28 November to 4 December 2016 – Without Him – Hi Robert – not bosses math – Pisa Rapido – Butinages -.

28 November to 4 December 2016 – Without Him – Hi Robert – not bosses math – Pisa Rapido – Butinages -. I used a very old friend to help me … Tribute to Gotlib (1934-2016) Renunciation is now … And this ad is the starting point of a period of balance sheets and retrospective where education will play its full part. The other key word of the notebook is "charts". The publication this week of TIMSS in mathematics led French students in the standings background. These are not the boss math … Until the release on December 6 the results of PISA … Without him Renunciation is now … Thursday December 1, 20:00. Following a statement in which he listed the achievements of his five years, the President of the Republic, Francois Hollande announced that he renounces to stand for a second term. In this short statement (8 minutes) he mentions education with this sentence: "I also wanted the school has the necessary means, even those that were removed him in the previous period because the school is the pillar of the Republic. "He adds further before the fateful phrase," That’s what I did. This is what I assume you before claiming progress, recognizing the delays and even admitting some mistakes because I have a record and I take full responsibility. ". This is, of course, a major political event. He obviously does not concern only the field of education. But as this was a strong theme of the 2012 campaign, it is an important part of the balance sheets and retrospective beginning now in the press and political debate. "Education is one of those areas where we can not do to the left, at the end of five years, a trial in immobility. But a trial in illegibility, many have already brought the him from one end to the other of the mandate of Francois Hollande, who had in 2012 of youth and school its "priorities", reforms are chained at such a rate that the overall coherence of the project, yet set in stone the "Peillon law" (2013), today escaped a fringe opinion. "This is the analysis in the form of balance sheet Mattea Battaglia in an article in Le Monde entitled" Francois Hollande and school: the big misunderstanding. " A title that says: "Over the past five years, the school community has hosted the best with reserve, sometimes with outright hostility, measures which, on paper, seemed nevertheless to be expected – even acquired. It’s one of the lessons of this five-year period: in education, consensus does not exist. ". The results of the educational action is in contrast effect. I had dared to propose one in April a few days before the meeting organized at the Palais Brongniart by the Ministry. I pointed it the lack of clarity of the reforms have not always been consistent and that he missed a slogan. It is feared that in the coming months, the balance sheet is not limited to much to the issue positions. This is the least difficult to measure although there also exist controversies: how to count the trainees? gross or net? created or filled? … But in the field of education, it is very difficult to quickly assess the impact of measures implemented. The time education is not the policy … It is in essence, that Adrien Senecat recalls Le Monde stressing that has no or very few indicators to judge the effects (positive or negative) of the policy since 2012. the French school was misfiled in the latest Pisa survey published in 2013, but it was conducted in 2012 – difficult, so blaming the current government. The next Pisa survey, that of 2015, to be published on 6 December. And it has been achieved in 2014 students of 15 years and have therefore spent most of their schooling between 2005 and 2014. They were sixth in 2010 and PC in 2005. Children who have returned over Preparatory in 2012 will be evaluated in 2021 by the PISA system. … Two other recent studies on the level of students in dictation or mathematics and science (see below the chapter on TIMSS) also worrisome. But as they were made in 2015, they do not take into account some reforms such as new programs introduced in September 2016. The issue of visibility also arises for the teachers themselves. question of timing and also mass … Half of the created positions regarding teacher training. And therefore sees no long-term effects of these new positions. Especially as it combines with the demographic rise in recent years. Further creations were made especially in the first degree and little in the secondary. However, given the number of primary schools in France (over 52,000!), The created positions have had little impact on the daily lives of the majority of teachers. As for the increase in salaries, committed and visible in the primary, she arrives late and does not seem to be perceived by all teachers. "A boulevard to the right? Mattea request Battaglia This is wrong about the world teaching that to imagine seduced by the program taking shape around Francois Fillon, just invested as candidate of the right. Does "added. The hardness of this program revives indeed, aptly, the memory of the teaching world. But it would be illusory to believe that this would be enough reflexively to bring them into the fold of the electorate of the left government. Especially that some teachers keep a sharp bitterness at some reforms and they can not even be seduced verticality advocated by the right of speech and falsely nostalgic return to a school of "good old days". .. Against the job cuts, teacher unionism he put his quarrels in the background? This is the question posed in Luke Cedelle two major players of teacher unionism. Bernadette Groison (FSU) in the letter of Education on 28 November and Christian Chevalier (SE-UNSA) in the letter of 5 December. When we pointed out to the general secretary of the FSU that some of its members have spent four years suggest that 60 000 jobs were more or less illusory and that the government in power is hardly distinguishable from the right, she replied "The FSU has never held that speech. There was disagreement on some issues – the rhythms, college … – but we have never said that 60 000 jobs were not created, even if it may miss a few hundred in the last budget and if there is, in some disciplines, vacancies. We have always been, in recent years, in the shade. But nuance is that it is difficult to practice in our country. ". Christian Chevalier replied a week later: "We do not agree on many aspects of the overhaul, but we are now faced with projects that are unanimously