Ad Parentes3-11-12 v20febFINAL

Transcription

Ad Parentes
Journal of the APEEE, the Parents’ Association of the European Schools in Luxembourg
Journal de l’APEEE, l’Association des Parents d’Elèves de l’Ecole Européenne à Luxembourg
No. 3 /2011-12
Well done
done !
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Ad Parentes No. 3 2011-12
Editorial
Editorial
Dear parents, dear members,
Chers parents, chers membres,
It is with great pleasure and a small measure of pride that
we focus this issue of Ad Parentes on some of the activities
that make our two schools so very special.
First of all, we would like to draw your attention to the
article about the ‘Model European Council’, which was
taking place in Munich as this journal was being completed.
You will be able to read about how the school’s team
prepared for the event, including their meeting with one of
Luxembourg’s MEPs, Mr Goerens. You can also read
about this year’s ‘Classe de neige’ in Zinal, Switzerland, for
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the 5 year primary students. We present this year’s school
musical, ‘Bye-Bye Birdie’. The musical features a cast of no
less than 60 students and a great number of students
working behind the scenes to realize the large-scale
production. There will be performances every evening from
Wednesday 21 March to Saturday 24 March 2012. This
issue of Ad Parentes also includes an article about the
‘Autobiography of Intercultural Encounters’, which is an
innovative educational activity promoted by the Council of
Europe. In addition, you can read about the recent
introduction of the virtual learning environment ‘Moodle’ at
Luxembourg I.
C’est avec grand plaisir que nous centrons ce numéro de
Ad Parentes sur quelques unes des activités qui rendent
nos deux écoles si spéciales.
Nous souhaitons tout dabord attirer votre attention sur
l’article décrivant la préparation du « Model European
Council » qui se tiendra à Munich lorsque ce numéro sera
sous presse. Pour cette occasion, les élèves ont pu
rencontrer à l’école l’Euro-Député luxembourgeois
Mr.Goerens. Vous trouverez aussi le récit de la classe de
neige des 5ièmes années à Zinal en Suisse. Nous vous
annoncons la comédie musicale de cette année, « Bye-Bye
Birdie ». Cette « super production » met en scène plus de
60 élèves et en mobilise un grand nombre dans les
coulisses. Les représentations auront lieu du mercredi 21
au samedi 24 mars. Ce numéro vous présente aussi un
outil pédagogique innovant soutenu par le Conseil de
l’Europe, “l’Autobiographie de Rencontres Interculturelles”
et la récente mise en place d’une plateforme de gestion
de cours en ligne « Moodle » à Lux1.
Recognizing how critical the topic is to the well-being and
proper functioning of the families of pupils that will attend
the new school in Mamer/Bertrange from September 2012,
the president of our association, Ian Dennis, addresses the
state of play for the transportation solutions presented so
far.
Finally, we include in this issue the minutes of the Annual
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General Meeting of the Association on 28 November
2011. Please also note the invitation to the Extraordinary
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General Meeting, which will be held on 19 March 2012.
The meeting will determine how the school split should
eventually be reflected in the organization of our
association and the statutes.
Le sujet étant particulièrement important pour les familles
qui enverrons leurs enfants à la nouvelle école Mamer/
Bertrange en septembre 2012, notre Président Ian Dennis
nous fait le point sur les transports à ce stade.
Enfin, nous avons inclus dans ce numéro le compte-rendu
de notre Assemblée Générale du 28 novembre 2011. Nous
vous invitons à participer à notre Assemblée Générale
Extraordinaire, qui se tiendra le 19 mars 2012, où nous
discuterons de l’impact de la scission de l’école sur notre
organisation et nos statuts.
Bonne lecture.
Votre équipe éditoriale.
Enjoy the reading, your editorial team
APEEE Luxembourg Secretariat
Bâtiment Jean Monnet – Bureau C1/004 –
L-2920 LUXEMBOURG
Tel. 4301 33105, Fax 4301 34869
E-mail : [email protected]
Web: http://www.apeee.lu
Ad Parentes contributions
Liebe Eltern,
Dies ist Ihre Zeitschrift. Wenn Sie etwas veröffentlichen möchten,
bitte schicken Sie es uns.
Dear parents,
This is your journal. If you would like to publish something, please
send it to us.
Chers parents,
Voici votre journal. Si vous souhaitez publier, veuillez nous
envoyer votre contribution.
e-mail: [email protected]
Contents
Editorial................................................................................ 2
www.apeee.lu reminder – Rappel ....................................... 3
SMS Alerts............................................................................ 3
Euro MP visits MEC students................................................ 4
School Musical “Bye-Bye Birdie!”......................................... 5
Snow trip to Zinal................................................................. 6
Gifted Children / enfants précoces ...................................... 6
Upcoming events ................................................................. 7
"Volunteer pedestrian crossing supervisors"....................... 7
Comité Action Tiers Monde – Thirld World Committee ........ 8
MOODLE ............................................................................... 9
The Autobiography of Intercultural Encounters ................ 11
AGM Minutes...................................................................... 14
Extraordinary General Meeting.......................................... 19
School Transport Solutions ................................................ 20
Délégués Secondaire / Secondary representatives ........... 31
Petites Annonces ............................................................... 34
APEEE contact information 2011-2012..............................40
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Ad Parentes No.3 /2011-12
www.apeee.lu reminder – Rappel
Among other benefits, becoming a paid-up member of the APEEE allows
you to access the “members only” pages of the APEEE website. In order to do
so, when you have registered as a member with the APEEE’s secretariat and have
paid your membership fee, you will be given “member code” (the one given if you have
registered on the extracurricular activities website). You then have to register yourself
on the website ( www.apeee.lu ). This registration procedure allows you to be
recognised by the website in future as an authorised member and to access the
“members only” information.
If you are a paid-up member and you have not been able to register on the website so far, please contact the
APEEE secretariat for guidance (tel: 4301-33105 or email: [email protected] ), as more and more information will
be made available via the website in the future.
Un des avantages à être membre de l’APEEE est d’avoir accès à la section réservée aux membres du site
internet: www.apeee.lu.
De façon à pouvoir accéder à ces informations, une fois que votre adhésion est effective au secrétariat, votre
cotisation enregistrée, vous recevez un « code membre » (identique à celui utilisé pour les inscriptions aux
activités périscolaires). Grâce à lui vous pouvez alors vous enregistrer sur le site. Lors de vos prochaines visites,
lorsque vous vous enregistrerez le site vous reconnaitra comme membre et vous autorisera l’accès à ces
sections réservées aux membres.
De plus en plus d’informations seront diffusées par le bais de notre site, si vous êtes membres et que vous
n’avez pas pu vous enregistrer sur le site jusqu’ici, contactez le secrétariat qui pourra vous guider dans la
procédure.
SMS Alerts
Please note: the word “PARENTS” should be send without the “ ”. Le mot “PARENTS” doit être envoyé sans les “ ”.
Ce service sera utilisé afin de communiquer aux parents une information urgente/de dernière minute concernant
l’école. Vous êtes libre de vous inscrire ou non. Ce service est gratuit une fois que vous vous êtes inscrits (coût
habituel d’un SMS).
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Euro MP visits MEC students
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On Monday 9 January 2012, Mr. Goerens, Euro MP for Luxembourg visited the
school’s delegates for this year’s MEC meeting which will take place in Munich,
from 27th February to 1st March.
This year, the pupils got lucky. They will represent Estonia and… Luxembourg!
This means they have easy access to all the data they need to best prepare for
their roles as Members of Government.
Mr Goerens spent two hours with the group of 20 pupils and their teachers,
Mireille Marciano, Julian Archer and Trevor King. Alex Schwabbauer and Zsofia
Paulikovics, journalists for MEC Munich, report.
“Mr Goerens started by stating: “Europe is not well” and pointed out the urgency of
finding a solution to the financial crisis. He then took a closer look at the beginning of the European Union and
gave the students a brief overview of its history and development. After that, the MEP approached Luxembourg
as a topic and highlighted its exceptional position as one of the founding members and creators of the European
spirit.
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He selected certain personalities of the 20 century who helped to shape modern Europe, such as Helmut Kohl
or even Stalin who passively contributed to its growth. Continuing with comparing German chancellors, he gave
his opinion on Angela Merkel after shortly commenting on Gerhard Schröder and Helmut Schmidt. Subsequently
Mr Goerens looked at Europe’s current situation.
In doing so, he always had an eye on Luxembourg, thus helping the students who will represent the Grand
Duchy during this year’s MEC. Unfortunately, there were only a few words spoken about Estonia, which was a
pity for the students who will represent this country in Munich*. The meeting eventually evolved into an open
conference and Mr. Goerens patiently answered all the questions the students asked.
