Records
35 records where Céline Calvez is listed as a sponsor, author, or other actor. Search with topics and years
Question· Question écrite8587answered
France · National Assembly
Ms. Céline Calvez questions the Secretary of State, attached to the Prime Minister, responsible for equality between women and men. Following collective complaints concerning pay inequality between women and men, made to the European Committee of Social Rights, the latter called upon the French Government in the context of its annual conclusions of 2016. Fifteen States, including France, do not respect the Charter European social security. In France, even today, women's salaries are significantly lower than those of men: we are talking about 12 to 27% salary inequality. This gap also manifests itself at the time of retirement. These inequalities are reinforced by the fact that women have careers that are often interrupted by the choice to raise their child(ren). Less remuneration and less contribution time lead to pensions which are lower: a difference of more than 30% is noted between those of women and those of men. Thus, a retired woman will have a much more precarious condition than a man! Given the aging of the population and this unfair situation for retired women, will the Government, as part of the pension reform, take specific measures to reduce this gap? She asks him what will be the involvement of its State Secretariat in pension reform, particularly alongside High Commissioner Jean-Paul Delevoye.
Question· Question écrite8340open
France · National Assembly
The Ministry of Higher Education, Research and Innovation is deploying the “Welcome to France” attractiveness strategy defined by the Prime Minister on November 19, 2018 as part of the Francophonie university meetings. This strategy aims in particular to implement the President of the Republic's commitment to double mobility to and from emerging countries. With 30 million Indian students, India today has the 3rd largest student population in the world behind China and the United States. With a population that will become the largest in the world by 2022 (projection by the National Institute of Demographic Studies) and the objective of reaching 44 million students by 2020, the Indian government will face the challenge of offering quality higher education, high-level research and ensuring job opportunities. professionals for its many graduates. India is currently the second country of origin in international mobility and is only the 35th country of origin for France. It therefore appears essential to develop an ambitious attractiveness strategy for this country. The visit of the President of the Republic last March made it possible to sign two key agreements in the development of student mobility between France and India: - an intergovernmental agreement relating to the facilitation of the mutual recognition of diplomas; - a partnership agreement for migration and mobility (currently being ratified). This visit was also punctuated by the first stage of the Knowledge Summit which was held in New Delhi on March 10. An increase in Indian students in France was recorded for the 2017-2018 academic year. Indeed 5,962 Indian students came to France, an increase of 25% compared to the 4,777 Indian students welcomed for the year 2016-2017. These promising results will be further reinforced with the implementation of the attractiveness strategy for foreign students which aims to give an initial impetus to the establishment of a reception program that meets international standards. The Government has already taken steps commitments: - 10 million euros including 5 million euros dedicated to financing reception offices dedicated to international students in each university from the start of the 2019 academic year and 5 million euros allocated to a call for projects around 3 axes: (1) development of French as a Foreign Language (FLE) courses and support for programs for refugee students; (2) peer sponsorship; (3) strengthening the supply in English, whether courses or activities; - an unprecedented increase in the number of scholarships and exemptions through the creation of a new contingent of 14,000 exemptions to be distributed by the MEAE and the capacity of establishments to exempt their students according to their own strategy; - the creation of the “Bienvenue en France” label to identify and promote the efforts of establishments in welcoming students international. More than 70 establishments are already candidates for this label. An international campaign to promote the label will be launched from September 2019; - the development of Franco-foreign campuses which allow French higher education to shine beyond borders. The success of the “Bienvenue en France” plan cannot, however, rely solely on state funding. It also provides for the implementation place of differentiated registration fees for non-EU students (€2,770 for a bachelor's degree and €3,770 for a master's degree, or a third of the total cost of the training). These rights will help finance reception systems, but they will also make it possible to establish a redistributive model. The revenue generated by these fees will make it possible to finance scholarships and exemptions for students that universities would like to support. Doctoral students will be outside the scope of this measure, in accordance with the recommendation of the consultation mission, as will students already studying in France and refugee students or beneficiaries of subsidiary protection. This attractiveness plan will be promoted to the Indian side during the two major events planned for 2019: - 2nd stage of the Knowledge Summit in Lyon, at the end of July; - Living room “Choose France Tour” recruitment, in 5 cities in India, autumn stage, end of September.
Question· Question écrite36565answered
France · National Assembly
Mrs. Céline Calvez questions the Secretary of State to the Minister of National Education, Youth and Sports, responsible for priority education, on the use of the tools and resources made available in the guidance of young people. During the high school years, around two thirds of young people say they are concerned about their professional orientation and almost half of 18-25 year olds say they are dissatisfied with the support offered by their establishment. High school students regularly turn to other forms of support than those offered by the high school. Furthermore, in 2020, 949,935 candidates confirmed, on Parcoursup, at least one orientation wish, an increase of almost 6% compared to 2019, which is also accompanied by a record number of wishes formulated on the platform (nearly 10.1 million). However, these Figures hide disparities because nearly 20% of workers' children believe that they had no choice in their career path, compared to 10% of executives' children. And, once their studies are completed, children from modest backgrounds are more likely to declare themselves dissatisfied with the direction they have chosen. Also, beyond the reform of the professional path, initiated in 2018, the deployment of educational cities or even the system of the Cordées de lasuccess, she would like to know what new tools and resources can be made available to young people, and in particular those from the least well-off socio-professional classes, as part of their orientation, so that they are better informed, because information is very often the key to successful orientation.
