More from Aegis Royer
In our world increasingly run by technocrats, obsessed with performance, blindly following small-box forms, we no longer listen to the thinkers, the “philosophical” idealists. We have forgotten why and for whom we have created systems in our society. Above all, we have forgotten that these systems can and must be overturned, improved, reviewed and corrected. We should listen to more Égide Royer.
Alan Charles
Consult the people on the ground
Mr. Royer provides observations. Observations made by many before him. Coming from an expert in education, I expected more concrete solutions. We go around in circles with broad aims, on too long-term plans. Strongly a real reform in education by people on the ground; impacted.
Danielle Charland
Leveling down
By accepting students in difficulty in private schools and enriched programs, do we not risk a leveling down? I give lessons to adults who are interested in learning, but the class progresses at the pace of the person who has the most misery.
Denis Marquis
A family problem
If there are so many children in difficulty, wouldn’t the basic problem be first and foremost a family problem? Is this not where we should act first and foremost? Otherwise, all the reforms of educational structures will not change anything.
Rene Rochon, Bromont
School until 18, a utopia
Making school compulsory until the age of 18 is a utopia. Currently, school is compulsory until the age of 16 and this is not respected. I was vice-principal in secondary school, many students leave school too early. Measures are needed to make school attendance truly compulsory. Financial penalties for parents, obligation for employers, setting up pathways for students who would triple a year, for example, etc.
Pierre C. Tremblay, Montreal
Lack of support
I find it disconnected from reality. After having taught the public for 30 years in elementary school and now doing substitute teaching, I can tell you that there is a serious lack of small classes to better support students who are in dire need. You should do an internship in one of our classes, you would see that the classes are mainly special education classes, but without support, without services, etc. One of the many reasons for the current shortage.
Myriam Houde
And the place of the most gifted?
I would also like us to talk about children who are very easy to learn. The debates on education only too rarely speak of them. In a possible reform of our education system, what would be their place? Currently, specialized programs, sections, concentrations, intensive English, are solutions to keep the interest of these children. We underestimate the discouragement of young people who learn faster than average. They are also dropouts, because regular school is too slow and not suited to their learning potential. I understand the importance of equipping children who have difficulties and of having an equitable education system for all. It is also essential to think about the place we want to give to the most gifted among them.
Janie St-Pierre
The private sector ready to contribute
After a career entirely devoted to education and the recruitment of qualified teachers for the private network, I sincerely believe that Mr. Royer’s proposal to allow young people in great difficulty to be integrated into all schools in Quebec represents the way of the future. Many private schools would welcome more of them and help them move forward among the rest of their student body if given the opportunity. The structures are there, the will too, but to supervise these young people and help them, it takes funding and this funding does not yet come with government subsidies. I remember several students in difficulty whom we had integrated into our community by offering them what we had at the time to help them, who came back to see us, once their secondary studies were finished, to thank us and tell us how their integration into the community and the support offered had allowed them to become the women they were then. Many of them have acquired other experiences and other values through their involvement in various student or extracurricular committees with other young people without discrimination based on their academic results or their intellectual abilities. Many private schools do not discriminate based on primary school results, but on the ability of the environment to help these children with the limited means at our disposal. This is an interesting reflection for Mr. Drainville and possibly a path for the future.
Doris Dion
Two elephants in the room
Mr. Royer, already in the 1990s, you were a respected authority in special education. You have strongly influenced public school decision-makers to integrate students in difficulty. You can now see that from 100,000 pupils in difficulty in 1999, we have now risen to 250,000!
Are we to conclude that the teachers’ real and arduous integration efforts have failed because of the establishment of “special programs”? A mystery for the average parent that I am…
Another mystery, the CPEs. We are so proud of them and they are the envy of the ROC [Rest of Canada (le reste du Canada)]. These CPEs were to contribute to “equal opportunities” for all young Quebecers. However, the period of existence of CPEs (2000-2022) corresponds exactly to the period when pupils in difficulty increased from 100,000 to 250,000!
The integration of students in difficulty and the creation of CPEs have always aroused my enthusiasm. Are there two elephants in the school room? Please explain to me, Mr. Royer…
Guy Lassonde