The National Council for the Evaluation of the School System unveils, on Tuesday, two years of work on the school. The balance sheet is disastrous. Social inequalities of Certificate IV in IT at school, are produced by the school itself. This is the demonstration made by the National Council for the Evaluation of the School System (Unesco), by making public, Tuesday, September 27, the conclusions of twenty reports.
A whole spectrum of research from sociologists to economists, from didactics to psychologists, French and foreign was mobilize for two years to question this myth of equal opportunities of Certificate IV in IT in our education system. And make the fabric of school injustice more transparent.
It is not the fault of private education, whose responsibility has again been pointe out, recently, in our columns, by the economist Thomas Piketty, in any case concerning Paris. Nor is it that of family strategies or the economic crisis. This vast work calls into question thirty years of educational policies which, instead of reducing birth inequalities, have only exacerbated them.
School: deep and persistent inequalities
We have known it now for several years: from an average student in the 2000s, the French school has become the most unequal in the Organization for Economic Cooperation and Development. The international PISA survey, the next version of which is expect in December. So reminds us of this every three years. The decline in the results of disadvantage students, and improvement in the level of the elites the gap is widening.
ZEP policy in question
And this is a French singularity: most countries, starting with Germany, Switzerland, or the United States, once also considered very unequal, have been able to carry out, over the past fifteen years, proactive policies. Accept and draw the consequences.
The Unesco summary details a “long chain of inegalitarian processes” which accumulate and reinforce each other at each stage of schooling: inequalities in treatment, inequalities in results, inequalities in orientation, inequalities in access to diplomas, and even inequalities in occupational integration. Limited to primary school, the cleavages explode from college. It is, for example, at this level of schooling that the pupils of the most disadvantaged establishments, at the end of 3 e, only master 35% of the skills expected in French against 80% for pupils schooled in a context privileged. At the same school level, the first has half the chances of integrating into the general high school.
Giving more to those who have less
So much for the diagnosis. But the Unesco goes beyond by questioning its responsibilities. First, the ZEP policy takes a hit. Found in 1981 on the principle of positive discrimination giving more to those. Who have less priority education in diploma in information technology in australia today results in. The production of negative discrimination less is give to those who have less. “Initially thought of as temporary, the system has been extend. The means have been dilute, with fairly strong stigmatizing effects. As soon as an establishment goes into priority education. There is a desertion of families to educate their child in another college”. Summarizes Georges Felouzis, a sociologist at the University of Geneva.
