Quelques autres "rubriques", parmi beaucoup d'autres, toujours d'actualité :
Le "modèle" anglo-saxon, libéral ... et blairo-socialiste...
Tous les "enfants" anglais sont désormais fichés. Nom, prénom, date de naissance, école et médecin traitant de onze millions d'enfants anglais alimentent une base de données centrale (ContactPoint) à la disposition de près de 400.000 personnes (gouvernement, municipalités, services sociaux et diverses associations de "protection" contre les maltraitances).
La totalité des "enfants" anglaisest désormais fichée. Nom, prénom, date de naissance, école et médecin traitant de onze millions d'enfants anglais alimentent une base de données (ContactPoint) à la disposition de près de 400.000 personnes (gouvernement, municipalités, services sociaux et diverses associations de "protection" contre les maltraitances).
: L’uniforme discriminatoire
d'école en Grande Bretagne :
Deux fois plus d’enseignants sont partis en retraite anticipée au cours des sept dernières années.
Ecoles publiques fermées aux pauvres. Un rapport émis par ConfEd, (une association qui représente les dirigeants du secteur de l’éducation locale) dénonce le manque d’intégrité des processus d’admission dans certaines écoles publiques. Des réunions de "sélection" d’élèves sont organisées, durant lesquelles ne sont admis que les enfants "gentils, brillants et riches". Ainsi, 70 000 parents n’ont pas pu inscrire cette année leurs enfants dans l’école de leur choix. En écartant les élèves issus de milieux pauvres, ces établissements "hors la loi" espèrent rehausser leur taux de réussite aux examens.
Selon l'OCDE, les écoles privées britanniques ont les meilleurs résultats au monde : FAUX !
L’école britannique livrée au patronat. En mars 2000, le Conseil européen de Lisbonne avait fixé comme principal objectif à la politique de l’Union en matière d’éducation de produire un capital humain rentable au service de la compétitivité économique.
Grande-Bretagne : l'athéisme (bientôt ?) au programme scolaire
Grande-Bretagne :Les sponsors au secours de l'école
Empreintes digitales pour les enfants d'une école de Londres. Le Royaume-Uni réfléchit à la mise en place d’une loi pour la création d’un fichier national des enfants de moins de douze ans.
Naître et grandir pauvre en Grande-Bretagne est encore plus pénalisant que dans d’autres pays développés.
Un demi-million de «sans-logement». A Londres, un enfant sur deux sous le seuil de pauvreté.
«tolérance zéro» et conditions de détention intolérables. Plus de dix milles jeunes délinquants britanniques sont emprisonnés. «Le bilan du Royaume-Uni en terme d'emprisonnement des enfants est l'un des pires qui se puisse trouver en Europe.»
De plus en plus d’étudiantes se prostituent ou travaillent dans l’industrie du sexe pour payer les frais d’inscription de leur université.
Plus de 350 000 Britanniques ont quitté leur île en 2005 pour
jouir d'une vie meilleure
M. Ernest-Antoine Sellière, alors président du patronat français :« Je suis un socialiste britannique »
Selon des rapports de l’ONU et de la Banque mondiale : « Au Royaume-Uni, les inégalités entre riches et pauvres sont les plus importantes du monde occidental, comparables à celles qui existent au Nigeria, et plus profondes que celles que l’on trouve, par exemple, à la Jamaïque, au Sri Lanka ou en Ethiopie .»
Grande Bretagne : premier pays où chaque déplacement de véhicule sera enregistré.
plus en plus de mineurs hospitalisés pour des problèmes d'alcool.
Le nombre de mineurs hospitalisés en Angleterre pour avoir trop
bu a augmenté de 20% en un an.
AMERICAN WAY OF LIFE...
écoles secondaires publiques anglaises
se rapprochent peu à peu
du modèle des établissements privés.
Discipline, rigueur et esprit compétitif sont les maîtres mots de cette mutation mise en œuvre par le gouvernement travailliste...
Le Royaume-Uni renoue avec la tradition.
Le célèbre uniforme de l’écolier britannique fera ainsi sa réapparition sur les bancs des "comprehensive schools" (établissements secondaires publics, sans critère sélectif d’entrée).
Pour Charles Clarke, ministre de l’éducation, l’uniforme est indispensable puisqu’il confère une idée de la discipline.
Le système des "maisons", propre aux écoles privées et connu des Français depuis la parution de "Harry Potter", sera également introduit, ainsi que la compétition sportive.
Les "maisons", qui divisent les enfants en groupes distincts, suscitent une certaine camaraderie au sein des établissements et stimulent l’esprit compétitif des élèves.
