Question 38464 — teaching

Summary

Ms. Muriel Ressiguier alerts the Minister of National Education, Youth and Sports to the many hours of lessons lost for primary and secondary students due to the unreplaced absences of their teachers. In France, the education code includes the right to education. Many primary and secondary schools are facing absences of unreplaced teachers. However, continuity of service public involves replacing absent teachers. The recurring lack of replacement teachers is nothing new, but the health crisis highlights this problem that the Minister can no longer hide. The FCPE provides a platform called “Ouyapacours” which allows parents of students to declare the non-replacement of one or more teachers. As of April 15, 2021, there are 29,168 hours on this platform lessons lost for students. The Yvelines department alone accounts for 1,604 hours, followed by Vendée with 1,418 hours. The department of Hérault recorded 755 hours lost. When a teacher is absent, primary school students are distributed to other classes not always at the same level as theirs. What does a CM2 student do with his days when he finds himself for ten days in a class of CE1? During this time, the school curriculum continues to be taught in classes where the teacher is present. During the first confinement, children lost many hours of lessons and many found themselves dropping out of school. The most financially secure parents are increasingly turning to the private sector or financing private lessons for their children. At the same time, the most precarious households suffer this lack without being able to compensate for it. A report by Mr. Daniel Bloch “No class without teachers” dating from 1998, noted that the presence time of teachers, in high school and vocational high school, was approximately 12% lower than the theoretical time, due to justified absences of teachers, 8 to 9% in middle schools and 7 to 8% in schools. In an interview on March 19, 2021, the minister affirmed that 94% of absent teachers were replaced at that time. The figures are unfortunately difficult to access, but the rate that the Minister announces does not correspond to the daily life experienced by the students. Being transparent on the issue and making the figures by academy accessible to all is necessary. If the problem is not new, it is getting worse and can be disastrous for the most disadvantaged students, national education must assume its emancipatory role and enable equal opportunities. Schools must contribute to fighting against social and territorial inequalities in terms of academic and educational success and fight against social determinism. The drop in DHG contributed to the elimination of around 1,880 teaching positions at the start of the 2021 school year in middle and high schools in the name of “first and second degree rebalancing”. We must start from the needs and provide more resources to national education, in particular creating teaching positions. The MP would like to know what he intends to put in place to immediately compensate for the absences of non-replaced teachers, including absences of less than fifteen days. She asks him if he is aware that his policy not only does not resolve the problem, but accentuates it, particularly at the start of the next school year when the Minister asks to compensate for the drop in DHG through overtime in secondary education.

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