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The city of Brest Education policies

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

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The city of Brest Education policies

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  1. The city of BrestEducation policies

  2. Contents - Educations policies : a shared competency - Education policies of Brest - A few examples

  3. 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)

  4. Education policies: a shared competency e.g: 3-10 years old children City National State 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 Pedagogy -school programs -teachers hiring, training, salary…

  5. Schooling in Brest • Xx university students • Xx lycéens, x lycées • Xx collégiens, x collèges • 964 children in nurseries, 23 nurseries

  6. Primary schools in Brest today

  7. 70 primary schools = 120 000 m2

  8. In september 2010 8 298 children in public schools ; 4 006 in private schools Public : 3 562 in kindergarten and 4 736 in primary schools Private : 1 548 in kindergarten et 2 413 in primary schools Public and private schools Children in different districts

  9. A school population that has been slowly decreasing for 30 years Public = Private = 52 % baisse identique mat et élem 24 350 children in 1980 12 304 children in 2010 50 % 44 % + forte baisse en élem 10174 7040 4789 4666 3497 2413 2345 1548

  10. 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

  11. 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

  12. Activities around the school, especially the meal and noon time have increased considerably 1993 : 50 % of the children eat in school 2003 : 61 % 2010 : 72,5 %

  13. The school and its environment Answering to new problematics

  14. 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 district The 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.

  15. Outside of schooling, schools are used as: - day care centers - Associations - non profit organizations - playgrounds for families during the week-end

  16. The local educational project

  17. 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 Definition

  18. 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

  19. 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: the « footbridge » class

  20. Example 2

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