Imagine the college tomorrow was the theme of the symposium held Wednesday, January 21 by the SE-UNSA in partnership with PARC and Café teaching. Dense and rich one day where the arguments in favor of a common core of college emerged at a time when its implementation implement chaotic challenges and questions the teachers.
Here are my first notes, echoing the Roger-François Gauthier, UNESCO consultant and associate professor at the University of Paris V.
"What teaching content? What forms of assessments in college?
Is this the right time? The question is does it differently since College Foundation unique in 1975?
L e college has come regularly on the political agenda? Yes, p in of year tl we gt em ps, identified as weak link in the education system . The first level has remained the we gt em ps apart, while the school has generated consensus on the rebalancing of the stream and the upgrading of the professional.
For the college, opposition to its original definition and politics: the college unique. The attacks are regular ("single college, college iniquitous "), but also his defense. No consensus on the college so unique . The rescues come from intellectuals convened by ministers, denouncing the risk of an unprecedented decline. But the defense argument is eroding.
To focus on content repositories (the common core) allowed to move to another stage, and we hear less criticism of the college unique.
This resistance to College can only be founded. Lessons college, anti-private school, does not fit all students. "These students are not in their place." For the author, these remarks are correct!
Either we go further and we invented the comprehensive school to the end, we question whether the comprehensive school whose teachings are not suitable for all .
Imagine Tomorrow: most teachers are aware that in the previous model has reached its limits and emerges a desire to move parallel to anxieties. So little immobility for the speaker from these meetings of teachers in schools.
And the tool of common core is a window to change , coming not from the Department but to the national representation.
1. Pessimism: the major risk is that the college of tomorrow is embodying the existing college!
The road is very old, not easy to move. The College of course! Col. the ege is differentiates the primary, with faculty disciplinary identity, with managements and different languages. It is a strong structure . The split between primary and secondary risk to maintain. The first degree is it dedicated to the fundamentals and the college disciplinary culture? The co-primary binding the lightship is likely to continue, then we do not wonder enough about archeology s are steps.
The college's educational paradigm is also likely to continue: disciplines, few links between them (think of all the " education " ), national programs and mysterious (the choices of content, does not or o j s perceived), professional orientation default and decided by the institution (which has an enormous weight on their future), continuous testing, rendering the results as averages feeding the sorting of high school. This model is rooted in habits and texts !
More worrying, without counterweight the context is for the college to provide results, accountable to institution. He is concerned that this is likely to create competition Settlem e ments. Not that the institution should not be held accountable, but this request strong technocratic (inspired by the LOLF n o t am m in t) is s stop at the door of the teachers' lounge, which can not take it into account. Divorce of applications based outcomes in principle but indicators not thought of in terms of p e pedagogy. How to measure outcomes in a college. Results do speak DNB? "Be serious," said the speaker. All this does not happen in the service of improving student achievement, college technocratique.Ce drift can become even more excluding, a base that will be that poor?
Originally, the college thought of as anti-private school, was conceived for an audience that was homogeneous. The average had not challenged. We created the results of 20 for guidance. This system has im p dared to massification.
Are we alone in France, faced with these problems? It took time to understand that access policy does e not automatically political success. Opening the doors to the e school must lead to the questioning of persons refonder.Beaucoup on the school model in international forums. D es vien attacks ent n n o t am m in t e-learning, presented as the means of commodification of education. This is not a daydream. This perspective provides a segmentation of Education will instead of the common core.
2. specifications of a college that would be another tomorrow and address the current challenges
Four inputs (risk / answers):
a) How to build the common foundation of college? must overcome the suspicion of "primarization" college. The base is a goal. It was full of defects, will no doubt other versions (little work worth search considered ) but has a huge Merit: the cultural objective . C e is not a base instrumental (Grinds were circulated, with versions liberal deleting history). The P arliament restored a French logic. Periodically, people who have not read him back to the base of instrumental knowledge (reading, writing and arithmetic). This view is restrictive and archaic! Recall also that culture is also beginning in kindergarten. Beware of perverse, and keep a systemic view. So barriers smarts e existing locations (focus archaic) are overcome.
b) How to build the college of knowledge managers?
The word "jurisdiction" worried teachers, as the institution has done everything he worried. This knowledge would be the end for a school tour to the needs of employers! Let us avoid the wars of religion.
A Senegalese philosopher Plato rereading questions (Meno and the slave and the problem of double square surface) whether Socrates teaches knowledge or skills, and concludes Socrates teaches that very simply. The question is above all a ' teach better through the gradual discovery of the complexity . This is not a put knowledge into touch .
Once this knowledge is taught, what is its purpose? What is past, what imbues students or not? The college opens cans exciting of questions about the foundations of academic knowledge, we are not owners. We have professional careers deal with academic knowledge, t or simply t. The meaning of learning must be reinsured, it will draw more legitimacy .
Above programs, the base is a recommendation of the national representation.
c) How to build the college building trust?
It is important to remember that the college is based on the production of results that are unacceptable in their intellectual foundation T or Associate p t is a r average, by the issue of moving into a higher class by passing the patent. One short of final decisions in final decisions, the worst being the focus. must imagine something else, more chromatic (and no No more black and white), to take seriously the academic knowledge. The rating is useless if it does shoved students. Break away from assessments on the average level of students.
d) How build the college into the consciousness?
The risk is also not seen anything. Colleges are all identical challenge n IS uniformly at the national level. The control is permanent, for the inspection of teachers (inappropriate for the author). What strikes the author is the very low awareness of what the college players , the impact of actions. The 're setting s must recognize their actions in self-evaluating. If they do not want to be caricatured by external evaluations that have little meaning, must take charge of improving learning in the e college. The internal self-evaluation should be on the agenda of institutions. Improvement must come from establishments (dynamic Scottish): a call for autonomy and accountability of colleges.
These notes are intended as faithful as possible to what Roger-François Gauthier, without intent to divert them.
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