The supreme discipline of the old scientific bachelor's degree has fallen from its pedestal, much to the dismay of its teachers. The higher education reform redistributed the total number of hours for each subject and mathematics is one of the big losers, with an 18% decrease in the number of hours between 2018 and 2020.

This development is the consequence of the disappearance of mathematics from the common core of education, but also the decisions of high school students, explain the statistical services of the Ministry of National Education. In the first grade, 64% of students choose mathematics as a subject. In the final year of 2021, with the transition from three to two disciplines, it will only be 37%. Dissatisfaction is growing: in 2020, 41% of students still chose this subject in the last year of secondary school.

These changes have an impact on the number of apprenticeships. Mathematics lost 33,340 hours in two years. The result: the number of vacancies in the external capes is falling for the third year in a row. There will be 132 fewer positions offered between 2020 and 2021. Due to the lack of attractiveness of the profession compared to careers and salaries in the private sector, the competition is finding it difficult to fill the gap. Not all positions are filled every year. But for Sébastien Planchenault, president of the Association of Mathematics Teachers in Public Education (Apmep), this is evidence of higher education reform “actually follows an accounting logic”.

“The program is very ambitious”

Stress is spreading in the teachers' rooms. Anne Bey, a professor in Montpellier, fears that there will be job cuts in her institution if fewer students take up mathematics as a subject. “A second class was opened at the beginning of the school year. We were able to reserve the hours for our young colleague who would otherwise have lost this position, but what happens if this continues? »she asks herself.

The university reform has an impact on teachers' everyday lives. The specialty, which includes four hours of weekly classes in 1^D and six hours in the final year, was designed with high academic standards that do not necessarily correspond to those of all students. “Parents have not given up on mathematics as a subject and are urging their children to take the subject even if they do not have the required level. We are dealing with much more heterogeneous groups than before and are doing the balancing act.”notes Claire Lacaze, teacher at a private high school in Antony, in Hauts-de-Seine.

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The topic came up as soon as I got back from summer vacation. “The beginning of the academic year was not peaceful: with our colleagues, we talked almost exclusively about the treaty”, sighs Stéphanie, a Parisian teacher who, like all the aforementioned officials, requested strict anonymity. The teachers' pact is no longer the political project that teachers sought to shape over months by exchanging union publications, newspaper articles or ministerial slides. It is now implemented in each school in the form of envelopes to be distributed among volunteer teachers to pay for some additional tasks, such as short-term substitutions, a new hour of help in French or mathematics in 6.^eRetraining courses during the school holidays, support for students who have dropped out of vocational education or “innovative projects”…

All the teachers will therefore have to decide if they want to sign one or more blocks of agreements, and each commits to providing 1,130 euros net for each mission between eighteen and twenty-four hours a year. The source of individual and collective tensions for a profession where all union representatives reject philosophy, but for a profession that has to face the collapse of its purchasing power for twenty years, and the awareness that the various measures announced for students this back to school are completely dependent. about their participation in the pact, especially in vocational schools.

How many decided one way or the other? Two months after the start of the academic year of the measure, the details of which were announced by Emmanuel Macron in April, the question remains unanswered in many groups, where the issue is often described as follows. “division” among the hundreds of testimonies received World. “Everything is decided quite opaquely between the teachers and the managementsays Delphine, a middle school teacher at North. We really don't dare to talk about it among ourselves, some feel compelled to justify having signed it… A heavy atmosphere is created in the teacher's room. »

“He still paid for what he was doing”

At the national level, the Minister of Education Gabriel Attal spoke at the beginning of October “A quarter” volunteer teachers in public. For its part, Rue de Grenell proposes a ratio of a quarter at the end of October, but public and private contracts combined, without specifying whether the rate of volunteers is different between the two. According to Mr. Attal's statements in the Senate on Wednesday, November 8, the signatories are 45% in vocational schools, 37% in middle schools, 32% in general high schools and less than 17% in primary schools. The Ministry does not indicate, however, the volume of the entire treaty envelopes for which recipients have been found.

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The Ministry of Education recorded 20.26% of teachers on strike on Thursday 1st^um February – in detail, the ministry lists 20% of striking teachers in primary schools and 29% in middle schools, 8% in general and technical high schools and 12% in vocational high schools. Unions say 40% of elementary school teachers and 47% of middle and high school teachers are on strike.

