Herring translated By popular demand (?), The translation of page 5 March 2009, two posts below ...
report any error, please. ---
The secular public school and ... Chronicle of a Death Foretold?
Friday, February 13, 2009, of Mohamed El Bashir
According to the OECD [OECD, Organization for Economic Trade and business development,] the annual cost for the education of the member states add up to one million dollars. Four million teachers, pupils and students between eighty million, three hundred and twenty thousand school buildings (including universities and colleges of the European states are now in the crosshairs of the merchant shipping sector.
to bring it to market, it is that European states give up their commitments in education and training.
For thirty years, the OECD reports and writings serve to stimulate and guide the various governments in the reform of public intrusion. The supporters of this startegia know that it takes many efforts and a lot of diplomacy with policy makers to be successful in dismantling an essential part of education as a public service.
French National Education is no exception to this "liberalization" outlined by the EU in 2001 in [called] the Lisbon Strategy.
One strategy that has its roots in the work of the European Roundtable of Industrialists ERT (founded in 1983, main lobby group at the European Commission). The ERT public
fact, since 1989, a report entitled "Education and expertise in Europe." It says in no uncertain terms that "education and training are regarded as investments ... strategic importance to the future of the company. "After deploring the fact that" education and training are always considered as internal affair by both the governments of those [concerning] the decision-makers. It is sorry that "the industry is that a weak influence on the subjects they teach."
[ERT] explains this weakness by arguing that teachers have "a lack of understanding of economic zones, business and the concept of profit." And the obvious conclusion: industrial and education must work "together to plan the content of education, and in particular by the" distance learning ".
In 1991, the ERT is another step further stating that "a university is an open industrial enterprise and higher education distance learning is a new industry. This company needs to sell its products on the continuing education market, governed by the law of supply and demand." (1)
ERT sees students as "customers" and courses such as "products". It stresses "the need to take action to extend the reach, impact and purpose of applying the open and distance learning apprenticeship for retaining more competitive in global market." The "realization of these objectives requires educational facilities" that "must be built according to the needs of customers." In
same year, the Commission published a White Paper on Education and Training (2) that meets the needs of the ERT. On 6 May 1996 education ministers from the five decided to "encourage research into products and processes of learning, teaching and training included, and the design and creation of programs [computer] educational multimedia (3).
the light of the European Commission recommended, what is being called into question is the agreement "to form the worker, educate citizens, educated man", an agreement which resulted, for better or for worse, the link between the values \u200b\u200binherited from the Enlightenment and the interest of capital.
employability, flexibility and mobility will be the only rules of a statement "commodification"
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Program failure at school: school reform.
In France, the rise of commercialization of education through the re-discussion of the role of public schools and secular. In the collective memory inherited from the Enlightenment, it occupies a space preponderante.Occorre it back to Condorcet (1791-1792) to understand the roots of the concept of public education as a forge of the city. And then it is a major obstacle for those on the market and to dismantle it is not easy.
To be able to dismember [public school] are at work for thirty years this part a couple of strategies, one ideological and the other politica.La ideological strategy is to discredit the show, in altering the purpose, in destroying the foundations of authority, the confusion of massification and democratization. And finally shifting to the school the serious burden of unemployment and insecurity. A task assigned to certain teachers, and verbal and physical violence in schools is one of its symptoms.
political strategy, legitimized by the ideological need to develop responses to the "chronic crisis programmed" by the school. And 'This is the task of "reforms" of national education, where the fight against school failure is the leitmotif of all i riformatori: L.Jospin, J.Lang, F.Bayrou, C.Allègre, L.Ferry e oggi X.Darcos.
Sia che vengano da destra o da sinistra, le riforme agiscono su due fronti: lusingando spudoratamente sia il"cliente-allievo" che il "genitore-utente", queste [riforme] depauperano i programmi e abbassano i livelli di richiesta di qualità dei risultati scolastici, accompagnando il tutto con il corollario diminuizione oraria dei corsi / soppressione di posti.