Question· Question écrite36561answered
France · National Assembly
Ms. Céline Calvez questions the Secretary of State to the Minister of National Education, Youth and Sports, responsible for priority education, on the uses of digital technology in the implementation of the splitting of CP classes since September 2017. In fact, all classes are now split on the national territory and the first results relating to CP classes in REP + are positive and in accordance with the studies French and international, which establish a link between a very significant drop in the number of students per class and improvement in student results in lower classes. This educational policy was accompanied by additional training for all teachers, with an additional effort in priority education. Thus, teachers are better supported and nearly 25% in REP + declare that they have great ability to adapt their practice so that all students succeed. Group work and digital technology are, for example, more used for learning to read. But beyond training and supporting, it is necessary to provide teachers with effective tools. Also, the MP would like to know the different digital tools used through this new learning as well as the new resources made available in teacher training, to make this approach of teaching better suited to each child flourish. In the same way, while an experiment with the new national system “educational digital territories 2020-2021” put in place at the start of the 2020 school year in the departments of Val-d'Oise and Aisne seems promising, as it allows action to be taken in a concerted and immediate manner, in a integrated approach, all the levers of “digital” education, she would like to know the possible initial returns from this experiment.
Question· Question écrite3111answered
France · National Assembly
Ms. Céline Calvez questions the Minister for Europe and Foreign Affairs on “the nutrition roadmap” for France's international action 2016-2020 called “Improving the nutrition of vulnerable populations”. By launching this roadmap, France has committed to intensifying its action in a context of humanitarian crisis caused by the 4 pre-famines hitting Yemen, Somalia, South Sudan and Nigeria. This roadmap aims to improve, by 2020, France's consideration of nutrition in humanitarian and development strategy programs. This document was produced in 2016 in consultation with French stakeholders involved in this area. It was then adopted in March 2017 but is not currently accompanied by any implementation or financial commitment. She asks him if he already has any indications as to the impact of these famines on the arrival of migrants in Europe. In addition, it draws attention to the 20 million people facing hunger in these 4 countries who risk choosing exile and taking the risk of crossing the Mediterranean at the risk of their lives. Finally, she asks him to indicate whether the funds that the previous government planned to allocate for the implementation of this sheet of route will be taken into account.
Question· Question écrite20657open
France · National Assembly
Mrs. Céline Calvez questions the Minister of Labor on the reasons for legitimate resignation taken into account by Pôle emploi in the allocation of the return to work assistance allowance (ARE). In application of the general unemployment insurance regulations, “resignation following a marriage or a PACS leading to a change of place of residence when less than 2 months elapse between the date of resignation and the date of the marriage or PACS” appears as a legitimate reason for resignation. Indeed, it is common for a marriage or civil partnership to result in a desire to live under the same roof for both partners. This is what then justifies this legitimate reason for resignation. Unlike cases of divorce and dissolution of PACS, which, sometimes painful, can also motivate a resignation, this time, in order to get away from the spouse. Consideration of divorce and dissolution of PACS as a legitimate reason for resignation would then be a means of facilitating the reintegration of beneficiaries. In cases of domestic violence, to facilitate the geographical removal of the person in danger, allowing them to rebuild their lives outside the home and find a job elsewhere would be a valuable means of independence. This is why she asks him if it would be possible to consider divorce and the dissolution of PACS as grounds for legitimate resignation for the award of ARE like marriage and PACS.
Question· Question écrite19675open
France · National Assembly
Ms. Céline Calvez draws the attention of the Secretary of State to the Prime Minister, responsible for equality between women and men and the fight against discrimination, to the issue of promoting gender equality in the guidance of students. On May 31, 2018, Ms. Céline Calvez and Mr. Stéphane Viry submitted a report entitled “Women and science: urgent action for real equality”. This work showed that women still occupy too little a place in the so-called “hard” sciences and that despite certain advances, the situation is only evolving very slowly, or even going backwards. This imbalance is found in the choice of options at the end of school, and throughout professional life. 23 recommendations are made in this report. The seventeenth is to develop and systematize “role models” in the educational world and, more generally, throughout society. A “role model” is an example, an inspiration. Several studies have shown that the example of women scientists tends to encourage young girls to believe in their abilities and to plan for such careers. This is why she asks him to what extent the current and future reforms are intended to increase the role models of women working in scientific fields.
Question· Question écrite17310open
France · National Assembly
Ms. Céline Calvez questions the Minister of National Education and Youth on the issue of promoting gender equality in student guidance. On May 31, 2018, Ms. Céline Calvez and Mr. Stéphane Viry submitted a report on the place of women in the scientific field entitled “Women and science: urgent action for real equality”. This work has shown that women still occupy too small a place in the so-called “hard” sciences and that despite certain advances, the situation evolves only very slowly, and sometimes even shows a certain decline. This imbalance is found from the choice of options at the end of school and into professional life. 23 recommendations are made in this report. The first of these suggests the strengthening and development of initial training in equality between girls and boys teachers in ESPE, emphasizing the deconstruction of stereotypes. To this end, it is recommended to draft an application circular detailing the volume and content of this equality training. Education is of crucial importance in the fight for real equality between men and women. However, the report presented by Céline Calvez and Stéphane Viry demonstrated that school is often productive of inequalities by its way of considering girls and boys. For example, girls are less encouraged to follow a science course than boys. The consequence of this differentiated treatment is that, although girls are more successful at school than boys, they are much less present in scientific courses. This gap widens as studies progress. These stereotypes must therefore be the subject of systematic deconstruction work. We must raise awareness among teachers and give them tools to guide them in their daily practice. However, currently, this training remains optional for future teachers, and above all very variable from one ESPE to another. Only one school in two believes that it has trained 100% of its students, even though the law creating ESPEs has theoretically made it compulsory this awareness. This is why she asks him if the current and future reforms aim to strengthen and develop equality training in the future higher teaching institutes (INSP).