against them and would justify a common battle. ". The educational project of Francois Fillon could it be able to cement a union resolder world fractured and re-engage a teacher disillusioned opinion? Hi Robert … The minister commented on his personal website and social media decision of the Head of State said he was "proud of the balance of the recovery action of the countries he has committed." And in a way, much of the action is already in balance sheet valuation of government action in the field which is his. And she shows a real fighting in the country has already begun. We can give two illustrations. It is first in the publication of a calendar of the Advent rehab where she dismantles the main rumors and false claims that she and her actions were the object. The fighting is also found in his visit to Beziers Friday at the Jean Moulin secondary school where she sang "Chant des Partisans". She participated in a workshop around the EMC about the values ??of the Republic, the Minister of Education was able to enjoy the end of student projects S and L, which carried on the life of Jean Moulin resistant. An opportunity for the minister to discuss "Song of supporters." She has asked the fifty students present: "You know the words" before adding "I love this song, so go ahead, sing it?" To accompany the video on Twitter singing, Minister Hollande wrote this message: ". the Republic is at home everywhere in the town of Jean Moulin, as elsewhere, history must not be falsified or manipulated." A little message to the address of Mayor Robert Menard … cuckoo … Robert! No bosses math … There fortnight was spelling … This week is mathematics. And next week, we will take a good share of PISA? The study of the week was therefore an international investigation called TIMSS (Trends in Mathematics and Science study). Founded in 1995, it "testing" the children of three age levels: the 4th year of compulsory education (CM1 in France), 8th grade (4th class) and the end of year science. It focuses on math and science. The survey is coordinated by a nongovernmental organization, the IAE (which also publishes PIRLS) and includes fewer countries than Pisa: 48 for the CM1 level and nine for the scientific end. In France, 5,000 schoolchildren and 8,000 CM1 final year science students, from 150 public and private schools for each level, have passed the tests. If, contrary to Pisa, TIMSS is little known to the general public in France is that the French students had not participated. Except for Terminales S 95. France has decided to join the investigation in 2015, but only for CM1 and final science. CM1 of the French sample of students obtained an average score of 488 points in mathematics and science 487 points. This is below the international average (500) and European (525). If we think in ranking, they are dead last in the EU in mathematics and they do not exceed one country, Cyprus, science. For scientists Terminales, math and physics, only nine countries participated in this survey and comparisons between nations are therefore treated with caution because scientists terminal represent 21.5% of the age group in France, but between 2 and 35% in other countries. In math, French students are in the average. But that’s changing worries. France is the country that shows the largest decrease (106 points), from a score of 569 in 1995 to a score of 463 in 2015. However, if one takes only the S terminal results in dominant math (the others are in physics or biology specialty) or who are destined for a preparation, then they are in the leading group, with Russia and Lebanon. Dirk Hastedt working for the International Association of evaluating school performance (IEA) is .interviewe by Le Parisien. For him, these findings should be "a warning for France" The publication of these results has provoked many reactions and analysis. And some abatement … This is found especially in the teacher Lucien Marboeuf blogger who says he had the moral "in socks" after reading this report and especially the articles commenting. For it is true that the temptation is great for the press to look for "guilty" and then to engage the reverse reflex defense among teachers. It can also be the easy way to turn into a quarrel politician the mere mention of the obvious. Thus, the Minister noted that the survey assessed students who were trained with the 2008 program and it has been read as an indictment of … Francois Fillon programs are indeed a part of the explanation that level. Remi Brissiaud researcher didactic calculation considers the Pedagogical Cafe these programs have in fact an important responsibility. But the historian Claude Lelievre, in a blog post reminds us opportunely that the level of French small math is worrying for over 20 years, in general indifference. So there is to look for more complex analyzes. For Stella Baruk, interviewed by Liberation It would be wrong to think that "the core issue was to make" concrete "numbers when he should instead go through abstraction, assume that the numbers are abstract." For Bernard Egger, president of the Mathematics Teachers Association, told L’Express, conversely, these poor results would be related to too theoretical. It also points to the fact that mathematics used primarily selection means today but losing their meaning. The S series is now a general standard that allows to go everywhere and less specialized. For Jean-Francois Chesne, PhD in Mathematics Education and Scientific Director of the National Council for Evaluation of Educational System (Cnesco), interviewed in Le Monde on various factors behind the poor results in mathematics, the main reason is to search the unscientific profile of primary teachers. This is confirmed by Bernard Egger "for an overwhelming majority [80%, according to the Cnesco], they come from literary channels. When they become teachers, they pay for me
