If there is one good news to be remembered from the school management reform that Bernard Drenville introduced, it is the creation of the National Institute for Excellence in Education (INEE).
In our classrooms as elsewhere, science should be the gold standard for creating best practices, no doubt.
Pourtant, la création de l’INEE, qui est réclamée de longue date by de nombreux experts, n’a pas trouvé grace dans le milieu de l’education, à en juger par la reaction des syndicats qui qualifient l’initiative de « fausse good idea “.
In their opinion, it would be better to rely on organizations already conducting research in education than to add a new structure that risks questioning the independence of teachers through a ‘wall to wall’ approach.
These fears are unfounded.
Let’s say first that INEE is inspired by the National Institute for Excellence in Health and Social Services (INESSS), which serves as a beacon to shed light on the practice of the medical community.
Since its inception in 2011, have we heard clinicians complain that IESSS was undermining their independence? no ! On the contrary, the information that clinicians derive from IESSS allows them to remain at the cutting edge of research, which does not prevent them from tailoring treatments to the needs of their patients.
Thus, the National Institute of Environmental Education will play the same role in the educational environment at the pre-school, primary and secondary levels, as detailed in Bill No. 23 presented by the Minister of Education on Thursday.
In fact, the institute will synthesize scientific knowledge about student success, identify best practices, develop recommendations and promote their application through practical training.
Oh: training! This word creates tension between teachers.
In 2021, unions fought hard against adding 30 hours of mandatory training to the two years imposed on them by former minister Jean-Francois Roberge’s Bill 40.
They declared themselves “masters of our formation”. It is surprising, to say the least, that people whose profession is taught are opposed to training for themselves.
But back to INEE.
Of course, there are other organizations dedicated to researching academic success in Quebec. As there are many health research centers that do not detract from the importance of Inesss.
It will be the same for INEE in education, as long as we leave the power struggles in the locker room and work in an integrated manner.
The important thing is that INEE is independent and independent. It is based on science to protect the education network from teaching methods that have sometimes led to abuses.
Remember the pedagogical innovation in the early 2000s that relied on the skill-based approach, emerging from “Social Constructivism”. Subsequently, studies have shown that this reform has done more harm than good for young people in difficulty, the very people we wanted to help.
Today, there are 235,000 students experiencing difficulties in our primary and secondary schools, compared to 103,000 twenty years ago. This nearly 130% increase is a difficult acknowledgment of the network’s failure.
ini is not a silver bullet. He wouldn’t spawn a magic staff to help struggling masters. But it is a tool that will comb out all that is good for improving academic success, here as elsewhere.
How do you improve language learning?
How do we address the anxiety issues that now affect 21% of young people in secondary school, especially girls?
How can the achievement gap between privileged and unprivileged youth, between girls and boys, be reduced?
Challenges do not decrease. INEE is part of the solution, not part of the problem. You don’t need to be afraid of it.
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