Debré Law: New Partnership between State and Private Schools

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[...] In the case where the establishments accept this association contract, then the following is taken care of: 'financial, administrative, pedagogical and hierarchical support of teachers by the State and operational assistance'2. In this framework, all external activities are organized freely by these establishments. The second possible modality is the simple contract. This simple contract is specified in article 5 (lg.30). This simple contract implies more flexibility than the previous one. It addresses more to the establishments of the 'first degree' (lg.30). The teachers are not salaried by the State but by the establishment. [...]

[...] This law, initially implemented on a temporary basis, has become the framework for the existing relations still currently between private establishments and the State, showing the importance of this law in the history of the existing relations between the State and private schools. Bibliography Duval, N. (2011) Private education versus public education. Education in France from the 18th century to the present day. -89). Armand Colin. https://shs-cairn-info.bsg-ezproxy.univ-paris3.fr/enseignement-et-education-en-france--9782200353490-page-77?lang=fr Lelièvre, C. (2021) Did the Debré law of 1959 allow us to put an end to the 'school question'? School today in the light of history. -288). Odile Jacob. [...]

[...] 59-1557 of December - In what way does the Debré Law allow for the establishment of a new partnership between the State and private schools? Text Commentary - The Debré Law (1959) and Educational Establishments Introduction The document proposed for study is an excerpt from the 'Law No. 59-1557 of December on the relationships between the State and private educational establishments' published in the Official Journal of January This Debré Law, named after Prime Minister Michel Debré of General de Gaulle, aims to establish a system of contracts between the State and private schools that wish to do so. [...]

[...] This law was intended to be temporary. In order not to create additional disputes between public schools and private schools. Both types of schools could receive funding: for public schools, the allocation was paid to the general councils (departments) and for private schools, the allocations were paid to the associations of parents of students. These allocations were used, among other things, to revalue the salary of teachers working within private schools. However, this allocation of 1,000 euros per student and per quarter achieved, was deemed insufficient. [...]

[...] Conclusion The Debré law constitutes a major law in the organization of the existing relations between private establishments and the State. Following the Barangé law, which found its limits in the method of financing allocated directly to pupils and not to establishments, the Debré law came to provide a comprehensive response in order to ensure a satisfactory partnership framework for the State, public schools, and private schools. Indeed, by guaranteeing them freedom of education and organization in accordance with the principles of secularism introduced by the 1905 law, while asking them to carry out a public service mission, the Debré law succeeded in establishing a new partnership framework guiding relations between the State and private schools through the contracting process. [...]