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.
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.
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.
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.
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.
• 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.
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.
“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.
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.
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
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.
• 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.