Towards the end of the meeting, all the main topics of the Model European Council had been discussed. The
MEP gave final advice to the journalists: he pointed out which questions he would ask the different heads of
state and revealed some of the weaknesses of the countries in question.
The European School of Luxembourg has been sending teams of student politicians and journalists to the MECP
program since the beginning, almost thirty years ago. This was the first occasion that we have had the privilege
of a two-hour session with a real-world MEP, and we are very grateful to Mr Goerens for his time, his courtesy
and his humour.”
Mr.le député Européen Charles Goerens avec la délégation de l’Ecole Européenne Luxembourg du MEC 2012
Euro Deputy M.Charles Goerens and the MEC 2012 European School of Luxemburg delegation.
Monsieur Goerens a ouvert la séance en déclarant: “l’Europe va mal” et a souligné l’urgence de trouver une
solution à la crise financière. Puis il a balayé l’historique de l’Union, ses débuts, son évolution pour se concentrer
sur le rôle du Grand-Duché, rôle particulier dû à son statut de membre fondateur.
ième
Il a commenté l’impact de certaines personnalités du 20
siècle sur la construction de l’Europe, de Helmut
Kohl à, plus étonnamment, Staline qui en ne s’y opposant pas laissa le projet se développer. Il commenta sur les
chanceliers allemands de ces dernières décennies, de Angela Merkel à Gerhard Schröder et Helmut Schmidt.
Par la suite, Monsieur Goerens s’est attaché à décrire la situation actuelle.
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En se faisant il s’attacha toujours à présenter le point de vue luxembourgeois. Cela aida grandement les élèves
devant représenter le Luxembourg lors du prochain MEC. Ceux représentant l’Estonie ont été moins chanceux*.
Enfin, ce fut le temps du débat et Monsieur Goerens répondit patiemment aux questions des élèves.
À la fin de la rencontre, une fois l’ensemble des points du MEC abordés, le député pu donner quelques conseils
aux journalistes en leur indiquant quel type de questions il poserait à chacun des chefs d’état et des indications
sur les points sensibles pour chaque pays.
L’École Européenne Luxembourg participe aux MEC depuis les débuts de ce projet, il y a près de 30 ans. C’était
la première fois qu’il était donné aux élèves l’opportunité de rencontrer pendant deux heures un Euro député et
nous sommes très reconnaissants à Monsieur Goerens de son temps, sa bienveillance et son humour.
For more information on the MEC: http://modeleuropeanparliament.blogspot.com/
The meeting was organised in collaboration with the European Parliament Information Office in Luxembourg.
Le Bureau d'Information de Luxembourg du Parlement Européen en collaboration avec les
six Députés européens luxembourgeois lance une campagne d'information à destination
des lycéens en classe de deuxième. Cette campagne intitulée "Mir sinn derbä." comporte
deux volets qui ont pour objectif de les sensibiliser au pouvoir qu'ils disposent : décider de
l'Europe de demain ! Ainsi, d'ici à 2014, le bureau d'Information de Luxembourg parcourra
tous les lycées du Grand-Duché.
http://www.europarl.lu/view/fr/jeunes/mirsinnderbai.html
Parlement européen / Bureau d'Information au Luxembourg
Maison de l'Europe/ 7, rue du Marché-aux-Herbes
L-2929 Luxembourg
*Contacts with Estonian Euro Deputies via emails are underway. Estonian teachers at school have also been contacted to help the Estonian
delegation to prepare. / Les Euro députés Estoniens sont contactés par courriél et les professeurs estoniens à l’école sollicités afin que la
délégation Estonie puisse se préparer.
School Musical “Bye-Bye Birdie!”
2012 is here and with it comes the school musical again, a project supported by
the APEEE’s Extra Curricular program.
“This year‟s musical is a particularly poignant one for several reasons: it is the
last one where students from Luxembourg 1 and Luxembourg 2 are together on
Kirchberg, and is also the last one to be organised by the same production team.
Poignant too because this time we will no longer have the invaluable artistic and
creative input from our recently departed and much missed colleague Patricia
Ehlers.
The new musical is called “Bye Bye Birdie” and features a cast of 60 students
with a formidable number of students helping in make-up, costumes, props,
technical wizardry and the myriad of different tasks involved in a large-scale
production such as ours.
The show is produced by Mrs Miriam Bligh and directed by Mrs Kay Phillips and
the musical direction is in the capable hands of maestro Mr Noel Morgan.
The show will be on stage every day from Wednesday 21st March to Saturday 24th inclusive.
Publicity will start appearing at the end of February just to remind you to book your tickets early.
You will be able to reserve tickets online and collect and pay for them on the night. Reservations are always
necessary for the last three performances which are generally sold out before the evening shows.
The production team looks forward to welcoming you to yet another joyous and colourful evening of singing and
dancing by our amazing multi-lingual, multi-cultural, multi-age troupe of talented students!”
Miriam Bligh
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Voici 2012 et sa Comédie Musicale, projet soutenu dans le cadre des activités périscolaires de l’APEEE. Cette
année sera particulière car ce sera la dernière fois que les élèves de Lux 1 et 2 seront réunis et encadrés par
l’équipe qui jusqu’ici animait ce projet. Cette équipe aura aussi une pensée émue pour Patricia Ehlers
récemment disparue qui avait apporté son soutien artistique indéfectible dès les premiers projets.
Cette année les élèves s’affrontent à « Bye-Bye Birdie », comédie musicale des années 60. Comme à l’habitude
de très nombreux élèves chantent, dansent mais aussi participent aux aspects techniques du montage du
spectacle, son, décors, maquillage, costumes, etc.
Les représentations auront lieu du 21 au 24 mars inclus. Les réservations peuvent se faire en ligne et le
paiement et la collecte sur place le jour de la représentation. Les réservations sont TOUJOURS nécessaires
pour les trois dernières représentations car elles font toujours salle comble. Quelques malchanceux n’ont pu
assister au spectacle l’année passée… Alors soyez prévoyants et venez admirer et partager l’enthousiasme de
l’équipe multiculturelle, polyglotte et talentueuse des élèves de l’école !
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From March 1 2012
Tickets on sale in school every day at 11.10 in room C250
or can be reserved by contacting the “booking office” at [email protected].
Ouverture du guichet de vente des billets à l’école, en salle C250 à 11h10 chaque jour
ou par le biais de [email protected].
Snow trip to Zinal
Raoul Precht visited Zinal as representative of the APEEE to meet with the
chidren and their teachers staying there for the annual ski trip. Lot’s of snow
and plenty of activity as his reports show.
Raoul Precht, représentant l’APEEE, a rendu visite à la Classe de neige à
Zinal. Foison de neige et d’activités comme le décrit son compte-rendu.
APEEE members can access them on our website / Les membres de l’APEEE
peuvent lire son rapport sur notre site internet :
http://www.apeee.lu/WorkingGroups/NurseryandPrimaryEducation/SchoolTrips
A network for gifted Children – Un réseau pour les enfants
intelectuellement précoces
What? Since the summer of 2010 a group of parents at the European Schools in Luxembourg have formed an
informal network for gifted children. Immediately a large number of children joined the network and by autumn
2011, more than 50 children are included. Why? Because sometimes gifted children and their parents need
extra support in order to meet the challenges life brings when you are highly gifted. In the network the parents
find opportunities to talk – either individually or at relaxed café meetings – and the children have the possibility to
meet new friends, that might think and learn in the same way.
En 2010 un groupe de parents de l’Ecole Européenne Luxembourg ont organisé un petit réseau pour les enfants
intellectuellement précoces. Dès le départ de nombreux enfants ont rejoint le réseau et à l’automne 2011 plus de
50 d’entre eux s’y retrouvaient. Parce que parfois les enfants et leurs parents ont besoin d’un soutien
supplémentaire pour faire face aux défis que pose la précocité, les parents peuvent, au sein du réseau, discuter
de leur situation. Les enfants quant à eux ont l’occasion de rencontrer de nouveaux amis.
If you would like more information / Pour toutes demandes d’informations
[email protected]. http://www.gceurosclux.eu/
You are welcome to talk to members before you join in / Vous pouvez discuter avec des membres du réseau avant de nous rejoindre.
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Upcoming events
Conférence « Parler pour que les enfants écoutent Ecouter pour qu’ils parlent»
Lundi 5 mars 2012. 19h
Salle E009 (secondaire)
Mérite Jeunesse.
Remise des insignes 2011 - The Award Ceremony.
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Wednesday 7 March 2012
Athénée, Luxembourg
Battle of the Bands
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Friday 9 March 2012.
