{"id":58057,"date":"2021-07-06T08:00:35","date_gmt":"2021-07-06T12:00:35","guid":{"rendered":"https:\/\/world.edu\/?p=58057"},"modified":"2021-07-05T23:51:40","modified_gmt":"2021-07-06T03:51:40","slug":"what-is-aggregation-for","status":"publish","type":"post","link":"https:\/\/world.edu\/what-is-aggregation-for\/","title":{"rendered":"What is aggregation for?"},"content":{"rendered":"

\"\"<\/p>\n

With the creation of a specialty in digital and computer sciences in high school, the National Education launched in 2020 a sector of Capes dedicated to the recruitment of teachers responsible for these courses.\u00a0And now, from 2021, students who so wish will also be able to prepare for the external aggregation in computer science, so the first session will be organized in 2022. Consecration for this new discipline?\u00a0And a sign that this venerable institution that is the aggregation knows how to renew itself according to the requirements of the time?<\/p>\n

Indeed, the competitive examination for aggregation has a\u00a0long history<\/a>\u00a0to which we should return to better understand the current debates on the recruitment of secondary school teachers.\u00a0Created for the first time in 1766, this competition was recreated in 1821. Originally, its aim was to recruit replacement professors, intended to succeed full professors.\u00a0But, subsequently, the agr\u00e9g\u00e9s became the reference teachers of secondary education, and even, for a long time, the privileged candidates for posts in higher education.<\/p>\n

Before 1950 and the\u00a0creation of CAPES<\/a>\u00a0, the aggregation was the only competition for recruiting secondary school teachers (except in modern languages \u200b\u200band in female secondary education).\u00a0It could therefore be valued as a competition establishing a certain independence of teachers from administrative \u201carbitrariness\u201d.\u00a0The other professors were in fact recruited on the basis of the license, at the choice of the administration.<\/p>\n

Academicism in question<\/strong><\/h4>\n

In fact, aggregation has never been enough to ensure the recruitment of secondary school teachers because, from the XIX\u00a0th<\/sup>\u00a0\u00a0century, juries were keen to give it a high scientific level.\u00a0This system made it possible to encourage non-agr\u00e9g\u00e9 professors to strengthen their skills by preparing for the competitive examination, a condition for acquiring the advantages granted to\u00a0agr\u00e9g\u00e9s<\/a>\u00a0(lower service time, but higher salary).<\/p>\n

The creation of CAPES did not fundamentally change this situation.\u00a0On the contrary, it made it more visible, since there are therefore two competitions for the same function.\u00a0Since 1988, the internal aggregation competition, in particular, has played this incentive role.\u00a0The only change is that it is no longer completely the same skills that candidates must acquire, since the internal aggregation includes didactic tests.<\/p>\n

For its part, external aggregation continues to be of an exclusively scientific nature.\u00a0But its supporters consider that the qualities which its laureates had to demonstrate, both in writing and orally, are the basis of the skills which make it possible to become a good teacher.<\/p>\n

This point of view has never been unanimous.\u00a0At the end of the XIX\u00a0th<\/sup>\u00a0\u00a0century, for example, the historian Ernest Lavisse find the competition too academic aggregation, insufficiently professional.\u00a0Is it really suited to its function?\u00a0Do we not recruit lecturers more than educators?\u00a0Doesn’t the scientific level of aggregation relate more to higher education than to secondary education, its real destination?<\/p>\n

Between secondary and higher<\/strong><\/h4>\n

Some go further: too learned, the agr\u00e9g\u00e9s would be unable to put themselves within the reach of their public of high school students, especially in the small classes.\u00a0This criticism was reinforced by the democratization \/ massification of secondary education.\u00a0Archaic and elitist, the aggregation would no longer be suitable for new school audiences.<\/p>\n

Worse: the reference figure that the aggregates continue to represent would slow down the essential process of professionalization of recruitment competitions for secondary teachers (external aggregation is moreover spared by the reforms concerning CAPES).\u00a0It would maintain the idea that the best teacher is the one with the best mastery of his discipline, when many other skills are needed, including the ability to work in a team.<\/p>\n

Moreover, is it not on the ground, and not following a competition, that one proves one’s competence?\u00a0To believe that one is a good teacher because one is an associate would be like believing that essence precedes existence.<\/p>\n

