Experimental schools will need to be “generalized”, Emanuel Macron announced in Marseille in early June. The head of state wants to make it his model for the “school of the future”. Although the school debate is set to begin in September, the various left mayors of Clichy-sus-Bois (Seine-Saint-Denis), Olivier Klein, a close associate of Emmanuel Macron, and co-pilots in the Institute Montague’s latest report on disadvantaged neighborhoods, Education sees an opportunity to work with all actors – “a good example of what makes trio national education, state and city come alive”, he believes in an interview with “Echoes”.
Marseille will not have clichs or les muroxes
In Clichy-sous-Bois, the approach already taken is to combine an “education center” project with “one place”, two primary schools (with a single direction, from small department to CM2), for young children. A playground, a leisure center and a parent’s house.
Emmanuel Macron has pledged 2.5 million euros for the Marseille test. Can a conclusion be drawn for its generalization? “The risk is to create a cash drawer,” warns Olivia Klein.
Essential, according to him, elsewhere. “In each region, we are going to build schools that will meet our needs,” he explained to the head of state, adding: Want to “emphasize foreign languages.” Future projects must “be a moment of reflection above all else” that will be created by the school “with school, teaching team, animators and sports speakers, to meet the expectations of the children,” he reiterated.
“We need priority education and a local approach.”
Concerned neo-hippies and their global warming, i’ll tell ya. The Institut Montaigne report further recalls that the court’s auditor, in 2012, referred to “infertility” in priority education policy. And recommends “clearing an egalitarian concept of education.”
“You need both [l’éducation prioritaire et l’approche locale, NDLR], Olivia Klein insisted. Where would our children be if there were no additional resources for priority education? “And if there is” an overhaul of the menu in a few months, at no time will it lead to a loss of assets, “he stressed.
“For schools that are classified in REP +, and perhaps in REP, it will be necessary to preserve this capacity to do more,” he said. Not forgetting “those who are not fortunate enough to have priority education” and those who are in difficulty, “in the countryside or elsewhere”.
“More teachers than class” returns
“We’re not starting with anything,” underlined the passage of the mayor of Clichy-sous-Bois, who described the copying of CP and CE1 classes as a “real revolution.” He hopes to measure the “tangible effect” by the beginning of the school year, as the first students to benefit from duplication will enter 6 in 2017e September and will be evaluated as such. “But teachers are already telling me that they save months to learn to read,” he assures.
To combat school failure, the system needs to be “expanded”. During the presidential campaign, Olivier Klein suggested to Emmanuel Macron the concept of “hinge classes” – those in kindergarten, CP, CE1 or 6, small and large sections.eAt that time “change is sometimes difficult to live with”.
The former physics and chemistry teacher has proposed to complete the class duplication with a maximum number of teachers in each school, which would be “suitable” for the educational project. This instrument of “more teachers than class”, developed by Franোয়াois Hollande during his five-year tenure, was set aside to divide the class, drawing criticism from teachers’ unions.
“Do what you want” to teach the neighborhood
But the key issue, according to Olivia Klein, is recruitment. This requires “students wanting to take up the teaching profession” and hiring experienced teachers in the poorer neighborhoods, or at least ensuring that they “do not leave after three years”. In “Adequate Incentive Measures”, he mentions the need to work in the interests of housing, remuneration and position. From the second year of the license, we must develop the “student teacher” device so that “young people in the neighborhood and elsewhere want to take up the profession,” he stressed.
Nearly 1,000 preparatory places
“As long as there are preparatory classes and grandchildren’s equals, I don’t find it at all acceptable that they don’t attend working-class neighborhood high schools,” annoys Olivia Klein, who sees “a kind of inequality that should eventually be resolved.”
A recent report by Institut Montaigne on disadvantaged areas proposes to open 1,000 preparatory classrooms in high schools in urban policy districts. An investment of 75 million euros over a five-year period. “This will make it possible to benefit from associate professors. In their service and in the school, they will have time to participate in the founding life, to contribute to the improvement of the general culture of all the students, and to participate in the influence of the school, ”Olivier Klein requested.