{"id":59566,"date":"2021-09-30T05:01:11","date_gmt":"2021-09-30T09:01:11","guid":{"rendered":"https:\/\/world.edu\/?p=59566"},"modified":"2021-09-30T05:01:11","modified_gmt":"2021-09-30T09:01:11","slug":"homework-a-war-that-lasts","status":"publish","type":"post","link":"https:\/\/world.edu\/homework-a-war-that-lasts\/","title":{"rendered":"Homework, a war that lasts"},"content":{"rendered":"

\"\"The new school year has started, and with it the issues around homework are coming back to the fore.\u00a0Can we really give students work to do outside the classroom in primary?\u00a0This is a question that is regularly asked and on which a vagueness remains.\u00a0While students may have readings to do or lessons to learn at home, teachers should in principle\u00a0not give them written exercises<\/a>\u00a0.<\/p>\n

The circular of December 29, 1956 indeed enacted “the abolition of homework or study”, with significant expectations which remain very current:
\n\u201cSix hours of class well spent constitutes a maximum beyond which an additional work can only bring a tiredness detrimental to the physical health and the nervous balance of the children.\u00a0Finally, written work, done outside the classroom, outside the presence of the teacher and in often poor material and psychological conditions, is of limited educational interest.\u00a0Consequently, no written homework will be required of students outside the classroom.\u00a0“<\/em>
\nAlthough “imperative”, this circular will remain for the most part a dead letter … And it is by invoking precisely this that Jean-Pierre Chev\u00e8nement justified his choice to attempt to officially “re-establish” the duties written in February 1985 (in order, he said, to regularize this state of affairs to better frame it\u2026).\u00a0In vain, Prime Minister Laurent Fabius\u00a0opposed it<\/a>\u00a0.<\/p>\n

Supervised studies<\/strong><\/h4>\n

In September 1995, in the midst of a debate on school rhythms, Fran\u00e7ois Bayrou (then Minister of National Education) decided that \u201cto fight against the inequalities of family situations\u201d studies conducted in class would henceforth replace \u201cwritten homework\u201d. home, “the pupils having only oral work to do or lessons to learn”.\u00a0In reality, the practice of homework after class did not stop then, as we know.\u00a0And yet parents in general – and especially some in particular – are not in the best position to supervise these times, in principle school.<\/p>\n

At the start of the campaign for the 2007 presidential elections, Nicolas Sarkozy, referring to the “4 pm orphans” pleaded on TF1 in October 2006 for a\u00a0generalization of supervised studies<\/a>\u00a0so that “all families in France can come and get their children. children once homework is done, at 6 pm \u201d.\u00a0Point 10 of the legislative project for education adopted by the UMP in 2007 (for the legislature from 2007 to 2012) is a specific commitment in this direction, but even stronger (directed studies and not simply supervised).\u00a0In fact, during the 2007-2012 five-year term, it will only be really tempted to set up this type of system in priority education areas.<\/p>\n

Asked by Le Point at the<\/em> end of May 2017<\/a>\u00a0, the Minister of National Education Jean \u2011 Michel Blanquer deplores the \u201csterile quarrel\u201d between those who affirm that homework is essential to a quality of learning and those who see it as a risk of increasing social inequalities.\u00a0“.\u00a0For the minister, \u201cboth are obviously right.\u00a0It is important that each child can work individually, in peace, to do exercises, repeat his lessons or exercise his memory and his sense of analysis \u201d.\u00a0But he underlines that “it is also obvious that there are disparities between the pupils according to the family situation”.<\/p>\n

For him, there must therefore be a “clear line: there must be homework and it must be possible to do it within the establishment thanks to a period of accompanied study”.\u00a0The Minister announces that he will set up a system which will be called\u00a0\u201chomework done\u201d<\/a>\u00a0.\u00a0It will not be compulsory for the pupils: they will be voluntary or not to participate in this device where they can be accompanied by teachers but also by “volunteers” (that is to say retirees, students, associations. , young people in civic service).\u00a0Each establishment will be free to find its solution.<\/p>\n

