Evaluation of schools: towards competition!

Evaluation of schools: towards competition!

Where does this rating come from?

The Blanquer law “for a school of trust” established the School Evaluation Council (CEE) by abolishing CNESCO, an independent body previously responsible for evaluating the French school system. Unlike the CNESCO, the CEE is fully linked to the Ministry, whether in its composition or in its objectives.

Given the track record of this new School Evaluation Council, which has expanded its remit to include the experimental evaluation of schools alongside secondary schools, an evaluation cycle is foreseen every five years, which means that around 20% of schools are evaluated each year.

Why is ?

Since the beginning of the 2021 school year, a few schools have been selected to experiment with these assessments. which must take place in two stages: self-evaluation and external evaluation according to specified criteria.

The first phase of the “self-assessment” focuses on the school as a whole: learning, student well-being, school climate, etc. It is governed by a steering committee and serves as a tool for academic success. In fact, it is a question of verifying the consistency of schools’ practices and objectives with academic and national orientations.

The second phase consists of an external evaluation based on a self-evaluation. It must propose measures to improve each school’s “strategy”. The team responsible for the evaluation will be composed almost exclusively of staff with a hierarchical function and the aim is to involve experts from outside the National Education System. The final report leads to the drafting of a target contract.

According to the institutional rating framework published by CEE in May 2021, these ratings would aim to “ To support schools in fulfilling the mission entrusted by the state in conjunction with the community or the EPCI regarding the quality and effectiveness of the education and training provided, giving collective meaning to action and strengthening a sense of belonging. »

School is not a business!

In view of the terms used and the objectives presented, the ministry clearly shows color: it is about instilling an entrepreneurial culture in schools and carry out evaluations along the lines of what is being done elsewhere in the European Union.

JM Blanquer and his ministry have been trying for 5 years to transform the school and run it like a company, with a pilot through the assessment and the indicators, with a confirmation of the functional authority of the directors, with the multiplication of bonuses and a first step towards an à la carte payment according to the “professional commitment” of the employees.

No to the gasworks rating!

If it is not an option to use the evaluation to rank schools, there is a risk of competition. Even if the CEE ensures that the school evaluation report is not published, there is no doubt that the systematization of this type of evaluation will have consequences for the teams in relation to educational projects, with a rush for projects that meet institutional requirements at the expense the real needs of children.

Schools will continue to face hierarchical evaluations that do nothing to help teams improve the quality of public education. Plus, it’s still an overload of staff who are already overwhelmed with tasks that keep them from doing their jobs.

The incentive to achieve unattainable goals in the name of efficiency can only flow into the competitive game at the expense of collaboration and solidarity, increasing stress and suffering at work, rewarding some and penalizing others.

This judgmental obsession resembles a scrutiny of practices aimed at aligning education with the performance culture that stems from corporate leadership. Therefore we must defend ourselves against the evaluation of schools!

SUD Education encourages employees and teams not to participate in these assessments.

SUD Education calls for an end to all evaluations not thought through by the teams. These evaluations prove to be time-consuming, contribute to a deterioration in our working conditions and in no way improve the learning conditions of the students.

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