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Le 19 février, 2021, deux Syndicats de Chargés de Cours Universitaires, incluant SCCIM, et trois Syndicats de Professeurs de Collège ont écrit une lettre à la Ministre de l’Enseignement Supérieur du Québec, Danielle McCann, soulignant les difficultés que les professeurs d’enseignement post-secondaire font face depuis l’assaut de la Pandémie Covid-19. La lettre a été envoyée par le Conseil Central du Montréal Métropolitain (CCMM-CSN). Voici la lettre qui a été envoyée en anglais :

Dear Minister McCann,

Since the onset of the COVID-19 pandemic, teachers at all levels of education have faced unprecedented challenges in the delivery of high-quality education for which they are known. In the post-secondary sector, these challenges have manifested themselves in particular ways.

The massive and abrupt shift to online teaching at colleges and universities has created significant physical, mental, and in some cases, financial strain for teachers. This has been largely caused by the fact that the allocation of teaching resources during the pandemic is still based on formulas used during pre-pandemic times: Teachers are expected to teach the same number of students and the same number of course sections, and deliver the exact same competencies, even though teaching online is by nature, significantly more labour intensive. At the same time, teachers are expected to get by with the same amount of institutional support as before; this has meant that many have had to transition to online teaching with little institutional, professional-development support, and in some cases, pay for at-home IT services and other equipment out of their own pockets.

The system-wide impact of the latter tendencies has meant that the pre-existing inequities amongst certain employment categories of teachers and professors, in access to resources and adequate working conditions, have been exacerbated by the pandemic. At colleges, these inequities exist between “regular” full-time teachers and those teaching in Continuing Education; at universities, they exist between full-time professors and part-time course lecturers.

While all teachers have been doing their best to prop up the education system, the strain they are currently facing is not sustainable, for the individuals in question and for the system as a whole. If we are to ensure the quality and the viability of the post-secondary education system, we need an immediate and substantial injection of funds to do the following:

• Reduce the teaching workload by reducing class sizes
• Bridge existing and growing inequities between certain employment categories of teachers and professors
• Provide supplemental support for teachers for online training and support and, for at-home IT and other expenses normally covered on campus
• Support to remedy physical and mental health issues created by pandemic working conditions

Moreover, we ask the government to ensure that Colleges and Universities maximize the allocation of such funds to classroom-teaching so that teachers and students are the direct beneficiaries.

The pandemic has highlighted and exacerbated existing inequities in all sectors of our society. In the education sector, however, the current circumstances have compounded the effects of years of “Austerity” measures which have left the public higher education system without the resources it needs to achieve its mission. Another couple of years without an important injection of resources and a commitment to support higher education from the government would be catastrophic. It is becoming increasingly clear that the only way out of the current situation is not to “return to normal” but to return to better. We call on the government to prioritize investment in public higher education to address the long-standing issues in the sector so that we have a robust education system for the future.

As the pandemic drags on, one year and counting, with no end-date in sight, it is critical that the government make these necessary investments immediately. Failure to do so will risk putting the well-being of our teachers, and the future of our education system and our youth in peril.

Sincerely,

Roy Fu, President, John Abbott College Faculty Association
Eric Durling, President, Vanier College Teachers’ Association
Perry Shearwood, President, Concordia University Continuing Education Part-time Faculty Union
Louisa Hadley, VP Internal, Dawson College Teachers’ Union
Raad Jassim, President, McGill College Course Lecturers and Instructors Union

En mars, vous pouvez présenter une demande écrite pour la reconnaissance de vos EQE pour un cours ou plus que vous n’avez pas enseigné auparavant.

C’est votre responsabilité d’assembler un fichier complet, qui devra être soumis à l’Unité d’Embauche pour la reconnaissance des EQE; le fichier devra être accompagné d’une demande écrite avec spécification des cours pour lesquels vous demandez la reconnaissance. Nous recommandons que vous soumettiez les documents suivant, mais c’est votre décision de présenter les documents qui prouvent le mieux vos qualifications :

• Un CV à jour
• Liste des cours pour lesquels vous demandez une reconnaissance
• Si vous avez enseigné ces cours ailleurs, inscrire les détails et les documents le prouvant
• Évaluations des étudiants (les plus récentes)
• Lettre de recommandation pour professeur distingué de l’année
• Déclaration académique d’enseignement du cours (pourquoi vous pouvez enseigner ce cours)
• Expérience de travail pertinente (idéalement expérience industrielle)
• N’importe quoi qui pourrait aider.

L’Unité d’embauche communiquera sa décision à l’Employé dans les quatorze (14) jours suivant la réception de la demande.