WRITTEN QUESTION No. 886/96 by Odile LEPERRE-VERRIER to the Commission. Plan to set up a 'second chance' school in Marseille
Date: 1996-04-17
Institutions: European Parliament, LEPERRE-VERRIER
Subjects: EU aid, EU publication, Provence-Alpes-Côte d'Azur, competence of the Member States, educational institution, social policy, teaching, teaching method













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91996E0886

WRITTEN QUESTION No. 886/96 by Odile LEPERRE-VERRIER to the Commission. Plan to set up a 'second chance' school in Marseille  


Official Journal C 297 , 08/10/1996 P. 0042 





WRITTEN QUESTION E-0886/96 by Odile Leperre-Verrier (ARE) to the Commission (17 April 1996)Subject: Plan to set up a 'second chance' school in MarseilleCan the Commission say what stage has been reached in the plan to set up a 'second chance' school in Marseille?Can it also specify on what legal basis the project may be carried out and how it will be financed, and can it provide some additional information regarding:- the form the teaching will take- the way the establishment will be run?Answer given by Mrs Cresson on behalf of the Commission (14 June 1996)The 'second-chance schools' are one of the approaches proposed by the White Paper 'Teaching and learning - towards the learning society' ((COM(95) 590 final )) to combat social exclusion. While the debates triggered by the White Paper are likely to continue, the Commission envisages supporting, on an experimental basis and in consonance with the principle of subsidiarity, a number of pilot projects which may provide the kind of information needed to gauge the potential of the proposed approaches. The creation of a 'second-chance school', wherever the competent authorities propose projects to this end, could be one of these pilot projects. Currently the regional and municipal authorities in Marseilles are considering creating an institution with this vocation. This project will be launched at the initiative of the regional and local authorities.The 'second-chance schools' will mainly have to be financed at local, regional and national level, depending on the powers of the authorities concerned. They may also benefit from supplementary finance under the structural funds (European Social Fund, Objective 3, provided they respect the strategy adopted and the eligibility criteria, notably as regards the target groups and financial participation. Besides they may benefit from Community initiatives under Article 11 of the Regulation coordinating the structural funds (Regulation (EEC) No 4253/88, as amended ((OJ L 193, 31.7.1993 ))). Moreover, certain transnational activities between establishments involved in combatting social exclusion could be supported in the framework of the Leonardo and Socrates programmes.The way these establishments are managed, as well as the curriculum and the teaching methods adopted, are a matter for the competent authorities in the Member States. Most of them grant a certain independence to the teaching teams so as to ensure maximum responsiveness to the needs of their young clientele. These teaching teams use methods adapted to pupils with difficulties, such as computer-assisted learning, which allows them to work at their own pace.