Innovation ou fragmentation d’un système public d’enseignement ? L’ouverture des Free schools en Angleterre (notice n° 1002267)
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| fixed length control field | 02172cam a2200241 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250125134324.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Hugon, Marie-Anne |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Innovation ou fragmentation d’un système public d’enseignement ? L’ouverture des Free schools en Angleterre |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2017.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 82 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Les Free Schools en Angleterre résultent de la politique scolaire menée par le gouvernement britannique depuis 2010. Tout en étant financées par le ministère de l’éducation, les Free Schools peuvent être montées par des parents, des enseignants, des associations et tous les groupes désireux de répondre à une demande scolaire locale identifiée. Les partisans des Free Schools soutiennent que ces établissements répondent aux demandes des familles et que leurs enseignants ont plus d’autonomie pour une offre scolaire de meilleure qualité. Les adversaires des Free Schools estiment que cette politique ne profite qu’à une minorité et contribue à la fragmentation de l’école publique. Dans cet article, en prenant appui sur trois études de cas, on se propose de présenter l’état du débat autour des Free Schools. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Free Schools were first introduced by the British government in 2010. Free schools can be set up by parents, teachers, charities and other interest groups to meet the perceived local needs of a particular community and are funded directly by government. The advocates of free schools claim they give parents what they want and more power to teachers to create better schools. Opponents say this policy benefits few children and contributes to the fragmentation of the state school system. This paper based on three case studies, presents the current state of the debate about free schools. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Academies |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Angleterre |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | England |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Academies |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Free Schools |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Lawes, Shirley |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Spécificités | 10 | 1 | 2017-10-05 | p. 201-217 | 2256-7186 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-specificites-2017-1-page-201?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-specificites-2017-1-page-201?lang=fr&redirect-ssocas=7080</a> |
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