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As early as 2005,\u00a0the OECD predicted<\/a>\u00a0that countries, including France, would be short of teachers in the decades to come, due to retirements in view of the aging of the teaching population and the sharp decline in the attractiveness for the profession.<\/p>\n The OECD then proposed a five-pronged action strategy: make teaching an attractive career choice;\u00a0strengthen teachers’ knowledge and skills;\u00a0recruit, select and employ the best possible teachers;\u00a0retain quality teachers in schools and engage teachers in policy development.<\/p>\n This large-scale program showed that the crisis already identified was going to become a major part of the landscape if the states did not take the necessary measures.\u00a0Are these proposals still relevant today?\u00a0Yes, and the\u00a02016 Unesco<\/a>\u00a0report noted that the policies that have been implemented have not made it possible to curb or reduce the crisis of motivation to become, to be and to remain a teacher, because they were either insufficient compared to the proposals of the OECD, which are very different.<\/p>\n Since the 2000s, multiple\u00a0reports and research reports<\/a>\u00a0have warned that the crisis is deep and cultural both in terms of vocation and persistence in practicing the profession of teacher.\u00a0If the strategy chosen by the States is only to activate the system (for example to propose a catalog of continuing education without prior objective diagnosis to answer the question of training, then to objectively evaluate the impact of the transformations after these said trainings ), then the lack of teachers motivated for and by the profession will only increase.<\/p>\n Taking into account the real needs in continuing education and career support is an essential point, because it is a\u00a0necessary element for the well-being<\/a>\u00a0and working conditions of the teacher.\u00a0In France, the notion of evaluating continuing education actions for teachers appears for the first time in February 2022 in the\u00a02022-2025 master plan<\/a>\u00a0with a dedicated chapter and a grid of indicators whose vision is that of measuring the target reached, in the quantitative sense of the term, and not the impact of continuing education on the development of the profession, working conditions and teaching and learning situations.<\/p>\n The research work of the 2000s on the motivation to become a teacher, in the\u00a0first career<\/a>\u00a0, or\u00a0after a retraining<\/a>\u00a0, shows that it is the values \u200b\u200band interests for the profession and the function from the personal point of view and for society, the stimulation intellectual, the relationship with the pupil and the parents, and the vocation which are decisive.\u00a0Salary was the motivation criterion mentioned the least by students or young teachers participating in these studies, as in 1955 with the work of\u00a0Fielstra<\/a>\u00a0.<\/p>\n In the public debate, the question of teachers’ salaries, and more particularly of beginners, was lively in\u00a02010, under Luc Chatel<\/a>\u00a0and the collective response was that it is also the working conditions and the societal representation of the profession and the function which are to be reviewed as a matter of priority.\u00a0The triptych: meaning and value of the profession\/function, working conditions and salary is also mentioned in research as being the\u00a0primary source of demotivation<\/a>\u00a0to become and remain a teacher.<\/p>\n Other studies<\/a>\u00a0show that beyond the need to have a salary that reflects skills, knowledge and commitment, monetary incentives or individual bonuses for teachers in favor of the “performance” of the system education do not bring the expected solutions, both at the level of the system itself, and from the point of view of persisting in being and remaining a teacher.<\/p>\n Work on\u00a0the state of health of teachers<\/a>\u00a0shows increasing burn-out, more resignations, turnover and the use of more and more temporary workers.\u00a0Research\u00a0has identified<\/a>\u00a0that even for the most motivated, 40% of quits occur\u00a0within the first five to six years<\/a>\u00a0in the business.<\/p>\n Today, out of necessity for public service, the State is responding to a system that has been under strain since the end of the 1990s, by recruiting large numbers of temporary workers and by a training system in a few days and over the year, which we we can collectively agree that it is neither sufficient nor satisfactory.\u00a0In the current state of things, without major transformation of the system, how could it be otherwise?\u00a0What proposals should be considered to reverse the trend?<\/p>\n Emmanuel Macron announced at the meeting of rectors on August 25, 2022, a minimum salary of \u20ac2,000, additional remuneration of up to 20% for additional missions, changes in training and the establishment of a educational innovation fund to finance school projects.<\/p>\n To the anemia of the education system, the state responds with announcements that have already been made, and which have not made it possible to avoid the situation.\u00a0The salary of 2,000 euros, but gross, for young teachers has already been put in place under Luc Chatel in\u00a02012<\/a>\u00a0.\u00a0The initial training of teachers has evolved since the 1990s with the creation of IUFMs (University Institute for Teacher Training), their integration into universities in 2005, in 2013 the creation of ESPEs (Higher School of teaching and education) and transformed into INSPE (National Higher Institute of Teaching and Education) in 2019.<\/p>\n In 2004, Courvoisier saw\u00a0teacher training<\/a>\u00a0as a system in perpetual evolution but locked in its rigidities in the organization of training and its representation of the profession and the field.\u00a0Is this still valid today in initial, continuous and continued training?\u00a0Are the initial training and the competition the first questions to ask?\u00a0These students enrolled in initial training within a Master’s to become a teacher are in the first instance committed to the cause.\u00a0It will still be necessary to have the competition, resulting from the initial selection, the university training and the field, and especially that the system maintains their motivation to stay and be a teacher.<\/p>\n On this subject, in November 2020, the\u00a0Department of Evaluation, Foresight and Performance<\/a>\u00a0(DEPP) of the Ministry of National Education, Youth and Sports published that between 2008 and 2018, the number of resigning teachers had tripled.<\/p>\n Will the promised salary increase, the lowering of recruitment requirements with the possibility, as the Court of Auditors already mentioned in 2018, of recruiting teachers at Bac+3 and individual financial incentives of 20% make it possible to change society’s perception of the general interest of the teaching profession, both in terms of the training of future generations and the perception of a profession recognized as a last resort, at a similar level of education, with a higher level of complexity?\u00a0Will the measures announced make it possible to reduce resignations?<\/p>\n For Unesco (2016), this policy to combat the shortage of teachers requires the establishment of a common base, collectively constructed, and minimum teaching and learning conditions, taking into account the conditions actual exercises.\u00a0It is also about offering more career development prospects and setting up a system of accountability and appreciation that could be understood through a dialogue between the teacher, national education and local authorities, whose aim would be for the system to be at the service of their professional and educational projects, accompanied by their hierarchy: director or head of establishment and inspectorate.<\/p>\n Beyond the political and media episode reacting to a ground swell that is at the doorstep of our territories \u2013 and no one seems to be able to escape it \u2013 it is the quality of the diagnosis and the corrective action plans to change the system that we must now collectively observe and analyze to enable all players to regulate themselves: state, rectorate, establishment, educational team, teachers, students and parents.\u00a0For the state, it was a major challenge at the start of the school year to cover all the needs for teachers.\u00a0It is even greater for us citizens, it is to observe and analyze how the state will preserve and develop their motivations and generate new vocations.<\/p>\n What will be the policy put in place after this corrective emergency action plan?\u00a0And more generally, what will be the objective planning and evaluation policy in the sense of a results policy put in place as part of the renewal of motivation to be teachers, firefighters, nurses, doctors, bus drivers, etc.?<\/p>\nA fading vocation<\/strong><\/h4>\n
Deep transformations to be made<\/strong><\/h4>\n