The stakeholders of the Pact had planned to extend the common core to the 3rd year of secondary school as early as 2028, a hugely pivotal year in our education system. Before confirming this course, Valérie Glatigny wants to objectively assess the impact of this change on school organisation, pupil support and teacher employment.
Negotiated and signed in 2017 by the trade unions and federations of school governing bodies, the Pact for Excellence in Teaching imposes its reforms year after year: the new curricula will thus be implemented in the 6th year of primary school next September, in the 1st year of secondary school in September 2026, in the 2nd year in September 2027 and, in principle, in the 3rd year in September 2028.
While a more or less clear vision has been drawn up for the progression of the common core up to the 2nd year of secondary school, thinking has not been completed regarding the configuration of the common 3rd year, whether in terms of pedagogical and organisational impact or job losses. Nor has thinking been completed on the necessary adjustments to the Government Policy Statement, resulting from the June 2024 elections, to be given to the Pact in terms of orientation activities or enhanced support for pupils in serious difficulty. This is why the Minister of Education of the Wallonia-Brussels Federation, Valérie Glatigny, has asked her administration for an objective impact analysis so that this development is based on precise data and a clear vision.
Before proceeding with the extension of the common core, it is indeed essential to measure its real effects. What will be the educational impact on class heterogeneity and pupil support? Do we not risk a surge in dropout rates, or even exclusions? What consequences will there be for school organisation, particularly for institutions that only offer the first two years of secondary school? And what will be the impact on teacher employment, particularly for teachers of technical subjects who will lose hours in favour of general subjects?
Once the impact analysis is in Valérie Glatigny's hands, she will start a dialogue with the trade unions and federations of school governing bodies to examine the conclusions and ensure a considered implementation. “Over time, support for the Pact has eroded and only two unions are still at the table of the Pact Committee. It is therefore essential to take the time to reflect and ensure that everyone is ready to collectively take on this extension to the 3rd year of secondary school, with a clear pedagogical, organisational and social vision,” explains Valérie Glatigny.
The MR stands for a quality school built on responsibility and excellence. It is unthinkable to move forward into the unknown without considering realities on the ground and without providing appropriate support for both pupils and teachers. “Today, the Pact is like building a new railway line. As soon as the rails are laid, the train is already running on them. We can see the station of the 2nd year of secondary school, and it's not feasible to let the train run beyond that without knowing exactly what lies behind it. If there's a ravine, we need to know before!” the Minister explains.”},{
This reflection does not call into question the progress made in recent years. The common core up to the 2nd year of secondary school remains a priority, and the reference frameworks adopted for primary school remain in place. But for the MR, it is essential to take the necessary time to guarantee a strong school, adapted to the realities of the 21st century and geared towards the future of every pupil.