the city of brest education policies
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The city of Brest Education policies. Contents. - Educations policies : a shared competency. - Education policies of Brest. - A few examples. Educational policies: a shared competency. The competency is shared by age, but the state keeps a monopoly on pedagogical questions - PowerPoint PPT PresentationTRANSCRIPT
The city of BrestEducation policies
- Educations policies : a shared competency
Contents
- Education policies of Brest
- A few examples
Educational policies: a shared competency
• The competency is shared by age, but the state keeps a monopoly on pedagogical questions– The state: universities– The region: lycées (15-18)– The département: colleges (11-14)– The city: primary schools (3-10) and nurseries (0-
3)
Education policies: a shared competencye.g: 3-10 years old children
CityNational State
Pedagogy -school programs-teachershiring, training, salary…
structures- Primary schools: structural and daily care
of the buildings - Hiring, training and pay of all other employees: cooks, cleaners, children
activities counselors-Material: computers, books, notebooks...
-School enrolment
Schooling in Brest
• Xx university students• Xx lycéens, x lycées• Xx collégiens, x collèges• 964 children in nurseries, 23 nurseries
Primary schools in Brest today
70 primary schools = 120 000 m2
In september 20108 298 children in public schools ; 4 006 in private schools Public : 3 562 in kindergarten and 4 736 in primary schoolsPrivate : 1 548 in kindergarten et 2 413 in primary schools
Public and private schools Children in different districts
A school population that has been slowly decreasing for 30 years
24 350 children in 1980
12 304 children in 2010
10174
7040
4789
2345
4666
3497
2413
1548
50 % Public = Private =
52 % baisse identique mat et élem
44 % + forte baisse en élem
The educational policy of the city is dynamic and evolving
School meals: 70 % of the children eat in the school restaurants and stay during the noon recess (2 hours) = 5 500 children
Morning and night : 1 200 children cared for between 7.15/9 am and 16.30/19.30
PEDAGOGICAL ACTIVITIES
The city offers the teachers the possibility to bring in their classes cultural activities or to take their classes to museums
A high policy towards new technologies
Activities around the school, especially the meal and noon time have increased considerably
1993 : 50 % of the children eat in school2003 : 61 %2010 : 72,5 %
The school and its environment
Answering to new problematics
The new pedagogical practices need an increase of space- New methods in small groups- Cultural practices (languages, music, etc.)
The social need of families has evolved- It has to be possible to accept children in the school from 7.15 until 19.30- Parents want to be able to have a place in the schools- Rooms to nap are necessary for the younger children
A school opened on the districtThe mayor can utilise the schools for other purposes outside of the schooling time
With the 4 days schooling system, a school is used for schooling only 140 days a year, or 38 % of the year.
Outside of schooling, schools are used as:
- day care centers- Associations- non profit organizations- playgrounds for families during the week-end
The local educational project
Definition
The local educational project tries to answer to a triple issue:
• Fit children, teenagers and young adults into a coherent and concerted educational course
• Answer to identified educational needs on the basis of a concerted diagnosis
• Imply all of the professionals and institutions into a territorialized approach
Example: the « footbridge » class
• The footbridge class facilitates the school integration for children age 2 to 3 years old with no previous experience of collective activities.
• The work of the teacher is completed by the presence of a professional of day-care centers.
• Parents may stay in the class as long as they need to help with separation
Example: the « footbridge » class
• The children have class in the morning. In the afternoon, activities are organized with the parents
• The class has a very positive effect on children’ scholarly success and parents’ implication in the school.
• As a transition device, children stay in the class as long as they need (2 weeks to 6 months). When they are ready, they « cross the bridge » to the regular kindergarten class.
Example 2