Le "modèle" anglo-saxon,  libéral  ... et blairo-socialiste...

En Grande Bretagne, modèle, patrie, phare, Paradise, Eden, leader du home schooling en Europe,
après de multiples constats d'enfants livrés à eux-mêmes, ou aux fantaisies des parents, sous couvert de home schooling, (on estime à un sur quatre la proportion de ces enfants victimes de "négligences", allant de l'analphabétisme à la délinquance en passant par les coups...)
le ministère de l'éducation "envisage" ... depuis un certain temps, de rendre obligatoires la déclaration, voire l'autorisation.
... Et des contrôles ("sociaux" et "scolaires") plus réguliers, plus sérieux.
On commence aussi, enfin, à poser la question qui fâche : le Droit ... de quoi ? de qui ?
"All the rights are in favour of the parent. But who is going to stand up for the rights of the child?"
The circumstances of a significant proportion of home-schooled children were "a real cause for concern".
 

"Le pouvoir aux parents !", disent-ils
Dès leur retour au pouvoir,
les conservateurs veulent créer 5000 écoles "indépendantes".

ÉCOLES ANGLAISES :
Discipline, rigueur et esprit compétitif sont les maîtres mots de la mutation mise en œuvre par le gouvernement travailliste..

   Royaume-Uni : L’uniforme discriminatoire
En imposant un fournisseur unique pour l’achat de l’uniforme, les écoles pratiquent une discrimination à l’encontre des élèves pauvres. 

  Directeur d'école en Grande Bretagne :
« Le métier a beaucoup évolué. Aujourd’hui, on est beaucoup plus responsable,
on a plus de pression, on nous demande plus de résultats. »

  Deux fois plus d’enseignants sont partis en retraite anticipée au cours des sept dernières années. 

  35% des élèves de 11 ans ne savent pas lire.

  Un ado sur cinq ne peut situer son pays sur une carte.

  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 !

  ... & Moins de pauvres dans les écoles primaires catholiques.

  Les écoles anglaises pourront être gérées par des "trusts".

  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. 

  Le créationnisme aux examens.

   "BAGUE DE VIRGINITE" : Une adolescente anglaise, fille d'un pasteur évangélique, perd son procès en Haute Cour.

  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.

  Un demi-million d'enfants britanniques travaillent "illégalement".

«tolérance zéro» et conditions de détention intolérables. Plus de dix mille 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.»

  Les frais très élevés d’inscription universitaire dissuadent les étudiants issus de familles modestes de s’inscrire en fac.

  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
Les jeunes Britanniques se voient vivre ailleurs.  Difficulté d' acquérir un logement, hausse de la fiscalité et indigence des services publics, en particulier les transports et le système de soins.

M. Ernest-Antoine Sellière, alors président du patronat français :« Je suis un socialiste britannique »

  Londres, paradis des milliardaires.

  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.

  Les Britanniques inventent l'ultrason antijeunes.

   De 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.

Beuark.
Ségolène Royal rend hommage à la politique de Tony Blair.

Recrutés par de coûteuses agences privées, mais sur fonds publics, les plus "performants"  filent à l'anglaise, pour prendre la direction de l'une des "academies", écoles-pilotes à petits effectifs, sponsorisées par de grosses entreprises.

Et avec un salaire deux fois plus élevé que dans une école "ordinaire" ... à gros effectifs !

D'où l'hémorragie.

·Teachers urge action on unfilled posts
·Academies set to lure best candidates

 Liz Lightfoot and Anushka Asthana -  Sunday September 14 2008 

Teachers' leaders alarmed by the growing number of vacancies in both primary and secondary schools have told ministers in the Department for Children, Schools and Families they must act now to avert a potential disaster.

The concern comes as it emerges that the government has drawn up a secret list of heads and senior teachers, screened and approved, who will quit their jobs to help run its flagship academies when positions arise. Headteachers are furious about the move, which they say exacerbates the crisis for other schools.

'It's a tremendous own goal by the DCSF to dilute the availability of good headteachers,' said Mary Bousted, the general secretary of the Association of Teachers and Lecturers.