Ces mesures s’intègrent dans le cadre de la réforme des établissements secondaires publics, annoncée par le gouvernement travailliste.
Après sept années de contrôle central, les comprehensive schools bénéficieront désormais d’une plus large autonomie - bien que restant sous la tutelle des autorités locales - et se rapprocheront ainsi du système propre aux écoles privées.
M. Clarke souhaite que les comprehensive
schools deviennent peu à peu des "independent specialist",
tout en restant publiques et sans critère de sélection à
l’entrée. Le terme "independent" ne sera désormais
plus l’apanage des établissements privés.
promises school choice for all
A return to tradition in schools
A return to traditional school uniforms, the house system and competitive sport was announced by the Government yesterday.
The back to basics agenda forms part of Labour's five-year plan to reform comprehensives and make them more like sought-after fee-paying schools.
Charles Clarke, the Education Secretary, said he expected all schools to have uniforms because they helped to define the ethos and the standards expected.
"They help give pupils pride in their school and make them ambassadors for their school in the community," he said.
Using systems similar to those at many independent schools where pupils of all ages belong to named "houses" would provide a greater degree of intimacy in large schools.
There will be more support for head teachers who remove children or parents behaving aggressively, and guidance to make it clear that the Government does not expect governing bodies or appeal panels to overturn exclusions for violent behaviour.
Mr Clarke promised a tougher stance in defending teachers from pupils' false and malicious allegations of abuse, including a shortening of the time taken to investigate the claims.
As reported in The Telegraph on Monday, there will be a fast-track procedure for schools to apply to transfer out of council ownership to become "foundations" owning their buildings, employing the staff and setting their own admission policies.
There will be an expansion of the City Academy programme to create 200 of the state-funded independent schools which are partly financed and run by sponsors.
After seven years of central government control and prescription on schools, Mr Clarke said he expected all secondaries to become "independent specialist" schools with foundation status and "more freedom and independence for heads and governors".
The term "independent" should not be reserved for fee-paying schools, he said.
The policy has echoes of the centrally-funded grant maintained status Labour abolished in l997. But the foundation schools, of which there are 500, will remain under the local authority umbrella.
Unlike semi-independent grant-maintained schools, foundations will not receive their share of the "central cake" spent by local authorities on services. They will be unable to select and must abide by the same admission rules as others.
Mr Clarke emphasised the difference between the Government's policy on admissions and the freedom for schools to select pupils announced last week by Michael Howard.
"Our conception of independence is of freedom to achieve for all, not a free-for-all in which more state schools are allowed to ban less able children from applying and turn themselves into elite institutions for the few," said Mr Clarke.
Labour will encourage good and popular schools to expand but there will be no new selective schools. Mr Clarke said the existing 164 grammars, which have increased the number of pupils they take in response to parental demand, would be able to expand in the same way as others but dismissed the prospect as "insignificant".
Schools wanting to add a sixth form will be helped by a fast-track system in areas where fewer than 20 per cent of schools have them or where staying on rates at 16 are below average.
A new system of funding schools is to be introduced from 2006. This will "ring fence" the local authority funding for education to ensure that it is not diverted to other areas, such as social services or housing.
The Government will set the amount each authority is expected to spend over three years so schools will be able to plan for the longer term.
Those at present spending more than the Government thinks they need to allot to education will have to give the extra money to central government to be put into the ring-fenced schools budget.
Local authorities would continue to have a strong role as "champions of parents and pupils" and "strategic leaders of education in their area".
But John Rainsford, the director of education policy at the Local Government Association, said the new funding regime would "seriously undermine democracy and accountability and amount to local administration of Government decisions".
David Hart, the general secretary of the National Association of Head Teachers, said: "Guaranteed three-year funding is precisely what heads need if they are going to deliver higher standards."
Expanding popular schools and creating more academies "may well appeal
electorally", he said, "but an unlicensed education market could damage
the education of pupils in those schools that descend into an irretrievable
spiral of decline".
Labour promises school choice for all
Clarke launches his party's five-year plan and claims it will provide all pupils with an education tailored to their needs.
All parents and pupils will be able to choose from more good and excellent schools in their local community, Charles Clarke, the Education Secretary, said yesterday as he launched the Government's five-year plan for education.
All secondary schools will become " independent specialist" schools with new freedom to run their affairs, he said.
"Every pupil will have an education tailored to their individual needs, taught by teachers who are given professional support to develop their subject expertise and put back in the driving seat on school discipline."
Too often choice had only been real for a minority of parents who could afford it, Mr Clarke said.
