Perfect Balance: 7 Weeks of Study, 1 Week of Rest with Éric Charbonnier on RTL

IN BRIEF

Emmanuel Macron’s proposal on reducing school vacations.
Éric Charbonnier emphasizes that summer vacations are not longer in France compared to the OECD.
France has eight weeks of summer vacation compared to an average of nine in the OECD.
Reflection on a new school rhythm: seven weeks of classes and one week of vacation.
Importance of better learning by modifying school rhythms.
Systemic issues: inequalities, class sizes, and declining discipline.

In a current debate on the school rhythm, Éric Charbonnier shared his opinion on the importance of establishing an optimal balance between studies and rest. During an intervention on RTL, he proposed an educational model where students would follow seven weeks of classes before benefiting from one week of vacation. This approach, according to him, could improve students’ well-being and, by extension, their academic performance.

The reality of school vacations in France #

Éric Charbonnier highlights a often overlooked reality regarding school vacations in France. While it is commonly accepted that French students enjoy long breaks, he points out that eight weeks of summer vacation are not longer than those observed in many OECD countries, whose average stands at nine weeks. Countries like Finland, Spain, and Greece even reach periods of three months without classes.

On the other hand, France stands out for its intermediate vacations, which total eight weeks, a record among OECD countries. This fact raises the question of whether the length of summer vacations should be reduced, or rather whether the very structure of the school calendar requires a revision.

The optimal school rhythm #

According to Éric Charbonnier, a rhythm of seven weeks of classes followed by one week of vacation could be beneficial for students. This proposal aims not only to structure school time but also to introduce profound reflection on education. What could be achieved by modifying the school rhythm? Possibilities include implementing increased academic support in more playful environments, which could lighten the burden of current curriculums.

Éric Charbonnier argues that the condensation and harshness of the current school year should not simply result in an increase in the number of weeks of classes, especially if it meant teaching content deemed uninteresting.

Inequalities and discipline in schools #

Éric Charbonnier’s discussion also focuses on the inequalities that school rhythms can generate. In France, elementary schools predominantly operate on a four-day cycle, while many other countries adopt a five to six-day model. Since learning is often more effective in the morning, this configuration raises questions.

Another crucial point raised by Charbonnier is the climate of discipline within educational institutions. It is alarming to note that nearly 17% of school time is spent regulating students’ behavior in middle school. Furthermore, the high number of students per class, especially in high school, does not favor optimal learning and contributes to the disparities observed currently.

Reflection on school rhythms and teaching methods #

For Éric Charbonnier, it is essential to engage in discussions around school rhythms in connection with the teaching method employed. The central question lies in how teachers interact with students and what pedagogical practices are implemented for their success. A solid reflection on these elements could help reduce performance gaps observed among different students.

Ultimately, Éric Charbonnier calls for a thorough discussion on school rhythms and education in general, in order to truly rethink the educational experience in France.