In the Dijon academy, with 113 job cuts, very partially compensated by overtime or 40 FTE (full-time equivalents), we suffered a net loss of 73 teaching positions. It is both general high schools, which need resources for specialized teaching and support hours, and vocational high schools, faced with a recent reform, which will suffer from these reductions in resources. Currently the DGH (allocations of teaching hours) arrive in the establishments and come to confirm what we had denounced during the draft finance law.
Indeed, the continuation of the policy of job cuts in middle and upper secondary schools “compensated” by overtime places the establishments in a difficult or even untenable situation for the start of the 2021 school year when it will be necessary, that is still to face the health crisis, or work to erase the stigma, all with a significant increase in the number of students.
In some establishments, this overtime rate is even closer to 13% or 14%. This situation weighs excessively on staff and organizational constraints.
Concretely in the establishments it is only a few teachers who will still be able to support the increase in the number of overtime hours even though positions will have to be abolished in their discipline. Concretely always, it is the timetables of the pupils which will suffer because, for different classes, the same teacher can only work his hours one after the other when two teachers can do them at the same time. It is therefore not the needs of the pupils that will prevail in constructing the timetables, but human constraints, while no measure is planned either to strengthen educational supervision.
In colleges, the number of students per class in all divisions will be 30. The Côte d’Or and the Saône et Loire are gaining students but losing teaching resources. In the professional field, 9 training courses will be closed. The number of positions deleted per department will only be calculated from March.
Numerous warning signs are coming back to us from local teams who are now facing dead ends related to this job management.
In the double context of a major health crisis and the implementation of reforms of the general and technological high school and the vocational pathway, which requires additional resources, this stressing of preparations for the start of the 2021 school year is particularly inappropriate.
Such an approach denies the reality of the educational and pedagogical challenges which will have increased even more after more than a year of schooling impacted by the Covid 19 pandemic. The organization of establishments no longer takes up the challenge but rather renounces the essential . The main players, staff and students, have no other way out than to suffer this degradation to the detriment of their working conditions for the former and learning for the latter. What education and what future do we want for our young people?
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