| | C’est pas bien | | | | Modifier la taille du texte: | A | | | A | | |
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|   | Par:- Nazim Esoof
On 10/12/2009 |
Le taux de réussite de 68.13% aux derniers examens du CPE va réjouir tous les guérilléros de la compétition et de l’élitisme.
Pour ma part, je ne peux m’empêcher de penser à ces 30% à 35% d’enfants qui, chaque année, sont éjectés du système.
Un modèle éducatif ambitieux est celui qui vise une réussite générale. Ce n’est pas une illusion, voire une prétention, que de penser qu’on peut avoir un système qui fait réussir tous ses enfants. Que ce soit sur un plan académique ou autre. En cela, le système éducatif mauricien comporte trop de déchets et de carences. Aucun ministre de l’Education n’a eu, jusqu’ici, le courage de bousculer les mentalités et les pratiques. Autant au niveau de l’establishment qu’au niveau de l’opinion publique.
Je reste convaincu qu’un système qui repose sur le bachotage ne peut qu’engendrer l’échec et de la faillite de nos enfants.
CPE, c’est pas bien. Le système des lauréats, c’est pas bien. La compétition effrénée, c’est pas bien.
Allons former des citoyens de demain et non des automates comme on le fait jusqu’ici.
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| Jacques | | | Vous rêvez. Voilà tout un système qui vise à reproduire la bourgeoisie d'état. Comme les domestiques dirigent dans la réalité les hopitaux, cette bougeoisie composée essentiellement de fonctionnaires dirigent nos dirigeants et influence leur politique à son bénéfice. Qui se soucie de vos 35% de recalés? Faut plus réver!!! | | | FROM: ANSELM. | | | From : ANSELM.
oppressive' education system.
CPE, c’est pas bien. Le système des lauréats, c’est pas bien. La compétition effrénée, c’est pas bien./ Focus on examination results and targets categorised pupils as “successes and failures” at a young age- an “obsession” with repeatedly testing and assessing children undermined their personal and emotional development and damaged the morale of teachers. It is suggested that schools would successfully address the needs of individual children in the face of an education system that “seems to have lost a great deal of its liberating potential”. One report Review concluded that the focus on exams in English and maths had caused significant “collateral damage” as children were drilled to pass at the expense of other subjects such as history, geography, art and science. We have in the past few decades created an extraordinarily anxious and in many ways oppressive climate in education at every level in the search for proper accountability. This search is laudable in itself, but its outworkings have been unhappy: an inspection regime that is experienced by many teachers as undermining, not supportive, an obsession with testing children from the earliest stages, and in general an atmosphere in most institutions of frantic concern to comply with a multitude of directives. All of this gives a clear message about the priority of tightly measurable achievement over against personal or emotional concerns. We are in danger of reintroducing by the back door the damaging categorising of children at an early age as successes and failures. Why is it that the Mauritian republic cannot have sponsor of academies, which are granted special freedom to tailor the curriculum, admissions and teachers' contracts. The launching of academies programme that represent a “challenge” to head teachers to show that it would be feasible to run a school “without buying into the over-anxious habits of so much of contemporary educational practice. This would include providing more time in the school day for art, sport and the development of children’s spiritual needs. Much anxiety is generated each year by the late December stories of inflated grades and falling real standards in sixth standard ministry of Education targets projections. But this is a little bit of a distraction from what a growing number of people see as the underlying problem, which is the narrowing and reducing of educational practice in response to mechanical ideas of accountability. One of the strongest hopes as indeed for all right thinking-related educational institutions is that they will be able to model something better and more creative for our educational future. Ministers are clear that drilling or narrow test preparation is wrong. They have to work with social partners to ensure that preparation for tests is proportionate, educationally appropriate and does not put undue pressure on pupils. Transparency and accountability in the schools system are non-negotiable. It would be a retrograde step to return to the days where the real achievements of schools were hidden from parents and communities. That is why parent/school associations remain committed to the regular independent inspection of all schools. Independent inspection highlights schools’ strengths and weaknesses, provides schools with recommendations to improve, promotes a culture of rigorous self-evaluation and triggers action where improvement is needed. On the subject of Formation: Who's bringing up our children? Parents argue for re-establishing a framework of stability and security within which children and young people can learn. They express concern that other social and occupational priorities in people's lives have led to the neglect of children. And they concur with severe criticisms of an educational philosophy that is obsessed with testing, one best describe as "malign". There needs to be a clear sense that adulthood involves the protection of a culture that takes responsibility for the nurture and emotional development of our children. An academic colleague, James E. Cote, a few years ago wrote a brilliant book called Arrested Adulthood. There is a section in that book entitled "More Freedom and Opportunity, but Who Will Take Care of the Children?” Cote's broader question is how the most wealthy societies in the world have managed to produce the most troubled children. The essential conclusion is that adults have, too often, failed to grasp their responsibilities. it certainly occurr to me that the most effective practitioners are those who take their adult roles and responsibilities very seriously, in order to preserve a personal and social space within which young people can explore the issues of concern to them. These may be what C. Wright Mills termed both "private troubles" and "public issues".When permitted the professional autonomy and discretion to do so, youth workers offer nurture and support as required, just as they may address, in different ways, a variety of more commonly held experiences. They broaden the horizons of young people, not only through physically exposing them to new opportunities, but also through conversation that enables young people to consider different perspectives. Targets and measurable outcomes can exert a malign influence on this kind of practice.
| | | Emiliano Z | | | "La compétition effrénée, c’est pas bien."
