concept that we call “Persona 4.0”. The type of graduate we are looking for consists of three elements: the digital persona, the professional persona and the entrepreneurial persona.
Entrepreneurship is what we are looking for in the post-Covid-19 era, entrepreneurial skills to create small and medium-sized businesses. We must ensure that our students acquire good skills and competencies so that they are able to run their own businesses. And the more we do that, the more wealth we create in the UAE economy, and I think that will make it more efficient. That's what we need: for our students to be better prepared.

No “radical renewal” at the Sorbonne Abu Dhabi

International academic institutions with a presence in the Middle East include Sorbonne University in Abu Dhabi, namesake of the world-famous institution's headquarters in Paris.

Founded in 2006, this institution has welcomed thousands of students from more than 90 nationalities across the arts, humanities and sciences.

According to Vice Chancellor Silvia Serrano, the organization has had to “adapt” to the COVID-19 crisis. However, it is not expected that there will be a radical overhaul of the university's curriculum or campus.

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Silvia Serrano, Vice-Chancellor of the Sorbonne in Abu Dhabi: I think this experience makes it clear that those who think we can move to 100% online courses will probably be very disappointed. Face-to-face teaching and interaction with the teacher are essential and without this personal contact we cannot provide good teaching.”

Rebecca McLaughlin-Eastham, Euronews: Why is personal interaction so important? Why is personal contact important? What happens if there is a second wave and we are forced to offer more online classes?

Silvia Serrano: The use of digital tools will continue, but the problem is that teaching and learning is a very comprehensive and complex process that is not only about providing and imparting knowledge, but also receiving it. But there is also a question of motivation; It is also important to attract students' attention and arouse their interest. It's not just about conveying information, but also about emotions. For example, how can you share emotions with students online? It's a big challenge.

As you look back at what has been called the “new era” of education in so many countries, what do you think will be the lasting legacy of this educational experience? What lasting changes will the pandemic leave behind?

Silvia Serrano: Doctoral students, sometimes master's students, often flew to the other side of the world to take part in a conference. And now the conferences are online and it works well at this level. On the other hand, high school students who were thinking about enrolling in universities abroad are now more likely to consider studying at a local university.

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On February 3rd, the general public day of the Digital Ethics Tour was a great success. Let's focus on February 1st and 2nd, because there were school parades. After all, this event was specially designed for them. In fact, with too much screen time, identity theft or cyberbullying is very important. For this purpose, MAIF offered fun and educational workshops. Beyond this meeting, the Urban Community, the city of Ramonville and the MAIF are working every day to inform citizens and promote ethical digital technology for all.

Michel Espin, representative of the MAIF board of directors for the Garonne region, explains: “The traveling exhibition of Digital Ethics responds to MAIF's desire to share its values ​​with the public as a company with a mission to work for the good. In this case, education it is digital and inclusive, so that progress is truly beneficial for everyone, therefore, systems for learning coding and preventing risks related to it, both in the environment and in health, especially the smallest ones, that is, through quizzes, films or virtual reality headsets, excessive screens, theft of personal data or those who raise awareness about cyberbullying in the most educational way possible among the 440 students who visited us, even though they were retired.We took the Thursday strike, deaf children, SEGPA and IME classes.

Very interested students

The students of Saint-Exupéry were the first to visit this exhibition. All the workshops were very enthusiastic, very interested in the idea of ​​”putting on” the virtual reality headset.

MAIF pulled out all the stops, and the students were not left on their own.

“Trained” with MAIF's tailored explanations, they were able to take full advantage of the experience. Some reflections of schoolchildren, often full of wisdom, suggest that when we explain the dangers of digital technology without neglecting its many advantages, we hope that this generation will be conscious and measured in the use of this formidable tool.

Testimony

Noah, CM2: “I liked the virtual reality headset. I also learned that someone who has been bullied before can be bullied.” Alice, CM2: “Loved it, especially the little Bluebot robots, I think IT is evolving too fast!” Holly-Ana, CE1: “I liked it, but I especially liked the Scratch app on the tablet. I learned that you can be bullied on TikTok and that some apps are dangerous.” Raphaël, CE1: “I really liked Scratch and the machine that makes stickers.” Elio, CM2: “I learned that you could make 3D drawings with a 3D pen.” Mathis, CM2: “It was great, and I learned how to manage passwords.” Bayane CE2 “I learned that only 10% of people speak up and speak up when they are being bullied online.”