Salle des fêtes, European School
First Aid Ceremony
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You will find further information on each event on our website
Vous trouverez des informations complémentaires sur ces
évènements sur notre site internet
UGDA. Music School diplomas
Sunday 12th February 2012
Kehlen
Information Transport Lux 2
Mercredi 29 février – 19h
Salle des fêtes, Lux 1.
Tuesday 13 March 2012. 17h
E009 (secondaire)
EGM – APEEE statutes
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Monday 19 March 2012. 19h
Canteen, Lux 1.
School musical "Bye-Bye Birdie!"
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Wednesday 21 -24 March
Salle des fêtes, Lux 1.
…and please note our
Annual Summer School fête
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Sat 16 June 2012
(We will soon be calling for helping hands!)
"Volunteer pedestrian crossing supervisors"
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At the APEEE Annual General Meeting on 28 November 2011 it was agreed to
launch a call for expression of interest in joining a rota of parent volunteers to
supervise pedestrian crossings in the vicinity of the school. If you think you may be
able to spend some time on this task please contact the APEEE secretariat. More
information on our website : www.apeee.lu.
Lors de la dernière Assemblée Générale de l’APEEE, le 28 novembre dernier, il a été
décidé de lancer un appel aux parents volontaires pour surveiller les passages
piétons et croisements autour de l’école. Si vous pensez pouvoir vous engager pour
cette action, merci de contacter le secrétariat de l’APEEE. Plus d’information sur :
www.apeee.lu
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Comité Action Tiers Monde – Thirld World Committee
Attribution d’aides ponctuelles
Le Comité Action Tiers Monde des Écoles Européennes de Luxembourg attribue, une fois par an, des aides
ponctuelles à des projets qui lui sont soumis. Ces projets doivent avoir un objectif humanitaire d'aide à l'enfance
en difficulté à travers le monde, ils doivent être sérieux et fiables. La date limite est le 27 avril 2012 à 16h30.
Requests for financial aid
Once a year, the Third World Committee of the European Schools of Luxembourg, grants financial support to
projects. To be considered, these projects must have a humanitarian objective, aimed at helping children in
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need. Requests for financial aid should reach the committee by April 27 2012, 16h30.
Gezielte Unterstützung einzelner Projekte
Die Dritte Welt Gruppe der Europäischen Schulen Luxemburg gewährt einmal pro Jahr einzelnen Projekten eine
finanzielle Unterstützung. Diese Projekte müssen der humanitären Hilfe für Kinder, die irgendwo auf der Welt in
Not sind, gewidmet sein. Die Anträge sollten spätestens bis Freitag, 27. April 2012,16h30 gestellt werden.
Pour les informations sur la procédure à suivre / For information on how to send an application/ Alle weiteren Informationen
http://www.euroschool.lu/3monde
***
Par ailleurs, en début d'année 2012, à l’école et dans le cadre du Comité Tiers
Monde et du Mérite Jeunesse, une nouvelle activité a été organisée. Les élèves
sont invités à créer et réaliser le nouveau nom, le nouvel habillage et le nouveau
packaging du Comité. Le but est de développer les compétences des élèves en
communication et gestion de projet. Par ce biais, ils pourront valoriser leurs talents
qui seront utiles pour leur vie professionnelle et universitaire. Déjà plus de 15 élèves
ont répondu présents. Nous espérons admirer leurs réalisations prochainement.
At the beginning of 2012 the school has organised a new activity in collaboration
with the Committee and the Mérite Jeunesse, pupils are invited to imagine and
create the new name, look and packaging of the Committee. The aim is to develop
their communication and project managing skills that will prove useful for their
future. 15 pupils are taking part in the project and we are hoping to present the
result of their work soon. (Coordinator : S.Coté)
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MOODLE at school
Cette année, une plateforme de gestion de cours en ligne, Moodle, a été
mise en place à Lux 1 et administrée bénévolement par une équipe de
professeurs. Nous faisons le point sur cette récente initiative.
This year, a Virtual Learning Environment, Moodle, has been organised
and put into place by volunteer teachers at Lux 1 school.
We present this new initiative.
Au cours de la journée pédagogique des professeurs organisée en début d’année scolaire, 30 professeurs ont
pris part à l’atelier « Moodle ». Par la suite, une petite équipe de professeurs bénévoles s’est mise en place afin
de mettre en route le projet Moodle au sein de Lux 1. Certains en avaient déjà l’expérience. Il s’agit de
développer les pratiques professionnelles en phase avec l’utilisation accrue des nouvelles technologies. 16
professeurs à ce jour organisent et développent leurs cours avec Moodle. Ce sont 65 cours qui sont en ligne et
alimentés par les professeurs mais aussi par les élèves. Ce système, ultra flexible, s’adapte aux méthodes
d’enseignement de chacun des professeurs et des matières traitées.
Qu'est-ce-qu’une plateforme de gestion de cours en ligne?
C'est un service internet qui permet de mettre à la disposition des élèves:
- tout type de documents liés aux cours : textes, images, animations, vidéos, liens, etc. qui viennent en
complément des activités en classe.
- des exercices ou des préparations aux tests, les corrections des exercices,
- des outils de communication (forums, chat, ...),
- des informations regardant l’organisation des cours (tests, sorties, devoirs).
Les avantages:
-
-
-
Moodle est accessible de n’importe où par Internet mais nécessite un mot de passe. Seuls ceux inscrits
à un cours par le professeur peuvent y accéder et contribuer au contenu (les parents peuvent utiliser le
code de leurs enfants). Actuellement, et parce que l’activité n’en est encore qu’à ses débuts, c’est le
coordinateur Moodle de l’école qui créé l’espace du cours sur demande d’un professeur. Cela permet de
garder l’unité du site.
Une fois intégrée à Moodle, l’information est disponible en permanence, les élèves, les parents, les
professeurs peuvent y retourner dès que souhaité ou nécessaire.
Les documents remis par les professeurs aux élèves sont mis en ligne, ils ne peuvent plus être
« égarés».
Une section entière peut créer une banque de données commune à l’ensemble des professeurs de cette
section pour une matière donnée. Chaque professeur peut ainsi partager ses ressources et ses
informations avec ses collègues.
La communauté pédagogique partage un espace structuré similaire, permettant les échanges et les
collaborations. Au-delà des cours, des projets pédagogiques intersections peuvent être envisagés.
Les universités utilisent de plus en plus ces systèmes pour la gestion des cours, des agendas et des
examens. La mise en place de Moodle au niveau du secondaire prépare les élèves à l’utilisation de ces
systèmes de façon progressive et leur apprend les nouvelles règles d’interactions qu’ils auront à
appliquer au niveau supérieur.
Pourquoi choisir Moodle ?
C'est la plateforme la plus utilisée dans le monde et elle est libre de droits, cet argument a permis la mise en
place du projet à l’école. Elle dispose d'une très large communauté d'utilisateurs. Très actifs ceux-ci permettent
l’évolution de l’outil et son adaptation au plus près des besoins des professeurs. Ceux qui démarrent trouvent
l’interface assez intuitive et grâce à la multitude de formations en ligne, et les échanges entre collègues, les
progrès dans l’utilisation de l’outil sont très rapides. Après avoir essuyé les plâtres et réglé les problèmes
techniques inhérents au démarrage d’un tel projet, l’équipe Moodle Lux 1 envisage de se réunir de nouveau lors
de la prochaine réunion pédagogique pour partager trouvailles et «petits trucs » afin de promouvoir de nouveau
l’outil et élargir ainsi la communauté Moodle de l’école.
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Et Lux 2 ?
Il est prévu d'avoir une plateforme pédagogique à LUX2. Le projet est en phase de préparation au niveau des
organes consultatifs de l'école où il sera décidé du système choisi et de son organisation.
***
Following this year’s pedagogical day for teachers, at the beginning of the school year, during which 30 teachers
took part, a small team of volunteer teachers took on the project of introducing Moodle into Lux1. Helped by the
experience of some and the will to develop teaching methods in line with increasing use of new technologies, 16
teachers to this day manage 65 courses online. The flexibility of the system allows content to be adapted to each
teaching method and subject matter.
What is a Virtual Learning Environment (VLE)?
It is an Internet based tool designed to enhance a student's learning experience. The principal components
include curriculum mapping (breaking curriculum into sections that can be assigned and assessed), online
support for both teacher and student, electronic communication. Users are assigned either a teacher ID or a
student ID. Both can feed curriculum content by uploading:
- documents, images, videos, etc. linked to the course, indicate Internet links to outside curriculum
resources,
- exercises, test preparation and corrections,
- information regarding lessons: excursions, homework, tests, etc.
