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  • kenburns1
    Education
Equal opportunities at school

The School must guarantee the same opportunities for all, to have access to a job and to have a future in our country. It must help the most fragile to succeed and struggle in difficult areas against school failure and the phenomenon of dropping out that are more important.

Investment and sponsorship

These schools must be provided with more human, material and qualitative resources. By introducing, for example, new technologies from the primary level. By offering theater and interpretation courses from the 6th.

We must also open up some settlements to recreate living together useful for the success of all. In this sense, we want to create a sponsorship system to improve the level and results of exceptional students in order to eliminate disparities (those who can afford to take private lessons). The principle is the following: on the basis of volunteering, students sponsor high school students and at the same time high school students sponsor college students. The volunteers will be supervised by a referring teacher, who will ensure that the system is kept up to date. Ultimately, this system of tutoring may even be the subject of an option for the baccalauréat.

In order to strive for a social mix, pupils / tutors will preferably be recruited from reputable institutions and will assist pupils in establishments located in more difficult areas.


Human resources tailored to the needs

This work can only be productive if the educational sphere is its driving force. In this sense, we propose to bring experienced and experienced teachers to difficult areas and unattractive areas and to terminate the assignment of office. In order to encourage these teachers to work in these areas, we want to introduce a performance bonus at the primary level. The criteria for awarding this bonus will be as follows :

• The progress of students (grades / grades)

• The success rate per class in the subject taught (Brevet, Bac)


Orientation and prevention at the earliest, in particular for the benefit of the short chains

Many students find themselves at the end of 3rd in college without really knowing what they want to do the following year. Poor orientation leads to delays in the school curriculum, disappointments and sometimes stalling. It is therefore necessary to be able to inform the pupils, from the 5th, of the possibilities of orientation that are offered to them: general, vocational, area of ​​specialization…

To do this, we propose several ways:

First of all, better to train guidance counselors so that they know how to "profile" the students and make proposals according to their desires but especially their abilities.

Set up forums in the colleges for the 5th, 4th and 3rd, in which professionals, high school students, and grandes écoles will intervene.

In the secondary school, the second is to inform secondary school students about the possibilities of curricula after the baccalauréat: preparatory classes, business schools, universities. Again, the creation of forums involving companies, grandes écoles, students is essential. The same is true for the training of guidance counselors who can train students to write resumes, cover letters, how to conduct an interview etc…

More generally, the apprenticeship pathways must be valued: not all pupils necessarily want to integrate a general curriculum. The forums will have this interest to enhance the professional pathways. And since parents must absolutely integrate this process, they can participate in these forums to help their children in their choice of guidance.

Let us not forget that tomorrow's citizens are being trained at school.

Integrate and educate all children without exception

Today, many families have to struggle fiercely against the national education administration to get their child to school with a disability. It is unacceptable that a child be excluded from school, on the pretext that his schooling would be too costly for the community.

This is not our conception of solidarity.

Obviously, for children requiring heavy drug treatment or medical care, it is preferable that they be accommodated in adapted institutions, but for all others the conventional establishment must be the rule. To assist the teaching profession, training will be provided for the volunteers and educators will be made available to the institutions.


Fight against school failure

This concerns two types of population:

1.Those who are no longer in school and without any professional activity

2.Those who are still in school

1. We can not leave on the roadside many of our young fellow citizens, without activities or prospects.

We propose a compulsory census of all young people who do not benefit from social minima, who are out of school and unemployed.

At the end of this census :

a/ For those who benefit from social minima :

If they wish to return to school, they will be offered the opportunity to take up a school curriculum in line with their skills and choice of orientation

If they wish to integrate the active life they can benefit from training: writing CV, cover letter, conducting interview, presentation, vocational training in specific fields etc.

In the latter case, priority jobs will be offered to them in fields which correspond as closely as possible to their profiles and for which it is difficult to recruit.

