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Equality: "We have given in to race-down ideologies"

2020-09-03T14:54:22.593Z


FIGAROVOX / TRIBUNE - For Joseph Gallard, egalitarianism, which consists in correcting all inequalities by eliminating selection, only leads to later failure, but, even more violent, for students, who are not prepared, nor oriented to the training provided.


Joseph Gallard, formerly elected to the board of directors of the University of Nice Côte-d'Azur and vice-president of the “right of tomorrow” think tank.

With 5 years spent in the faculties, in 5 different establishments, always the same feeling which returns.

Knowledge seems confined by ideology.

Excellence is pushed back with a blow of the butt, with a blow of invectives ("facho").

Merit is stuck in egalitarianism.

Egalitarianism, this ideology seeking to correct all inequalities at all costs.

A doctrine which seeks to obtain a totally equal society, by refusing that there are times when the singularity can be beneficial.

The problem of faculties is derived from that of the baccalaureate.

We will not surprise anyone by mentioning the declining level of the baccalaureate, which leads to a significant rise in young graduates in French faculties.

The Covid-19 crisis has worsened this process and now almost 96% of applicants have received the sesame - an increase of 7.6 points compared to 2019. The problem is that the demand is becoming much more important than the offer.

It is enough to go to amphitheatres in September to understand this scourge, far too underestimated by the Ministry of Higher Education, Research and Innovation.

The amphitheatres are overcrowded and in particular in the more accessible faculties such as law, psychology or letters.

It is all the more sad to see the thinning of these same amphitheatres from the month of November, caused in large part by students dropping out of their studies without a diploma giving them access to a job or to professional skills.

This is egalitarianism.

While it is important not to leave struggling students by the wayside, it is just as essential to ensure the galvanization of the best.

Egalitarianism leads to later failure, but even more violent for students, who are neither prepared nor oriented to the training provided.

The selection would above all make it possible to better orient the students towards a training in which they will be able to flourish, but especially to leave with a job to the key.

Selection in L1 is no longer desirable, but crucial.

Everything is in the conditions of admission to training.

Selection is not necessarily the path to elitism as the far left proclaims loud and clear.

This system would above all make it possible to better orient students towards training in which they can flourish, but above all to leave with a job.

It is important to specify that this selection must be accompanied by important work upstream on orientation, the current work is unfortunately not up to the task.

We take the example of the orientation of young people from an Engineering Science training, it was very complicated to orient themselves towards professions that we did not really know, the orientation forums being adapted only to students already knowing which way to go.

The guidance counselor is rarely consulted, often the victim of a pejorative opinion of the pupils.

Finally, most who do not have the real level in science are quite confused, and end up in mass-training orientations, in particular medicine or STAPS.

A large part of our graduating year S, ended up in STAPS, because sounding sport, for the most part a bitter failure.

This failure in L1 is very difficult, you are then confused, many will then drop out and their baccalaureate no longer having the value of yesteryear, they generally find very little work.

Read also:

Baccalaureate: when illiteracy invites itself in the copies

We could be satisfied, say that it is a de facto selection, but, what a waste to waste so many years of work, knowing that with the pension reforms, the more you work, the more you will have chances to take your retirement.

We must also ensure the enhancement of the professional sections, but even more importantly, develop professional modules in technological training, as well as orientation modules.

We could also develop in a more concrete and multiple way the visit of guidance experts, and develop the platforms of former students - very visible in the grandes écoles - and their meetings with the classes.

Knowledge in high school is just as essential as the professionalizing aspect.

Merit is assessed by the motivation of the student, by his investment in comparison with his qualities and especially his willingness to act in civic and professional life.

Selection in L1 must guarantee the promotion of merit.

A very overused notion, it is more and more vague, insofar as egalitarianism considers that merit is the fruit only of socio-economic factors.

No, the merit is very broad, it is evaluated by the motivation of the pupil, by his investment in comparison with his qualities - an evaluation rather successful by the teachers - and especially his will to act in the civic life and professional.

The reform of coursup is rather successful in my opinion, but the notions of selection remain unclear.

A reform denounced by the UNI in a forum.

The union denounces the lack of humanity in the selection of candidates by routeup, but especially the randomness of the selection criteria.

We must all the same welcome the first effort made in this direction.

However, the ratings were a little too underestimated by coursup, despite everything being essential.

We have succumbed too strongly to the ideologies of the race to the bottom.

Charles Hadji, a very influential psychologist, thus criticized the notes, for him a kind of e-ministry favoring statistics over competence.

A serious mistake, it suffices to discuss with children, to realize that they no longer succeed in situating themselves in these new scoring systems, they have the impression of being the same, but worse, they no longer succeed to identify their weaknesses.

The concepts of skills are too broad.

Once again, a drift of egalitarianism, it is much better to have a level which decreases but collectively rather than to favor the rise of the best.

However, safeguards must also be guaranteed, by adopting two selection systems: the cover letter followed by the interview or the competition.

In IUT, for which the selection is a real success, admissions are made largely through an individual interview, which makes it possible to humanize and embody the candidacy of the future student.

In my opinion, it is also the failure of routeup, the motivation criteria are not taken into account enough, as the report of the Court of Auditors of February 2020 showed. a large part of avoiding non-serious students who will quickly leave the university benches, and who take the place of much more motivated students.

Especially, during a face to face it is more complicated to cheat on his intentions.

This practice is regularly used in the faculties to select students going to Masters.

With the Covid-19 crisis, a lot of faculties have used it, but it takes a long time.

The competition is a foundation of the Republic.

It allows de facto equality between the participants, insofar as the examiner does not personify the candidate.

We regret once again, Sciences-Po's choice to give in to the sirens of egalitarianism, by choosing to discriminate against students by their socio-economic category, rather than guaranteeing equal access to excellent training. .

The end of the entrance exam is a drift of the positive discrimination system, which disadvantages the middle classes.

It is a pity that universities choose to accept as many students as possible, who waste their time, when these selection systems are recognized as qualitative.

You can be a student of history, have no grade above the average in history and get by using options, sports bonuses and other subjects like C2I (PIX) or the library, accompanied by catch-ups.

Our system no longer recognizes excellence, no longer values ​​the intellect, the faculties are a terrible example.

Now, in a faculty, the mere mention of the terms "excellence" or "work" makes you a "fascist".

Let us remember that a large part of the students in the faculties are intended for teaching professions, they will be considered as intellectuals and specialized in their field of study.

However, it is not uncommon to see students get away with having validated any subject of their future expertise.

You can be a student of history, have no grade above the average in history and get by using options, sports bonuses and other subjects like C2I (PIX) or the library, accompanied by catch-ups.

It is still amazing to imagine that a master's student does not have the required knowledge.

We can add the compensation between the UEs but more surprisingly, between the semesters.

Not to mention the conditions for graduating this year with a cheating that has become practically the norm, as evidenced by the article by Wally Bordas in the Figaro Etudiant, which highlights multiple cheating during recent events.

This example proves that if the selection is not done in L1, it is done very little in the other levels of study.

If the level of education is declining, let us not be surprised that the level of the pupils decreases proportionally.

Let's stop hiding behind old post-Sixty-Eight fads glorifying egalitarianism through a race to the bottom.

We prefer a selective model that allows the return of excellence and knowledge in the university.

Ms. Frédérique Vidal, set up a real selection in license to guarantee students the development of professional paths and adapted to their education, which will allow a better integration of young people in the labor market.

Source: lefigaro

All news articles on 2020-09-03

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