Spesso una lusinga è tanto più efficace se si accompagna al discredito di un "presunto avversario": l'insegnate e il suo status sociale e morale.
A questo proposito, C.Allègre ha primeggiato. Mentendo platealmente sulla rilevanza dell'assenteismo fra teachers (12% instead of the official value of 5.4%), he planned to "leaning of the mammoth." An expression that echoes that of Prime Minister Juppe A., "bad fat" used in 1995 to justify the abolition of posts in the civil service
Keep National Education in crisis, this seems to be the aim of reforming the ministerial , and its first consequence the crisis of confidence in public schools. And 'the beginning of a process of divorce from the "client user".
It takes another step with the elimination of 11,200 jobs and teacher of many classes of elementari.Fatto even worse, the current Minister of National dell'Istrizuone stigmatizes, as his predecessori, l'insuccesso scolastico nel pubblico mentre "...l'istruzione privata ha dato prova della sua capacità di accogliere dei pubblici [alunni provenienti dall'istituzione pubblica] tanto diversi, compresi alunni in difficoltà, e di proporre loro una pedagogia e un inquadramento tale da permetter loro di riavvicinarsi al successo scolastico..."(4).
Di più; di fronte alla crisi della scuola nelle periferie, X.Darcos chiama in aiuto la scuola privata, perché ".. la loro bravura troppo spesso non può varcare le porte della periferia poiché rifiutiamo di dar loro i mezzi che permettono di rispondere alla domanda. Io sono il ministro dell'Istruzione in tutte le sue forme e voglio offrire alle famiglie la stessa libertà the choice of which have families to urban centers. "(4).
And great fluency, the Minister announced the good news to private school:" ... This year will be established a fund in the budget of National Education specific intervention,
for financing the management of private institutions that agree to open classes in the suburbs. I set a first goal for the return of 2008, the creation of fifty new private classes in the suburbs, wherever possible by combining these projects with the opening of classes boarding schools of excellence. [A sort of college for superstudenti, see here: http://snipurl.com/djkdy ]. "(4) Such an understanding
are accompanied by measures that would "loosen the constraints affecting the distribution of posts between the public and private, in order to enable all parents who wish to enroll their children in a school under contract." (UMP pesidenziale Program, School Education)
This will create a ministerial private schools in the suburbs explains the tone of the speeches of the President of the Republic to Latran, when he declares that "... the transmission of values \u200b\u200band learning the difference between good and evil, the teacher can never replace the pastor or the pastor, even if it is inportant that if they come around, because he will always sacrifice the radical nature of the their lives and the charisma of a commitment based on hope. "
It's up [time] to the rabbi and imam to try if they are up to their fellow Christians: The school is open to them.
destroy the credibility of the public school and secular and to encourage the private school is accompanied by the State to abdicate its role as guarantor of a quality public education. And this task is devolved to decentralization. Why, as the former Minister of Education, L. Ferry "In this regard, education can not escape the processes as a result of which the Republic is decentralized." (5)
And finally, and to break the unity and legality of public schools, the reforms announced institutional autonomy in order to "instill the spirit of enterprise and innovation is lacking." (C. Allègre, February 1998)
On balance, social planning is firm as the reform is the school: the first to announce layoffs and wage restructuring or closure of their companies, the second, and dismantling of posts soprressione public school.
In the name of modernization and capitalist competition, [the word] reform has become synonymous with decline.
(1) Report on Higher Education Open and Distance Learning, May 24, 1991 (2) White Paper on education and training. Teaching and learning towards the knowledge society (3). Rsoconto Council for Education, May 6, 1996 (4) Speech by Xavier Darcos: Hope Suburbs Plan 2008, February 14, 2008 (5) Letter to all those who love the school, pag.133 - Luc Ferry, Minister of National Education.
