Question 37182 — teaching

Summary

Ms. Muriel Ressiguier alerts the Minister of National Education, Youth and Sports to the worrying situation in national education. On March 16, 2021, it will be one year since schools have been subject to health measures linked to the covid-19 pandemic. Schools were the first public places to close and the first places to reopen on May 11, 2020. Thus, France closed establishments for 10 weeks school, unlike its European neighbors, 30 weeks in Italy, 15 weeks in Spain and Belgium, 24 weeks in Germany and 26 weeks in the United Kingdom. The objective of reopening and keeping schools open takes precedence over the conditions of reopening. As soon as they reopened, the health protocols that followed one another were experienced as improvised, exempt from consultation and devoid of substantial resources. After a year of experience and perspective on the health crisis, decisions still seem as improvised. To compensate for management shortcomings, schools and local authorities have had to improvise and mobilized to provide resources: masks, computer equipment, human resources, etc. Local management and resourcefulness are essential in the absence of real management at the national level. While the number of contaminations is still as high, that 103 schools and 1,599 classes are closed and that health measures at the national level tend to tighten, the Minister is relaxing the health protocol in primary schools. From now on, there is no longer any distinction between covid and its variants. Teachers are no longer systematically considered as contact cases, even in the presence of infected students. As a solution, the Minister proposes deploying up to 300,000 saliva tests per week in primary schools. These tests will be carried out by 1,700 mediators, mainly pharmacy and medicine students, i.e. 35 tests per day per student. We wonder how these students will be able to succeed in their studies, which have become more complicated in particular because of distance learning and their growing precariousness. The situation of Social and economic distress particularly affects students. It should be remembered that health students had already been strongly mobilized during the first confinement to be on the front line and paid as interns a few euros per day. University must remain a period of learning and students must not compensate for the lack of human resources in educational establishments. Education nationally there are 7,703 nurses for 12.4 million students, or 1 nurse for 1,600 students, and 976 school doctors, or 1 doctor for 12,000 students on average. The health crisis could be an opportunity to question the means of school medicine and to consider long-term recruitment. It is indeed difficult to be young in 2020. High school students are not spared either: class organization disrupted with some high schools open, others closed, others still in mixed configuration; baccalaureate specialty exams canceled (except for high school students in CNED), feeling of a discounted diploma with a historical success rate of 95%, open days of higher education establishments canceled, feeling of an uncertain future. High school students had until March 11, 2021 to make their orientation wishes on the Parcoursup platform. In July 2020, at the end of the last phase of the procedure, 54,000 candidates still did not have a proposal. 69% of high school students also think that the covid-19 crisis is an obstacle to their post-baccalaureate orientation. Thus, high school students who have benefited from full-time face-to-face teaching, with better monitoring, will have a greater chance of succeeding in their orientation and entering higher education. The entire national model of equal opportunities is damaged. Beyond health crisis management, according to Éric Charbonnier, analyst at the OECD “France is one of the countries where educational inequalities are the highest, with Belgium and Germany”. In a report following an international survey, it appears that the level of mathematics of CM1 pupils is the lowest among OECD countries and that one in ten young people have reading difficulties and among them, half are in a situation of illiteracy. Currently, spending per student in elementary education is 8% lower than the OECD average. While the first level should have 56,000 fewer students at the start of the 2021 school year, and the second level expects to welcome 43,518 more students, it is planned to create 2,489 positions in the first level and a reduction of 1,800 positions in the secondary which must be compensated by 1,847 FTE in annualized overtime. But teachers prefer to concentrate on their classes and overtime is not used. A Senate report from November 2020 confirms that budgeted overtime is not used. Thus, 12.3 million euros of credits for overtime were not spent in 2019, having the effect of increasing the number of students per class. Concerning the attractiveness of teachers' careers, an OECD report "Education at a Glance" published in September 2020 indicates that after 15 years of career, the average salary of teachers in developed countries is higher than French salaries by 22.6% in primary, 22% in middle school and 27.3% in high school. Another UNESCO report from 2013-2014 reveals that in 39 countries, increasing teacher salaries by 15% led to an increase of 6% to 8% in student performance. Considering the situation in other countries, the project to increase the salaries of French teachers seems very unambitious: 100 euros net per month at level 1, 89 euros at level 3 and decreasing to 35.58 euros per month at level 6 and nothing for the other levels from 7 to 11 and those outside class. The salary increase will be less significant for contract workers: from 27 to 53 euros per month. Overall, only 31% of teachers will benefit from these increases. The remaining 69% of teachers will have to make do with an IT bonus of 150 euros per year granted to all. Which does not meet the expectations of teachers. No strong measure either for the AESH, who have questioned successive governments several times about their working conditions, the lack of recognition, their financial precariousness and their instability. Mainly recruited on the minimum wage, on fixed-term contracts and part-time, they earn on average 740 euros net per month. As for the creation of PIALs, it has unfortunately not improved the care of students with disabilities. It has also not remedied the shortage of AESH, nor their extremely precarious situation. She asks him what measures he plans to put in place to to remedy the deep and growing malaise that affects all national education personnel and how it will restore confidence to students and their parents who feel more and more abandoned by the republican school, whose aim is less and less emancipatory and which no longer always allows a way out of social determinism.

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