There are many advantages in using a Virtual Learning Environment such as Moodle
-
-
It is accessible from the internet and access is secured by an ID code. As the project is still at its starting
phase, the Moodle coordinator is in charge of creating the dedicated space for each course. This allows
for the site to stay organised and coordinated promoting further collaboration between teachers and
cross section projects.
Once integrated on Moodle, the information given is accessible by all authorised members and on a
permanent basis, it is possible for pupils to go back to it as often as needed or wanted.
No more “I wasn’t there / I’ve lost the photocopy” excuse!
A group of teachers from a section can create a data bank for this section making all resources available
for all teachers.
More and more universities are using a VLE. By introducing Moodle to the secondary pupils, teachers
help them to learn the new ways of studying and interacting that are now required in many university
courses.
Why Choose Moodle?
It is the largest virtual platform in the world and is free of rights, this clinched the deal with the school. Its
extended users’ community is very active and keeps the tool up to date with the latest teaching methods and
needs. Teachers discovering the system find it intuitive enough that in case of questions, exchanges with
colleagues help fast progress. Having solved the inevitable technical problems that always arise at the beginning
of such projects, the Moodle Lux1 group is hoping to hold another workshop at the next pedagogical day to
promote the tool further and enlarge the School’s Moodle community.
VLE and Lux 2 ?
A Virtual Learning Environment is planned for Lux 2. Discussions are under way to decide which tool will be
selected.
Visitez le site web en français qui explique très bien et simplement l'utilisation et la
configuration de Moodle: http://public.iutenligne.net/informatique/Moodle/formation-moodle
Moodle.org is the community site where Moodle is made and discussed.
Moodle Coordinators Lux : [email protected]
Tell us what you think: [email protected]
11
Developing interactive tasks
For example, an English teacher organises a
collective glossary. Pupils can add entries in the
classroom or from home. These are then
discussed in class, put in perspective with the
studied text.
Moodle Lux 1 - 2011/2012
At present 16 teachers manage
65 courses using Moodle.
Moodle volunteer coordinators
linked with school’s ICT team.
Développement d’activités interactives
Par exemple : le professeur d’anglais organise
un glossaire collectif. Les élèves peuvent y faire
des entrées, à la maison ou pendant le cours.
Les entrées sont ensuite commentées en cours
et mises en perspective avec le texte étudié.
16 professeurs pour 65 cours en ligne.
Une équipe de coordinateurs bénévoles
en lien avec avec les services informatiques de l’école.
Free platform /
Plateforme libre de droit
Managed by school staff /
Gérée par les professeurs
MOODLE
Controlled access via the internet /
Accès par internet en mode protégé
Developing / Évolutive
Interactive
Preparing, training for
and correcting tests online
Creating and managing lessons
Managing resources
For example, a Maths teacher uploads extra
exercises for pupils to practice for their tests.
Corrections are also provided so pupils and
parents can see answers and follow the
method. Corrections to tests are also uploaded.
Uploading course contents:
Reference texts, slide presentations, images, maps,
exercises, videos, podcasts. Indicating links to
referenced websites.
Pupils are encouraged to find or create relevant material
to upload for the class.
Préparation et correction des tests
Par example, le professeur de Mathématiques
met en ligne des exercices pour que les élèves
puissent réviser en vue des tests. Les
corrections sont aussi disponibles de façon à
ce qu’élèves et parents puissent suivre le
raisonnement.
Mise en ligne de documents, présentations, images,
cartes, vidéos, podcasts.
Liens avec des sites de référence.
Les élèves sont encouragés à créer ou trouver des
contenus pour les cours.
We would like to make this article available in other languages so that as many parents as possible can read about Moodle.
If you can help us with translation, please contact us, we will put results online on our website.
De façon à ce que le plus grand nombre de parents puisse découvrir Moodle nous aimerions proposer cet article dans plusieurs
langues. Si vous pouvez nous aider à traduire cet article merci de nous contacter.
12
The Autobiography of Intercultural Encounters
The Council of Europe has produced a thought-provoking educational activity that is not just for teachers
« La société luxembourgeoise se distingue avant tout par son caractère multiculturel. La
population du Grand-Duché est composée de plus de 40% de ressortissants étrangers.
65% dans sa capitale. En tout, on compte aujourd’hui plus de 150 nationalités différentes
au Luxembourg ».
This is what we read on the Grand Duchy’s website. Living and working here we all have
this incredible feeling we live in a permanent multicultural experience. No doubt we discuss
this with our families and friends back home. At the European School, children can meet,
work, play with children from all over Europe. But how might children reflect and build
upon these encounters to forge intercultural skills? How can adults help them transform an
everyday, at the risk of becoming banal, experience into a competence?
It is often said language skills are the gate to all intercultural exchanges, well, yes certainly, and we see pupils
acquiring a second, third or even fourth language very soon after they arrive at the school (making adults feel a
little… slow !). However, language skills are not the only skills needed to be intercuturally competent, aware, and
at ease with meeting others from different cultural backgrounds.
The Council of Europe’s Autobiography of Intercultural Encounters is designed to encourage personal
reflection about any intercultural encounter that has made an impression or had a lasting effect. An
intercultural encounter can be an experience between people from different countries or it can be an
experience between individuals from other cultural backgrounds in the same country, for example, from other
regional, linguistic, ethnic or religious backgrounds.
Users of the Autobiography develop understanding and competences for the future by reflecting critically on their
experiences. They select and explain specific intercultural encounters which they have been part of, analyse
their experience individually, and identify different aspects of their current intercultural competences as a
stimulus to developing their competences further. Sensitivity is an important element in attempting to understand
another’s way of life. However, part of the reflective process is to relate new understanding to one’s own values
and beliefs.
The Autobiography is for everyone not just educators; it can be used across the curriculum in schools or any
other educational context contributing to lifelong learning. It can also be used outside formal educational
contexts as a self-evaluation and development activity, at home for example. For children of any age, the tool is
particularly interesting after a holiday or a school trip, particularly if staying in a host family where there are
children of a similar age. Working on how the experience might be different from home allows children to better
adapt and understand the differences they might encounter. For older pupils, this tool can be useful when
preparing for a vocational training placement or study abroad.
There are two versions of the autobiography:
- a version for younger learners, up to around age 11, including those who are not yet able to read and write.
- a standard version suitable for children in secondary school and beyond.
Despite its appearance, the Autobiography is NOT a questionnaire; the relevance of the questions depend on
the type of event analysed and can be used privately almost as a log book or part of a diary. It is a tool designed
to follow individuals in their progress towards acquiring stronger intercultural competences all through their lives.
The Autobiography is accompanied by a range of supporting materials,
all of which may be downloaded, saved to your computer and used freely:
http://www.coe.int/t/DG4/AUTOBIOGRAPHY/AutobiographyTool_en.asp
The Autobiography of Intercultural Encounters is a response to the recommendations of the Council of Europe’s
White Paper on Intercultural Dialogue “Living together as equals in dignity” (http://www.coe.int/dialogue) and
more specifically to “Learning and teaching intercultural competences”: “Complementary tools should be
developed to encourage students to exercise independent critical faculties including to reflect critically on their
own responses and attitudes to experiences of other cultures.” The Autobiography of Intercultural Encounters is
available in French and English, the two official languages of the Council of Europe. Translations formally
approved by the relevant authorities in the member states may be made available on-line at the Council of Europe’s Language Policy
Division website. For further information, please contact [email protected] .
13
L'Autobiographie de rencontres interculturelles
Le Conseil de l’Europe propose un outil éducatif qui n’est pas réservé qu’aux enseignants.
« La société luxembourgeoise se distingue avant tout par son caractère multiculturel. La
population du Grand-Duché est composée de plus de 40% de ressortissants étrangers.
65% dans sa capitale. En tout, on compte aujourd’hui plus de 150 nationalités différentes
au Luxembourg ».
Voici ce que nous pouvons lire sur le site internet du Grand-Duché. Travaillant et vivant
ici nous avons tous cette sensation incroyable de vivre une expérience multiculturelle permanente. Nous avons
sans doute évoqué cette particularité avec nos familles et amis. À l’Ecole Européenne les enfants rencontrent,
travaillent, jouent avec des enfants des tous les pays de l’Union. Mais comment utilisent-ils ces rencontres pour
se forger une réelle compétence interculturelle? Comment nous, adultes, pouvons-nous les aider à utiliser leur
quotidien, quasi banal, pour se construire des éléments de savoir-faire, de savoir-être?
