Q3678200 (Q3678200): Difference between revisions
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(Changed label, description and/or aliases in en: Setting new description) |
(Created claim: summary (P836): The project consists of enabling the Mission to combat early school leaving (M.L.D.S.) to implement in targeted schools “School Perseverance Schemes” (DI.P.S.) designed to take care of pupils to take action to prevent early school leaving. This is an action in its own right, which initially involves the implementation of arrangements within establishments. In terms of the principle of organisation, the way forward, the programming can be adjuste...) |
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The project consists of enabling the Mission to combat early school leaving (M.L.D.S.) to implement in targeted schools “School Perseverance Schemes” (DI.P.S.) designed to take care of pupils to take action to prevent early school leaving. This is an action in its own right, which initially involves the implementation of arrangements within establishments. In terms of the principle of organisation, the way forward, the programming can be adjusted in the light of the evolution of the devices. Those that are engaged can be shortened or modulated, for example, and means redeployed to new devices. These schemes accommodate students who are precisely identified and for whom the means are sought to promote their academic perseverance. The three inseparable principles of device design are: the identification of the recipient public, the diagnostic assessment of their needs and the determination of the objectives pursued with them, including the full agreement of their families. These three principles derive from the programming of activities in the form of modules for pupils to benefit. The schemes are therefore made up of a target audience, for a specified period of time, pursuing a specific objective. At this stage, there will be five types of modules that can be considered covering a wide range of educational activities: * Module: Construction of a professional project. * Module: Help in the acquisition of knowledge. * Module: Mobilisation through sport. * Module: Citizenship. * Module: Mobilisation through a collective project. *... The proposal of a module meeting an identified and unplanned need here is of course possible. \- The organisation of the Devices can present two scenarios: * DI.PS consisting of an isolated module: It may be proposed on an ad hoc basis by a school to be renewed after, in particular, a review by phase and the total or partial renewal of the beneficiaries. As a matter of principle, the same school may implement several modules of the same type simultaneously for the benefit of different pupils. * DI.PS offered in an establishment with permanent staff: different modules can accommodate students from the school as well as other schools under inter-institutional conventions. The five types of modules can be found, simultaneously or not, by the same student who can, as a matter of principle, follow one or more modules simultaneously and/or successively. \- Particular case of the desires to return to initial training of “distravellers”, i.e. young people who have left the education system but are considering a resumption of courses in initial training (identified as part of the support platforms for dropouts (P.S.A.D.), following the process of reporting by the S.I.E.I.. Support in these modules may be envisaged to facilitate the implementation of their project to resume schooling, within the limits of reception capacity and once they return to school status. (English) | |||||||||||||||
| Property / summary: The project consists of enabling the Mission to combat early school leaving (M.L.D.S.) to implement in targeted schools “School Perseverance Schemes” (DI.P.S.) designed to take care of pupils to take action to prevent early school leaving. This is an action in its own right, which initially involves the implementation of arrangements within establishments. In terms of the principle of organisation, the way forward, the programming can be adjusted in the light of the evolution of the devices. Those that are engaged can be shortened or modulated, for example, and means redeployed to new devices. These schemes accommodate students who are precisely identified and for whom the means are sought to promote their academic perseverance. The three inseparable principles of device design are: the identification of the recipient public, the diagnostic assessment of their needs and the determination of the objectives pursued with them, including the full agreement of their families. These three principles derive from the programming of activities in the form of modules for pupils to benefit. The schemes are therefore made up of a target audience, for a specified period of time, pursuing a specific objective. At this stage, there will be five types of modules that can be considered covering a wide range of educational activities: * Module: Construction of a professional project. * Module: Help in the acquisition of knowledge. * Module: Mobilisation through sport. * Module: Citizenship. * Module: Mobilisation through a collective project. *... The proposal of a module meeting an identified and unplanned need here is of course possible. \- The organisation of the Devices can present two scenarios: * DI.PS consisting of an isolated module: It may be proposed on an ad hoc basis by a school to be renewed after, in particular, a review by phase and the total or partial renewal