Question· Question écrite17253open
France · National Assembly
Ms. Céline Calvez questions the Minister of National Education and Youth on the issue of promoting gender equality in student guidance. On May 31, 2018, the MP and the MP Stéphane Viry submitted a report on the place of women in the scientific field entitled “Women and science: urgent action for real equality”. This work has shown that women still occupy a place too limited in the so-called “hard” sciences and that despite certain advances, the situation evolves only very slowly, and sometimes even shows a certain decline. This imbalance is found from the choice of options at the end of school and into professional life. 23 recommendations are made in this report. The fifth of these is to provide for the participation of experts on the theme of gender equality and gender stereotypes in the groups of experts working on the programs and the common core within the higher program council. Numerous studies show that school programs convey certain stereotypes and do not sufficiently highlight women. This issue must be taken into account during the next revision of the programs. This is why she asks him if the elimination of stereotypes in the school programs is a project planned for the revision of the programs.
Question· Question écrite17252open
France · National Assembly
Ms. Céline Calvez questions the Minister of National Education and Youth on the issue of promoting gender equality in student guidance. On May 31, 2018, the MP and the MP Stéphane Viry submitted a report on the place of women in the scientific field entitled “Women and science: urgent action for real equality”. This work has shown that women still occupy a place too limited in the so-called “hard” sciences and that despite certain advances, the situation evolves only very slowly, and sometimes even shows a certain decline. This imbalance is found from the choice of options at the end of school and into professional life. 23 recommendations are made in this report. The sixth of these is to create an independent observatory of sex stereotypes in textbooks, responsible for to evaluate the presence of stereotypes and their evolution in school textbooks, an observatory which could, if necessary, issue warnings. Numerous studies show that school textbooks still convey a stereotypical distribution of roles in society. Women remain over-represented in the domestic world and under-represented in political or intellectual spheres. But school textbooks occupy an important place in the identification models offered to students and their parents. This is why she asks him if, while respecting the principle of editorial freedom, a dialogue has been initiated with school textbook publishers so that particular attention is paid to the removal of these implicit stereotypes.
Question· Question écrite17251open
France · National Assembly
Ms. Céline Calvez questions the Minister of National Education and Youth on the issue of promoting gender equality in student guidance. On May 31, 2018, the MP and the MP Stéphane Viry submitted a report on the place of women in the scientific field entitled “Women and science: urgent action for real equality”. This work has shown that women still occupy a place too limited in the so-called “hard” sciences and that despite certain advances, the situation evolves only very slowly, and sometimes even shows a certain decline. This imbalance is found from the choice of options at the end of school and into professional life. 23 recommendations are made in this report. The eighth of these is to provide, in schools, for meetings between parents, young people and guidance counselors, teachers. These meetings would take place for each orientation level and would increase communication regarding the value of mathematics and science in general, and thus change parents' perceptions. In higher education a pattern of gender orientation is emerging. It is therefore essential to combat the stereotypes which determine the orientation of young people girls. This is why she asks him if such workshops will be integrated into the modules intended to facilitate student orientation.
Question· Question écrite17250open
France · National Assembly
Ms. Céline Calvez questions the Secretary of State to the Prime Minister, responsible for equality between women and men and the fight against discrimination, on the issue of promoting gender equality in student guidance. On May 31, 2018, the MP and the MP Stéphane Viry submitted a report on the place of women in the scientific field entitled “Women and science: the emergency actions for real equality. This work has shown that women still occupy too little a place in the so-called “hard” sciences and that despite certain advances, the situation is only evolving very slowly, and sometimes even shows a certain decline. This imbalance is found from the choice of options at the end of school and into professional life. 23 recommendations are made in this report. The seventh of they are to launch a national information campaign on scientific sectors and professions and their social usefulness by including girls. The objective of this campaign would be to refute commonly accepted misconceptions and to promote atypical career paths. In higher education a pattern of gender orientation clearly emerges. Girls are three times more likely to imagine working in health professions while twice as many boys imagine themselves working in engineering. To compensate for these stereotypes, it is essential to increase girls' awareness of scientific, engineering and digital careers. This is why she asks him if such information campaigns will be set up within schools.
Question· Question écrite17249open
France · National Assembly
Ms. Céline Calvez questions the Minister of Culture about promoting the place of women in the field of science. On May 31, 2018, the MP and the MP Stéphane Viry submitted a report on the place of women in the scientific field entitled “Women and science: urgent action for real equality”. This work has shown that women still occupy too little a place in so-called “hard” sciences. and that despite certain advances, the situation evolves only very slowly, and sometimes even shows a certain setback. This imbalance is found from the choice of options at the end of school and into professional life. 23 recommendations are made in this report. The ninth of these is to highlight the professions of technology and innovation through, for example, a fiction series featuring women engineers and technicians, heroines of the series like Dr House for medicine. The “Women and science” report highlighted the existence of numerous prejudices about women's competence in scientific subjects. Mathematics, for example, is not presented as the preferred field of young girls. The consequence is that women are under-represented in this discipline. In teaching higher a sexual orientation pattern appears. Girls are three times more likely to imagine themselves working in health professions while boys are twice as likely to imagine working in engineering. It is therefore essential to change the representations conveyed by society. The creation of such a series can be a way of transmitting to young girls, and more broadly to the whole society, the idea that sciences are not a strictly masculine discipline. It would provide them with an identification model to encourage them to invest in this area. Consequently, she asks him how his ministry encourages authors, producers and broadcasters of French series to create a series featuring women scientists.
