We are taking a stand today as scientists and expert teachers in the field to inform the population of the risks and perils associated with the bill on the National Institute of Excellence in Education. Indeed, the interference shown by the Minister of Education, Bernard Drainville, on the issue is outrageous.
In what other area does the government give itself so much decision-making and arbitrary power without consulting anyone? What are the real reasons that support the creation of such an institute? It is highly relevant to be concerned about student learning, development and success. But the approaches and strategies must be diversified and adapted to their needs depending on the context. This is why teachers, who are experts in teaching and learning, must be properly trained to be able to think about the best possible support. Teaching practice is not limited to simplistic strategies that are proclaimed “effective” by certain academics and school service centers convinced of disseminating a panacea.
A change of vision is needed
For decades, educational circles have had a neoliberal vision of education imposed on them, which encourages utilitarian aims and values such as individualism, competition or accountability. In a system that was denounced in 2022 as being the most unequal for its three-speed operation, can we hope to improve things for our children and adolescents by creating another structure? How can we continue in this neoliberal orientation if it only exacerbates socio-educational injustices?
The complexity of the teaching profession requires quality training so that teachers are able to juggle their responsibilities. A shortened formation does not hold water. By adding a structure to an education system that already looks like a tower of Babel without being interested in human reality, we only put a band-aid on a hemorrhage that continues to persist and worsen. The real issue lies in the working conditions which do not allow teachers to carry out a work performance commensurate with what they should exercise as professionals.
The National Institute for Excellence in Education is a false good idea. What would this new infrastructure bring in terms of educational research and training? Honestly, we have nothing against the principle of excellence. In this regard, researchers are doing excellent research in the field to enrich the training. Quebec is recognized throughout the Francophonie as being a pool of innovation for its training programs and its diversified and collaborative methodological approaches.
We call for the mobilization of all players in the community who have education and its future at heart. We must be empowered in order to create environments in which everyone can finally flourish. We implore the minister to broaden his perspective by listening more to scientists and teachers who have some proposals for concretely improving the system. Putting this structure in place will not benefit anyone except a few opportunists who have an outdated view of what school should be.
* Also signed this text:
Nancy Goyette, Ph. D, professor and researcher, UQTR, member of CRIFPE;
Judith Émery-Bruneau, Ph.D., full professor, researcher in education sciences, UQO, member of CRIFPE;
Françoise Armand, Full Professor, University of Montreal;
Joëlle Arbour-Maynard, resigned primary school teacher, student at the Faculty of Education, Laval University;
Jean Danis, Lecturer, doctoral student in education, University of Quebec in Montreal, member of CRIFPE;
Fikry Rizk, Lecturer, Department of Didactics – UQAM, retired secondary school teacher, CSDL;
Mélanie Paré, Ph.D., Associate Professor, Faculty of Education, University of Montreal;
Mylène Leroux, Ph.D., full professor, researcher in educational sciences, UQO, member of CRIFPE;
Mathieu Thibault, Ph.D., professor, researcher in educational sciences, UQO;
Charles-Antoine Bachand, Ph.D., professor, researcher in educational sciences, UQO;
Valériane Passaro, Ph.D., professor, researcher in mathematics education, UQAM;
David Lefrançois, Ph.D., professor, UQO, member of CRIFPE;
Andréanne Gélinas-Proulx, Ph.D., professor and researcher in management and leadership in education, UQO;
Marie-Josée Goulet, professor, researcher in educational sciences, UQO.