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APFEE 10 , the establishment of parent rooms in primary schools (Lyon) and their
supervision by a community member, health prevention measures, in particular within the
framework of municipal health workshops (Nanterre, Genevilliers, Courcouronnes, etc.),
parent support in association with networks for the support and accompaniment of parents
(information bus of the interministerial commission for urban development [France] in
Courcouronnes) and projects within the areas of culture and sports which aim to involve
affected children: this was however frequently not successful.
The programme must also provide suggestions for new intervention possibilities with
which children and young persons in difficulty 11 and their families can be offered
individually tailored help. For this purpose, one or several teams for the encouragement of
educational success must be established on a systematic basis. These teams will bring together
experts and associated actors from different areas of responsibility 12 in a coordinated
network who are able to offer individual or collective support and implement long-term
personal success. Should these persons be employed beyond the confines of their
association, they could receive remuneration.
The parents who remain the chief educators are involved in the relevant project in
which their child is participating. The parents can additionally be supported by guidance or
through financial aid which is additionally calculated alongside the primary source of social
payments utilised.
The maintenance of confidentiality in the exchange of information within the network is
mandatory. Experiences collected in the process of school inspection have prompted local
actors to compile confidentiality agreements in which the terms and conditions for the
exchange of information are fixed. These regulations do not however prevent the
utilisation of all non-personalised information and data for programme evaluation
purposes.
Boarding schools for the encouragement of educational success
Within the framework of the programme “Réussite éducative“, boarding school projects
are also supported which provide children and young persons with temporary or long-term
family problems or other difficulties a better educational structure and working
environment.
The support provided is aimed at improving scholastic, psychological and cultural
supervision and support to the highest possible degree. If necessary, the programme can –
together with partner institutions – share the costs incurred for the child’s accommodation
away from the family should the family not be in a position to meet these costs or if these
costs are not covered by social funds.
10 Association pour favoriser une école éfficace – association for educational success [Translator’s note]
11 Through adults within the extended educational field including teachers, social services and the department for the
encouragement of the health of national education, support networks for pupils with problems (RASED), psychological
consultants (COPSY), intermediate zones of child and youth psychology, organisation for the protection of health for
mother and child, actors of social emergency service for children, department social services and other associations.
12
Teachers, coordinators of ZEP-REP [Zones/areas with priority education network, Translator’s note] educators,
supervisors, social workers, psychologists, child and youth psychiatrists, therapists, actors from sport and cultural areas,
approved associations, etc.
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