of the beneficiaries. As a matter of principle, the same school may implement several modules of the same type simultaneously for the benefit of different pupils. * DI.PS offered in an establishment with permanent staff: different modules can accommodate students from the school as well as other schools under inter-institutional conventions. The five types of modules can be found, simultaneously or not, by the same student who can, as a matter of principle, follow one or more modules simultaneously and/or successively. \- Particular case of the desires to return to initial training of “distravellers”, i.e. young people who have left the education system but are considering a resumption of courses in initial training (identified as part of the support platforms for dropouts (P.S.A.D.), following the process of reporting by the S.I.E.I.. Support in these modules may be envisaged to facilitate the implementation of their project to resume schooling, within the limits of reception capacity and once they return to school status. (English) / rank | |||||||||||||||
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| Property / summary: The project consists of enabling the Mission to combat early school leaving (M.L.D.S.) to implement in targeted schools “School Perseverance Schemes” (DI.P.S.) designed to take care of pupils to take action to prevent early school leaving. This is an action in its own right, which initially involves the implementation of arrangements within establishments. In terms of the principle of organisation, the way forward, the programming can be adjusted in the light of the evolution of the devices. Those that are engaged can be shortened or modulated, for example, and means redeployed to new devices. These schemes accommodate students who are precisely identified and for whom the means are sought to promote their academic perseverance. The three inseparable principles of device design are: the identification of the recipient public, the diagnostic assessment of their needs and the determination of the objectives pursued with them, including the full agreement of their families. These three principles derive from the programming of activities in the form of modules for pupils to benefit. The schemes are therefore made up of a target audience, for a specified period of time, pursuing a specific objective. At this stage, there will be five types of modules that can be considered covering a wide range of educational activities: * Module: Construction of a professional project. * Module: Help in the acquisition of knowledge. * Module: Mobilisation through sport. * Module: Citizenship. * Module: Mobilisation through a collective project. *... The proposal of a module meeting an identified and unplanned need here is of course possible. \- The organisation of the Devices can present two scenarios: * DI.PS consisting of an isolated module: It may be proposed on an ad hoc basis by a school to be renewed after, in particular, a review by phase and the total or partial renewal of the beneficiaries. As a matter of principle, the same school may implement several modules of the same type simultaneously for the benefit of different pupils. * DI.PS offered in an establishment with permanent staff: different modules can accommodate students from the school as well as other schools under inter-institutional conventions. The five types of modules can be found, simultaneously or not, by the same student who can, as a matter of principle, follow one or more modules simultaneously and/or successively. \- Particular case of the desires to return to initial training of “distravellers”, i.e. young people who have left the education system but are considering a resumption of courses in initial training (identified as part of the support platforms for dropouts (P.S.A.D.), following the process of reporting by the S.I.E.I.. Support in these modules may be envisaged to facilitate the implementation of their project to resume schooling, within the limits of reception capacity and once they return to school status. (English) / qualifier | |||||||||||||||
point in time: 18 November 2021
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Revision as of 16:57, 18 November 2021
Project Q3678200 in France
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | No label defined |
Project Q3678200 in France |
Statements
99,994.5 Euro
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243,000.0 Euro
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41.15 percent
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1 September 2015
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31 August 2016
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Groupe d'intérêt public
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42°11'17.12"N, 9°4'6.28"E
