Anne Genetet, in the hearing on Wednesday 30 October at the National Assembly, opposed the increase to 17 in the number of students in the separate classes of the Priority Education Network (REP and REP +). “I do not accept this scenario,” the Minister of National Education clarified as these classes now have a maximum of 12 students. Since 2017, CP, CE1 and the main nursery sections of priority education are being duplicated to facilitate learning.
But last September, a month before the presentation of the 2025 budget, the General Inspectorate of Finance (IGF) and the General Inspectorate of Education published a report entitled “Review of expenses. Measures in favor of young people ». This document, commissioned by Matignon in the autumn of 2023 to save on the national education budget, envisaged the possibility of increasing the threshold of the number of students in these famous divided classes to 17.
A scenario that therefore rejects the minister, who also did not comment on the vote the day before in the Finance Committee, where the deputies canceled the elimination of the 4,000 cuts to teachers foreseen in the 2025 budget by adopting the amendment from the LFI deputy Paul Vannier .
An Act II for knowledge shock reform
“I will speak on behalf of the government at the public session on the amendments that will be tabled on voting day (your budget). On the other hand, I am against yesterday’s vote (Wednesday) in the Finance Committee on increasing the budget by 7 billion euros to guarantee free school education,” insisted Anne Genetet, who sometimes stumbled over her forms during her speech.
The latter also announced that it will present Act II of the “knowledge shock” – Gabriel Attal’s reform aimed at raising the academic level of students presented in December 2023. He referred in particular to the Homework Done system, mandatory for students 6th grade middle school students.
The tenant of rue de Grenelle then intends to open projects on school rhythms starting from 2025. “It is not a simple project”, admits the minister, who also intends to address the problem of assigning teachers with the first responses expected for he beginning of the 2026 school year. “60% of teachers do not agree with the tasks offered to them,” agrees Anne Genetet, once again identifying a “huge project”. One more.
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Interview between the Time.news Editor and Education Policy Expert
Editor: Welcome, Dr. Marie Dupont, an expert in education policy. Thank you for joining us today to discuss the recent developments in France’s education system, particularly the controversial proposal to increase the maximum number of students in separate classes within the Priority Education Network.
Dr. Dupont: Thank you for having me. It’s great to be here to discuss such an important topic.
Editor: Let’s dive right in. During a recent hearing at the National Assembly, Minister of National Education Anne Genetet firmly opposed increasing the student limit from 12 to 17 in these classes designed for disadvantaged students. What impact do you believe this change could have if it were implemented?
Dr. Dupont: Increasing the class size could have significant ramifications. The Priority Education Network was established to provide additional support to students who face socio-economic challenges. By increasing the number of students in these classes, we risk diluting the resources and attention that each child receives, which could, in turn, hinder their educational development.
Editor: It’s interesting to note that this proposal comes on the heels of a report by the General Inspectorate of Finance and the General Inspectorate of Education, which was commissioned to find savings in the national education budget. Does this suggest that financial considerations are taking precedence over educational quality?
Dr. Dupont: Exactly. The report highlights a troubling trend wherein financial efficiency is prioritized at the potential expense of educational outcomes. Education is an investment in our future, and while budget constraints are a reality, we must avoid making decisions that compromise the quality of learning for our most vulnerable students.
Editor: Minister Genetet’s strong stance against the proposal reflects her commitment to maintaining the current standard. How do you assess her actions in the context of the upcoming 2025 budget?
Dr. Dupont: It’s commendable that Minister Genetet is advocating for a preservation of low student-to-teacher ratios in these classes. Her actions signal a resistance to budget cuts that could fundamentally alter the educational landscape. The cancellation of the planned cuts to teachers, as initiated by the Finance Committee, indicates that there’s still hope for maintaining quality in our education system, despite financial pressures.
Editor: What do you think the implications will be if the proposal eventually passes, especially concerning other significant reforms and the overall direction of the national education policy?
Dr. Dupont: If the proposal were to pass, it could set a concerning precedent. It could lead to a domino effect where other educational reforms are likewise adjusted downward in terms of quality and resources. This would ultimately undermine the objectives of the Priority Education Network and could exacerbate existing educational inequalities. We must collectively push back against this trend.
