“We must strive to instill ambition in our young people, especially those from disadvantaged backgrounds,” passionately declares the rector of the Nice academy, Jean-Claude Hardouin. It’s decided, this year, the priorities are focused on better acquisition of fundamental knowledge, improving equal opportunities, and providing more effective personalized student support. The plan includes a few reforms and contracts signed with certain school principals in the department.
Regarding students from primary to secondary, the acquisition of a common foundation reformed by the ministry is required. But what are the “pillars” of this common foundation that all the media are talking about: mastery of the French language, practice of a foreign living language, basics of mathematics, scientific and technological culture, mastery of communication techniques, humanistic culture, social and civic skills, autonomy, and initiative! And to ensure these basics are well-acquired, the evaluation tests now occur thrice: in CE1, CM2, and 3rd grade. A personal logbook is provided for students in difficulty, and they benefit from the PPRE (personalized educational success program), which involves not only the student but also their family.
In terms of the renowned foreign language, which the French are known for not being proficient in, starting from the new school year, from CE2 to the final year of high school, students will experience a novelty: the creation of “competency groups.” They will be organized based on the level of expression, comprehension, or even total independence, and each level will be validated by acquiring a card, recognized at the European level. From the IUFM onwards, teachers will be trained in these new teaching methods.
For promoting equal opportunities, the reforms address two main areas: the ZEPs (priority education zones), which become EP (priority education), and academic support.
The EP schools become “ambition success” colleges and are divided into two levels: EP1 and EP2 (formerly ZEP). The novelty is to allocate 50 additional people in the concerned institutions in the Alpes Maritimes (“Maurice Jaubert,” “Louis Nucéra,” and “Jules Romain”) and the Var (“Maurice Genevoix,” “La Marquisanne” (Toulon), and “Henri Wallon” (Seyne/Mer)) to reinforce supervision. Of course, the 52 schools attached to these colleges are also concerned.
Supervision also involves tutoring. Already in place within universities, tutors will be responsible for assisting the middle and high school students experiencing difficulties in these six institutions, for now. They should contribute not only to improved results but also to the promotion of higher studies.
For enhanced Information and Guidance:
Professional Discovery: Six hours per week in eight vocational high schools in the Alpes Maritimes (“De Croiset,” “Paul Valéry,” “Hutinel,” “Pierre Sola”) and the Var (“Cisson,” “Galliéni,” “Léon Blum,” “La Coudoulière”). And three hours per week in the 32 colleges of the academy.
Junior apprenticeship: aimed at college students eager to start a well-considered professional path as soon as possible. This year, it will be mainly and experimentally present at the “Pasteur” vocational high school in Nice and the former CLIPA, Alternating Pre-Professional Introduction Class in Crau.
Better School Guidance: it concerns the colleges and high schools cited whose principals have signed an objective contract with the rectorate. “Conferences and interviews with socio-professionals will be organized. Ultimately, all colleges and high schools should benefit from it,” specifies the rector.
Of course, all these initiatives have not been effective since yesterday morning. Especially those that concern all the institutions. “The new language learning methods will be implemented gradually. They highlight the improvement of our pedagogical methods, but we should not forget that they also signify our European integration,” emphasizes Mr. Maccario, general inspector of Alpes Maritimes. For now, these initiatives are experimental, even if the junior apprenticeship had sparked controversy last April. Nevertheless, it is worthwhile to acknowledge, apolitically, that the national education system needs a good facelift. Aren’t the foundations of education the same as those of good citizenship?