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Le projet consiste à permettre à la Mission de lutte contre le décrochage scolaire (M.L.D.S.) de mettre en oeuvre au sein d'établissements ciblés des"DIspositifs de Persévérance Scolaire" (DI.P.S.) ayant pour vocation la prise en charge d'élèves pour agir en prévention du décrochage scolaire. Il s'agit d' une action à part entière qui recouvre au départ la mise oeuvre de dispositifs au sein d'établissements. Au plan du principe d'organisation, chemin faisant, la programmation peut être infléchie au vu de l'évolution des dispositifs. Ceux qui sont engagés pouvant être raccourcis ou modulés, par exemple, et les moyens redéployés vers de nouveaux dispositifs. Ces dispositifs accueillent des élèves qui sont précisément repérés et pour lesquels sont recherchés les moyens de favoriser leur persévérance scolaire. Les trois principes indissociables de la conception des dispositifs sont: le repérage du public bénéficiaire, l'évaluation diagnostique de leurs besoins et la détermination des objectifs poursuivis avec eux incluant le plein accord de leurs familles. De ces trois principes découlent la programmation des activités sous la forme de modules dont pourront bénéficier les élèves. Les dispositifs sont donc constitués d'un public ciblé, pendant une durée déterminée, poursuivant un objectif précis. A ce stade on distinguera cinq types de modules qui peuvent être envisagés recouvrant un large panel d'activités pédagogiques : * Module : Construction d’un projet professionnel. * Module : Aide à l’acquisition des savoirs. * Module : Mobilisation par le sport. * Module : Citoyenneté. * Module : Mobilisation par un projet collectif. * … la proposition d'un module répondant à un besoin identifié et non prévu ici est bien sûr envisageable. \- L'organisation des Dispositifs peut présenter deux cas de figure: * DI.PS composé d'un Module isolé : Proposé ponctuellement par un établissement scolaire son renouvellement peut être envisagé après notamment un bilan par phase et le renouvellement total ou partiel des bénéficiaires. Par principe un même établissement scolaire peut mettre en oeuvre plusieurs modules de même type simultanément au bénéfice de différents élèves. * DI.PS proposé dans un établissement disposant d’un personnel permanent : différents modules peuvent accueillir des élèves de l'établissement mais aussi d’autres établissements dans le cadre de conventions inter-établissements. Les cinq types de modules peuvent s’y retrouver, simultanément ou pas, un même élève pouvant, par principe, suivre un ou plusieurs modules simultanément et/ou successivement. \- Cas particulier des souhaits de retour en formation initiale de « décrocheurs », c’est à dire de jeunes ayant quitté le système éducatif mais qui envisagent une reprise de cursus en formation initiale (identifiés dans le cadre des plates formes d’appui aux décrocheurs (P.S.A.D.), suite au processus de signalement par le S.I.E.I. Une prise en charge dans ces modules peut être envisagée pour faciliter la mise en oeuvre de leur projet de reprise d’un cursus scolaire, dans la limite des capacités d'accueil et dès lors qu'ils reviennent sous statut scolaire. (French)
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The project consists of enabling the Mission to combat early school leaving (M.L.D.S.) to implement in targeted schools “School Perseverance Schemes” (DI.P.S.) designed to take care of pupils to take action to prevent early school leaving. This is an action in its own right, which initially involves the implementation of arrangements within establishments. In terms of the principle of organisation, the way forward, the programming can be adjusted in the light of the evolution of the devices. Those that are engaged can be shortened or modulated, for example, and means redeployed to new devices. These schemes accommodate students who are precisely identified and for whom the means are sought to promote their academic perseverance. The three inseparable principles of device design are: the identification of the recipient public, the diagnostic assessment of their needs and the determination of the objectives pursued with them, including the full agreement of their families. These three principles derive from the programming of activities in the form of modules for pupils to benefit. The schemes are therefore made up of a target audience, for a specified period of time, pursuing a specific objective. At this stage, there will be five types of modules that can be considered covering a wide range of educational activities: * Module: Construction of a professional project. * Module: Help in the acquisition of knowledge. * Module: Mobilisation through sport. * Module: Citizenship. * Module: Mobilisation through a collective project. *... The proposal of a module meeting an identified and unplanned need here is of course possible. \- The organisation of the Devices can present two scenarios: * DI.PS consisting of an isolated module: It may be proposed on an ad hoc basis by a school to be renewed after, in particular, a review by phase and the total or partial renewal of the beneficiaries. As a matter of principle, the same school may implement several modules of the same type simultaneously for the benefit of different pupils. * DI.PS offered in an establishment with permanent staff: different modules can accommodate students from the school as well as other schools under inter-institutional conventions. The five types of modules can be found, simultaneously or not, by the same student who can, as a matter of principle, follow one or more modules simultaneously and/or successively. \- Particular case of the desires to return to initial training of “distravellers”, i.e. young people who have left the education system but are considering a resumption of courses in initial training (identified as part of the support platforms for dropouts (P.S.A.D.), following the process of reporting by the S.I.E.I.. Support in these modules may be envisaged to facilitate the implementation of their project to resume schooling, within the limits of reception capacity and once they return to school status. (English)
18 November 2021
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Identifiers
201506309
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