Question· Question écrite17248open
France · National Assembly
Ms. Céline Calvez questions the Minister of National Education and Youth on the issue of promoting gender equality in student guidance. On May 31, 2018, Ms. Céline Calvez and Mr. Stéphane Viry submitted a report on the place of women in the scientific field entitled “Women and science: urgent action for real equality”. This work has shown that women still occupy too small a place in the so-called “hard” sciences and that despite certain advances, the situation evolves only very slowly, and sometimes even shows a certain decline. This imbalance is found from the choice of options at the end of school and into professional life. 23 recommendations are made in this report. The second recommendation is to propose and develop a continuing training offer for all staff educational professionals (teachers, guidance counselors, school heads) on the theme of equality between girls and boys and gender stereotypes. It is also suggested to provide online training against MOOCs. The fight for real equality between men and women must be waged at school. However, the report presented by Céline Calvez and Stéphane Viry demonstrates that the school is productive of inequalities by its way of considering girls and boys. Young girls are therefore less encouraged to follow a scientific course. To deconstruct these stereotypes, we must raise awareness among school staff and give them tools to identify these biases. Only half of the staff working in educational establishments currently benefit from such training. This is why she asks him in what As current or future reforms aim to offer continuing education and online training relating to the fight against gender stereotypes to all educational staff.
Question· Question écrite17247open
France · National Assembly
Ms. Céline Calvez questions the Secretary of State to the Minister of the Economy and Finance and the Minister of Action and Public Accounts, responsible for digital technology, on the issue of promoting gender equality in student guidance. On May 31, 2018, the MP and the MP Stéphane Viry submitted a report on the place of women in the scientific field entitled “Women and science: urgent action for real equality. This work has shown that women still occupy too little a place in the so-called “hard” sciences and that despite certain advances, the situation is only evolving very slowly, and sometimes even shows a certain decline. This imbalance is found from the choice of options at the end of school and into professional life. 23 recommendations are made in this report. The ninth of them is to experiment with digital training with young girls engaged in service specialties within the professional and technological path. The choice of students' orientations appears to be very clearly linked to gender and the qualities that we attribute to girls and boys respectively. It is essential to compensate for these preconceived ideas. This is why she asks him if such training experiments digital technologies are or will be implemented for girls engaged in service specialties within the professional and technological path.
Question· Question écrite17246open
France · National Assembly
Ms. Céline Calvez questions the Minister of National Education and Youth on the issue of promoting gender equality in student guidance. On May 31, 2018, the MP and the MP Stéphane Viry submitted a report on the place of women in the scientific field entitled “Women and science: urgent action for real equality”. This work has shown that women still occupy a place too limited in the so-called “hard” sciences and that despite certain advances, the situation evolves only very slowly, and sometimes even shows a certain decline. This imbalance is found from the choice of options at the end of school and into professional life. 23 recommendations are made in this report. The third recommendation is the installation in each ESPE of a representative for questions of equality between girls and boys based on the model of equality officers existing in universities. The fight for real equality between men and women must be waged at school. However, the report presented by Ms. MP and Mr. MP Stéphane Viry demonstrates that school produces inequalities through its way of considering girls and boys. Young girls are less encouraged to follow a scientific course. For to deconstruct these stereotypes it is important to raise awareness among teachers. This is why she asks him if within future INSPs, a referent on issues of equality between girls and boys will be set up.
Question· Question écrite17245open
France · National Assembly
Ms. Céline Calvez questions the Minister of National Education and Youth on the issue of promoting gender equality in student guidance. On May 31, 2018, the MP and the MP Stéphane Viry submitted a report on the place of women in the scientific field entitled “Women and science: urgent action for real equality”. This work has shown that women still occupy a place too limited in the so-called “hard” sciences and that despite certain advances, the situation evolves only very slowly, and sometimes even shows a certain decline. This imbalance is found from the choice of options at the end of school and into professional life. 23 recommendations are made in this report. The fourth recommendation is to take stock of the implementation of the Interministerial Convention for Equality between girls and boys, to evaluate the implementation of equality training in ESPEs and to generalize good practices. To deconstruct preconceived ideas which result in the under-representation of girls in scientific options and fields, this proposal encourages us to establish an inventory of actions carried out in favor of equality. This approach is likely to promote good practices already in place and to encourage reinforced action in favor of equality between girls and boys. This is why she asks him for an assessment of the implementation of the interministerial agreement and to indicate how good practices in the new INSPs will be able to be generalized.
Question· Question écrite13590answered
France · National Assembly
Ms. Céline Calvez questions the Minister of Solidarity and Health on the issue of free parking for home health care workers. The Government wishes to prioritize keeping patients requiring nursing, physiotherapy and medical care at home. It appears essential to facilitate, by all means, the movement of these health personnel home. And beyond travel, free Parking appears necessary and it is important that this system is the same at the departmental, regional or even national level. For example, a nurse who is paid 8.80 euros (including 2.50 euros for travel) for treatment of a leg ulcer, hesitates to travel to his home because he will not easily find a parking space and will risk a fine of 135 euros in a street where it is impossible to get there. park. This patient suffering from a leg ulcer, unable to stay at home, will have to be hospitalized at a cost of 600 euros per day. The savings made by the State are therefore substantial in the event of a home trip (knowing that an ulcer can take between one and six months to heal). This is why she is asking him, in order to facilitate home travel for caregivers and thus encourage continued care patients' homes, if we could consider free parking for them during their working hours.
Question· Question écrite13503open
France · National Assembly
Ms. Céline Calvez questions the Minister of Higher Education, Research and Innovation on the Greater Paris Nord university hospital campus project. This project, which should see the light of day in 2025 in Saint Ouen, will be the next major health center in Greater Paris. Medical and paramedical education, hospital activity and fundamental, translational and clinical research will thus be grouped together on the same site. This campus will constitute a major facility of the new University of Paris, resulting from the merger between Paris Diderot and Paris Descartes. To date, after a first planned site which turned out to be less optimal than expected, the regional prefect has asked the various stakeholders to take an interest in a less expensive and more accessible alternative solution. This is why she asks him, to the extent that this project will allow Greater Paris to achieve a international influence both in the field of higher education and in that of research, if the State is ready to commit to this project to advance it and in what way.