Il est souvent dit que c’est l’acquisition d’une langue qui ouvre les voies de l’échange interculturel. Certainement
et nous voyons des élèves arriver qui apprennent une deuxième, troisième, voire une quatrième langue très
rapidement (en comparaison les adultes se sentent parfois un peu lents !). Cependant, apprendre une langue
n’est pas le seul élément nécessaire pour être interculturellement compétent, à l’aise dans la rencontre avec
autrui.
L’Autobiographie de rencontres interculturelles est un outil conçu par le Conseil de l’Europe pour encourager les
utilisateurs à la réflexion sur les rencontres interculturelles qui les ont frappés ou durablement marqués et à en
tirer des enseignements. Une rencontre interculturelle peut prendre la forme d’une expérience partagée par
des personnes de pays distincts ou par des individus du même pays mais d’origines culturelles différentes,
qu’elles soient régionales, linguistiques, ethniques ou religieuses.
Les utilisateurs de l’autobiographie de rencontre interculturelle sont amenés à porter un regard critique sur leur
expérience et en cela améliorer la compréhension et les compétences qui leur seront utiles ultérieurement. Ils
choisissent et décrivent certaines de leurs rencontres interculturelles, analysent individuellement leur expérience
et identifient divers éléments de leurs compétences interculturelles actuelles, une démarche qui les encourage à
développer davantage ces compétences.
L’Autobiographie est destinée à tout le monde: elle peut être utilisée à l’école ou dans tout contexte éducatif
contribuant à l’apprentissage tout au long de la vie. C’est également un outil d’auto-évaluation et de
développement personnel qui peut être utilisé en dehors de tout contexte éducatif formel. Pour les enfants,
quelque soient leurs âges, l’outil est particulièrement intéressant à la suite de vacances, ou d’un voyage avec
l’école où ils seront hébergés en famille et où ils rencontrent des enfants du même âge qu’eux. En analysant ce
qui est différent pour lui l’enfant s’adapte mieux mais aussi apprend à gérer ces différences. Pour les élèves plus
âgés, l’outil peut être particulièrement utile lors de la préparation à un stage ou à la vie universitaire à l’étranger.
Il y a deux versions de l’autobiographie:
- une version pour les apprenants les plus jeunes, jusqu’à l’âge de 11 ans environ, y compris ceux qui ne savent
encore ni lire ni écrire;
- une version standard pour les autres utilisateurs, scolarisés ou non.
Malgré son apparence, l’autobiographie n’est PAS un questionnaire; la pertinence des questions dépend du type
d’expérience analysée. Elle peut être utilisée comme élément d’un journal de bord personnel par exemple. Cet
outil est destiné à accompagner les enfants dans leurs progrés et permet de consolider l’acquisition de
compétences interculturelles tout au long de la vie.
L’Autobiographie s’accompagne de divers documents d’appui que vous pouvez télécharger,
sauvegarder dans votre ordinateur et utiliser librement.
http://www.coe.int/t/dg4/autobiography/technical_information_FR.asp?
L’Autobiographie de rencontres interculturelles (ARI) a été conçue pour donner suite aux recommandations du
Livre blanc du Conseil de l'Europe sur le dialogue interculturel « Vivre ensemble dans l’égale dignité »
(www.coe.int/dialogue), en particulier : « Des outils complémentaires devraient être développés afin d’encourager
les élèves à exercer un jugement critique et autonome y compris à porter un regard critique sur leurs propres
réactions et attitudes face à d’autres cultures. »
L’Autobiographie de rencontres interculturelles est disponible dans les deux langues officielles du Conseil de
l'Europe, le français et l’anglais. Des traductions officiellement approuvées par les autorités compétentes des
Etats membres peuvent être mises en ligne sur le site de la Division des politiques linguistiques du Conseil de l'Europe. Pour de plus amples
informations, veuillez contacter [email protected].
14
AGM Minutes
28 November 2011 at 19:00
Salle des Fêtes at the European School
Attendees:
(a) Management Committee (MC)
Present: Ian Dennis (ID), Monique Loos (ML), Michele Retter (MR), Maria-Elza Papasideri (MP), Jenny Janietz
(JJ), Raoul Precht (RP), Luca Martinelli (LM), Fabienne Berthelot-Ertl (FB), Margarita Gonzalez (MG), Marjo
Kasanko (MK), Petia Manolova (PM), Barbara Zaleska (BZ), Maria Härdin Howat (MH), Siemon Smid (SS),
Mateja Prajs (MPr), Johannes Madsen (JM, responsible for minutes).
Excused: Roberto Stabile (RS), Rhonda Wilkinson (RW), Reza Razzavi (RR), Isabel Leite (IL), Birgitte Holst
(BH)
(b) Secretariat: Tania Dennis-Soto, Fiona Goodwyn
(c) Members: 73 present (including members of the MC and members present via proxy).
(d) Auditor: Mr Romain Zimmer (RZ)
(e) School representatives: Mrs Vassilacou (Luxembourg 1 Director), Mr De Tournemire (Luxembourg 2 Director).
(f) Guest speakers: Ms Weycker (Luxembourg Ministry of Sustainable Development and Infrastructure), Mr Kies
(Luxembourg Ministry of Sustainable Development and Infrastructure) and Mr Blommaerts (President of the School Transport
Association).
The meeting started at 19:15.
Summary of discussions and actions decided:
Please note that while paragraph numbers below refer to points in the agenda, they were not discussed in the
same chronological order at the meeting:
1. ID reminded the members that there could be no simultaneous interpretation this year. It was agreed
to conduct the meeting in English, with translation provided by speakers themselves or other participants when
needed.
2. No points were added under ‘Any other business’ and the agenda was approved (see Annex I). ID
drew the members’ attention to the documents made available at the entrance, including the Ad Parentes (No
3/2011-12) with the activity and financial reports.
3. The minutes of the last AGM on 11 February 2011 were approved.
4. Ms Breton, Ms Gaudissart, Mr Courtel were elected as tellers.
5. ID invited the members to comment on the detailed activity reports of the Association presented on
pages 18-64 of the special edition of Ad Parentes which was circulated to members before the meeting. There
were no comments or questions.
5. ID then presented the financial report on pages 13-17 of Ad Parentes, noting the additional effort
which had been made to provide explanations in the form of Notes to the Accounts, and a Statement of
Accounting Policies. He invited members to comment. The following questions/queries and answers were
exchanged (in summarised form):
Member question/query (Q.)1: A lot of money has been donated to musical instruments this year (Note #6 to the
accounts: EUR 9,679 + EUR 15,000 = EUR 24,679) and in the past. Still, I have never heard from my children
that they had access to instruments. Should they not have that? ID: Yes. In fact there is a detailed syllabus for
music in both primary and secondary cycles, and the instruments are purchased on advice of the music teachers
and should be being used in the music classes. Some of the purchases represent expenditure items such as
pianos and tympani which would not otherwise be purchased, and are considered to enrich the opportunities for
pupils.
15
Q.2: The financial situation has changed dramatically with the inclusion of the extracurricular activities as part of
the APEEE’s activities. As it now appears as if the APEEE is a commercial enterprise would the European
Commission not consider withdrawing its support through the CAS? Are the expenses for material costs not
spread over several years? ID: There are a number of issues here. First and foremost, whilst the APEEE actively
seeks to conduct its operations efficiently and economically, the APEEE is certainly not a commercial
organisation. It does not set out to make a profit. Sound financial management requires the APEEE to set fees
and contributions at a level to ensure operations break even, and to make prudent provision for foreseeable
costs. Last year, it happened that we got more in than we had budgeted for from the extracurricular activities
programme, and spent slightly less. The reserves are not excessive: we have a lot of commitments, including
obligations under Luxembourgish employment law towards secretariat staff and the extra-curricular trainers.
I sincerely hope that the CAS will not withdraw its support. If it did so, it is sure that the APEEE would not be able
to continue in its current form. If anything, with the coming division of the school, there is a need for additional
financial support. Concerning material costs, information is provided in the Statement of Accounting Policies: few
payments made during the year are fixed assets but are more often consumables that are used in the course of
the year. Items which are donated to the school are not capitalised in the APEEE accounts.
Q.3: Would it not be better if the extra-curricular and the other APEEE revenues and expenditure were kept
separate in the accounts? Why and for what do we keep the big reserve? It would be good to have a clearer
picture of what the funds will be used for. ID: In fact we do not have a lot of money - we need to build up a
reserve to meet future commitments to employees and to face up to the challenges posed by the relocation of
Lux.2 to buildings in Mamer. This point is confirmed by our external auditor. Whilst many costs are incurred
centrally in the secretariat, as you will see on page 66 it will be made more clear in future what the breakdown
will be between extra-curricular and other activities.
