Notebook for the week of May 12 to 18, 2014 – Cacophony – base that wavers – 4 medium -.

Notebook for the week of May 12 to 18, 2014 – Cacophony – base that wavers – 4 medium -. The notebook obviously returns to the cacophony surrounding the postponement of the pre-school year. And the disastrous image of the profession as it returns to the opinion. And the consequences could be as negative for the minister. There is also concern for the future of the base in such a context. And it also has a right to follow the articles that are concerned about the scores given to candidates in recruitment competitions. Cacophony Thursday morning, an "alert" Le Monde on my laptop: "The teachers prerentree removed in 2014". And this is the beginning of a media frenzy and a cacophony as has rarely known in the world of education. Information should be announced by the Minister to the Higher Education Council (CSE), Friday, May 16 On Wednesday, the SNES (National Union of the teachings of the second degree), tweeted the announcement on a triumphant fashion. "The prerentree in August, the ras-le-bol of the profession [in frozen wages] came to the ears of the Minister, announcing the postponement to September." Recall that there was a strike threat from several unions in case of pre-comeback August 29 as planned in the timetable provided by the ministry. Some will see this initial sentence of World Speaking of pre-retracted "deleted" a more clumsiness possible manipulation. Anyway this https://homeworkmarket.me/
phrase was ambiguous and led to a confusion which lasted until Friday morning. Although some in social networks (including yours truly) and the media have expressed their questions and considered that it was a misunderstanding, most newspapers have resumed as is this information which is found duplicated very quickly. It is a typical case of media frenzy when everyone tweeting faster than his shadow and where we arrive at approximations (postponed ? deleted …) that remain. For as each media does not want to lag behind, we blithely copy. How could one imagine that we can remove the pre-comeback? It is true that public opinion and journalists are struggling to understand and imagine what is done during the day pre-return (and perhaps the minister too? But I doubt it …). Especially as the images that are given are those of schools where it is apparent mostly in a "high mass" inefficient. But this is not the case everywhere, particularly in primary schools where teachers felt again misunderstood and ignored. However, to be complete must indicate that some high school teachers and unions representing them believe that indeed the pre-back is not useful. In addition the term "pre-return" makes the argument of those who think it is the "more" superfluous … We can see the business approach is behind: a strictly individual approach and considers that any consultation is the "lost time" and infringes on the sacrosanct "academic freedom." And confusion about what are the obligations and duties of teachers, vacations and holidays, the "free" time and work time … As the Lionel Jeanjeau already indicated, the arbitration was clear Friday morning: the pre-return has been postponed to Monday, September 1 and students will return Tuesday, September 2. The reasons given by the Minister are multiple (and thus confused). It refers to "organizational difficulties" related to computer systems and changing payday. The catch function of trainee teachers begin indeed normally September 1 and is even rumored that the pre-comeback in August would have resulted in an unanticipated budget extra cost … But these explanations do not seem to convince most players in this case. And despite the speeches of the Minister, the impression given is rather that of a cacophony and a political decision intended to satisfy union demands. And the damage is done … Of course, we can consider that it is the culmination of a just claim and the preservation of a social achievement but it seems that this position resists evil in the face of public opinion and even felt a lot of the teachers. Anyway, the discussions are lively and the numerous reactions on social networks. And the consequences in terms of images seem rather negative both for teachers and for the minister. Within the teaching world, the divisions are marked. We first note that this claim was mostly expressed by trade unions of the second degree. As expressed great many official and unofficial spokesmen of school teachers, pre-return "is not a fictional work day" and anyway the teachers (PE) are in their well before class official date. And they had the feeling of being once again, ignored. Especially since this is the only really make over to the end of the year and if remedial lost day, it is they who may be there as the only ones to actually do . But the divide is not just between degrees, it also refers to union and political positions. On the one hand those who believe that the refusal to begin in August is also a way to show a dissatisfaction with the wage freeze preserving a benefit of the profession and compensation for the difficulties of the job. On the other, those who, concerned about the image given to all employees and downplaying the difficulties, insist derisory nature of this attachment point face the challenges of the education system. Read as an illustration of this feeling ticket Mara Goyet on the site of the World titled "I’m ashamed" …. The consequences image term are also to Benoit Hamon. It appears as the "Union Minister" to borrow the title of an article in L’Express. He would be there to "piss on the embers" and buy social peace. But to please this or that union, he is reduced to monetize it against vacation days because not afford to increase wages (-like shows a very good drawing Vidberg-) in defiance of all that has been said about the annual school time. and by sending a signal renunciation rather than "skill" and giving the impression of political weakness. a force to "piss on the embers", one risks splash … a base that wavers During the huge cacophony of the postponement of the pre-school year, the programs of the Higher Council met last Thursday continue working on the new future "core knowledge competencies and culture." From Monday, May 12 The World broadcast a pre-project with five basic areas: basic languages, learning to learn, train the person and the