The protests of October 2026, the future of youth and the calamitous state of the school and university system.

Hundreds of musicians joined the high school students on Tuesday, October 13, 2026 during the Act V of the demonstrations in Paris.

Hunger Games, Avengers or Charles Aznavour, they played to « call for the creativity of youth », explains the conductor of the Orchestre du Nouveau Monde, at the origin of the project.

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Culture and music usually accompany the youth of each generation and it has its place at the head of its manifestations to change and improve the political, economic, social, cultural…

https://www.facebook.com/share/r/14oZyzYdM2J/ Other videos about this social and political movement can be viewed by using the up or down scroll buttons.

The most famous Chilean anti-capitalist and revolutionary song in the world is El pueblo unido jamás será vencido (« The united people will never be defeated »). Composed in 1973 by the musician Sergio Ortega and written with the group Quilapayún, this major work is part of the Nueva Canción Chilena movement. It has become the universal symbol of popular resistance, class struggle and opposition to neoliberalism.

Comment taken from Claire G. on the Media-TV page that we share here.

The story of this Chilean revolutionary song: https://es.wikipedia.org/wiki/El_pueblo_unido_jam%C3%A1s_ser%C3%A1_vencido

“We will be the breath of fresh air for this failing education system,” “We want a place in the future.” “Emmanuel Macron and his ministers, watch out!”

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Young people are leading the way : https://www.facebook.com/share/r/19WgumAU5B/

The student mobilization in Strasbourg is marked by strong solidarity between teachers and students, who do not hesitate to speak out to support each other.

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Testimony of a professor close to the editorial team of fileane.com:

We hope that this testimony, which was partly broadcast on social networks by this former professor, will not be placed in our FAQ, but will take its place here in the Tribune.

The arrival of mobile phones was a major break in every respect.

A few years before, we used the internet and shared work with Drive. Sometimes in the evening when I went to see from my home the progress of the joint work, I exchanged with those who were connected to regain unmastered knowledge.

My approach to this technological innovation.

It reminded me in 1983 our hours of night spent on GRETEL in Strasbourg when we often went to chat at each other’s house since we were in the same neighborhood or a few streets away…

In 1990, in Sophia-Antipolis, our mission was to set up the production of pre-series ceramic components for the UMTS standard and the development of mobile phones with multimedia. We then had only one intranet in the group and for some secondary issues we used the Minitel between establishments.

Our Director and the experts in our Department had a clear understanding of what was going on with these mobile phones. They didn’t want it. We had just developed what would become geolocation and GPS. They wanted to protect their individual freedoms and not allow anyone to know their whereabouts all the time. Which was consistent with their Secret Defense status. They knew that these means of telecommunications would only be used to manipulate people with frivolous distractions. Intellectual work, for them, was only really possible on a microcomputer.

The consequences of these laptops during our classes.

Soon, students in high school could no longer work at home managing PCs because they had sold them, especially their parents, to buy mobile phones at very high prices. Then the students had them on them to have fun and distract each other, then quickly to harass other students or even teachers or supervisors they had secretly taken photos. Then they copied with it during homework or when they left the room to go to the toilet. Etc., etc.

The result: instructions to no longer do classical classes but give work to students gathered in small groups and let them answer with the help of their laptops or CDI written documents where some spent hours reading something else. Unable to pick up jobs within the scheduled time.

For my part, I continued the lectures because we had TD in computer rooms on PC but our section was the only one in high school to be able to do it because we were in Technology and not in Scientific or Literary. Our students were learning better and more than their peers and this was seen in the results of the Bac. We had achieved 97% success as the best classes of S and my last year, we had achieved 100% success, the only class of the high school at this level. In TD, students were on desktops, not laptops or CDIs. They used the good side of the internet and exchanged messages with their attached files.

We were several colleagues who had worked in companies after our graduate studies in Master’s or Bac +5. We say our courses that we had written and completed with topicality compared to textbooks. They used these courses with us in Managed Work. Several times, former students who were in DUT came to see us to thank us for the quality of our courses. At the IUT, teachers no longer taught most of the time and students had to put themselves in a project group to learn by themselves by helping each other. They told us that with our senior classes they were doing well but that their other classmates who did not have such classes with them were initially lost and had to hold on to follow.