At the start of the 2018 school year<\/a>\u00a0, SNDPEN (the main union for management staff) indicates that the numbers enrolled in this system are still limited: only about 7% of college students benefit from it.\u00a0A report<\/a>\u00a0dated December 2019 from two inspectors general – Carole S\u00e8ve and Nicole M\u00e9nager – underlines that the \u201chomework done\u201d system remains very diverse, both in its functioning and in its objectives, its stakeholders and its audience.<\/p>\n

Decrease in study time and disparities<\/strong><\/h4>\n

According to a\u00a0\u201cPISA under the microscope\u201d study<\/a>\u00a0dating from the end of December 2014, French 15-year-old students are roughly in line with the OECD average in terms of the place of homework in the timetable, with 5 hours of time spent on homework each week (vs. 4.9).\u00a0But the decrease over the years has been much more marked for French students than for all OECD students: a decrease of 1.7 hours per week from 2003 to 2012 (compared to an average decrease of 1 hour for all OECD countries).<\/p>\n

In any event,\u00a0it is far time<\/a>\u00a0where the period of study significantly exceeded that of class time: 4 hours of class per day only in the III\u00a0e<\/sup>\u00a0\u00a0Republic in the secondary;\u00a0and at least 5 hours of daily study.\u00a0A simple spotlight in the past allows us to become aware of a paradox which should challenge us: the \u201cmassification\u201d of secondary education has been accompanied by the virtual disappearance of supervised studies.\u00a0They nevertheless constitute an essential feature of secondary education under the III\u00a0E<\/sup>\u00a0\u00a0and IV\u00a0E<\/sup>\u00a0\u00a0Republics.
\n

\"\"

In France, 15-year-olds spend an average of 5 hours a week on homework. Shutterstock<\/p><\/div><\/p>\n

Although secondary education while Adressat is essentially only a small socio-cultural elite (less than 5% of an age group in the III\u00a0e<\/sup>\u00a0\u00a0Republic, less than 10% in the IV\u00a0e<\/sup>\u00a0) However, this one included a strong system of directed studies.\u00a0These studies were provided by a body of “master-instructors” in the direction not only of boarding students, but also of half-boarders and day students.\u00a0And this body disappeared (as well as almost all of the supervised study system) during the first wave of the \u201cmassification\u201d of the school, which first concerned the college at the start of the\u00a0Fifth<\/sup>\u00a0\u00a0Republic.<\/p>\n

The least that we could do for the future would be to question the paradox of this development, and reconsider the respective times of the courses and the learning aids or “homework” for all.\u00a0Perhaps we should also wonder about the astonishing disparity that persists between classes and between pupils on the time devoted to these readings, exercises, writing, presentations or revisions.<\/p>\n

About twenty years ago, Inspector General Roger-Fran\u00e7ois Gauthier in his introduction to the very interesting April 2002 issue of the\u00a0Revue internationale de S\u00e8vres<\/a>\u00a0with the significant title:\u00a0Student work at the heart of the tensions of school<\/em>\u00a0already underlined: “How not to be surprised to note that while the teaching schedules of the various disciplines are regulated to the nearest quarter of an hour at the national level following endless bargaining, the most complete vagueness reign with regard to the time prescribed by the teachers of these same subjects for the work of the pupils outside the framework of the class?\u00a0”<\/p>\n

Author Bio:<\/strong> Claude Lelievre is a Teacher-Researcher in the History of Education, Honorary Professor at Paris-Descartes, University of Paris<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The new school year has started, and with it the issues around homework are coming back to the fore.\u00a0Can we really give students work to do outside the classroom in primary?\u00a0This is a question that is regularly asked and on which a vagueness remains.\u00a0While students may have readings to do or lessons to learn at […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[11070],"coauthors":[11733],"class_list":["post-59566","post","type-post","status-publish","format-standard","hentry","category-education","tag-homework-2"],"acf":[],"yoast_head":"\nHomework, a war that lasts - 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\/homework-a-war-that-lasts\/\" 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=\"Homework, a war that lasts - 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