Question· Question écrite13473open
France · National Assembly
Mme Céline Calvez interroge Mme la ministre des solidarités et de la santé sur le service sanitaire et plus particulièrement, sur l'information sur la contraception. En avril 2018, Mme la ministre a présenté, avec Mme la ministre de l'enseignement supérieur, de la recherche et de l'innovation, les conclusions du rapport remis par le Professeur Vaillant sur le service sanitaire qui réserve une part importante à l'information sur la contraception et la vie sexuelle. Les futurs professionnels de santé vont ainsi pouvoir faire de la pédagogie sur la contraception, notamment dans les collèges et les lycées, ce qui est très positif. Il est important que les élèves hors filière générale, dans les lycées techniques ou les centres de formation d'apprentis soient concernés par cette information. En conséquence, elle lui demande comment s'assurer que ces publics seront bien visés et plus largement, quelles actions elle compte mettre en place afin de rendre effectif le droit à l'information sur la contraception pour toutes et tous.
Question· Question écrite14472answered
France · National Assembly · 21 April 2026
Mrs. Céline Calvez draws the attention of the Minister of National Education to the conditions under which individual candidates for the general and technological baccalaureate can take, during the same session, the anticipated tests and the final tests. As the law stands, this possibility is already open to certain candidates, in particular to those aged at least twenty years on December 31 of the year of the exam, as well as to certain younger candidates relating to specific situations provided for by the texts. The current framework is thus based on precisely defined conditions and exceptional cases, which lead to a distinction between the situations in which individual candidates can present, during the same session, the anticipated tests and the final tests. This device may raise questions about its adaptation to the diversity of paths, in particular for certain young people preparing the exam independently or finding themselves in particular situations which do not clearly fall within the cases currently planned. Also, she asks him if the Government plans to adapt or expand the exceptional cases currently provided for, in order to better take into account certain atypical situations and the diversity of the backgrounds of individual candidates. She also wishes to know whether, more broadly, a change in the regulatory framework is envisaged with regard to the conditions under which these candidates can take, during the same session, the anticipated examinations and the final examinations of the baccalaureate.
Question· Question écrite11136open
France · National Assembly · 25 November 2025
Ms. Céline Calvez questions the Minister of the Interior on the results, two years after the implementation of the instructions of May 16, 2023 from the ANCT and the Ministry of the Interior, which excluded support for residence permit and naturalization procedures from the scope of France Services houses despite their complete dematerialization. Since then, France Services advisors can no longer support users in these procedures, now referred to the digital reception of the prefectures, which deprives them of the local support that they previously found with the France Services network for these procedures. The Defender of Rights stressed that this restriction could affect access to rights. Furthermore, the field feedback available to it shows persistent difficulties. Stopping support would leave users without support situation of digital fragility, who struggle to identify an alternative support offer. Situations with risks of breach of rights are also reported, a situation already documented by the Defender of Rights in her report on the ANEF, as well as increased tensions at digital reception points in the prefecture. These findings question the reconciliation between the generalization of online procedures, equal access to the public service and the reception capacities of the prefectures. This is why the MP is questioning the Minister about the way in which this restriction was implemented and the consequences it may have had on foreigners' access to these procedures. She also wishes to know whether the ministry has evaluated this measure in terms of processing times for requests and workload in the prefectures and whether it has elements enabling it to be verified whether the objectives set in 2023 have been achieved and whether adjustments have been considered. She also asks whether, in areas where the offer of digital support is insufficient, a localized relaxation of the restriction to France Services houses could be put in place, by authorizing on an experimental basis these structures to once again support certain of these approaches in order to to avoid breaches of rights. Finally, she would like to know if the Government intends to re-examine the 2023 guidelines, in accordance with the recommendations of the Defender of Rights and under what terms, in order to strengthen support for foreign users.
Question· Question écrite8072answered
France · National Assembly · 1 July 2025
Ms. Céline Calvez draws the attention of the Minister of State, Keeper of the Seals, Minister of Justice to the absence of a regulatory framework governing the integration of individuals affiliated with the ultra-right and the ultra-left in measures to prevent radicalization. The radicalization prevention measures implemented by the Ministry of Justice and its decentralized services aim to identify and support people showing signs of an ideological shift towards forms of extreme violence, particularly through departmental monitoring units and specific deradicalization programs. Historically focused on the fight against jihadist recruitment, these devices are today confronted with the worrying rise of the radical ultra-right, but also of certain ultra-left currents, raising the question of their expansion to other forms of violent extremism. In fact, certain territorial monitoring structures already include profiles from these movements in their support systems, in the same way as other forms of radicalization. However, this practice remains heterogeneous depending on the territories and is not based on any formalized legal basis, which limits the action of professionals in the field and coordination between the different authorities concerned. Consequently, she would like to know if the Government plans to clarify and harmonize the applicable legal framework, in order to guarantee uniform treatment of individuals affiliated with the ultra-right and the ultra-left within the mechanisms to combat radicalization. She would also like to know the training prospects for justice actors. and integration, in order to better adapt support methods to these new forms of radicalization.
