Question 16002 — nursery and primary education

Summary

Mrs. Mathilde Paris draws the attention of the Minister of National Education and Youth to the revision of the Loiret school map for the start of the September 2024 school year and to the risk of school desertification in her Loiret constituency. Although education appears in the legal texts as a “national priority” of which the State and the public service are the guarantors, it is today threatened in France and particularly in rural areas. Indeed, the number of class closures in rural schools continues to multiply over the years. The problem is all the more worrying as these class closures, mainly carried out in rural areas, weaken territories already suffering. With class closures, rural areas have once again been hit hard. After the medical deserts suffered by so many French people, tomorrow will we deplore the creation of educational deserts? This year again, the municipalities of the third district of Loiret are particularly affected. The mayors and residents of these municipalities share a feeling of abandonment of rurality, of a decline in state services and of feeling helpless. These new closures will not be without consequences for students who will see their learning conditions and degraded support, particularly for students experiencing great academic difficulties, without forgetting, during intercommunal educational groups (RPI), the bus travel times in the morning and evening, which can considerably lengthen the day of young students and increase their fatigue. Faced with the threat of class closures, rural municipalities are pushed to group their schools and form RPIs with dispersed classes in several municipalities, which, very often, lead to a loss of attractiveness of these schools and ultimately result in their total disappearance. Decisions to close classes are mainly taken due to the drop in numbers, accentuated by the demographic decline affecting France. Adjustments can be made with regard to the IPS, the social position index of a school, calculated according to the socio-economic and cultural conditions of students’ families. However, this index does not allow the real academic difficulties of students to be taken into account, which can be completely uncorrelated with the social level of families, particularly as is the case for students suffering from DYS, ASD, ADHD, DID disorders. Thus, these children experiencing great academic difficulties, particularly those followed by a network of specialized aid for students in difficulty (RASED), are not taken into account in the decision-making process for class closures. Faced with this observation, the MP draws the attention of the Minister to the need to review the indicators allowing decision-making for class closures. It proposes the establishment in rural areas, like what has been done in the REP and REP+, of a system for safeguarding apprenticeship quality and transmission of knowledge in the countryside. Indeed, rural schools are also affected by poverty, the great academic difficulties of their students, the remoteness of access to culture and feel very alone in the face of these challenges. She also suggests that he think about class closure thresholds which could thus be different in rural areas as well as the implementation of a school map multi-annual which would guarantee better visibility and a certain stability. Education is a fundamental right to be preserved, its decline in rural areas must stop, so it is urgent to launch a real national reflection to revalorize these rural areas before they become real educational deserts. She wants to know his position on the subject.

Machine translation from French. The official text remains authoritative.

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