Communication in the Council of Ministers: the priority reforms of the Ministry of National Education, Youth and Sport

1. Tackling inequalities at their roots: first priority

In order to ensure mastery of basic knowledge, every student must be offered the best possible learning and development conditions.

In order to reduce the impact of social and territorial inequalities on students’ academic success, the government started in 2017 to split the classes in the priority education sector: 55% of the classes of the large division and 100% of the CP and CE1 classes are split. The measure is now benefiting 350,000 students and will be extended to all major section classes for the coming school year.

The nationwide limitation of class size to 24 students is intended to improve the school conditions for all students. Today, 79.5% of large section, CP, and CE1 classes have a staff of less than or equal to 24 students. With the beginning of the 2022 school year, all classes of the large department, CP and CE1 are affected.
The duplication, the limitation of the number, but also the lowering of the compulsory school age to 3 years are accompanied at the educational level by new resources, training and educational tools for teachers. National assessments for all CP and CE1 students contribute by enabling the implementation of targeted support for each student.

At the national level, the results of the national assessments show an increase in student scores in French and mathematics since 2018 and the narrowing of the gaps between students enrolled in priority education and non-priority education.

2. Provide adapted education for all students with disabilities: school as a pillar of a more inclusive society

The School of the Republic is a school that cares about each of its students and can welcome them all. For this reason, the education of students with disabilities is a priority for the government, which wanted to create a real public service for inclusive schools.

More than 400,000 students with disabilities are taught at the school, ie 100,000 more than in 2017. Every day, 125,500 supporters of students with disabilities (AESH) participate in their inclusion, in addition to the teachers of all employees.

The school career of these students has become more fluid thanks to the organization of the entire national territory in localized inclusive support centers (PIAL) and the creation of a dedicated service and support unit in each department on a daily basis.

It has also diversified thanks to the creation of new inclusive systems as close as possible to needs: since 2017, more than 320 systems have been created under the Autism Strategy and 1,300 Inclusive Education Units (ULIS). The proportion of students with disabilities are now higher in secondary education, reflecting a widening of their paths to professional integration.

3. Keeping schools and institutions open in an unprecedented health context: the challenges of the continuity of the public education service

The ability of the Ministry of National Education, Youth and Sport to ensure the continuity of the educational service through educational support in the event of a teacher’s absence is a major challenge for students and families. The health situation has reinforced this requirement and made its implementation more complex, especially during epidemic peaks.

To reduce the number of uninsured hours, several solutions have been employed: the use of online courses and independent work systems that are expected of the teacher and supervised by Registered Educational Assistants (AED). In addition, the ministry is experimenting with a digital solution to optimize department-level spare resources.

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), France is one of the three countries in the European Union that have closed their schools the least. This strong political choice in favor of students, and especially the most vulnerable, has been accompanied by the structuring of educational continuity at the level of the ministry and each academy. Digital platforms have been provided, allowing students to follow their course and their teachers to access useful resources. The National Center for Distance Learning (Cned) has developed the My Class at Home virtual classroom device, used by more than 10 million people.

The “homework done” measure used at the university since 2018 also takes this question of learning continuity into account. It allows all student volunteers to complete their college homework, review and consolidate their knowledge for free while being supported by teachers and speakers outside of class hours. “Homework Done” now benefits 30% of middle school students and almost every second middle school student in Reinforced Priority Education (REP+). Sixth graders are the main beneficiaries of the system (42%).

To respond to specific deployment difficulties in rural areas, the digital version of the e-Duties Faits system, which provides a dematerialized solution for remote support by paid students, is deployed at several academies.


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