Q.4: Why are the purchases of materials such as the musical instruments not covered by the schools’ own
budgets? ID: We are not replacing the school's budget. Instead we seek to supplement that budget by buying
things that the school would otherwise not buy. It is done to further improve the quality of the children's
experience at school.
Q.5: Is the APEEE increased budget for donations to the school in fact not linked to the school’s budget cuts?
ID: I would not say so as we simply do not have the resources to compensate for budget cuts. Whilst economic
conditions are difficult at present, the school budget is supposed to be set on a long term perspective in order to
satisfy the obligations under the curriculum.
Q.6: Are the bank fees not rather high, some 7%? ID: For inscriptions by credit card the fee is charged on the
total revenue at a standard rate around 3.5%.
Q.7: What will be the costs for administering the extra-curricular activities? ID: The 2011-12 budget is
summarised on page 66 of Ad Parentes.
Q.8: There are many additional costs associated with the extra-curricular activities such as books. This ought to
be mentioned included in the course description. ID: A distinction should be made between standard
extracurricular activity courses, the private music lessons and the UGDA course.
- For the standard courses (sport, dance, art, language, etc), the prices are meant to be inclusive and any
additional expenditure is at the discretion of the participants (children are assumed to have basic equipment
already for normal school purposes).
- For the UGDA theory course, this is run by the same organisation which provides courses to pupils in the
national education system, in exactly the same way. UGDA occasionally ask children to buy standard texts.
- For the musical instrument courses, each enrolment is an individual one. The children are training on different
instruments, at different ability levels, in different languages, and their tastes and preferences also differ. Some
follow international examinations, others not. It is difficult to charge an average price. However, the point is taken
that additional costs might be required, and this will be highlighted in the course description in future.
Q.9: Concerning the purchase of calculators, why is there a difference between the amounts received and the
amounts paid for the calculators? (Note B#3 to the accounts page 16) ID: The amount asked from parents
includes a small charge to cover administrative expenses, in particular the credit card fee (3.5%) and a EUR 2
contribution towards the secretariat costs.
Q.10: Thank you for a great service in organising the group purchase of the calculators. Why do there seem to
be different versions and does that mean that older versions can no longer be used? ID: There should be no
significant distinction between the different language versions beyond the fact that a manual is provided in
16
different languages. As I understand it, all the machines can be programmed into language version of choice. On
the other hand, it is clear that Texas Instruments are a commercial company and bring out a new model each
year. Current software version is 3.0.. Ms Vassilacou: While there is a new model of the calculator the teachers
know how to use all models. Training is indeed provided to the teachers to ensure this. In fact there will probably
also be another version next year, which should also not cause a problem.
Statement from the external auditor (RZ): Concerning the comments about the Association’s reserves: The
Association need to have cash in its accounts. At peak times it has 20+ staff on its payroll. While it is indeed a
non-profit organisation it needs to create a considerable reserve in order to be able to meet its commitments,
e.g. to staff. Break even is in fact not an option. The current financial position it is a proper one.
The members unanimously approved the accounts for the financial year ending 31 August 2011.
6. ID invited the members to comment on the APEEE’s priorities for the coming year as presented on
page 65 and the budget presented on page 66, and to take note of the planned working groups for the coming
year on pages 67-68. There were no comments or questions.
7(a). Modification of the Statutes
ID introduced RP and explained the background for the work to prepare new statues and for the discussion
paper and the need to establish a roadmap towards reaching a possible decision. RP explained that the APEEE
needs a new structure when the school split will be realised. The basic choice is between maintaining a single
overall or two entirely separate APEEE structures. In accordance with the local law regulating the governance of
non-profit organisations the Association has to have an extraordinary General Meeting to adopt new statutes as
alternatively two thirds of the members should approve the changes. The extraordinary General Meeting will be
held next Spring (provisional date: 19 March 2012). A lot of work has already been done. The MC’s working
group of the new statutes have convened and discussed the matter on several occasions and has agreed that
several models should be presented to the extraordinary General Meeting to consider. Comments on the
discussion paper and a 6-column analysis (which will be circulated later) are welcomed, preferably by the end of
January. RP requested ID to formally establish that quorum (two thirds of members or 809) cannot be
established at this AGM. ID: Documentation will be made available on the APEEE website before the
extraordinary General Meeting. Please take part in the consultation. The topic is dry but important!
Q.11: What solution did they chose in Brussels? RP: Entirely separate APEEEs but work in extremely close
collaboration, with regular meetings and a common committee. MP: Situation is however different as there will
be even more overlapping and common issues to tackle for the Luxembourg schools compared to the Brussels
schools. Both the completely separated and a common overall structure will have their strengths and
weaknesses.
Q.12 How will the extra-curricular activities and course options be managed with the split? ID: This is indeed one
of the key things that need to be considered. This will be partly discussed under the next agenda item.
ID asked the members to raise their voting slips and the tellers to count the members present in order to formally
establish that the quorum required for a change of statutes could not be established. 73 members were present
(736 short of quorum).
7(b). Attribution of pupils, staff, resources
ID welcomed and introduced the guest speakers and the topics. Mrs Vassilacou explained the procedure for
handling the requests for transferring pupils between the two schools, emphasising that each individual case is
duly considered. Parents will shortly receive a letter announcing the formal decision. Concerning the criteria
used are: Siblings will go to the same school. Not in all cases could the geographical criteria be respected
(proximity of the school for pupils belonging to vehicular language sections) as some consideration also had to
be given to the balance of the number of pupils in each class. In the primary school 26 transfers requested have
not been granted. In the secondary school 22 transfers requested were not granted. Overall 78 transfer requests
were granted. The existing enrolment policy clearly set out criteria.
MAT
PRI
SEC
TOT
ASK
9
57
61
127
yesL1+L2
8
29+2
34+5
71+7
NO
1
26
22
49
- Mrs Vassilacou explained that Teachers have been assigned according to the needs of the schools. Some
Chargés de Cours (CdC) have not yet been assigned. The aim is to ensure that both school will have good
teachers.
17
- Concerning materials, some 5,600 books belonging to the sections that will move to Mamer/Bertrange will be
moved with them. For other materials the staff has been asked to complete an inventory by 10 December.
Concerning the musical equipment, the inventory is particularly important as so many things have been donated
by parents. No laboratory equipment will be split as it is simply too old.
- Concerning the subject options, Latin will be taught in only one of the schools: A navette service will ensure
that pupils will be transported to the classes at the other school. Mrs Vassilacou explained the complexities and
the limitations imposed by time of timetabling and why completely harmonised timetables between the two
schools would not be possible.
Q.13: Concerning the library: How will be the English, French and German books be split between the two
schools? Mrs Vassilacou: I have not received a reply from the librarian yet. A good budget for books will be
needed for the school in Mamer/Bertrange.
Q.14: What will you do for the two students that want to continue with Dutch? If in 6th cycle they will continue.
6th and 7th cycle are treated as one cycle and the school is obliged to offer this.
Q.15: Will the new school not get the best material? Mr De Tournemire: We have foreseen a special budget for
English, French and German books and they have been purchased. Mr Schiltz prepared this many years ago,
also for the secondary school cycle as well as for computers and laboratories. Students will not have the
impression of going to a less privileged school.
LM: It will take time to build a library. I am not entirely satisfied with the reply from the Directors. An inter-school
loan system would be useful. Certain services could be shared. Another important area that could be kept
common between the two schools: the extracurricular activities. An agreement between the APEEE and the
school on shared space between the schools. Synergies should be explored.
ID: In fact, the two schools' management is obliged to ensure proper cooperating in their own interest for a
smooth transition and healthy future, and we all are committed to working in the best interest of the pupils. I am
optimistic that good relations and structures can be put in place to ensure this and APEEE will do its utmost in
this regard. Mr De Tournemire: We have already bought many English, French and German books. Mrs
Vasillacou: Catalogues being prepared. We are interested in helping each other. Teachers currently preparing
needs descriptions. No problem with cooperation.
Q.16: Will the options offered be more limited in Luxembourg 2? Mrs Vassilacou: The basic offers on the two
schools will be the same. However, it will be the number of pupils signing up for courses that eventually
determines if the course will be established, e.g. economics in German may disappear. Yet, it may still be
offered in e.g. English or French.
[Secretary's note: under the rules adopted by the BoG in April 2011, 7 pupils are now needed to run a course in
years 1-5, and 5 pupils in years 6+7, although some special rules apply for 'Other National Languages'.
Information evenings will be organised in Spring 2012.]
Q.17: Will there be new school fees? Ms Vassilacou: Category III will be the same price for both schools. Also,
Category II should be the same. Mr De Tournemire drew attention to the fact that the construction of the school
is paid for by the Luxembourg authorities, which represents a huge saving for the European School system.
