Désossons mammoths and eat it!
A reform package may hide another. And in the middle of the road: school, college, high school, university ... The current campaign of job cuts for teachers, class closures, changes continuing programs and pathways prevent, despite their media, to accurately measure what's playing right now in the eye of the cyclone. The strategy is clear: to strike simultaneously in all directions, in all disciplines, to prohibit consideration of all, any joint mobilization.
On 13 October, after several weeks of selective consultation, the government released its proposed reform of the competitive recruitment of school teachers as well as secondary school teachers. In the process, universities are intimate the order to integrate this reform - in two months! - In their provision of training, although no specific context map has been provided by the department. The recruitment of teachers college and high school level Master (bac + 5), demanded on behalf of a European standardization and hope you can understand, however, is the state of dire consequences at all levels. Thus, the loss of the year paid internship which is returned to the training of Master, for its part the responsibility of universities and of course without development of public support system for students. More importantly, this maneuver resulted in the removal of a sandwich course where beginning teachers learn their craft while beginning to exercise it. Teacher ready to use upon recruitment: nice save on the budget! But again, we see the potential profile for schools to recruit future holders of Master education "even if they have failed in the competition. Such there will be double trouble: an initial training appears to be abortive and structural unsoundness of their status.
The content of the reform of competition now. Take the case of high school. Currently, discipline, CAPES each includes written and oral tests evaluated by a jury composed of teachers, trainers within the University Institutes for Teacher Training and Education inspectors. In the nature of the tests, as in the weight coefficients, knowledge is what matters most. What we expect from a student who is destined to teaching - but has never taught - if not necessarily demonstrate the quality of their initial training, including in terms teaching skills? Finally, all CAPES include a spoken " event on record "very demanding, where the candidate from a case study, must demonstrate its ability to reflect on the history of his discipline and challenges of teaching. But
in future competition, the share of knowledge expected at best only represent 40% of total coefficients, against 75 to 80% currently. Worse, the entrance examinations do not take into account. Most of the evaluation will take the form of a teaching exercise (doing a course) and a maintenance of knowledge of the education system and its institutions. As for the programs in each discipline? Simply those colleges and high schools. For some disciplines, why not, but for others, it can greatly worried. Take the example of History and Geography: The candidate must master in all humility the history of humanity from its origins to the present day world and space ... Again, we must decipher the real impact of the measure: not only we're going to a depletion of the disciplinary culture in the initial training (we will wait for a future teacher it has the general culture of a good high school student ...) but, in cascade, it is the dynamism of academic research - heavily dependent on competition programs in many disciplines - who will suffer. Similarly, the end of the linkage program of CAPES and the Agrégation means concretely that many universities are unable to ensure combine two separate preparations, will devote themselves exclusively to CAPES. Consequence: Students who have neither the opportunity nor the means to live near a university which will include candidates for both competitions will lose access to a path of excellence that leads to teaching in high school or university.
But then, if this reform is so compromising the level of skills of our teachers, why does the university takes action does not like one man against this project? The actions are numerous, although they are not always visible enough, but the ultimate success of corporate strategy, the paralyzing fear more than it releases: each university that does not begin with all forces in the implementation of this reform (known in the jargon of "mastering teacher"), could see the nearby university, more ready to submit his copy to the department, attracting students. We know that in some disciplines, competitions of instruction are led majority of students.
Thus, precipitated in a race with shallots, universities are becoming cannibals ...
The purpose of the current reform? It is clearly stated in the press release from the Ministry of Education and available on its website: "pass the competitive examination for teachers logic revalidation university level to a logic of recruitment according to the needs of employer ". What are the immediate needs of "the employer Education? Train and educate the better benefit the greatest number? Or streamline its operating costs in a purely accounting sense, to the detriment of the educational level of its teachers and their students? That is a matter of "institutional knowledge" that could be submitted shortly to the sagacity of candidates for teaching job ...
