Question 22849 — teaching

Summary

Ms. Muriel Ressiguier questions the Minister of National Education and Youth about the start of the school year. Education stakeholders - the teaching community, parents of students, trade union organizations - report dysfunctions in several areas: the lack of job creation to deal with the duplication of CP-CE1 classes, the severe inadequacies in the inclusion of students with disabilities, the absence of schooling of homeless children, the social-geographic biases of Parcoursup as well as the dramatic consequences of the baccalaureate reform. The implementation of the doubling of CP-CE1 classes and the extension to the large nursery sections by the end of the 2017-2022 five-year term promised by the Government would require the creation of positions so as not to aggravate the overstaffing in other classes. However, the Insufficient staff numbers are regularly pointed out by trade union organizations. Thus in the department of Hérault, the unions point out the insufficiency of job creations: according to them, to the 49 positions created should be added at least 30 additional positions to cope with the growth in the number of students and the duplication of CP and CE1 classes. Concerning the inclusion of students with disabilities, the response to the increase in the number of children with disabilities in school is still insufficient. While the number of students with disabilities tripled between 2006 and 2018, only a little more than half of these students are supported by assistance. While there are 86,000 supporting students with disabilities (AESH) in France, the recruitment of 6,000 people between 2017 and 2019 is unfortunately insufficient. Moreover, the absence of a status that could make their profession more stable contributes to the precariousness of these personnel. The situation regarding the inclusion of students with disabilities is particularly dramatic in Drôme, where 240 mentally disabled children could not be accommodated in the department's medical-educational institutes (IME). The departmental association of parents and friends of people with mental disabilities (Adapei) believes that it The number of students would have to be doubled to be able to accommodate all the students. As asked by Mr. Luc Gateau, president of the National Union of Associations of Parents, People with Mental Disabilities, and Their Friends (Unapei), in a press release dated August 27, 2019: “Can we continue to ignore the scandal of thousands of students with disabilities who are without a solution adapted to their needs? » A platform marentree.org was launched by this structure, where testimonies from parents of children with disabilities flow in to explain all the difficulties in sending their children to school. Furthermore, thousands of children were unable to return to school because they could not be registered for administrative reasons: not having fixed accommodation, living in squats or emergency accommodation, in evicted families. from their housing, they cannot go to school like the others, thus falling behind in their education. The Children's Defender is now receiving more and more cases on this problem. Added to the insufficient inclusion of disabled or poorly housed children in school is the anxiety of families regarding the orientation of high school students. 2,600 candidates on the Parcoursup platform are still unassigned as of 10 September 2019. Many actors are asking the question of the role of the platform in the worsening of inequalities, by sorting geographically. In the latest version of the site, the original high school is listed in the candidates' file. Some actors point to the fact that high school students from working-class neighborhoods are more affected by refusals or by being placed on hold. The lack of transparency in the selection of establishments is also to be questioned. The baccalaureate reform is now leading new first year entrants to compose their own courses for the first time, without the classic S, ES and L courses which have now been abolished. Teachers are worried about a possible widening gap between high schools. In addition, the new baccalaureate grade system, with 40% continuous assessment, is very worrying because it means the end of equality of diplomas on the national territory, certain high schools being more renowned than others. The Republic school aims to include all children by guaranteeing them universal training, as egalitarian as possible, by adapting to students with disabilities. It is under these auspices that it will fulfill its mission of education for citizenship and emancipation of individuals. It is essential to put resources sufficient human and financial resources so that education can take place in good conditions. It is also essential that no child is left on the side of the road. Under these conditions, she asks him what he plans to do to educate disabled or homeless children, the number of whom is alarming. She also asks him when the ministry will provide additional resources to create positions teachers, AESH in sufficient numbers, and establish a real status for the latter. Finally, she questions him about the reform of the baccalaureate and post-baccalaureate, asking him if he is aware of the breakdown in the equality of the baccalaureate diploma that it implies, and how he intends to curb the social-geographic biases of the Parcoursup platform, and the selection that they actually result in.

Machine translation from French. The official text remains authoritative.

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