Of the 2,300 full-time equivalents (FTEs) announced, 1,500 come from the elimination of the 26th hour in 6th (hour of support and in-depth study which will therefore disappear). The announcements made at the end of the year on the modification of the employment plan and, above all, the redeployment of resources complete this unfinished picture.
With the FTEs announced, only 20% of colleges will have additional resources. According to our estimates, 300,000 to 400,000 students in great difficulty (as defined by the DEPP) will not have funded small groups. Even if these reduced groups will sometimes be created elsewhere, this will dry up the margins of colleges and cannibalize a large part of the other systems.
- The elimination of personalized support in all colleges seems to have been implemented.
- Wherever additional resources are not provided (or incompletely), local educational projects will disappear. Certain options, modern or regional languages, will be sacrificed. For example, there is a real risk of disappearance of LVB or Latin/Greek in certain colleges. There will be groups of good students of 30.
Where there will not be small groups, as this will be the case in many middle schools, students in great difficulty could therefore be grouped into complete groups with degraded learning conditions in level classes.
There will certainly be support arrangements of one or two hours per week offered in each location, a significant part of which will be carried out by school teachers (PE) paid via the PACTE, but in what proportions? Today, a tiny minority of the latter participate in this system. The slots for EPs to support these support hours are also limited for broader implementation.
Let us add to all these points that decisions to assign a student to a low-level group will be a source of tension, or even conflict, with certain families. Furthermore, who will have to manage the frustration of students and families if not the staff present in the colleges? Establishment staff are always on the front line!
For UNSA Education, it is a safe bet that staff initially in favor of these measures will reconsider their position. Furthermore, because of the trade-offs that will necessarily have to be made to manage the shortage, the social and academic climate will deteriorate significantly. The underfunding of the measures will therefore add the final touch: the incomprehension of families, increased tensions between staff, in short an even more deleterious school climate.
Also read on the same theme:
Level groups: real gas factories to implement
Level groups: degraded working conditions
Level groups: systematized social sorting and uncertain teaching methods
2024-01-22 17:42:17
#Level #groups #underfunding #dried #margins #increased #tensions #UNSAEducation.com
