What changes at the start of the school year?

«Basic knowledge» In preschool, priority is given to continuity between cycles 1 and 2, in particular through teacher training. This continuity is conceived through the prism of the results of the national assessments at the entrance of CP
The SNUipp-FSU denounces any elementaryization of kindergarten and the primacy given to CP assessment preparation and assessment management.

At primary school, priority remained for French (reading and writing) and arithmetic. Continuation of ongoing training plans in constellations. There are new sample-based national assessments for CM1 students
The union refuses a pilot through evaluation, which focuses education on mastering only a few points of the program. It champions training courses that meet the needs and requirements of the workforce. EPS Generalization of 30 minutes of daily physical activity in addition to PE.
The conditions for their implementation remain ill-defined: positioned at more than 24 hours of school time, they could come at the expense of some of the programs; organized outside school hours, while remaining the responsibility of the teachers, would constitute a new and time-consuming constraint, in violation of PEs’ regulatory service obligations. ESD: education for sustainable development The Higher Education Council is considering education in education for sustainable development.
Publication in the year of a guide to “ecological frugality”.
In order for the school to play its full role in true education for ecological transition, solid training for staff and teaching teams, a bank of resources and resources, and the writing of enhanced programs must be put in place. priority education Further class division.
The minister relies on “demonstrated effectiveness”, as evidenced by the
results in the national ratings of CP, CE1 and 6ème. However, on 6 out of 8 items of CE1 assessments in French, the differences in results between REP+ students and non-priority education students have worsened since 2018. , lead to these results and are the responsibility of the Ministry.
The collective labor agreement experiment, which started in September 2021 in 3 metropolitan academies (Aix-Marseille, Lille, Nantes), will be extended to 12 other academies at the start of the next school year. The three-year system will be implemented in the five overseas academies, as well as in Grenoble, Lyon, Montpellier, Orléans-Tours, Reims, Strasbourg and Versailles.
These three-year contracts are offered by the Rectorate to schools and educational institutions on the basis of local indicators chosen at the academic level and which link the teams to specific objectives. school debate “Collective reflections” based on the school project and local level debates involving the partners are announced.
In line with the Marseille experiment, additional resources could be allocated to schools to support “local innovations”.
The allocation of resources on the basis of “local projects” without objective national criteria increases and exacerbates resource disparities. school evaluation After an experimental phase last year, the ministry is generalizing school evaluations, at a rate of 20% of schools per year, with an evaluation every five years for each school. This system, which derives from the Blanquer “for a school of trust” law, consists of two phases:
• a self-evaluation phase under the responsibility of the director
school, based on statistical elements such as the results of national assessments;
• an external evaluation, performed by a group of external evaluators appointed by the academy inspectorate.
The resulting report should serve as the basis for the new school project.
A 1st degree inter-union is against school evaluations.
A motion of the council of masters is available for the teams involved on the SNUipp-FSU website.
rural school Continuing Rural Education Areas (TER). An OER is based on a network consisting of at least one university college and its schools. The resources and actions identified by the local educational alliances can be of different order (school perseverance, guidance, arts and culture, sports, sustainable development, etc.). Agreements are signed between the different partners and linked to “l’école du futur” (tender and additional resources). Health protocol A new protocol has been introduced for the start of the 2022 school year, with three levels that can be activated per area, depending on the evolution of the virus, without communicating the criteria leading to a level change. The Ministry provides for a period of 10 days between the announcement and the effectiveness of the protocol changes.

The green level imposes reinforced hygiene measures, the orange level limits the mixing of students and imposes distance for indoor PE. The red level prohibits mixing between classes, in the cafeteria and imposes low-intensity activities in PE. In any case, the primary school remains face-to-face.

The starting point is the alignment of the school with the rules imposed in the rest of society (wearing a mouth cap, testing, management of positive cases and contact cases, etc.).
While there is a financial incentive in the form of a subsidy for equipping schools with CO2 sensors, it remains insufficient in proportion to the number of schools to be provided. According to the ministry, 50% of municipalities have equipped schools with at least one sensor. In addition, there has been no discussion with the local authorities on the issue of buildings for two years.

EAFC: Academic School of Continuing Education The EAFCs design and implement “the academic continuing education policy for all personnel under the Department of National Education.”
“Under the direct authority of the Rector,[…] the director of the EAFC organizes the management of the school in strategic, pedagogical, administrative, financial and human resources areas.”
The EAFCs managed by the rectorates reflect the Ministry’s desire to distance the design of the training from the problems and needs in the field. The department, with the departmental training councils, should be the reference level for the organization of the training of 1st degree personnel. Their needs and requests must be identified before the training is designed. New Master Plan for Continuing Education The Masterplan Permanent Education 2022-2025 is the new roadmap for the permanent education of the staff of the National Education. Starting from the collection of individual and collective needs, continuing education should be based on a pool of diversified trainers, allow training between peers, ensure continuity between initial and continuous training, enable the professional development of the staff, etc.
The new scheme highlights the same priorities as the previous scheme, without these having been implemented. The collection of training needs was very random from one department to another and often non-existent.
The lack of measures to increase the number of trainers and improve their working conditions makes the stated intentions illusory. Career start: the internship year At the start of the 2022 academic year, the internship of new and new CRPE graduates will be done according to their previous careers. Holders of a MEEF* master’s degree are 100% responsible for the classroom and have only 10 to 20 days of training during the internship year.
This reduced volume does not provide serene access to the profession, nor does it provide access to solid educational professionalism to combat educational inequalities.

* Teaching, teaching and training professions Raise The unions, including the SNUipp and the FSU, have managed to get the government to finally intervene on a revaluation of the value of the index point, which amounts to 3.5%. This increase is well below inflation (7%). The unprecedented situation of rapid rise in the cost of living, combined with the deterioration caused by 12 years of near-freezing the point, nevertheless calls for a measure of a very different magnitude.
An immediate increase of at least 15% in the index point and the opening of negotiations on salaries and careers are necessary. The SNUipp-FSU requests the addition of index points on all nets, corresponding to a minimum of 300 euros net per month. The government must also urgently initiate a multi-year plan to make up for the losses incurred without compensation. Generalization of the Marseille experiment Emmanuel Macron announced the generalization of the Marseille experiment, known as the “school of the future”, to the whole territory from next fall when it has not even really started in Marseille and is not praised by the profession. . This contracting of objectives assigned to each school goes against the egalitarian principles on which the Republican school and the public education service are based, with competition between schools (different pay) and a high risk of being put into professional practice (local recruitment by the director or director, project schools). school management • Controlled discharges: transition from three quarters discharge to full discharge for schools with 13 classes, transition from half discharge to full discharge for schools with 12 classes, transition from a quarter to a third of discharge for schools with 6 and 7 classes. Only 20% of directors will receive a management dismissal allowance at the start of the 2022 school year.
• Remuneration: If no specific revaluation is planned for school leaders for this start of the school year, unitary union pressure has allowed an increase in their stipend by €225 gross per year on January 1, 2022.
The SNUipp-FSU demanded and obtained an identical raise for the 43,904 principals and principals, taking into account the difference in workload due to increasing dismissal volume depending on the size of the school.

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