Is it desirable to offer reduced qualifying training to obtain a teaching certificate? Certainly not. As school administrators, we are first and foremost teachers who have become the educational leaders of our teams and as such, we can only oppose any leveling down in the name of urgency.
Allowing every student to have access to quality education is a universal right recognized in the charters. The corollary is that staff who perform the crucial teaching function must be properly trained and qualified. Sacrificing the quality of education by reducing teacher training is therefore a false good idea which risks having serious, even devastating, consequences for educational success in Quebec.
Faced with a real situation of shortage of personnel in all education professions, what solutions should be considered in the short and medium term? Review training, at least partially, in order to apply personalized and better adapted learning models, particularly those put forward by UNESCO1.
In order to recognize the learning achieved and the skills developed in employment or during previous training, it is necessary:
- Recognize credits for skills already acquired before undertaking any teaching training, whether initial training, qualifying master’s degree or any other recognized comprehensive training.
- Review the content and duration of the baccalaureate in education (initial training). Before a duration of three years, followed by a probationary year in practice, it would be possible to condense the theoretical knowledge and, from the 2e year, promote study-work alternation by recognizing learning achieved on the job.
- Increase collaboration projects between universities and school service centers (CSS) to provide all regions with study-work alternation projects, the work period obviously being paid and recognized in terms of learning and skills acquired.
Such recognition of prior learning and skills would make it possible to provide Quebec with qualified personnel while maintaining high standards in terms of qualifications.
In order to meet pressing needs, it would temporarily be possible to offer shorter courses for an intermediate level of qualification. For example, a basic certificate could be awarded after 30 credits, but would require a probationary course and additional training during the exercise.
As for the idea outlined by Minister Bernard Drainville of reducing the duration of the baccalaureate from four years to three years, it must be accompanied by favorable conditions, particularly with regard to support and the nature of the tasks proposed, while the teams are already under pressure. Reactivating training models dating from the 1980s when we were faced with a surplus of qualified teaching staff will not solve the problem. We need modern, personalized and equitable solutions.
We must also promote the attraction and retention of teachers, particularly through better support for professional integration, tasks adapted to the level of experience and schedule adjustments promoting professional networking and collaborative practices.
En concertatiwe
Whatever the solutions envisaged, education is a social affair and any fundamental change must imperatively be debated with those primarily concerned, the people who teach, support and manage. We will always be open to dialogue and collaboration.
1. UNESCO report 2022-2029 Lifelong learning opportunities for all, p. 33