At the call of the main trade unions (FSU, CGT, FO, SUD-Education, UNSA-Education, SGEN-CFDT), teachers and all educational staff throughout France are called on strikes and demonstrations. There are many buzzwords: compensation, working conditions, defending public schools, etc.

In a joint press release on January 30, the FSU, CGT, SUD, UNSA and SGEN-CFDT emphasized theirs “Connection to the educational project of public, secular, independent and compulsory schools”. “We condemn policies that organize a form of social separatism and contribute to undermining social cohesion and our democracy.”You say.

A strike call was launched in December

This strike call was launched in December, before Amélie Oudéa-Castéra joined the Ministry of Education to replace Gabriel Attal, who was appointed to Matignon. Promoted to Head of a “Super Ministry” – Education, Youth, Sports and Olympics – M^Me Oudéa-Castéra made clear the dissatisfaction of the teaching world.

The controversial statements made by the minister when she took office justifying the registration of her children in the Stanislas private company “Many hours not seriously replaced” in public – claims that were later denied by her son's former kindergarten teacher – have still not been forgotten despite her apology.

In Paris, a demonstration is scheduled to start from Luxembourg towards the Ministry of National Education at 2 p.m. More will be announced in many cities across France. According to police, at least 1,600 teachers and high school students have demonstrated in Marseille since this morning. ” very angry “ particularly against the statements made by their minister.

This mobilization will be “A warning to the government”WHO “remain deaf” to warnings “About everyday life, the suffering at work and the lack of recognition, especially of salary”emphasized the FSU-SNUIpp, the main primary union, for the “The situation worsened with the appointment of a part-time minister who discredited herself”.

Four weeks after being appointed head of national education, Amélie Oudéa-Castéra, weakened by endless controversies, is already leaving the Rue de Grenelle. Nicole Belloubet becomes the fourth Minister of Education appointed since the start of Emmanuel Macron's second five-year term in May 2022.

For a while, François Bayrou stopped joining the government for lack of it “Totally agree on the policy to be followed”, especially in educational matters. The literature teacher thought he could “to correct” “A crisis of confidence from afar”more “lots of discussion” he concluded that “A different view of the method to follow, which seems like a ban”The president of MoDem informed the Agence France-Presse on Wednesday evening, February 7.

The school has therefore found a new face in the person of Nicole Belloubet. Emmanuel Macron's former Minister of Justice between 2017 and 2020, ironically, succeeded François Bayrou, who remained Minister of Justice in 2017. Coming from the Socialist Party, this 68-year-old university professor knows the mysteries of the ministry. Legally accredited, former elected representative of Toulouse city hall and the Midi-Pyrénées region, Nicole Belloubet was rector of Limoges and then of Toulouse between 1997 and 2005, leaving that position to protest job cuts in her academy.

A very rare decision, which the new minister justified in a letter addressed to the directors of the academy, in which he stated that he refused – due to lack of resources – to dismantle the devices he was wearing. After his appointment, former Education Minister Jack Lang (1992-1993 and then 2000-2002) welcomed this choice. World. “Nicole Belloubet worked with me between 2000 and 2002, and I appointed her rector in Toulouse, where she did an excellent job”he emphasizes

Known to be loyal to Macronie

With this appointment, the teachers find a ministry fully dedicated to them, while they criticized Amélie Oudéa-Castéra. “part-time minister” combining the educational portfolio with sports and the Olympic Games. “There are criticisms we made of Amélie Oudéa-Castéra that we cannot make of Nicole Belloubet, such as misunderstanding the environment or living in a different sphere”emphasizes Alain Boissinot, former rector of Bordeaux and Versailles.

But the choice of Nicole Belloubet surprises the world of education. “Nicole, actually, don't go”begged Pierre-Yves Duwoye, the former chancellor of Versailles, announcing that he would betray the new minister on Thursday, February 8th. “Strong and thoughtful commitments to education”. An article by Nicole Belloubet published in 2016 and available on the Cairn platform in defense of François Hollande's university reform was also circulated on Thursday as his name was put forward for the post, revealing a far-fetched line. guidelines taken by the current government.

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Among the main campuses Sorbonne Paris-Nord University in Villetaneus and the Paris 8s of Bobigny, Saint-Denis and Vincennes (Hauts-de-Seine) and the preps and BTS of the high schools of Seine-Saint-Denis, we can say that the young inhabitants of Aubervilliers do not lack opportunities. easy access to studies.