Our Inspector, one year came to ask us to explain to him why our students, in a study of the Rectorate, were the only ones of the Academy to succeed more than 80% each year, their diplomas of Bac +2 in BTS or DUT.

Another time, when I was a temporary teacher at the IUT in addition to my classes at the Lycée, I gave students a polycopy of about 50 pages that I had written with many press documents. From this documentary work to be prepared for the next course, we could discuss it together and build together a synthesis: facts – causes-consequences – conclusion to be placed then in the introduction of the course. The university professor who was piloting this DUT came to me one day to inform me that he had finally understood why the students loved me so much (and hated him so much according to the words of my students). I gave them copies and excellent documentary files that he and the other professors never gave them.

The rule according to him was to give one or more books to read to students who then regularly had to submit a work on a particular part of the book and often late on the scheduled date. From this work also done in progress as at home, there was a common correction after discussions between him and the students to understand his remarks and his notation. In short, the life of a university professor, for me, was of a confusing simplicity and an extraordinary rest! I understood why many of the students I met admitted to me that they were struggling during their graduate studies with the obvious impression that they were not learning much…

As young senior managers, at our group’s Campus in Jouy en Josas, we had some supervised work but above all moments of experience sharing with world-class managers who prepared us for our new responsibilities by explaining their mistakes of youth among often elderly management teams and with paternalistic or downright retrograde management. Their mistakes had been not knowing how to impose their ideas and being too passive in the face of strategies and behaviors that they knew were wrong and that were followed by the failure or closure of factories or companies. We had to believe in ourselves and in the strength of our youth’s initiatives since we had been recruited into this Group on the basis of our abilities that were only waiting for our success and that of our project teams.

As for the means and the classrooms.

The ES (Social Economics) students who dreamed of Sciences Po, succeeded in obtaining a lycean life room. The high school management gave them a very nice assignment room for 2 classes or about 70 to 80 students and to replace it, they found no other solution than to take our computer rooms of the Technology section (the lowest rated of the high school) to break down a partition and make a large assignment room with assignment tables, in which apart from homework or exams, our students had classes on examination tables. It is impossible for students to write well with course materials or a book next to them. Our beautiful classrooms have become computer rooms in which we have after strong discussions, managed to keep our arrangement of the posts in islets and not along the walls next to each other as everywhere else…

I’ll stop there. The main responsible, as in any human organization, are the leaders! To please subgroups, they gradually destroy the whole group. They are never there to demand budgets to improve year after year, buildings and living and teaching conditions. They only know how to repeat the driving principle of the Great House, do not make waves and know how to drown a fish in a glass of water if possible without making waves!

In our section, our students learned management, management, communication, law, economics, marketing, human relations in companies, all knowledge of which our managers were devoid… and the other students too… who spent more time than ours on their laptops or permanent contracts with their laptops well hidden behind the shelves of libraries to have fun, laugh and disturb everyone.

Well after that, they had to drop off their mobile phones at the entrance of the CDI. But some had 2 or said they did not have…. disobediences that end in principle in tyranny of barbarians on the most learned, finally in small uneducated tyrants easier to submit by the few great tyrants who destroy peoples and societies since for them, there are only markets subject to an autocratic system of power.

The second break was the arrival of inclusive schools and students with disabilities in the classroom.

A residential center for disabled people of the association APF France handicap was built next to the Lycée with the aim that some of them continue their schooling until the Baccalaureate.

We already had students in our technology section who had health problems:

Tourette’s syndrome (TSS), epileptic seizures, dyslexia, and others. The Student Accompaniment with Disabilities (AESH) had placed us in front of an adult in the first rank of the class. Often we talked to him or her at the end of the course. Very quickly, this person came to tell us about his difficulties in helping teenagers who preferred to stay at home and do nothing in their room, especially not their homework. In fact we had an additional problem in the classroom, supporting the morale of the AESH. Those who finished the school year told us to drop out and that we would not see them again in September.

The change in the school premises to accommodate the wheelchairs had had an unexpected unfortunate consequence.

The toilets on each floor had been modified to become disabled toilets.