Damien Boquet, professor at the University of Aix-Marseille I / Institut Universitaire de France, a former board member of CAPES history and geography
A reform package may hide another. And in the middle of the road: school, college, high school, university ... The current campaign of job cuts for teachers, class closures, changes continuing programs and pathways prevent, despite their media, to accurately measure what's playing right now in the eye of the cyclone. The strategy is clear: to strike simultaneously in all directions, in all disciplines, to prohibit consideration of all, any joint mobilization.
On 13 October, after several weeks of selective consultation, the government released its proposed reform of the competitive recruitment of school teachers as well as secondary school teachers. In the process, universities are intimate the order to integrate this reform - in two months! - In their provision of training, although no specific context map has been provided by the department. The recruitment of teachers college and high school level Master (bac + 5), demanded on behalf of a European standardization and hope you can understand, however, is the state of dire consequences at all levels. Thus, the loss of the year paid internship which is returned to the training of Master, for its part the responsibility of universities and of course without development of public support system for students. More importantly, this maneuver resulted in the removal of a sandwich course where beginning teachers learn their craft while beginning to exercise it. Teacher ready to use upon recruitment: nice save on the budget! But again, we see the potential profile for schools to recruit future holders of Master education "even if they have failed in the competition. Such there will be double trouble: an initial training appears to be abortive and structural unsoundness of their status.
The content of the reform of competition now. Take the case of high school. Currently, discipline, CAPES each includes written and oral tests evaluated by a jury composed of teachers, trainers within the University Institutes for Teacher Training and Education inspectors. In the nature of the tests, as in the weight coefficients, knowledge is what matters most. What we expect from a student who is destined to teaching - but has never taught - if not necessarily demonstrate the quality of their initial training, including in terms teaching skills? Finally, all CAPES include a spoken " event on record "very demanding, where the candidate from a case study, must demonstrate its ability to reflect on the history of his discipline and challenges of teaching. But
in future competition, the share of knowledge expected at best only represent 40% of total coefficients, against 75 to 80% currently. Worse, the entrance examinations do not take into account. Most of the evaluation will take the form of a teaching exercise (doing a course) and a maintenance of knowledge of the education system and its institutions. As for the programs in each discipline? Simply those colleges and high schools. For some disciplines, why not, but for others, it can greatly worried. Take the example of History and Geography: The candidate must master in all humility the history of humanity from its origins to the present day world and space ... Again, we must decipher the real impact of the measure: not only we're going to a depletion of the disciplinary culture in the initial training (we will wait for a future teacher it has the general culture of a good high school student ...) but, in cascade, it is the dynamism of academic research - heavily dependent on competition programs in many disciplines - who will suffer. Similarly, the end of the linkage program of CAPES and the Agrégation means concretely that many universities are unable to ensure combine two separate preparations, will devote themselves exclusively to CAPES. Consequence: Students who have neither the opportunity nor the means to live near a university which will include candidates for both competitions will lose access to a path of excellence that leads to teaching in high school or university.
But then, if this reform is so compromising the level of skills of our teachers, why does the university takes action does not like one man against this project? The actions are numerous, although they are not always visible enough, but the ultimate success of corporate strategy, the paralyzing fear more than it releases: each university that does not begin with all forces in the implementation of this reform (known in the jargon of "mastering teacher"), could see the nearby university, more ready to submit his copy to the department, attracting students. We know that in some disciplines, competitions of instruction are led majority of students.
Thus, precipitated in a race with shallots, universities are becoming cannibals ...
The purpose of the current reform? It is clearly stated in the press release from the Ministry of Education and available on its website: "pass the competitive examination for teachers logic revalidation university level to a logic of recruitment according to the needs of employer ". What are the immediate needs of "the employer Education? Train and educate the better benefit the greatest number? Or streamline its operating costs in a purely accounting sense, to the detriment of the educational level of its teachers and their students? That is a matter of "institutional knowledge" that could be submitted shortly to the sagacity of candidates for teaching job ...
Damien Boquet, professor at the University of Aix-Marseille I / Institut Universitaire de France, a former board member of CAPES history and geography
Dubouloz Julien, lecturer University of Aix-Marseille I
Released in Mediapart dated October 29, 2008:
http://www.mediapart.fr/club/edition/lycee-en-chantier/article/291008/desossons- the mammoth-and-eat-it
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