Since its creation in 1981, priority education has aimed to correct social inequalities by strengthening educational actions for students in areas where the rate of school failure was the highest.
In September 2015, new devices were created:
• networks Priority Education (REP) for neighborhoods a little more socially mixed but with more significant social difficulties than those of establishments located outside priority education;
• priority education networks plus (REP +) for neighborhoods where the greatest difficulties are concentrated.
Inequalities in Saint-Martin are numerous in a very specific socio-cultural context where many different nationalities coexist and particularly difficult family situations. Cyclone Irma in September 2017 further increased inequality. Added to this is a high turnover of educational staff.
The two networks (REP and REP +) are located in Saint Martin. In Quartier d'Orléans the REP + network have five schools: two nursery schools, two elementary schools and a college. In the Marigot basin, the REP network has 8 schools: three nursery schools, four elementary schools and the Mont des Accords college.
Of the approximately 5 students enrolled in September 741 in the first degree and in middle school, the total enrollment in REP or REP + is 4 pupils which represents 454% students, or 3 students schooled in REP and 1 students enrolled in REP +. (417% of 82st grade students and 1% of middle school students).
Out of all the pupils educated in the Guadeloupe Academy, Saint-Martin represents for colleges around 45% of the workforce in REP + and 16% in REP and for the first degree 39% in REP + and 15% in REP.
It becomes obvious that with such a high rate of students In priority education, working in liaison and in inter-cycle, inter-school and multidisciplinary networks must be a priority in order to work for a better educational success for students. Coordinating the Priority Education Network is a way to federate projects for a common ambition: student success.
In order to achieve this objective, various devices have been put in place such that the training, the accompaniment and the collective work of the teachers, the exchange of practice, the duplication of CP and CE1 classes, the reception of children under three years of age, continuous support in the 6th grade, the reception of parents and the increase in pupils' academic ambition.
Several other actions also go in this direction:
• Educational success internships during school holidays (SRAN).
• Educational support outside school hours.
• French-English bilingual education designed specifically for Saint-Martin and Saint-Barthélemy in 2016. In Saint Martin, 20% of primary school pupils are schooled in bilingual class (298 out of 1492 pupils) and 5,7% in secondary level (80 pupils out of 1386).
• Regular inter-cycle and inter-school liaison meetings which allow the implementation of joint projects in various fields: environment, plastic arts, music…
• Many internal class projects in each school to promote learning differently.
• Projects and training implemented by the various SENIDN project managers.
• Harmonization of programs sciences in cycle 3 to allow better consistency in the programming of scientific teaching until the end of cycle 3, in the sixth grade.
• Actions led by different associations via the PRE to offer a different learning angle to students: learning differently with daily support for students, weekly workshops, educational workshops outside school time for children in great difficulty in both sectors.
These numbers and actions demonstrate very clearly that since the main part of the pupils is schooled in priority education, it is important that the educational teams and the institutional or associative partners work together for the success of these students with the goal of reducing the rate of school failure. This networking is a real priority and above all a challenge to be met (Thanks to Lucile Maaroufi, interim EP and PRE coordinator).
6,975 total views
No comments