This text is part of the special Public School booklet
As part of the 13e Public school week, which takes place from October 2 to 9, the Autonomous Federation of Education (FAE) highlights this edition, on the theme “Faces of public school”, recalling one of its major missions, that of welcoming everyone, without restriction.
“It’s still special, when you think about it. Nothing to do with private school,” says Annie Primeau, vice-president for professional life at the Independent Federation of Education. Because the private school, she explains, selects the students four times. At the entrance: based on an assessment and the means of the parents. Then during studies, based on results and behavior. “The public system takes everyone. »
The FAE, whose executive was renewed last June, insists on the fact that public schools are a multi-faceted system, open to all children in Quebec, their families and even adult learners. “Public school takes young people from 4 to 21 years old, but we must not forget adult education and vocational training, which start at 16 with no age limit. Our public system does all of that. »
Accessibility of services
Annie Primeau, who has spent her entire teaching career with the Center de services scolaire de la Pointe-de-l’Île, describes herself as a pure product of public schools. She grew up in the Saint-Henri district of Montreal and has fond memories of Victor-Rousselot elementary school. “I can still name each teacher, starting with Madame Jeannette, in kindergarten. It marked my life. This is where my desire to be a teacher comes from. In this spirit, the FAE calls for improving the accessibility of services, starting with the very Quebec problem of the three-speed school.
Subsidized private schools, overdeveloped in Quebec, select the best elements. Since 1988, public schools have responded to this competition by offering selective special programs. This still leaves a large proportion of public secondary school students in very demotivating regular programs.
“Public funding should go to public schools. Let those who are private finance it themselves,” judge Annie Primeau, emphasizing that public schools must set a valid standard for everyone.
Public schools also have a mission of fairness, she explains. “It consists of providing all students with the services required, whether they have a disability, learning disabilities, reception or francization. »
Reception and francization
Public schools play a central role in the big issue of the day in Quebec: immigration. And that is why the FAE voted last May for a new platform of demands for reception and support services for learning French (SASAF). In 2019-2020, 24,160 students received SASAF, and 27,450 SLAF (auxiliary language support services in French). However, they must overcome a serious resource problem.
Each candidate for a reception class must go through the screening and interview stage. It is a question of evaluating its level and its needs. The situations are extremely variable, ranging from unschooled Francophones to educated non-Francophones — with or without learning disabilities, often undetected. “Normally, this evaluation must be done by a person specialized in francization and schooling who masters the program, explains Annie Primeau. Unfortunately, this is not always the case. »
In addition to better screening, the FAE claims that students have access to the right level of education with young people of their age. “You don’t put a 15-year-old illiterate student in a first-grade class. It takes them adapted classes that respect their interests. There are, but too few. »
The FAE recognizes that reception and francization represent a major burden for the school system. Reception and francization classes, which are similar to multilevel classes, cannot operate with 30 students. As it is expensive, school service centers tend to try to integrate these students into regular classes with support. The figures from the FAE are eloquent on this point: out of nearly 52,000 young people in reception and support, around 15,000 only are in reception classes. The other 37,000 are in regular classes.
“Obviously, migratory flows that vary from year to year complicate planning, especially outside Montreal, where there are fewer immigrants. But solutions must be found for reasons of fairness. »
This special content was produced by the Special Publications team of the To have to, relating to marketing. The drafting of To have to did not take part.