Unfortunately Nazim, this system of winners and losers is capitalism's beating heart; if it were any different the whole rotten system would collapse.
Can you imagine a world where everyone was wealthy? Who would drive taxis and sell farathas? | | | yashna | | | It's very easy to critisize but much more tedious to propose solutions. Our education system isn't a complete failure with only 10% pass, so there must be some good parts in it, some students get excellent results, so in any new system, there should be a way to preserve the good while getting rid of the bad.
But blaming the education system often feels like an easy way out,. of the 30% who fail, most if not all come from dysfunctional families, are left on their own and do not live in an environment conducive to learning. And there's no way to modify the education system so that these children are on equal footing with children from families who care about their education. It's not the primary education system which needs revising, it's the parents who need to be taught that they should give their kids the tools and environment to succeed in school. Without that crucial element, in any education system, these 30% who do not have parental support will fail. | | | Viken Vadeevaloo | | | Merci Mons le redac'chef. Merci de penser aux moins chanceux, aux exclus, aux rejetés, les laissés pour compte. Ils sont nombreux ces enfants - futur citoyens - l'avenir - qui voient s'assombrir leur avenir académique, social voire économique. Pourquoi messieurs dames les profs ? Vous avez des réponses certes! Sont-ils/elles des enfants bêtes? Stupides, qui ne savent pas faire (2 + 2 = ?), voire écrire leurs propre noms… ??
Échec pour qui? Question à Rs30m !!! Qui est responsable messieurs les dirigeants? "DEHORS!", hurle l'Education nationale à ces enfants et à leurs parents. Après/en même temps arrivent les ONG - Que faire des recalés/late developpers/slow learners – quels sont leurs droits? Les ONG fassent leur entrée sur scène! Pour venir en aide. Panser le mal social (rejeter des enfants à l'âge de 10 ans)! Comment est-ce que ce cap puisse être si fatidique? Avant on le surnommé « La Bourse », voila un mot que raffole les élitistes, aveuglés et égoïste. Collé à leur basket un égo. Il n’y a rien de mal à la compétition mais delà maintenir un système qui PRIVE certains de leur droits à une éducation adaptée, appropriée et noble de sens. Ridicule. Élite à 10 ans? Je ne sais pas. Pourquoi maintenir une inégalité dans les capacités des collèges à Maurice ? Pourquoi des stars schools ? La bêtise de Maurice est de maintenir une compétition malsaine qui tient en otage TOUS les enfants. La compétition doit être un choix. Soyons plus limpide. Un enfant a besoin d’apprendre à faire du vélo avant de passer à la compétition, ici on empêche l’enfant de prendre son vélo a 10 ans. Il reste spectateur – quel accès à l’éducation ? Ce n’est pas bon ! Je n’ai de leçon à donner à personne, voyez seulement que l’UNESCO parle de système inclusif – Singapore, Seychelles. A bon entendeur…
| | | J.CC | | | Il me semble que le CPE doit exister, mais le faire autrement. Dans des grand pays comme le US, Canada, Québec, Australie, le CPE existe mais sous d'autres appelation: École primaire. Mias quand jai pris connaissance des cours qui se donne dans le programme de notre CPE franchement je suis choqué de constater à quel point le problème d'identité et éthnicité existe et se propage dans nos écoles. C'est quoi ...ces cours de Hindi, Urdu etc.., Hey on est en 2009, réveillez vous il y a d'autres matières plus imortant ... que nos enfants puissent accquèrir, au lieu de ces insignifiantes langues qui n'e sont même pas de langue internationale comme le français et l'Anglais. Tiens... un cours d'introduction en informatqiue, un cours sur les Arts,les chants au lieu de ces langues basées sur la religion ou ethnicité... | | | puke | | | Il y a aussi des automates qui s'ignorent! Connaissez-vous un certain HMV? | | | Baltazar | | | La compétition la plus apprecié à l'ile Maurice, c'est la course de chevaux et on a tendence de catégoriser ses enfants avec des chevaux. Cheval rapide, cheval boeuf. Enfant malin, enfant catard. Sans motivation, c'est la résignation dès le jeune age. Papa, mama pas éducés, piti bizain pareil. Les automates sont les fruits du matérialisme et de l'égoisme. L'éducation est gratuite mais la compétition demande du doping et les "dopers" sont les parents de la catégorie supérieure. | | | Sylvain J | | | JE SUIS EN CENT POUR CENT D'ACCORD AVEC LES MOTS ECRIT mais ajoute que je connais aussi le diable de motive qui enpeche le degagement de ce systeme mechant....''''CPE, c’est pas bien. Le système des lauréats, c’est pas bien. La compétition effrénée, c’est pas bien | |
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