These criticisms obviously benefit the demands of non-associate professors, who can be based on the principle “for equal work, equal pay”.\u00a0\u201cThe Anti-Aggregation Committee\u201d<\/a>\u00a0born after May 1968 believed, moreover, that the function of aggregation, by creating a hierarchy between professors and seeming to legitimize it, was to allow non-agr\u00e9gation to be underpaid.<\/p>\n

Would the place of agr\u00e9g\u00e9s be in higher education?\u00a0Certainly not, say those who consider that higher education should be enriched by research.\u00a0In fact, the legitimacy of the \u201cprag\u201d is today disputed: it would be a source of \u201csecondarisation\u201d of higher education, and the recruitment of Prag would only serve for reasons of savings (a Prag owes a service twice as high as that of a teacher-researcher).<\/p>\n

Future in question<\/strong><\/h4>\n

Too scholarly for the second degree, winner of a competition that does not allow room for research, the agr\u00e9g\u00e9, basically, would have no place anywhere.\u00a0The aggregation should therefore be deleted.\u00a0This is the opinion of SGEN since 1989.<\/p>\n

Obviously, the supporters of aggregation do not agree.\u00a0They regret that we always compare the bad associate professor and the good non-associate professor.\u00a0Too learned, the aggregates?\u00a0You need to know a lot to teach even the basics, because it is the height of views that makes it possible to give meaning to the teachings.\u00a0Incapable of interdisciplinarity?\u00a0To assimilate high disciplinary knowledge and disciplinary confinement is a fallacy.<\/p>\n

Not sufficiently trained from a pedagogical point of view?\u00a0But after the competition, the agr\u00e9g\u00e9s follow the same training as the certified in the INSPE (higher national institutes of teaching and education): they just proved their disciplinary excellence.\u00a0How to consider that this can be a negative element?\u00a0The aggregate is nowhere in its place?\u00a0But who can replace it in CPGE?\u00a0And how can we at the same time question the competence of the agr\u00e9g\u00e9s in the second degree and regularly denounce the fact that the agr\u00e9g\u00e9s would be concentrated in the \u201cbest\u201d establishments, not sufficiently present in those of suburbs?<\/p>\n

The problem with the aggregation is that it has a threefold function: recruitment of secondary professors, internal promotion and sometimes selection criteria (still today in literary disciplines) for a university post.\u00a0How to cut this Gordian knot?\u00a0How to reconcile the existence, since 1972, of a mode of access on the list of aptitudes (therefore without competition) to the body of the agr\u00e9g\u00e9s (one seventh of the body) and the institution, in 2016, of an “external competition special \u201dreserved for doctorate holders?<\/p>\n

With its didactic tests, the internal aggregation tends to secondarize the competition, while the waiting horizon for many winners of the external competition is higher education.\u00a0The threat ?\u00a0This is\u2026 disintegration.\u00a0Statutory, the agr\u00e9g\u00e9s must ensure their service in the CPGE, in the classes of high school, and, exceptionally, in the classes of college.\u00a0But one in five teaches in college.\u00a0Are these the same skills that are required of a college professor and a Prag?\u00a0Is it the same thing to be an aggregate on the list of aptitude exercising in college and holder of the external aggregation exercising in CPGE?<\/p>\n

The solution undoubtedly resides in a tightening of the place of the agr\u00e9g\u00e9s, of the final classes of the high schools at the license level.\u00a0This would be in line with the official objective of the bac-3 \/ bac + 3 continuum.\u00a0But the secondary unions are opposed to the total withdrawal of aggregates from colleges, fearing that the separation of functions between aggregates and certified would harm the gradual acquisition of the advantages of aggregates by non-aggregates.\u00a0So this is the status quo.\u00a0But also, at the same time, the gradual disjunction between the CAPES tests, which are more and more “professional”, and those of the external aggregation, which have remained scientific.\u00a0And this for an almost identical function.<\/p>\n

Author Bio<\/strong>: Yves Verneuil is <\/span>University Professor in Educational Sciences at Lumi\u00e8re Lyon 2 University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

With the creation of a specialty in digital and computer sciences in high school, the National Education launched in 2020 a sector of Capes dedicated to the recruitment of teachers responsible for these courses.\u00a0And now, from 2021, students who so wish will also be able to prepare for the external aggregation in computer science, so […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":58058,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[401054],"coauthors":[11733],"class_list":["post-58057","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-aggregation"],"acf":[],"yoast_head":"\nWhat is aggregation for? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/what-is-aggregation-for\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"What is aggregation for? 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