citizen, man and the world: science and technology, human activity in a changing world. Cross also devoted a long article to the challenges of this important work. In an article in the Express, the historian Claude Lelievre (who had participated in the drafting of the previous common core) welcomes and worries at once: "It is stated in the current version of the draft CSP that the knowledge and skills required in the base within five major areas of learning which together define the components of the common culture. Among them: "learning to learn". It is duly noted that the main working methods "to learn" required by the education and training throughout life, not an education in itself, but should be learning programmed and explicit during compulsory education in all courses and areas of school life. And he also stressed that "learning to learn" is an issue that concerns all fields and disciplines; methodologies of work did learn that situation, but we must devote the necessary time and adequate clarifications. "For more than statements of the major areas of the base, the challenge is in the operability of this one. A too stay in generalities, we risk to remain at large but uninviting consensual principles without specifying the means of implementation and evaluation. But we know that it is on this question of the existence of a "framing" strong or not, that union divisions are. And again, while the Minister must speak soon on the subject (at the risk of encroaching on the prerogatives of the CSP) we seem to take the path of a base at a minimum not to wake the trade tensions. Unless the pledge given by the Minister on vacation used to negotiate changes to a renovated basement. Or on the contrary, the arbitrations on pre-return not portend other sacrifices … 4 medium "In France, you can become a teacher schools with 4.17 / 20 medium" is the title of an article by Pascal Riche, founder of Rue89 on this website and published earlier this week. Another article in Le Figaro with almost the same title was released on Saturday. These two very similar products are alarmed that in the academies of Versailles and Creteil, the admission threshold does not exceed 5/20. For Pascal Riche, is a sign of a crisis of vocations for a trade that governments do not know how to make attractive. As I have done on social networks, we must remember here some thoughts to qualify this analysis. And first it There is no "absolute 4" or "12 intangible" as there are a yardstick in Sevres Pavilion. Studies of docimology (little known) since the 30s show variability and relativity of the note … So the note in itself means nothing. Especially as this is a competition, and therefore what is important is not the score but the ranking. This phenomenon is not unique to educational contests. Just go unfortunately also observe the rating practices in preparatory classes where excellent Terminale students have had very good grades in tray are left with 1 or 2 to their entry into prep. Should we conclude that a lower level? It is more complicated than that … Of course, one can see, as does Pascal Riche and several commentators before him, in the "crisis" of recruiting a lack of attractiveness of the business related to its difficulty, its lack prestige and its low wages (compared to other occupations and other countries). We recalled in a previous that in 2014 the exceptional session of the Capes, half of the math teachers positions have not been filled. There are similar phenomena in other disciplines. In the first stage, 875 positions are not provided at the end of admission tests, 10% of open positions in the competition. These figures are indeed worrying when we know that the state plans to recruit 58,000 positions by 2017. We recalled that in 2013 there were two competitive examinations. He talked about here is what the "2013-2" or rather "advanced in 2014". This second contest could be opened to those who had missed the first. One can ask whether all candidates were "level" (that can be discussed …) and especially if we have not exhausted the "pool" of potential candidates. For if one hires at Masters level is obviously a potential for less candidates than if recruits license. Moreover, co-lateral damage mastering it deviates trades teachers young people from the working classes who go to a lesser degree to master. If we want teachers alike youth that they have in front of them, we must also be concerned about that … But back to the notes of the candidates CAPES and "level down". If the positions were not filled this does not necessarily mean that candidates were not present but that the jury felt that they had not Enough to be admitted. Of course it is quite legitimate that the jury members eliminate applicants who pose a real problem of skills. But one can also wonder about the behavior of these juries which register candidates on sometimes fuzzy patterns and offset from the ground realities. Examples of trick questions where candidates are asked about the "knowledge decorative" worthy "Questions pour un Champion" are numerous. As we said above, the note itself means nothing. Except that those who put a very low score or distribute "zero" to draw larigot by asking such questions and mark their territory and power .. . We will make beautiful contest supposedly more "professional" with more education, if some members of selection boards continue to behave sometimes like little haughty Marquis who despise the people they ask, we will not have advanced the design profession. We can also point out that candidates for this second competition have the same time, prepare the competition, provide courses as part of their contract and take courses and make homework to finish their master. That’s a lot for people of good will! It is much more difficult for candidates to work on two fronts than focusing on one goal. The competition can be both less selective and more difficult. The discourse on the lower level and "low attractiveness of the competition" must be deconstructed and put back in perspective. The critical analysis of the media, it should be in the common base? Happy reading … Philippe Watrelot This work is licensed under the terms of the license Creative Commons Attribution – NonCommercial – Sharing in the Same Conditions 3.0 France. Posted by Watrelot to Saturday, May 17, 2014

Leave a Reply

You must be logged in to post a comment.