In clear instead of having 3 toilets and a sink, there was only one large space with a toilet and a sink, the teacher toilet and the 2 student toilets had been dismantled. The washbasin reserved for teachers on each floor was also simply removed to expand the space of the disabled toilet. In our teachers’ room there were only two toilets in common for more than 40 teachers some days during a 15-minute recess. We often went to the teacher’s toilet on the 1st floor near the teachers’ room which was locked and we could open with our teacher’s key. Now we had to wait our turn among the students on the first floor and most of us abandoned this solution and finally arrived late at the beginning of our course after waiting for one of our toilets to be released next to the teachers’ room.

On the students’ side, the opportunity of this large disabled toilet not locked was quickly seized.

During classes or breaks, some small groups of boys and girls, at least one of them, now had a large space to have fun at their games absolutely not innocent with sometimes a noise that disturbed the closest classes on this floor… and that disrupted the classes in front of the general hilarity of the class. The teacher would then complain to school life but the lack of supervisors justified the excuse of the Senior Education Advisor to refuse to intervene. Finally, it was the parents of the disabled who came to complain about the dirt or even the degradation of these new disabled toilets used by all… and who demanded disabled toilets reserved for their children!

The idea that a knowledge of living together among all the students would develop, was no more than a new illusion quickly extinguished.

Many parents came to complain to ask for explanations about the fact that their children were no longer going to the toilet at the High School and were holding back until they returned home.These few students refused to use the ground-floor restroom block, which was shared by all students at the high school and divided into two sections, one for boys and one for girls. For personal reasons, they preferred to use the restrooms on the different floors, which were plentiful and always accessible during breaks and recess.

These restrooms, shared by high school students with disabilities and other students, were often closed by cleaning or supervisory staff due to dirt, vandalism, graffiti, etc. The cleaning staff couldn’t immediately handle this often significant increase in workload given the large tiled area, and they quickly grew fed up with this unsanitary situation. Hence, this minority of students held it in until they got home, and their parents reacted to this unacceptable situation, which was the last straw.

In short, the total bankruptcy of this beautiful idea of the inclusion of the disabled in high school. With a general deterioration of living conditions for all, except for administrative staff and kitchens that had their own toilets now locked so that no one else could access them.

When the overall level drops drastically, it is because the tyranny is there, especially that of the few great tyrants and the mass of small tyrants who have also become great tyrants to make abhorrent the lives of their subordinates, adults and students! They are the ones to be eliminated in order to change civilization. Inclusion is really just a system to achieve savings cheaply on the backs of all citizens, and here on the backs of youth and the school system, if not purely and simply a policy to destroy this national education system.

Editor’s note: it is likely that this forum will evolve to present other testimonies or other developments on these events, particularly on school curricula and daily or annual work rhythms.

In the old version Frontpage and HTML of the site fileane.com, we had put online a dossier on The education and training system, part 2 that we will put online soon with the few necessary updates.

part 1: the tasks of the education system and first of all the selection of elites

Part 2: The task of standardizing knowledge in the education system

Part 3: The social normalization mission

from this dossier written before the financial crisis of 2008-2011:

These three stages or missions today are piled up in a rather clumsy and tortuous building, each of the stages retains its punctual mission in a certain rigidity of its institutions, which over time results in an increasingly large extension of the perimeter of the education and training system to the point that the disciplines and specialized training that have become multiple become unreadable in a project of school and vocational guidance.

In terms of public finances, this situation is wasteful, unprofitable and even completely useless, whereas, particularly in the education and training networks we want to develop, the use of sources of productivity gains and the achievement of synergies can make the education and training system more efficient in terms of expenditure, work and quality. We will see that the system of continuing education does not provide much of a cure and that it is undermined by other employers’ interests.

While the missions of elite selection and normalization of knowledge function properly in the education and training system and explain to a large extent why the system of power can mutate so easily in its immobility and conservatism and continue to promote the regular enrichment of the ruling minority, the mission of social normalization is the one that raises the most questions and presents the greatest difficulties for the leaders of the system of power, the education and training system and for most citizens who are not part of the richest minority in power, the one that is interested only in political, economic and social knowledge capable of defending the rent they have inherited for generations.