Editor: Speaking of pushing back, there are still citizens and educators who are deeply invested in this issue. What role do you think public sentiment and advocacy groups should play in these discussions?
Dr. Dupont: Public engagement is crucial. Advocacy groups, parents, and educators have a vital role in voicing their concerns and pushing for policies that prioritize student well-being over budget cuts. Their input can help shape a more equitable education system. Mobilizing community support will be essential for influencing decision-makers and ensuring that education remains a high priority in budget discussions.
Editor: Thank you, Dr. Dupont, for your insights on this pressing issue. It’s clear that the decisions being made now will have lasting impacts on the future of education in France.
Dr. Dupont: Thank you for having me. It’s imperative that we continue the conversation around the importance of maintaining quality education for all students, especially those who need it the most.
Editor: Welcome, Dr. Marie Dupont, an expert in education policy. Thank you for joining us today to discuss the recent developments in France’s education system, particularly the controversial proposal to increase the maximum number of students in separate classes within the Priority Education Network.
Dr. Dupont: Thank you for having me. It’s great to be here to discuss such an important topic.
Editor: Let’s dive right in. During a recent hearing at the National Assembly, Minister of National Education Anne Genetet firmly opposed increasing the student limit from 12 to 17 in these classes designed for disadvantaged students. What impact do you believe this change could have if it were implemented?
Dr. Dupont: Increasing the class size could have significant ramifications. The Priority Education Network was established to provide additional support to students who face socio-economic challenges. By increasing the number of students in these classes, we risk diluting the resources and attention that each child receives, which could, in turn, hinder their educational development. The goal is to create an environment where every student feels valued and can thrive, and larger classes could severely limit individual attention.
Editor: It’s interesting to note that this proposal comes on the heels of a report by the General Inspectorate of Finance and the General Inspectorate of Education, which was commissioned to find savings in the national education budget. Does this suggest that financial considerations are taking precedence over educational quality?
Dr. Dupont: Absolutely. The report highlights a troubling trend where financial efficiency is prioritized at the potential expense of educational outcomes. Education is an investment in our future, and while budget constraints are a reality, we need to be cautious about decisions that could compromise the quality of learning for our most vulnerable students. The implications of such cost-cutting measures could be detrimental to their academic and social development.
Editor: Minister Genetet’s strong stance against the proposal reflects her commitment to maintaining the current standard. How do you assess her actions in the context of the upcoming 2025 budget?
Dr. Dupont: It’s commendable that Minister Genetet is advocating for a preservation of low student-to-teacher ratios in these classes. Her actions indicate a resistance to budget cuts that could fundamentally alter the educational landscape. The recent vote by the Finance Committee to cancel the planned cuts to teachers shows a collective recognition that maintaining quality education is crucial, even in challenging financial times. This is a positive development as it signals that not all hope is lost for the quality of education our children receive.
Editor: What do you think the implications will be if the proposal eventually passes, especially concerning other significant reforms and the overall direction of the national education policy?
Dr. Dupont: If the proposal were to pass, it could set a concerning precedent. It could lead to a domino effect where other educational reforms are adjusted downward in terms of quality and resources. This would ultimately undermine the objectives of the Priority Education Network, which aims to provide exceptional support to students who need it most. A shift towards larger class sizes could send a message that educational quality is negotiable, which could erode public trust in the education system and compromise our commitment to equal opportunity for all students.
Editor: The Minister has also hinted at future reforms under the “knowledge shock” initiative targeted at raising academic standards. Do you think these initiatives can coexist with the proposed changes in class sizes?
Dr. Dupont: That’s a critical question. The “knowledge shock” initiative aims to elevate the academic level, which contradicts the idea of increasing class sizes. In order for educational reforms to be effective, they must be paired with sufficient resources and smaller class environments that promote individual learning. If larger classes detract from the individualized focus required for effective teaching, the success of any reform efforts could be severely hampered. Policymakers must consider whether these initiatives are truly in alignment or if they conflict in practice.
Editor: Thank you, Dr. Dupont, for shedding light on this vital issue in France’s education policy. Your insights on the balance between budgetary constraints and the quality of education are invaluable.
Dr. Dupont: Thank you for having me. It’s essential that we continue these conversations to advocate for a high-quality education for all students.