7(c). Mobility plan for Mamer
ID introduced the representatives from the Luxembourg ministry responsible for developing transport solution
and presented a screen summarising target expectations (Summer 2011):
200 Local walk/bicycle
500 Car (all nursery/crèche – goal is to minimise this figure for other ages)
500 Train (only suitable for secondary)
500 Public bus (no supervision)
1000 Private bus
2700
Ms Weycker thanked the schools, ATSEE and APEE for effective cooperation and presented latest plans. The
number of pupils going to Luxembourg 2 in Mamer/Bertrange from different parts of the country was now laid
down. The concentration of pupils in the areas surrounding the school was shown.
- Members were informed that two security staff and video surveillance will be provided at the train station. The
timetable of some trains will be adjusted to suit the school hours.
- As a supplementary offer navettes from EU institutions will be established. Also, assembly points for navettes
that will go to and from Glacis will be established. - An extra bus-line, Steisel - Walferdange - Kostal towards
Luxembourg 2 with arrival time 8:35, will be established.
18
- Kiss & Rides and more bicycle tracks will be established.
ID: A lot of progress has been made although a lot still remains to be resolved and it will be important to continue
discussions to ensure solution is in place in time.
Mr De Tournemire: Thank you. Good proposal from the Luxembourg authorities.
Mr Blommaerts: Thank you. ATSEE want to underline we want the greatest possible flexibility. Together with the
schools management and the authorities have discussed and aimed to ensure that the safety has the highest
priority. There will be no change for the parents working on Kirchberg. We would like to encourage that all the
public transportation options are being used.
Q.18: Concerning trains: How will transition at the main train station in Luxembourg City be organised? Will new
lines be established? Will personnel be present at the central station to supervise train shifts? Ms Weycker:
There will be video surveillance and the usual presence of personnel on the station but no personnel to
specifically monitor pupils to the European School.
[Secretary's note: APEEE will not recommend use of the train by pupils below secondary level.]
Q.19: Pupils will inevitably seek to walk to Belle Etoile and pavements should be extended to allow safe, direct
access. How will the safety of the transport shift at Belle Etoile be ensured? Mr Kies: Buses arriving at Belle
Etoile from Luxembourg centre could extend to the school, but only once road development works are
completed. It is foreseen that pavements and cycle paths in the vicinity of the school will be improved.
Q.20. The buses on the existing buslines are already full? How can it be avoided that buses will be are delayed?
The options from the east do not seem to be sufficient. Mr Kies: We hope to improve services. The jumbokaart
will be valid for all public means of transportation. Mr Blommarts: Some practical aspects are still to be decided.
We are still trying to determine what are your needs and wants. The train is probably not the best option for the
small children.
Q.21: Will it be possible to establish a train stop at Gasperich? Ms Weycker: While it is under consideration it will
not be established for another 5-6 years.
Q.22: Maybe parents could escort children on the train to Mamer? How could their transport on to place of work
in Luxembourg be accommodated? Mr Kies: Meetings will be held with the Institutions to address the issue of
connections back to Kirchberg.
Q.23: Children could come from local area: Could a pedestrian tunnel under the train track be established? Ms
Weycker: The expansion of existing tunnel is not foreseen in the near future.
RP: Important to remember that the school is not a “lycee” but a school with many small children: The train
platform does not appear to have the capacity to safely accommodate the large number of children. 1,500
children is not the same as 1,500 adults. What has been or will be done about the platform. Ms Weycker: The
platform has been constructed according to norms used by CFL. It is not expected that more than 300 pupils will
be on it at the same time. We will wait to see actual use before investing in additional shelters.
MP: We cannot leave it to a third party public transportation body to provide surveillance of small children. It is
our own responsibility. There is pressure from staff associations (of commission) to establish CPE in Mamer.
Mr Kies: cannot provide transport from the local neighborhoods of Luxembourg. This is provided by the city of
Luxembourg in cooperation with ATSEE. EdT: There has been meeting with local authorities of Lux. Ministry of
Transport and EdT. We have the same goal as you as we want as many as possible to use public transport.
Safety is of utmost importance and a common goal.
Q.24: The solution offered in the city is not clear at all. The train option does not work for small children. The
private bus network will not run to Mamer. This means that Luxembourg 1 and Luxembourg 2 are indeed not
treated equal when it comes to transport facilities.
Q.25: There will be too little time to pick up and take children to school. ID: Different solutions will be needed for
different children. Clearly parents of younger children cannot be in two places at once, ie. arriving at work and
delivering children to school. We cannot expect public solution to meet all needs. Something more directly
tailored to the needs of small children is still needed. Mr De Tournemire: The idea with the supervised navette is
indeed to ensure that parents can keep travel pattern and safely bring their children to school, via Kirchberg. ID
thanked Mr De Tournemire for adding this information about surveillance on the navette, which is very important.
Finally, in response to a separate question from a member, ID drew attention to the bad safety situation on
Boulevard Adenauer. He stated that over time many requests had been made to improve safety there but with
only partial success. ML added that responsibility for this situation was also on parents as traffic rules were not
respected, which seemed to be ignored by the police. MP: We are reiterating this to the police regularly, but
19
have so far not managed to get them to react. ID: We do however get some results. ML: We need more parents
to volunteer. A call-for-expression-of-interest will be launched to see if there is support to establish a rota of
parent volunteers.
Meeting ended at 22:10.
Johannes Madsen
5 December 2011
Extraordinary General Meeting
An Extraordinary General Meeting of the APEEE will be held on
th
19 March - 7 pm - Canteen Refectory Lux 1.
The meeting will be devoted to the
modification of the statutes regarding the future organisation of the APEEE
L’Assemblée Générale Extrordinaire de l’APEEE se tiendra le
19 mars - 19h - Réfectoire, Lux 1
Elle sera consacrée à la
modification des statuts concernant la future organisation de l'APEEE
Open to members of the Association / Elle est ouverte aux adhérents.
Please see our website for more information
Plus d’information sur notre site internet
We decided to hold an Extraordinary General Assembly on 19th March concerning a change of statutes of our Association, as
the current statutes have to be modified following the opening of the Luxembourg 2 school in Bertrange-Mamer. The current
statutes include some transitory rules (art. 18), decided in a previous General Assembly, which made room for the
representation of Luxembourg 2 parents once this school had been officially opened, and now we'll have to replace those
rules with something more "permanent".
We'll also have to make a fundamental choice between two models, a single association covering both schools, or two
separate associations, one for each school, which could then have some more or less tight links which we we'll have to
imagine and discuss in the same context. Following this choice, we'll have to adapt our statutes as well.
Nous avons décidé de tenir une Assemblée Générale Extraordinaire le 19 mars prochain, concernant un changement des
statuts de notre Association, parce que les statuts actuels devront être modifiés suite à l'ouverture de l'école de Luxembourg
2 à Bertrange-Mamer. En fait, les statuts actuels inclus des dispositions transitoires (art. 18), qui avaient été décidées par
une précédente Assemblée Générale pour permettre la représentation des parents de l'école de Luxembourg 2 lorsque celleci a été ouverte formellement, et maintenant nous devons les remplacer par quelque chose de plus "permanent".
Nous devrons faire aussi un choix fondamental entre deux modèles, celui d'une seule association qui couvrirait les deux
écoles ou bien celui de deux associations séparées, une pour chaque école, entre lesquelles on pourra par la suite imaginer
des liens qui sont, eux aussi, à discuter et définir. Sur la base de ce choix nous devrons alors modifier également nos statuts.
20
School Transport Solutions
Whilst it is difficult to
argue that the daily
commute is as difficult
here in Luxembourg as
it is in other capital
cities around Europe, as
parents we all know
that getting our children to school safely and on time can sometimes be a challenge. In Luxembourg, as elsewhere,
increasing freight and passenger transport over time is creating pollution and congestion risks. Policy at European level (see
website http://ec.europa.eu/transport/index_en.htm) promotes transport and mobility solutions which are sustainable, energyefficient and environment-friendly. Some parents may have no realistic alternative to driving their children to school.
However, in the prevailing context, it is worth taking a few moments to review the various transport alternatives for the
European Schools in Luxembourg. As part of the preparations for the 29th February 2012 information evening which will
discuss the specific mobility plan for the eventual new school in Mamer/Bertrange, this article aims to highlight some of the
issues involved. It includes the following sections:
1.
2.
3.
4.
5.
6.