He added: "In this strategy the aim is for choice and quality for all - driven by good quality provision without selection by ability or income."
The success of the strategy depended on freedom for those at the front line to personalise and improve services and "ministers like me holding our nerve and being able to resist the lure of the next initiative in favour of a system that drives its own improvement more and more".
There will be a tough programme of intensive support for the weakest schools, but if they do not respond they will be closed or merged with others.
Investment in primary schools is expected to increase by 25 per cent by 2005-06, bringing estimated spending on the primary sector to £1.6 billion.
A target has been set that the proportion of school in which fewer than 65 per cent of children reach the expected level in English and maths will have reduced by 40 per cent by 2008.
Teaching of music will be improved and the Government will work with local authority music services to make sure that every child attending primary school has the chance to learn to play an instrument.
"We will make sure that every child can have two hours of high quality PE and sport every week," says the document.
Some of it will be during the school day and the rest through after-school and lunchtime clubs.
All children from the age of seven will have the opportunity to learn a foreign language by 2010.
Schools will increasingly provide "wrap around childcare" and by 2008 at least 1,000 primaries will open from 8am to 6pm.
All pupils will have an education tailored to their needs.
Every parent will choose from more modernised specialist schools or
Every teacher will be given professional support and backing to deal with truants and disruptive pupils.
"We will never return to a system based on selection of the few and rejection of the many; we will not abandon intervention in failing schools; and we will not cast aside our ambitious targets for schools to keep on improving," says the strategy.
It is envisaged that all secondary schools will become "independent specialist" schools but they will not have the freedom to select pupils and must set fair admission policies within a system of equality of opportunity for all. "Our conception of independence is of freedom to achieve for all, not a free-for-all in which more state schools are allowed to ban less able children from applying and turn themselves into elite institutions for the few."
Measures will be put in place to ensure schools co-operate over the placement of disruptive pupils so they are not concentrated in one school.
At present there are only 500 foundation schools, mainly in the secondary sector. Foundation schools own their buildings and employ the staff, unlike community schools which are owned by local education authorities. They are their own admission authorities but must set their criteria in consultation with other schools in the area.
They will continue to be under the local authority umbrella and receive central council services, such as curriculum advice, inspection and welfare.
Foundation schools will get one new freedom - the right to include sponsors on their governing bodies and to set up charitable foundations.
City academies and specialist schools
The city academy programme is to be extended to provide for 200 by 2010 in areas with inadequate existing secondary schools. Academies are independent schools within the state sector, set up by sponsors who contribute up to £2 million towards the initial capital cost and who help run them.
They are state funded and get more money than other schools because they do not receive local authority services but can buy the ones they need. They have autonomy over the curriculum and the shape of the school day and year.
Funding and local authorities
School funding will be channelled through the local authorities, as at present, but the Government will "ring fence" the schools budget to prevent them from diverting the money to other areas, such as social services or libraries. "From 2006 we will provide guaranteed three-year budgets for every school, geared to pupil numbers, with every school also guaranteed a minimum per pupil increase every year," it says.
School funding from local authorities will increase by more than six per cent in 2005-06 and it is planned that the increase will be at least that rate for the following two years.
"There is no surplus places rule that prevents schools from expanding. All successful and popular schools may propose to expand, and we strongly support them in doing so where they believe they can sustain their quality." Money has been put into a capital fund to encourage expansion and local decision makers told they should allow it in all but exceptional circumstances.
It will be made easier for successful and popular specialist schools to establish sixth forms in areas where there is little sixth form provision or overall low participation or attainment. Those without sixth forms will be able to teach 16- 18-year-olds from other schools and colleges in their chosen specialism.
"Schools without a sixth form already have the right to submit proposals
to create one. We will strengthen the presumption in favour of agreeing
such proposals in areas where fewer than 20 per cent of schools have sixth
| Présentation | SOMMAIRE |
| Le nouveau sirop-typhon : déplacements de populations ? chèque-éducation ? ou non-scolarisation ? |
| Pluralisme scolaire et "éducation alternative" | Jaune devant, marron derrière : du PQ pour le Q.I. |
| Le lycée "expérimental" de Saint-Nazaire | Le collège-lycée "expérimental" de Caen-Hérouville|
| L'heure de la... It's time for ... Re-creation | Freinet dans (?) le système "éducatif" (?) |
| Changer l'école | Des écoles différentes ? Oui, mais ... pas trop !| L'école Vitruve |
| Colloque Freinet à ... Londres | Des écoles publiques "expérimentales" |
| 68 - 98 : les 30 P-l-eureuses | Et l'horreur éducative ? |