At four months of the presidential deadline, while educational issues are struggling to win in the campaign, the institution of Cambon Street leads the projectors on the issue of replacement, crucial in the middle of health.
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How to improve the replacement of absent teachers? How to guarantee students and their families “pedagogical continuity” underminely undermine two years of health crisis? While the school institution is organized as it may face the arrival of a fifth wave of Covid-19, by intermingling the open classes, the Court of Auditors brings its stone to the public debate.
In a report disclosed Thursday, December 2, the institution of Cambon Street blows candidates and aspiring candidates for the presidential investiture of which programs still in the draft. By laying his magnifying glass where we did not expect it: not on the dispersion of the “replacement pool” or on the “acute crisis of recruitment” – these dimensions, already documented, will be treated in a coming report, in the summer of 2022 – but on so-called “institutional” absences, because related to the functioning of the institution.
These absences leave “holes” in time jobs, whenever a teacher is called by his hierarchy to educational tasks other than the presence in his class: to participate in a review jury, accompany an exit Or a school trip, take part in a training course or pedagogical meetings …
an epiphenomenon?
“Institutional absences”: The expression has the advantage of cutting short to “absenteeism trial” sometimes made to the teachers, but it does not satisfy them. They never stop reminding that, in the job, everything does not play in the face-to-face with students. On the parents’ side, it’s something else. “Absence at work” and “absence against students” are often assimilated, recalls the Court, because their effects are substantially the same for children: they see evaporating the hours – even days – classes.
An epiphenomenon, compared to strict sensuous absences – those justified by teachers for health reasons mainly? Not if one sticks to the figures grown in the report: based on the school year 2018-2019 and on the absences of short durations not replaced, the Court of Auditors estimates that one third of the hours lost in The second degree (2.5 million hours of absences in total, including 500,000 replaced), is explained for individual reasons (justified by teachers). The remaining two thirds “come from the very functioning of national education,” she writes.
The diagnosis on the “replacement system”, over the pages, is alarming to more than one title – also because it resumed observations drawn up in previous reports, in 2013 and 2017, as if nothing (or very few things) had changed since. The antene is known: if, in the first degree, a replacement is provided in nearly 80% of cases, the situation is more complex to manage in colleges and high schools. There, while the absences of more than fifteen days are replaced at 96%, the ratio plunges for the shortest. Nearly 10% of the hours of classes were “lost”, during the year 2018-2019, mainly due to absences of less than fifteen days not replaced. An upward trend (+ 24% compared to the previous year), underlines the Court.
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