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