The Ministry of Higher and University Education (ESU), with the support of UNESCO, launched on Wednesday, February 28, in Kinshasa, the development of a national strategy for the implementation of open education and distance education. Work on the development of the budget sheet was launched in front of 55 stakeholders.

DRC is preparing to implement a national strategy for effective open education and distance learning. Thanks to this work, the country will be equipped with a document to promote, supervise and promote distance and open education at higher and university levels.

“Access to quality education for everyone and everywhere is the goal of this national strategy”stated Thierry Abankwi, head of the open and distance education department.

“The experience of COVID-19 has shown us that at some point we can stop work, especially teaching. We seek inclusiveness in education. That every Congolese has the right to education, wherever they are. With open and distance learning, you can benefit from the courses, even remotely”argued Thierry Abankwi.

In fact, despite the Framework Law 14/004 of February 11, 2014 on national secondary education, added Thierry Abankwi, despite the creation of the department with competence for open and distance education and the law on digital technology, the DRC does not have Open Learning and distance education to have a National Strategy for effective implementation.

For this reason, online studies and degrees obtained have not been taken into account until now.

Addressing infrastructure challenges

Professor Henry Kalama Akulez, director general of the Academy of Fine Arts, who is happy with this initiative, spoke about the challenges they will face.

“Leaders pursuing graduate studies can do so from the comfort of their own homes while continuing to teach. There are challenges in terms of the infrastructure to organize this distance learning.' stated Henry Kalama.

For Justine Martin, attaché of scientific and academic cooperation at the French embassy in the DR, this strategy is beneficial for the modernization of higher education in the DR.

“Digital technology and open distance learning offer students the opportunity to train from anywhere.” determines

Supervise and promote distance learning

Isaias Barreto da Rosa, UNESCO's DRC representative, recalled offering the Republic of the Congo a national strategy that would organize, supervise and promote distance education and open education on the one hand, and which would enable the implementation of the recommendation. open educational resources (OER), approved at the 40th UNESCO General Conference in Paris in November 2019, on the other hand.

Thanks to this three-day work, it will be possible to develop the budget sheet.

Haiti – FLASH: mandatory online registration for schools, students and teachers, deadline extended
03/26/2024 10:44:45

The Ministry of National Education thanks all educational stakeholders for their contribution to the mandatory online enrollment operation that started on Monday, September 18, 2023. https://www.haitilibre.com/article-40523-haiti-education-lancement-de-l-enregistrement-en-ligne-des-listes-d-eleves.html today there are 17,618 schools, 1,811,123 students and 61,669 teachers.

This work is important to support the education system and to protect the school archives that have been threatened in recent days due to acts of vandalism or occupation of certain offices of the Ministry.

In order to make better progress in the digitization of all data about schools in the country, the Ministry has decided to postpone the deadline for online registration until April 12, 2024 https://sigeee.menfp.gouv.ht/census/

The Ministry and its partners will continue to help schools to facilitate procedures, especially with the Ministry's Call Center, where people can call the following numbers: +509 44 68 43 75 /+509 31 26 75 19

MENFP was able to obtain information on about 50% of students who are already enrolled and have an automatic one Unique School Identification Number, required to register school candidates for state examinations.

Remember that the Unique School Identification Number will guarantee the “traceability” of each and every student, from kindergarten to university, and will also facilitate the acquisition of records and diplomas through the Ministry and the online platform. It will also allow other operations between the Ministry and the schools of the Republic.

Finally, at the end of the 2023-2024 school year, the schools will be responsible to make the acknowledgment of the decision at the end of the academic year online (including the last file of each student) on the Ministry's platform.

Also read:

https://www.haitilibre.com/article-40523-haiti-education-lancement-de-l-enregistrement-en-ligne-des-listes-d-eleves.html

HL/HaitiFree

Learning to read, write and count is important – they are the tools that open a window to the world. However, when faced with important national and global issues that transcend national borders, literacy and numeracy skills may not be enough to understand them, achieve one's dreams and find meaning in life. What a young person sees through this window and how he behaves largely depends on the values, content and context of education.

Global Citizenship Education (GCE) incorporates these elements to help learners of all ages become respectful people who are able to adapt to a rapidly changing world, even in the face of the most difficult and threatening threats. UNESCO promotes global citizenship education in all sectors and walks of life to provide learners with knowledge, skills and attitudes that promote tolerance, respect and a shared sense of belonging to a global community, with the ultimate goal of ensuring human rights and peace.