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ecent population census, a total of 4.7 million inhabitants were resident in these priority areas; this corresponds to around 8 % of the entire French population. Action framework for the Urban Renewal Laws passed in 2003 The Urban Renewal Laws which came into effect on 1 August 2003 define action programmes for the ZUS which are subdivided into six thematic areas and are still included in current city contracts for the encouragement of social cohesion: − employment and economic development − housing and urban environment − health: prevention and access to medical care − education: success in education − public security and order − mobilisation of public services The laws specify targets for each of these action fields for a period of five years with appropriate indicators with which the progress of these measures can be evaluated. The “National Observation Authority for sensitive urban regions” (ONZUS) was also created through the same legislation; this authority was assigned the task of measuring the effects of policies through relevant statutory indicators. The ONZUS is affiliated to the ministry responsible for urban policy and is obligated to submit an annual report. Youth issues in the ZUS – a major challenge for urban politics The history of urban politics in France is characterised by outbreaks of violence on the part of youths from the “banlieues” [suburbs]: the series of incidents which began in Vaulx-en- Velin in the suburbs of Lyon in 1981 up to those in November 2005 which took place in numerous French cities (and not only in problematic districts) reflects the problematic situation among these young people and highlights their integration difficulties within both social and employment fields. The following statistics on the distribution of young persons in the ZUS can be explained by the strong presence of large families and families from non-European countries: almost 32 % of the population in the ZUS is younger than 20 years of age compared with the figure of less than 25 % for the whole of mainland France. In schools situated within the ZUS, the proportion of pupils from disadvantaged milieus is particularly high and their living conditions are not conducive to homework. Despite supplementary funds specifically allocated to institutions in the ZUS for priority education issues, numerous children and young persons encounter failure in their school career (late commencement of secondary education and a low success rate in the final exams at the “collèges“). The proportion of schoolchildren leaving school prematurely before completing grammar school education or professional training is also high. Young people from the ZUS display lower levels of ability at the end of basic school education than other young people. Subsequent integration in employment is therefore also more difficult and causes a particularly high unemployment rate, delayed admission to permanent and secure employment and frequent longer-term joblessness. The better qualified amongst this group are also just as frequently over-qualified for the positions to which they have access. 57
These facts demand ambitious measures to help these young persons to achieve success in their educational career and subsequently find employment. The programme “Réussite educative” is one of these priority measures. The Programme “Réussite éducative” The programme “Réussite educative” was created within the framework of the Plan for Social Coherence (June 2004) and the laws concerning the Encouragement of Social Cohesion dated 18.1.2005 (paragraphs 128 to 132) and is specially aimed at children between the ages of two and 16 and their families who are resident in a ZUS or attend one of the prioritised schools. The aim of this programme is to accompany children and young people displaying signs of disadvantage from nursery school up to the end of their school career. While educational partnership measures normally undertake a collective approach, the programme “Réussite éducative” concentrates on individual development through measures concerned with various aspects of the child’s school career (education, health, school attendance, culture, sports, etc). This more personal supervision of the school career 8 does however not exclude difficulties encountered from being additionally targeted within a collective framework. The approach basically necessitates the examination of the individuality of each situation in connection with the environment or context in which the problems occur. The programme “Réussite educative” is built on two pillars: the projects for the encouragement of educational success and the boarding schools for the encouragement of educational success. Projects for the encouragement of educational success The projects for the encouragement of educational success represent the practical implementation of the programme "Réussite educative” on a local level. These projects are embedded in a legal structure such as a school monetary fund, a social community centre, a local public educational institution or a public interest group which involves all affected institutions and associations in its administration council or advisory councils for the school monetary funds. With the aid of a partnership which is extended to include all actors involved in the implementation of the educational policy on a local level, the project for the encouragement of educational success utilises a common analysis carried out within the region to formulate a plan of action; the elements of this plan chiefly take place outside school hours and are not intended to replace existing instruments (local educational contracts, local accompaniment of schoolchildren, children and youth contracts, etc.). The contents of the programme can include already existing measures provided that these are targeted and correspond to the aims of the programme. Possible measures include: the accompaniment of schoolchildren by associations, particularly by AFEV 9 or 8 This approach is particularly inspired by the PERRY SCHOOL PROGRAMM, an experiment carried out in the 60s in Michigan (USA) which offered substantial support for children beginning from the age of three to four (and continued up to the age of 27) which was also based within the family environment of the child. The result was the significant improvement of integration despite the fact that the results of an IQ test had not improved. 9 Association de la fondation étudiante pour la ville – Student association [Translator’s note] 58
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EU Congress “Children and Young P
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Table of Contents Introduction ....
