We have also shortened programs found to be heavy

In we reform. So far, only 43 of them sui-could the economic and social sciences courses. They can now choose the exploratory teaching called "economic and social sciences" (his) or one called "fundamental principles of Economics and management" (PFEG). This reform is the fruit of reflection launched by the former Minister of Education, Xavier Darcos. To the recurrent polemic on economics in high school programs, deemed too negative labour environments with the company, he had ordered the Economist Roger Guesnerie a report on the programmes. His successor rue de Grenelle, Luc Chatel, in the spirit of this report. After the lifting of shields caused by the first version of the new programmes, subject to the consultation of January 27 to March 12, the Minister decided to amend them (see "Les echos" March 5 and 6). Luc Chatel will submit these new programs on 31 March to the Higher Council of education for validation prior to their entry into force in September.

You have decided to generalize the teaching of Economics in second and redesign programmes. Why

I wanted the economy for all: as early as the 2010 term, all students in second will be a teaching of economics. It is a major development. The great another novelty, is to give keys to understanding the world. There is a clear lack of economic culture that we must absolutely fill. We are going to do with the economic world in all its diversity. The company is sometimes experienced by young people as a hostile world. We from their show in his role of economic actor, creator of wealth, in all its dimensions, including social. This is what is proposed in education entitled "fundamental principles of Economics and management". Supply, demand, the major economic actors, here are a few fundamental that any student will be able to discover. There is no ideology in these programs. I also wanted to take account of Roger Guesnerie report to my predecessor, Xavier Darcos. Roger Guesnerie had clearly indicated the need to separate more in education, the economic part of the sociological part, which does not of course exclude regards croisés. This is what we have in the program of economic and social sciences.

Why unemployment or purchasing power were not included in the first version of the new programs

I submitted these programs in a consultation for almost two months. At its end, that is now, I stopped my decisions: I actually considered a number of observations. I have heard the remarks of the teachers. We redesigned the program of economic and social sciences that are dealt with issues of purchasing power, the added value of unemployment. We have also shortened programs found to be heavy. We are strengthening the sociological dimension in the learning of the economy, it is very important. But I kept the common thread: the aim is first to acquire basic principles, a toolkit to decrypt the world.

Has the crisis changed what you think should be included in the programs

We defend not economic theory in particular. However, it is true, in the light of the crisis, we emphasize the role of the regulatory State, we have also strengthened the right pane of the consumer. We added sustainable development at the request of the Faculty of Economics and management and we pay even this mandatory theme.

You want to make the economy a marker of high school reform. Without assessing students and with an hour thirty per week, is that possible

Fifty-four hours per year, we really the time to review the fundamental concepts. Stop to say that it is tourism. For the assessment, it may be notes in the teachings of economy, so-called exploratory, but they will not be a test of passage or direction. What we want, it is improving the economic culture of all high school students and want to give to more students to turn to economic formations. And we will continue this work by now launching redesign first and Terminal programs.

The new conservation programs in second for re-entry on lesechos.fr/documents