Question· Question écrite8035open
France · National Assembly · 1 July 2025
Mme Céline Calvez attire l'attention de M. le ministre d'État, ministre de l'intérieur, sur le développement préoccupant de pratiques abusives visant des personnes étrangères dans leurs démarches administratives de demande ou de renouvellement de titre de séjour. Alors même que ces démarches sont gratuites et doivent être effectuées directement auprès des services préfectoraux, plusieurs entreprises privées, parfois sous la forme de cabinets ou de plateformes en ligne, proposent aux demandeurs un accompagnement payant, souvent à des tarifs très élevés, en leur promettant un traitement facilité ou accéléré de leur dossier. Dans certains cas, ces intermédiaires laissent entendre qu'ils disposent de contacts privilégiés ou de moyens d'intervention auprès de l'administration, ce qui s'apparente à des pratiques trompeuses, voire à de l'abus de faiblesse. Plusieurs victimes ont ainsi déboursé des centaines, voire des milliers d'euros, sans aucune garantie de traitement de leur demande et parfois sans prestation effective. Aussi, elle souhaite l'interroger sur les mesures envisagées pour renforcer l'information des usagers sur la gratuité des démarches et sur les précautions à prendre face à ces offres commerciales, ainsi que sur les actions susceptibles d'être engagées pour améliorer la régulation et le contrôle de ces entreprises et plateformes privées intervenant dans ce domaine.
Question· Question écrite12220answered
France · National Assembly · 17 October 2023
Mme Céline Calvez interroge M. le ministre de l'éducation nationale et de la jeunesse sur le devenir du Centre d'études et de formation en partenariat avec les entreprises et les professions (CEFPEP), qui offre des formations aux personnels de l'éducation nationale afin qu'ils puissent découvrir le monde de l'entreprise. En effet, le catalogue des formations du CEFPEP n'est plus accessible en ligne, ce qui pousse les acteurs éducatifs en recherche de stages à s'interroger. Or Il est primordial de permettre une découverte mutuelle entre les acteurs du monde économique et les acteurs du monde de l'éducation. D'autant plus que ces liens créés participeront à une plus grande attractivité du métier d'enseignant. Il semblerait qu'une évolution des modalités de pilotage et de déploiement de l'offre de formation en entreprise soit en cours dans l'objectif d'amplifier cette offre et de la rendre plus en lien avec les besoins des établissements. La mise en œuvre reviendrait aux écoles académiques de la formation continue (EAFC) et aux campus des métiers et des qualifications. Elle souhaiterait savoir quel rôle le CEFPEP pourrait conserver dans cette nouvelle configuration en tant qu'acteur majeur de ce secteur depuis plus de 65 ans.
Question· Question écrite9872open
France · National Assembly · 11 July 2023
Mme Céline Calvez attire l'attention de M. le ministre de la santé et de la prévention sur la différence de traitement entre les hôpitaux publics et les hôpitaux privés. En effet, alors que les hôpitaux privés à but non lucratif remplissent les mêmes missions que les hôpitaux publics, les deux types d'établissements ne sont pas toujours traités de manière équitable. Ainsi, en 2022, à la suite des « mesures Braun » destinées à maintenir l'activité aux urgences et dans les services d'aval, alors que certains établissements privés ont pris part à cet effort en déployant des moyens financiers conséquents, comme c'est le cas à Levallois avec l'Hôpital Franco-Britannique, le ministère a annoncé que la prise en charge financière du coût de ces mesures était réservée aux seuls hôpitaux publics et seules certaines ARS ont compensé partiellement les dépenses engagées sur leurs marges régionales. Aujourd'hui, ces disparités fragilisent dangereusement l'équilibre financier des structures privées, qui représentent 150 000 soignants ou non-soignants, 10 000 médecins, et qui assurent près de 5 millions de séjours en hospitalisation chaque année. C'est pourquoi elle souhaiterait savoir si la mise en place d'un traitement financier équitable entre les établissements privés et publics, permettant à chacun de rester attractifs tout en reconnaissant ses particularités, serait possible.
Question· Question écrite8759answered
France · National Assembly · 6 June 2023
Mme Céline Calvez attire l'attention de M. le ministre du travail, du plein emploi et de l'insertion sur le congé paternité. Depuis juillet 2021, le congé de paternité et d'accueil de l'enfant a été considérablement renforcé. Le congé de paternité est d'une durée totale de 25 jours calendaires voire 32 jours en cas de naissance multiples, au bénéfice du père salarié ainsi que, le cas échéant, au conjoint ou concubin salarié de la mère ou à la personne salariée liée à elle par Pacs. Mme la députée aimerait connaître le niveau actuel d'appropriation de ce dispositif par les salariés et les encouragements pratiqués par les entreprises et les partenaires sociaux en sa faveur. Par ailleurs, pendant les 10 semaines qui suivent la fin du congé de maternité ou les congés payés pris immédiatement après celui-ci, la salariée bénéficie d'une protection relative contre le licenciement. Le licenciement est possible uniquement en cas de faute grave ou si l'employeur est dans l'impossibilité de maintenir le contrat de travail pour un motif étranger à la maternité. Par exemple, en cas de licenciement pour inaptitude et impossibilité de reclassement. 2 ans après la mise en place du congé paternité et d'accueil de l'enfant et devant certains témoignages récents de salariés entravés dans leur carrière pour avoir pris leur congé paternité, elle aurait voulu connaître les conditions de protection pour le salarié de retour de congé paternité.