Mick Brookes, general secretary of the National Association of Head Teachers, has warned that almost half the leadership workforce is due to leave within the next few years. He has written to the Training and Development Agency for Schools calling for urgent action. 'Arguably the key objective for the DCSF and its agencies is the retention, supply and recruitment of headteachers,' he wrote. Brookes pointed out that applications for the post of headteacher were at an 'all-time low' in primary and special schools and revealed that between 600 and 1,000 schools were now running without permanent leadership teams.

New figures released later this month will show a sharp increase in the number of secondary schools forced to rely on temporary heads while they readvertise the posts - a problem once confined to primary schools.

Mike Stewart, headteacher of Westlands school in Torbay, Devon, and chair of the NAHT's secondary committee, said staff who would once have wanted to become heads were choosing not to because of rising levels of stress. 'Schools are now compared using 173 ranking methods - and if it is at the bottom on one of them the headteacher is sacked,' said Stewart. 'It's crackpot.' He argued that lots of schools now had to advertise two or three times for a headteacher - something that would have been 'unheard of' five or six years ago.

Governors at schools based in areas where academies are being built are particularly concerned about their staff being 'lured' away by six-figure salary offers that they cannot match.

They have reacted with anger to the news that the government has paid Veredus, a management recruitment agency, to headhunt the most successful heads and senior teachers, interview and screen them, and then place their names on a list for academies. Other schools are not allowed access to the information.

A headteacher who has been approached several times said 'astronomical' salaries of up to £130,000 were being offered to run academies smaller than the large comprehensives which pay around £75,000 to £80,000. Secrecy surrounds the list of candidates, who are not obliged to tell their governing bodies of their intentions.

Henry Stewart, chair of governors at Stoke Newington School in Hackney, east London, where a number of academies have been built, said it was not a 'level playing field'. He lost a headteacher through the Veredus system.

'My previous head told me he had been through the process and I expect most ambitious heads have,' said Stewart. 'When I rang Veredus to ask if they would circulate my headship they said, "No, it is only for academies". We would have to pay £20,000 for their services.'

Fiona Millar, the education campaigner and former aide to Cherie Blair, said: 'The department should be helping all schools to find headteachers.'

The doubling of the government's target for academies, now 400 by 2011, has resulted in a rush of adverts for principals to run them and skewed the recruitment market, said John Dunford, general secretary of the Association of School and College Leaders.

Peter Walsh, the head of Forest Hill boys' school, a performing arts college in south east London, said he has been approached by recruiters several times to run an academy, the last time by Veredus last week. 'The money they are offering - figures of £120,000 and £130,000 - is totally out of proportion when you think that it comes out of the pockets of the pupils,' he says.

The DCSF described the pool as 'a list of those who expressed an interest in becoming a principal who are informed of vacancies in academies as and when they arise'.
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Tony Blair attempted to introduce independent state schools through his city academies, funded by business donors and run by Whitehall.

Since 2000, academy in England can mean a type of secondary school which is independent but publicly funded and publicly run. As such, academies are outside the control of the Local Authorities in which they are situated. This type of school was known as a city academy for the first few years, but the term was changed to "academy" by an amendment in the Education Act 2002

City academies were legally created by the Learning and Skills Act 2000, which amended the section of the Education Act 1996 relating to City Technology Colleges. They were first announced in a speech by David Blunkett, then Secretary of State for Education and Skills, in 2000. One of the chief architects of the policy was Andrew Adonis (now Lord Adonis, a junior Minister at the Department for Education and Skills) in his capacity as education advisor to the Prime Minister in the late 1990s.

Academies are intended to address the problem of historic and entrenched failure within English schools with low academic achievement, or schools situated in communities with little or no academic aspirations. Often these schools have been placed in "special measures", a term denoting a school that is "failing or likely to fail to give its pupils an acceptable standard of education"

Whilst still in the fairly early stage of development (although there are over a hundred academies, only a handful have been open for more than four years), the emerging evidence so far is positive, with substantial rises in attainment results at Key Stage 3 and GCSE occurring each year.

Academies are currently subject to an independent five-year evaluation by the consultancy PricewaterhouseCoopers who have to date published three annual reports consisting of both "hard" and "soft" data concerning the open academies.

In the Department for Education and Skills' Five Year Strategy (published in 2004), the Government committed to there being 200 academies open or in development by 2010.