Question 16176 — teaching

Summary

Mr. Alexandre Dufosset draws the attention of the Minister of National Education to the difficulties encountered by educational establishments in financing educational trips, particularly in disadvantaged areas. However, school trips constitute an essential part of the educational journey. They allow students to extend the lessons received in class, to discover cultural heritage sometimes inaccessible in their family context and to develop their openness to the world. For many children from modest backgrounds, these stays often represent a first trip outside their region, or even a first experience abroad. They are therefore fully covered by the equality of opportunities that the schools of the Republic must guarantee. This difficulty was brought to mind by the deputy by the situation of a college classified as a network priority education in Caudry, in the Nord department. A stay in Rome and Campania was to allow around forty Latin students to discover Italian historical heritage. Despite the obvious educational interest of the project, financing it proved particularly difficult. The initial cost, more than 25,000 euros, represented around 570 euros per student. After numerous steps taken by the educational team, the remainder to be paid by families still remained around 430 euros, an amount too high for many households. This situation illustrates a more general problem. The financing of school trips today relies largely on the contribution of families, the mobilization of educational teams, local aid and, sometimes, the use of crowdfunding. This model creates strong inequalities between establishments. THE The most fragile territories are often those where the needs for cultural openness are the greatest, but also those where the resources that can be mobilized are the most limited. In practice, an educational project validated by the institution may therefore fail for strictly financial reasons. This situation also places a significant burden on teachers. In addition to the educational and material organization of the stay, there is constant search for funding, often carried out outside of class time and without sufficient support. This additional burden can discourage initiatives, to the direct detriment of students. The existence of the Trousse à Projets platform, set up to support educational projects, certainly constitutes a useful tool. However, it cannot replace long-term public funding. When a school trip was validated for its educational interest, its realization should not depend solely on the generosity of donors or the capacity of an establishment to mobilize a local network. Consequently, he asks whether the Government intends to initiate a reflection on the establishment of national funding dedicated to school trips of a truly educational nature, in order to limit the remainder borne by families and to guarantee equality effective access for students in establishments, particularly those located in disadvantaged areas.

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