Question· Question écrite8331answered
France · National Assembly · 30 May 2023
Mme Céline Calvez interroge M. le ministre de la transition écologique et de la cohésion des territoires sur l'utilisation d'animaux sauvages pour la création artistique (cinéma, publicité, clips vidéo...). En effet, si la majorité présidentielle depuis 2017 n'a de cesse de travailler afin de garantir le bien-être animal, certains témoignages récents ont pu révéler une forme de cruauté récurrente dans les pratiques de quelques sociétés spécialisées dans le dressage d'animaux à destination de la production audiovisuelle et cinématographique, mettant en lumière un potentiel manque de prise en considération par la loi de ces animaux et de ces activités. La loi contre la maltraitance animale du 30 novembre 2021 a ainsi interdit les animaux sauvages dans les cirques itinérants, en considérant qu'il était impossible de répondre aux besoins de ces animaux, notamment du fait de leurs transports fréquents et parfois sur de longues distances, mais il peut être constaté que peu de mesures ont été prévues afin d'encadrer les pratiques dans la création artistique. Il paraît pourtant essentiel que les animaux sauvages captifs et domestiques puissent bénéficier d'une protection suffisante pour assurer le respect de leur intégrité physique et l'absence de maltraitance en toute circonstance. À ce titre, elle souhaiterait savoir si le Gouvernement envisage actuellement la mise en place de mesures permettant de garantir l'interdiction d'exploitation d'animaux sauvages dans le cadre de la création artistique.
Question· Question écrite3420answered
France · National Assembly · 22 November 2022
Mme Céline Calvez attire l'attention de M. le ministre du travail, du plein emploi et de l'insertion sur les modalités de recul de date de départ en retraite prévu par la gestion prévisionnelle des emplois et des compétences (GPEC). Aujourd'hui, au sein d'une organisation ayant adopté le dispositif de gestion prévisionnelle des emplois et des compétences (GPEC), il peut être demandé au salarié de fixer son départ à la retraite 2 ans en amont de la date souhaitée. Néanmoins, la conjoncture économique et les situations personnelles pouvant évoluer rapidement, il est parfois difficile pour le salarié d'anticiper et d'évaluer sa situation si longtemps en avance. Ce délai contraint donc souvent le demandeur et ne lui offre pas de marge de manœuvre. Concrètement, il est intéressant de se pencher sur le cas de figure d'une citoyenne de la circonscription de Mme la députée. Après avoir adhéré à la gestion prévisionnelle des emplois et des compétences (GPEC), acceptant ainsi les 60 jours de congés donnés en contrepartie par l'entreprise, cette citoyenne a fixé sa date de départ à la retraite sans mesurer les éventuels futurs effets de l'inflation, de la fiscalité ou de diverses décotes et surcotes. Des éléments négligés lors de sa décision qui la contraignent aujourd'hui à demander un report de 6 mois vis à vis de la date fixée afin d'envisager un départ plus serein en retraite. Néanmoins, aujourd'hui, son entreprise s'oppose à un tel report au nom du dispositif de la GPEC. Même si la citoyenne de sa circonscription accepte de renoncer à l'avantage induit par le dispositif pour s'en soustraire, la seule solution de report proposé par l'entreprise est d'un mois. Ainsi, alors qu'aux yeux du régime général, cette demande est tout à fait réalisable, la gestion prévisionnelle des ressources humaines de l'entreprise l'en empêche et s'oppose donc au report demandé. Aussi, si le droit à l'erreur est reconnu et permet de régulariser une erreur commise dans une déclaration à l'administration sans être sanctionné, elle aurait voulu savoir comment ce droit à l'erreur pourrait rentrer en application au sein de la gestion prévisionnelle des emplois et des compétences (GPEC) notamment en ce qui concerne le choix des dates de départ en retraite.
Question· Question écrite3113answered
France · National Assembly · 15 November 2022
Mme Céline Calvez attire l'attention de M. le ministre de la santé et de la prévention sur le manque de solutions adaptées à la prise en charge des jeunes de moins de 15 ans en services psychiatriques. En effet, une citoyenne de sa circonscription a porté à la connaissance de Mme la députée le cas de sa fille âgée de 13 ans. Celle-ci a été victime de harcèlement scolaire au sein de son collège, ce qui l'a ensuite conduit à trois tentatives de suicide. Depuis, la maman peine à trouver une structure d'accueil adaptée à la souffrance psychologique de sa fille, en raison de la saturation de nombreux établissements et de délais d'attente de plus en plus longs. Ainsi, les centres médico-psychologiques annoncent des délais de prise en charge pour un rendez-vous en pédopsychiatrie allant de 6 mois à 2 ans. D'autre part, 90 % des cliniques privées ne prennent pas en charge les adolescents de moins de 15 ans ce qui réduit encore le champ des possibles. C'est pourquoi avec le nombre croissant d'adolescents en détresse psychologique depuis la covid, la question se pose du besoin urgent de pouvoir renforcer les structures existantes à destination des moins de 15 ans. Elle souhaite connaître sa position sur le sujet.
Question· Question écrite42980open
France · National Assembly · 11 July 2021
Mme Céline Calvez interroge M. le secrétaire d'État auprès de la ministre du travail, de l'emploi et de l'insertion, chargé des retraites et de la santé au travail, sur la problématique de la date de paiement des retraites par la Caisse nationale d'assurance vieillesse. En effet, les pensions sont réglées le 9 de chaque mois, en conformité avec l’arrêté du 11 août 1986, complétant le décret du 28 janvier 986 sur la mensualisation des retraites, qui fixe cette date de paiement. La raison invoquée pour le choix de cette date est que la branche retraite, pour des raisons d'équilibre de trésorerie, ne peut mettre en paiement les retraites avant d'avoir encaissé les cotisations: la disponibilité des fonds est indispensable. Pour autant, les retraités ne perçoivent leurs pensions que le 10 du mois, bien qu'ayant des échéances à régler en début de mois, ce qui a pour conséquence de placer certains pensionnaires dans des situations financières compliquées. C'est pourquoi elle souhaiterait lui demander d'envisager un paiement des pensions le premier jour ouvré de chaque mois puisque cela est déjà le cas dans la région Alsace-Moselle et ne semble pas poser de problèmes de trésorerie.
