Welcome to the New Bilingual Website Dedicated to Education
A comparison always needs clarification. This assertion may seem a bit dogmatic. The truth is that comparisons in education are the responsibility of the state. The investments made are significant—though still insufficient for many teachers and parents—which has led states to feel both the right and the duty to coordinate efforts at an international level to measure educational effectiveness at the turn of the 21st century. This resulted in the development of international assessments such as the OECD’s PISA for 15-year-olds and the Shanghai University Rankings. These assessments have faced criticism for two main reasons: first, competition does not necessarily promote free thinking or a love for learning; second, education is not an exact science, making any criteria for comparison inherently artificial and biased. This view gains support when considering factors such as the impact of a Nobel Prize winner on a teaching team, which significantly influences the Shanghai rankings.
Most university presidents and decision-makers now agree that international assessments are essential. The goal is to discover innovative ideas, from other countries. A nation can develop its own unique approaches to education. However, this does not mean that they should isolate themselves and become stagnant. Our objective is to seek out successful innovations from both local and global contexts, encouraging every teacher to experiment with these ideas and empowering parents to share useful suggestions with educators. In France, for example, parents are increasingly engaged in their children’s education, even if this involvement does not significantly impact their representation in school governance during school boards elections.
Those who followed the site provence education will note the evolution. For seven years, the first version was noticed in the world of academic education Aix-Marseille but also nationally since, in contact with the ministry, we moved to Paris for the big announcements. We have been quoted in the national media, but the mention we have retained is that of the Web de l'Education, launched by Le Monde. The story we had devoted to the suicides of teachers was considered "complete". These dramas, like all those affecting public service employees, are a cry of alarm launched to decision-makers to carry out a fundamental reflection , because they affect professionals so involved they refuse the label of ' I don't care ' often stick to civil servants. Nothing has changed in front of the entire educational community.
We were not ayatollahs of truth, nothing but the truth, all truth, but we knew how to break the wall of omerta, of silence. However, it is the work of journalism and educational science research to try to exhume the facts for the benefit of all. We would then prefer to cover promising experiments such as that of social diversity Recteur Gaudemar implemented in a high school in Avignon or that of the PARE in the Bouches du Rhône (two teachers per class) that had mobilized resources from the Recteur Ali Saib, developing an experienced formula before him and which has been in effect since. Our methodology was hypothetical-deductive. The project was presented on the assumption that the experiment could lead to a successful outcome for the benefit of new generations. We followed the experiment occasionally to conclude milestones. This positivism is always appropriate.
The spirit of our mission will remain unchanged, even as times evolve. We will concentrate on innovative and inspiring experiments in addition to current events. The format will be slightly modified to appeal more to parents. Gradually, we will introduce an international dimension, recognizing that education increasingly bridges local and global contexts. Our training and contacts enable us to share experiences that originated in the United States. This country has a strong educational tradition, exemplified by the founding fathers, who mandated the education of children since 1650, imposing fines on noncompliant parents and even prison sentences (Tocqueville, *Democracy in America, p. 47). Furthermore, the PISA levels in the U.S. are comparable to those in France, as the data reflect similar outcomes in developed countries.
Both countries face challenges such as:
- Socio-economic disparities that necessitate differentiated pedagogical approaches and address social integration.
- Difficulty in recruiting teachers due to low salaries and a lack of societal recognition.
- A potential decline in students’ interest in general knowledge, and the uncertainty surrounding academic pathways outside of vocational specialization. Additionally, they wonder why they should learn and memorize information when digital tools make it easily accessible
The ambition for excellence arises each morning through an awareness of the challenges we face. Now more than ever, the economic aspect and business model are at the forefront of our concerns. Our goal has never been to amass a fortune; we remain a private company with a SIREN number, contributing to taxes. We plan to transition to a PREMIUM system for certain articles and subscriptions as soon as we are confident that the format will appeal to enough internet users. Our first deadline for this transition is at the end of the school year. Our target audience includes parents, teachers, and individuals with a special interest in education. One uncertainty we face is the potential of the Anglo-American market. We align with the insights of Fourquet and Cassely in "La France sous nos yeux," as there is a growing interest in the developments occurring in the United States, particularly regarding major universities. Many French students aspire to study abroad. Conversely, interest within France regarding the U.S. has diminished, except perhaps in niche areas related to pedagogical experiences. The American educational community, facing challenges with the integration of immigrant children, is open to innovative ideas. We will soon discover whether the educational trends in France and Europe will inspire their enthusiasm for innovation.
CONTACT
contact@provence-education.com
COFOUNDER
Philippe WALLEZ
Education: Ph.D Aix-Marseille U - MS Graduate School of Journalism Columbia U (NYC) - Ecole de Journalisme de Lile - Master Research Institut de Sciences Politiques Aix-en-Provence - Master History and Geography Aix-Marseille U - Bachelor (licence 3) Multi Science (major maths) Aix-Marseille U - Master clinical neurosciences ITEAP Madrid, 80 ECTS, August 2024 (for better understanding of learning processes and concepts of intelligence)
Experience: 25 years as a journalist including 15 as Education reporter - High school teacher (Geography) - Teaching position (a contract of two years at Institut Sciences politiques Aix-en-Provence ). As a researcher (media) I publish peer-reviewed articles in scientific journals
Provence.education.com FRENCH