GRANDSTAND. The “school of the future” or the dystopia of the school of tomorrow

They can call it the “school of tomorrow” because the project presented in Marseille by Emmanuel Macron and Pap Ndiaye is in line with the reactionary and destructive policy imposed by Jean-Michel Blanquer on the school for five years. . If the departure of the worst minister in school history is a real comfort for the education community, the ostentatious stance of such a continuation of reforms confirms, if necessary, the programmed continuation of the destruction of the public school. .

What to do with“school of the future” in Macronia? More autonomous schools playing competition for funding, directors have become recruitment agents and HRD, funding according to the adequacy of educational projects with government priorities … In other words, the liberal and entrepreneurial models were transferred to the public education service with its associated abolition and the questioning of civil servant status for teachers.

All the elements are there: irritability, flexibility, agility, which are all hollow concepts that neoliberalism uses in mobilization when it comes to covering up its cruelty behind a resemblance of virtue. The paradox was at its peak when the President boasted of the return of true “educational freedom” to these blanquerized schools that were first expected to serve as a showcase for government policy!

A dark future for the school is emerging in Marseille

A school in Marseille would have been awarded 40,000 euros for a project around mathematics? The enthusiasm of the presidency is far from shared by teachers and families in Marseille. It is the anger in the face of the prince’s reality and the injustice that results from it that animates the educational community. In fact, what obscenity when you know the state of school buildings, in Marseilles as elsewhere, dilapidated, with rats, no heating or not insulated!

The school urgently needs a big national plan to bounce back, but instead, it will be called upon to enter into a competitive logic, to showcase glowing projects, and more. “innovative” each other, to have the opportunity to receive funding worthy of the name. By this logic, what becomes, for example, the compensatory principle of priority education that provides funding according to social standards? Should we record the disappearance of priority education that also needs to be played out in the huge competition organized by the start-up nation?

It is more than an urgent fight against these projects based on the myth of the benefits of competition as a principle of stimulation; remember that the school does not have to meet profitability standards, that this should be standard and that public authorities should remain guarantee of a fair distribution of wealth to accommodate all children, regardless of their social or cultural background, which does not suffer from the effects of social determinism. L ‘“school of the future”aligned with the private school model, will not fail to strengthen inequality between establishments.

Public school on a chopping block

Another inequality is related to the profile of teachers to be assigned to these schools, the youngest and least trained working mainly in the poorest schools, the most experienced choosing the harder schools. “comfortable”. Which teacher would volunteer to work in a school, college or high school, downgraded, detached or dilapidated as particularly in working-class neighborhoods? Is it necessary to remember that, that in some schools, the shortage of teachers is dazzling, that teachers with contracts follow each other and that the loss of class time reaches, in the Seine Saint-Denis for example, the equivalent of 20% of the hours must be paid

At a time when the teaching profession is experiencing the greatest crisis in vocational and recruitment, it is more urgent to focus government efforts on a material re-examination of the profession and on reaffirming its meaning in the service of equality and in the liberation of all. . Emmanuel Macron and Pap Ndiaye sincerely hope to give meaning to the profession by conditioning the salary increase to additional charges as they announced?

The French school is one of the most unequal in the OECD and refuses to support children from the working classes to meet their needs. Five years of Blanquerian rule did not help, they exacerbated a situation denounced for a long time. They have also exhausted the educational community, despised, overthrown, denied its attributes of expertise.

Make no mistake, what is happening in public schools is what has already happened in hospitals: only budget rationality and the cult of profitability count, even if it means hurting people with a severe blow from the new public administration. We don’t want this project for the school, we don’t want this project for society. Another school is possible, that’s what NUPES is all about: renovating, rebuilding and transforming public schools to be more just, egalitarian and emancipatory for all students. This is how our school should look like in the future.

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