Up to 17 points difference with mainland France for the assessment of French in CE1, 2 to 11 points less in mathematics and results below the metropolitan average, with at least one third of students with weaknesses in both subjects in 6th grade. These are the conclusions drawn from the results of the national assessments announced by the DGEE.
While the results in the nursery school are expected to be satisfactory, the education sector is alarmed by the learning gaps with the metropolis that are widening from the average CP for Polynesian students.
On April 20, the municipality of Mahina launched a collective reflection. “As mayor, you can’t help but be challenged by the results of the schools in your municipality.” said Mayor Damas Teuira. The reflection was carried out at the level of the whole constituency under the direction of the inspector and teacher, Moana Greig, with a first phase of preparation that was held in situ in some schools in order to mobilize teachers and all those interested in education.
For Moana Greig, “The Polynesian education system calls for the evolution of Polynesian society to be taken into account in order to adapt the school: this is where we want to lay the groundwork.“.
The first meetings of the school, which will begin next week, will deal with the topic of school rhythms, the issue of schooling in kindergarten, the organization of teaching and supervision staff, and the role of the missions of the directors. The aim is to bring together teaching staff and educational staff to try to find more appropriate answers to teaching in Polynesia.
The results of the national assessments reveal weaknesses in the core subjects which, however, allow the acquisition of key competencies in the child’s professional career.
“Some Polynesian students still have difficulty understanding reading, writing, or even problem solving.”DGEE director Eric Tournier is concerned.
In addition, the absenteeism rate doubles in the territory compared to the national average. However, the protagonists point out that the current education system depends on a number of success factors, and a strict comparison with mainland France is not desirable if one takes into account the Polynesian realities, with transportation problems, fatigue, difficulties at home or early relatives. separations for children from the islands.
When it comes to school hours, we wonder how to better distribute them: “Classes start very early, mornings are long,” explains Eric Tournier. “School hours are especially demanding for students who have to take 4-hour classes from early in the morning, the ability to learn is necessarily affected,” add.
For the Tavas Damas Teuira, the school rhythms of the commune of Mahina must not change, although it evokes the extension of the meridian rest in the schools until reaching a minimum duration of 1h30, already effective from the return of the 2013 in mainland France. . At the same time, questions arise about the additional supervisory staff, with the “tites” mobilized by the municipality, which care for young children but do not yet have a status for their range of activities.
Note: Among the main lines of thought, pedagogy has not yet been addressed.
First in remote archipelago schools, on Wednesday 11 May for the Austral and Tuamotu-Gambier archipelagos, then on Thursday 12 May for the Marquises, school meetings will end with the business archipelago on 1 June. A final session will be held on June 10 to reflect on everyone’s proposals, because “Everyone is in demand”remembers Eric Tournier.
These meetings will allow to agree on reforms to be presented to the Council of Ministers, for texts that will be applied from the beginning of the academic year in August 2023.