In the event of refusal, they will have to compensate for the social minima they receive, perform a public utility activity until they find a job.

b/ For those who do not benefit from social minima :

If they wish to return to school, they will be offered the opportunity to take up a school curriculum in line with their skills and guidance

If they wish to integrate the active life they can benefit from training: writing CV, cover letter, conducting interview, presentation, vocational training in specific fields etc.

In the latter case, priority jobs will be offered in areas that correspond to their profiles and for which it is difficult to recruit.

2. For students who fail or fail with school, the reasons and causes of this failure vary from one student to another. However, general and simple measures make it possible to contain this unfortunately increasing phenomenon:

Involve an external mediator who will be responsible for bringing the student back into the school environment

To carry out a review of the knowledge and skills acquired and of its choices of orientation in order to orient it objectively

Work with examples of success (athletes, entrepreneurs, employees, artisans) from the socio-economic fabric of the place of the school attended by the pupil.


A public school of living together

To follow up the many scandalous debates around the halal, especially in schools, we want the establishment of self in schools.

Each student will be able to eat dishes that meet his / her medical requirements or personal convenience.

In addition to allowing all students to have lunch together, regardless of their diet, the self also helps to empower children on the need for a healthy diet and food waste.

« I only eat what I eat ».


Repeal of Circular Châtel

The Circular Chatel, signed on 27 March 2012, stipulates that mothers accompanying children on school trips are prohibited from "wearing ostentatious religious symbols".

We want the repeal of the circular Châtel.

How can we forbid parents of students wearing a turban, a veil or a kippah ... to participate in their child's school life?

The school can not function properly without the help of parents, so the success of the whole system.

ALL parents have the right to participate and accompany classes at school outings.

Citizenship taught from Cycle 3

In order to promote the life together and the founding principles of our nation, it would be strongly advisable to educate our children to this project of society from a very young age.

Today, unfortunately, rejection is increasingly felt in the depths of French society regularly causing its lot of mourning.

To solve this escalation of hatred, solutions have been proposed without, however, exploring their causes. At a time when xenophobia in all its forms has been decomplexed, trying to hide this fact does not seem to be a lasting solution.

To make life together a reality and a national pride, let's not wait to inculcate the values ​​of citizenship from a very young age to our children.

Indeed, these fundamental notions must be taught as soon as possible, from childhood, if we want to sweep away certain clichés and finally change attitudes.

Citizenship training courses are currently provided by local missions. They train hundreds of young people from difficult neighborhoods every year, which is a great start.

This is an indispensable and more than necessary step, but one that would benefit from becoming widespread throughout the territory within the École de la République.

Let us, without further delay, teach tomorrow's generations the rules of life, the fundamental rights, the duties that we have to bear in order to create a more open, respectful and fair world.

Teaching the Arabic language

Arabic is the third most spoken language in the world after Mandarin and English. It is surprising, however, that it is so little present in the colleges and lycées of our public establishments.

During the 1990s, the teaching of Arabic became the victim of political choices that led to the image of the discipline being "at risk". Despite strong demand from students and Claude Allègre's initiative to significantly increase the number of positions at CAPES and in the aggregation, field creations have never followed.

The reason for this is that the heads of institutions are reluctant to open Arabic classes in disadvantaged schools, where there is a fear that this language may contribute to the ghettoization of these schools, only in the middle schools Where it is feared that the opening of this option will attract so-called "problem" populations.

Instead of sensitizing head teachers to this issue, successive ministries have decided to reduce or close competitions for the recruitment of Arab teachers. We can still remember the tribune of Luc-Willy Deheuvels and F. Lagrange, president of the jury of Arabic CAPES in 2004, published in Libération entitled "The Arabic language, a social issue" where they drew attention to the The importance of teaching Arabic under conventional school conditions and warning against the abandonment of this language to community associations.

This appeal was followed in 2009 by that of Brigitte Perucca who published in the edition of Le Monde an article entitled "The Arabic Language Chased Class".

We ask that these calls be finally taken into account and we will work to ensure that the Minister of Education, the Senators, the Heads of Institutes and the entire faculty can mobilize around this issue in order to counter this injustice and that Or finally offered to the college students, the Arabic language.


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