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state concepts produce different na
Page 9 and 10: highlighted the importance of small
Page 11 and 12: Programme EU Congress “Children a
Page 13 and 14: WG 4: Cross-departmental strategies
Page 15 and 16: Working Group 1: Education Presenta
Page 17 and 18: promoted, respecting the voice of y
Page 19 and 20: cooperation with each other. Unfort
Page 21 and 22: coordination of skills, are aimed a
Page 23 and 24: Question for Discussion − How to
Page 25 and 26: 22 3. The encouragement and strengt
Page 27 and 28: The other major obstacle for youngs
Page 29 and 30: History The project was based on a
Page 31 and 32: The innovative outcome of the proje
Page 33 and 34: There are four broad reasons why we
Page 35 and 36: In youth work and adult education o
Page 37 and 38: For those who remain on Youthreach
Page 39 and 40: Working Group 3: Multicultural Livi
Page 41 and 42: Good results are achieved in locali
Page 43 and 44: education with her friends. The sup
Page 45 and 46: Presentation Lithuania Tadas Leonč
Page 47 and 48: Key policy programmes concerning na
Page 49 and 50: Presentation Europarat Kathrin Grot
Page 51 and 52: − Participation Symposium 25th -
Page 53 and 54: Report working group 3: Multicultur
Page 55 and 56: Working Group 4: Cross-departmental
Page 57 and 58: Example of local implementation - N
Page 59: Presentation France Philippe Choffe
Page 63 and 64: 25 boarding school projects were se
Page 65 and 66: Presentation United Kingdom Kate Mo
Page 67 and 68: Evaluator’s Perspective In conclu
Page 69 and 70: national observation authority. Bri
Page 71 and 72: Working group 5: Local strategies f
Page 73 and 74: projects for young people. The LOS
Page 75 and 76: targeted a total of 332,004 persons
Page 77 and 78: employment, these young persons are
Page 79 and 80: the granting of a subsidy to enable
Page 81 and 82: S (Strengths)• Effective approach
Page 83 and 84: Two further Adele Lavoro projects r
Page 85 and 86: Implementation in London In London,
Page 87 and 88: Report for working group 5: Local s
Page 89 and 90: Prof. Salvador Parrado, Governance
Page 91 and 92: What is governance? • reflects a
Page 93 and 94: Prof. Rainer Kilb, Fachhochschule M
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Page 97 and 98: Three factors have a particularly p
Page 99 and 100: • individual encouragement of tal
Page 101 and 102: Literature • Principle of transve
Page 103 and 104: These developments need relatively
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Page 107 and 108: conventional aspirations in illegal
Page 109 and 110: premises practical concepts have pr
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Dr. Susann Burchardt, Dr. Heike Fö
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It is self-evident that the first g
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spanning the fields of education, h
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The various functions of programmes
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Lithuania is by its own account ori
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It must however be mentioned that t
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120 2. National action strategies a
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Literature professional standards s
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Carmona Maria Instituto de Apoio à
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Knudsen John Vinter Youth Guidance
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Rombach Jürgen Stadt Eschweiler De
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Speakers Surname First name Organis
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Project fair Ausstellergruppe Surna
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Frankreich Douat Rémi L'atelier Jo
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