have real flaws and real fears about the mathematics. "Cedric Villani, Fields Medal, says the same thing about RTL.fr:" We must face the facts in an education system, those who make education are the masters and mistresses, teachers. and it is on them that must bear the effort, "he notes. "That means supporting, empowering them to carry out their work, train them, give them time to test, reflect and prepare." He added "A math is a concentration of time, and what matters is learning to reason." According to Villani, so it takes time, and teachers more numerous and well trained. Such studies and accompanying charts of madness which also lead to seek solutions and models elsewhere. You had not heard of "the method of Singapore"? You will hear about … PISA TIMSS Rapido This is only an appetizer to prepare for the PISA digestion … The results of the international survey in 2015 should be revealed on 6 December. Will there be, this time, a "PISA shock"? It is hoped that Jean-Paul Delahaye in the Pedagogical Cafe few days ago. For the former special adviser Vincent Peillon and former Director General of School Education, "France has long procrastinated and lost a lot of time, preferring to denigrate the thermometer, and even took from 2002 to 2012 the exact opposite of this should have been done by eliminating 80,000 jobs and a class in the morning for children of primary school (an adult is for adults and children against any country in the world has thought to imitate ) dividing by three the schooling of children under three years, reducing scandalously social credits for poor students, and downright removing any professional training of its teachers, to take just a few examples of policies that have worsened our situation. A kind of "PISA shock upside down" in some way. "However, keep us from falling into the trap of the charts. This is essentially what we said Marie Duru-Bellat in The Conversation. They emphasize the limits of such investigations and recalls that "an investigation is not a policy." Mattea Battaglia in Le Monde continues in the same vein stressing the dangers of international comparisons when read only in terms of the "charts". Cedelle Luke, for his part, hopes a formula "time reasonable interpretations did he come? ". "The main PISA data, since 2000, has given rise is that, beyond the averages, the French school is effective for privileged students and ineffective for others. In survey after survey, spreads imperceptibly widening. This fact, become commonplace, does not in itself no clear conclusion on educational policy. In related news, it should however be noted that the 2015 data will not be the result of the policy followed since 2012 … and they also can not justify a reduction in the number of teachers. "Some things Butinages read and seen at the discretion of visits and butinages on websites and social networks. An interview has generated much interest and reactions this week. This is an interview with Philippe Torreton on VousNousIls where it says: "The theater is the absolute knowledge and self-knowledge. If I were the Minister of Education, I would make the practice of theater to compulsory school! ". Lots of positive feedback (or negative) to the proposal. Like that of the psychiatrist and psychoanalyst Christophe Andre in the "President Moi" on USAinformations. "Me President, I ask that each school day starts with a few minutes of meditation". To meditate ! There has been no report that the TIMSS during this rich week. Last Tuesday came out a survey based on a consultation organized by UNICEF with 22 000 young people aged 6 to 18 years living in France. This survey shows that youth in priority neighborhoods feel they do not have the same opportunities as others. They are nearly 13% believe that their rights are not respected in their neighborhood, against 9% for the overall population of this age group and 7% feel that they are not in France, or two times more than those living in the city center (3.1%), according to the study. The children from these neighborhoods are experiencing an early sense of low self-esteem and loss of confidence in the future: 54% indicate a lack of access to knowledge, against 37% in the city center. Nearly 41% say lack of cultural and leisure activities (against 25% in the city center), 22% are in a situation of material deprivation (12.6% in the city center). especially be read with interest the interview in L’Observateur sociologist Serge Paugam who coordinated the survey. Let us also to conclude an article published on the site Linkedin Bruno Magliulo. In a text entitled "Giving meaning to changes in the education system", this former point inspector that the way the change is conducted in the French education system "tends to significantly highlight the" how "of the various reforms (what did you decided how proposes -? t -? is to do with what "tools")?, the "why" (on what system diagnosis based reform what are the weaknesses and dysfunctions that it is proposed to correct?). Now, obviously we think if we want to make sense of the changes that carries a reform, and thus obtain the support of those who are responsible for implementing, as well as those who are supposed to reap the benefits school in terms of student achievement, we must first do this. If we observe the way is the latest range of major reforms of the education system – that of the college, entered into force in September 2016 – we have an illustration of what we denounce: great efforts have been and still are made to provide teachers with training and materials to facilitate the implementation of the reform, but there was – again – great minds of preparedness gap to convince these same teachers of the merits of such reform . So it is not surprising that so many of them today show little zeal for implementation, how you drive the change in the French education system, it is clear to me that representatives the institution, holders of a reform to the teams in the institutions, but also families, tend to significantly highlight the "how" of various reforms (what did we decide? How proposes – t – is what to do with "tools"), the "why" (on what system diagnosis based reform what are the weaknesses and dysfunctions that it is proposed to correct)????. Now, obviously we think if we want to make sense of the changes that carries a reform, and thus obtain the support of those who are responsible for implementing, as well as those who are supposed to reap the benefits school in terms of student achievement, we must first do this. If we observe the way is the latest range of major reforms of the education system – that of the college, entered into force in September 2016 – we have an illustration of what we denounce: great efforts have been and still are made to provide teachers with training and materials to facilitate the implementation of the reform, but there was – again – great minds of preparedness gap to convince these same teachers of the merits of such reform . It is therefore not surprising that so many of them do not show today little zeal for implementation. "Good Read … 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 on Saturday, December 3, 2016