Where is the map?
You can’t be against virtue, or so they say. The seven points are noble and necessary, but they are just items in a list. Where is the map? Sad interview this week with Patrice Roy at Radio-Canada where Mr. Drainville could only admit that he was thinking about it and that he would tackle the task with a lot of shrugs and vague formulas. Maybe he missed a good opportunity to shut up? Better to have a detailed plan supporting your ideas before talking to citizens. Again, window dressing. Same story from Mr. Roberge on French: words, no plan. I can only wonder if Mr. Legault asked them to be visible and that they complied with the exercise. Big talkers, small doers…
Suzanne Nesbitt
Working conditions
I am very surprised that he did not speak of the working conditions of teachers! This is the real issue of the shortage, in my opinion! I will be retired in seven years and there is no question for me of doing another year under these conditions! Improved conditions and a more substantial pay might convince me to stay a little longer!
Caroline Leduc
Surface analysis
Minister Drainville’s priorities seem to be the result of a rather superficial analysis. Faced with the inability of the school system to produce graduates who master the oral and written use of their mother tongue, we should focus on teaching methods rather than on the renovation of buildings. And as such, we should draw inspiration from what works in the countries of the Francophonie rather than experimenting again with the next generation.
Rejean Girard, Boucherville
The concepts of work and effort
Two words were missing from the minister’s press briefing: “work” and “effort”. Contrary to what the proponents of socio-constructivism, who wreak havoc on the Ministry of Education, claim, you don’t learn by yourself while having fun. Pierre Foglia once wrote that learning “hurts”. He was absolutely right. Learning is not a cakewalk. You have to work, put in the effort and overcome the obstacles. You have to be able to get up and start again after failing. If the minister can simply reintroduce these concepts of work and effort in school, he will be entitled to all my esteem.
Michel Forest, Montreal
A more accessible certification
Kudos for the Minister’s commitment to the education of our children and faculty. Shortening the training time from 60 to 30 credits to obtain a teaching certificate is based on efficiency and worth implementing for the needs of teachers.
Mario Lavoie
Judging by actions taken
One cannot be against virtue and Mr. Drainville’s orientations are good. However, the benefits of these orientations will be judged by the actions that will result from them and, of course, by the improvements that this will bring about. I would have liked increased physical activity for young people to also be part of the orientations, as well as more in-depth reflection on the relevance of keeping the presence of students with special needs in regular classes. Mr. Drainville is undertaking a marathon and he will encounter a lot of adversity and headwinds. Let’s hope that he and his team will be able to show perseverance, listening, empathy and be unifying, because without these qualities, this reform will be a failure. Let’s be optimistic, because Quebec greatly needs a more efficient education system.
Real Bilodeau
Double talk
It’s political talk to appease the good tax-paying population and, above all, its constituents. A plan without anything concrete, without any indication of its execution, what is it worth? No more than a press conference to calm those who said: “What is he doing who had the answer to everything on the radio!!! »
Renaud Caron
Redefining the role of primary and secondary
Unbelievable. You would swear that the government has just seen the extent of the disaster and the work that needs to be done in education. But what is absurd in all this is that the solutions exist and have been known for a long time. No system is in itself perfect, but why are we unable to draw inspiration from models that work, as in Finland for example? And can we once and for all, seriously, redefine what exactly primary and secondary school is for? Is it a place to get a numbered bulletin that validates knowledge and concepts learned largely by heart? Or a place of learning that serves above all to develop curiosity, confidence, passions and judgment – all essential elements that prepare us for higher education, work and life? Because in Quebec, after years of reflection, stagnation and discussion, the status quo is no longer tenable. But the observation has unfortunately remained the same for too long: a resounding failure.
Stephane Banfi, Montreal