Question· Question écrite20269open
France · National Assembly · 5 November 2019
Mme Céline Calvez interroge M. le ministre de l'éducation nationale et de la jeunesse sur la mise en œuvre de l'accompagnement au choix de l'orientation depuis septembre 2018, en classe de seconde. La réforme du lycée verra son aboutissement en 2021 avec les nouvelles épreuves du baccalauréat. Depuis la rentrée de septembre 2018, grâce à cette réforme, les élèves de seconde bénéficient d'un accompagnement beaucoup plus personnalisé. En effet, ces élèves ont passé, avant le mois d'octobre, un test de maîtrise de langue française et de mathématiques. Ces tests de positionnement ont pour objectif d'identifier les acquis et les besoins de chacun des élèves et permettent de mettre en place un accompagnement personnalisé en français dans tous les lycées, à raison de deux heures par semaine. L'objectif est d'améliorer la maîtrise de la langue, à la fois à l'écrit et à l'oral. Grâce à cette réforme, chaque élève de seconde bénéficie aussi de cinquante-quatre heures annuelles dédiées au choix de l'orientation. Suivant les établissements, ces premières cinquante-quatre heures ont correspondu à des heures d'information, à des visites d'établissement d'enseignement supérieur, au suivi de forums des métiers, etc. L'objectif est d'aider l'élève « dans la conception de son projet de poursuite d'études », grâce notamment à la découverte des métiers et des formations et d'éclairer le choix qu'il fera pour son orientation en première, en voie professionnelle ou en voie générale. Ces deux nouveautés (accompagnement en français et en mathématiques et accompagnement au choix de l'orientation) s'inscrivent pleinement dans l'école de la confiance. Elle souhaiterait savoir si un bilan du contenu de ces cinquante-quatre heures dédiées à l'orientation en classe de seconde a été dressé, comment les établissements ont intégré ces heures dans l'emploi du temps des élèves et quelles actions ont été principalement mises en place pour aider les élèves à construire leur avenir.
Question· Question écrite19352open
France · National Assembly · 4 July 2019
Mme Céline Calvez interroge M. le ministre de l'éducation nationale et de la jeunesse sur la possibilité de garder des effectifs de classe moins chargés dans les écoles accueillant des élèves à besoins particuliers. En effet, la gestion des enfants allophones ou en situation de handicap apparaît assez lourde et les écoles qui jouent le jeu de l'inclusion devraient pouvoir en être récompensées. Si l'on prend l'exemple des UPE2A, bien qu'ayant un enseignant dédié pour l'apprentissage du français, ces élèves passent un temps non négligeable dans les autres classes de l'école. Or ils nécessitent une attention particulière compte tenue de la barrière de la langue ce qui implique pour le professeur d'adapter son enseignement face à un auditoire hétérogène. S'agissant des élèves en situation de handicap, ils ne sont accompagnés de leur AESH en moyenne que 6 heures sur les 24 heures qu'ils passent en classe. Le reste du temps, l'enseignant doit les gérer seul sans pour autant négliger son groupe classe. C'est pourquoi, elle lui demande s'il était possible d'appliquer un coefficient particulier pour le comptage des classes dans les écoles qui accueillent des élèves à besoins particuliers.
Question· Question écrite23228answered
France · National Assembly · 9 January 2019
Mme Céline Calvez interroge M. le ministre de l'éducation nationale et de la jeunesse sur la prise en compte du développement durable par les « campus d'excellence ». La rentrée 2019 fut la première rentrée du nouveau lycée professionnel. La loi du 5 septembre 2018 pour la liberté de choisir son avenir professionnel avait deux objectifs : d'une part, répondre aux nouveaux besoins de compétences pour être en phase avec le monde du travail et en lien notamment avec la transition écologique et d'autre part, rendre la voie professionnelle plus attractive pour les étudiants. En complément, la réforme du lycée professionnel a notamment permis la mise en place d'heures d'accompagnement et d'orientation, la promotion de la co-intervention comme nouvelle approche pédagogique, la réalisation de « chefs-d'œuvre » ainsi que la création des « campus d'excellence ». Aussi, si la rentrée 2019 a été marquée par la priorité donnée au développement durable, elle lui demande comment les « campus d'excellence » peuvent prendre en compte cette orientation, notamment dans leur construction, leur gouvernance ou encore dans l'offre et le contenu des formations.
Question· Question écrite2693answered
France · National Assembly · 10 July 2017
Mme Céline Calvez attire l'attention de Mme la secrétaire d'État, auprès du Premier ministre, chargée des personnes handicapées, sur l'intégration des enfants handicapés à l'école. Le droit à l'éducation pour tous les enfants, quel que soit leur handicap, est un droit fondamental. À ce titre, les élèves en situation de handicap bénéficient d'un accueil à l'école, quels que soient leurs besoins. Il faut s'en réjouir. Depuis 2006, le nombre d'élèves en situation de handicap scolarisés en milieu ordinaire a plus que doublé. Néanmoins, Mme la députée souhaite attirer l'attention de Mme la secrétaire d'État sur le stress ou le désarroi ressenti par certains enfants handicapés placés dans des classes dont ils ne peuvent pas suivre le niveau. L'inclusion se révèle alors paradoxalement anxiogène. C'est parfois le résultat de la volonté des parents de voir suivre une scolarité « la plus normale possible » à leurs enfants. N'est-il pas souhaitable de rendre plus modulable l'inclusion en proposant la participation des élèves au cours les plus opportuns pour eux. Elle lui demande de bien vouloir éclairer les parlementaires sur les actions mises en place par le Gouvernement pour rapprocher les parents d'enfants en situation de handicap et les équipes de suivi scolaire (ESS) pour trouver la meilleure solution pour l'enfant et ainsi parvenir à la meilleure inclusion possible à l'école.