Looking back, forging ahead (user requirements 2007, APEEE survey 2011, first draft mobility plan)
Walking and cycling to school
Mass transit passenger transport solutions in Luxembourg
ATSEE history and current structure
Choosing bus routes and stops
Financing arrangements
1. LOOKING BACK, FORGING AHEAD
Transport issues relating to the eventual new school in Mamer/Bertrange have been being discussed for some time. The
APEEE raised concerns since 2001, once the Board of Governors proposals for the structure and location of the new school
were first made public. Some subsequent milestones in the process have included:
•
Press conference 2007 presents budget envelope adopted by Luxembourg authorities and architectural plans.
•
APEEE transport principles and user requirements, 2007.
•
Construction of new school begins, 2008.
•
School provides anonymised data on residence, Spring 2011.
•
APEEE mobility survey, Spring 2011.
•
APEEE/ATSEE/School first draft mobility plan, June 2011.
•
Detailed presentation by Luxembourg authorities at APEEE AGM, November 2011.
•
School presentation at CALUX meeting, December 2011.
•
Strategic review at Luxembourg II school administrative board meeting, 13 February 2012.
•
Next step: Information evening, 29 February 2012
In 2006 the Luxembourg government foresaw EUR 19.500.000 for transport arrangements relating to the Lux.II school (out
of a total budget of EUR 237.000.000). This includes the construction costs of the bypass tunnel and flyover which are
intended to facilitate road transport access to the new site. The completion date of these projects is not currently known with
certainty.
The survey in Spring 2011 compiled important information about travel patterns to school, reasons for travel choices,
barriers and potential opportunities for change. A summary of the survey results can be found on the APEEE website.
Together with the analysis of residence patterns, this provided important input to the first draft mobility plan for the new
school (June 2011). On the basis of the first draft, discussions have been taking place with the Luxembourg authorities. The
big issue which now remains to be solved concerns the financing of the complementary private bus service. Definitive
arrangements can only be made once the school actually opens.
FIRST DRAFT MOBILITY PLAN SUGGESTION (JUNE 2011) UPDATED FOR SUBSEQUENT DISCUSSIONS
The following table is an update of the one agreed by the school management, APEEE and ATSEE in June 2011. It has been
prepared by APEEE in an attempt to reflect subsequent discussions, but has not yet been discussed with other partners.
It is recognised that following opening of the school, pupil numbers will subsequently grow until full capacity is reached. It
will be important that passenger transport times reflect not only school start and end times, but also periscolaire and CPE
timings.
21
Method
No.
Walk, bicycle
200
7.5%
Private car (ie. all nursery children + crèche)
500
18.5%
Train CFL (secondary pupils, but only if safety and frequency improve)
500
18.5%
Public bus AVL + RGTR (some extra stops, some new lines)
500
18.5%
MDDI school buses and navettes (will require adult supervision)
800
29.5%
ATSEE buses (ie. existing lines from West + c.5 new lines)
TOTAL
200
7.5%
2 700
100.0%
REMINDER OF THE PRINCIPLES AND USER REQUIREMENTS (2007 TEXT)
Clear responsibility
• Luxembourg government has the overall responsibility for the transport to and from the new school Luxembourg II, including the
organisation of a dedicated collective transport service (school service only).
Precedence of education on transport
• Transport arrangements and timetables have to be set on the basis of the school educational needs and opening hours, not vice versa.
Comprehensiveness
• Transport arrangements have to cater adequately for all children attributed to Luxembourg II in all residential locations and EU institutions
locations.
Safety
• Routes to school must be direct without changing connections.
• Adult supervisors must be present at the school point of arrival/departure.
• Adult supervisors must be present on all buses and trains transporting pupils below age of 13 years.
• Transport equipment and staff (drivers, supervisors) must be compliant with security standards (e.g. seat belts, two-way communications
systems, training and preparedness plans for emergency situations).
• The train stop at the school must be upgraded into a train station, with on site adult supervision during school transport hours. Safety
barriers must be installed on train station platform.
• Dedicated walking and cycling paths (physically separated from the roads) should be built to connect the school with the neighbouring
towns.
• Road traffic rules as for Luxembourg school establishments should be applied (signals, speed limits, bumpers), and regularly controlled
and enforced by police.
Parental care for children 0-7 years old
• Parents must be admitted to accompany their children, if they so wish, on all buses and trains transporting pupils below the age of 8 years
(no additional costs).
• Parents must be allowed to accompany and collect pupils attending the nursery school at the entrance of the classroom.
Time-efficiency, quality of life
• Children must not spend more that 45 minutes per day in school transport (one way: 22-23 minutes), as required by Luxembourg
legislation for schools serving more municipalities (Règlement ministériel du 23 avril 1990 établissant les directives en matière de
constructions scolaire, art. 21 "Ecoles regionales", http://www.legilux.public.lu/leg/a/archives/1990/0024/a024.pdf#page=2)
• Transport equipment and staff (drivers, monitors) should be compliant with adequate comfort and behaviour standards to make the travel
to and from school a valuable daily social experience.
• Adequate car parking facilities for parents and kiss-and-fly zones must be provided at the school.
• Flexibility for parents and freedom to choose the most appropriate transport mode should be safeguarded.
Cost-neutrality
• Luxembourg II parents must not pay more than what they pay today for school transport.
• Luxembourg II parents must not pay more than Luxembourg I parents living in the same town.
• Luxembourg authorities should apply the same pricing principles as for Luxembourg schools.
• The "carte bleue" should be offered for free to all Luxembourg II pupils, including nursery and primary (in this case covering also
accompanying parents);
• The "Jumbocard" should be extended to cover transport to and from the new school.
Sustainability (cost and energy efficiency)
• The overall cost (financial, energy and environmental impact) of the transport system for the Luxembourg II school will be regularly
evaluated.
• The cost of this transport solutions on the long term will be regularly compared with a scenario where the horizontal split is implemented
(including the costs of adapting the existing buildings)
Non-discrimination
• No child nor parent should have less sleep / more stress / longer travel times simply because of their language section.
• No child should be excluded from participation in extracurricular activities simply because of arbitrary administrative attribution to
Luxembourg II.
• If necessary to this aim of non-discrimination, parents working for EU institutions whose children below age of 13 years are attributed to
Luxembourg II should be granted special flexibility arrangements and possibly a reduction in working hours by comparison to colleagues
whose children below age of 13 years are attributed to Luxembourg I.
22
2. WALKING AND CYCLING TO SCHOOL
Until a few decades ago the majority of school students in most European countries would probably have walked or bicycled
to school. Nowadays, for various reasons, a much smaller proportion do. 2011 statistics suggest that in consequence, travel
to school represents as much as 10-15% of peak period motor vehicle trips in many urban areas (see website
http://www.vtpi.org/tdm/tdm36.htm). In many European countries, for those families which live close to school (eg. within 2
km), it is therefore an increasingly standard government recommendation that children should walk or cycle to school
whenever possible. With an average human walking speed around 5 kilometres per hour on flat ground, this implies a
journey time around 30 minutes, although this will clearly vary with age, weather conditions and the terrain to be covered.
As well as helping to keep them healthy and being good for the environment, walking and cycling solutions give children
autonomy and the opportunity to learn how to explore and navigate their environment on their own – both of which are vital
life skills. Many students enjoy walking and cycling to school, and it means they can more easily participate in after-hour
sports and social activities. A survey conducted by the U.K. Department of Transport, Local Government and the Regions in
2001("A safer route to school") revealed that nine in ten teachers consider that the walk to school actually makes children
brighter, more alert and ready for the first class of the day.
Of course, the place where new school buildings are situated is a key influence on the feasibility and desirability of walking or
cycling to school. The siting of the European Schools in Luxembourg does not reflect family decisions about residence, and
whilst it is reasonable to expect families to make some adjustment to take schooling into account, decisions about residence
are constrained by a number of factors completely independent of the school (not least the ratio between house prices and
income levels and - for EU officials - the legal requirement to live within a reasonable distance of the office buildings where
they work). In consequence, walking or cycling to the European School on Kirchberg or to the new school in Mamer, will not
be feasible for all pupils. However this option should still be seriously considered for those who can. Parents can also enjoy
these benefits by walking or cycling with their children.
In some countries, there are initiatives such as "Walk on Wednesday", "Bike to School Day", "Walk to School Week" (in the
UK, May 2012), "Bike Week" (in the UK, June 2012). There is also an "International Walk and Bike to School Month"
(October). It may be possible to integrate events of this sort into the European School context.
However, if your child is going to go to school on foot or by bicycle the first priority is to ensure they are taught how to stay
safe. Parents have a primary role in this regard, but may not always be able to walk or cycle to school with the children. If
they are too young or just don’t want to go alone, it may be possible in future to create alternatives like the "Walking Bus"
and "Cycle Train" schemes. For expatriates there is a particular incentive, as local rules may be different from our countries
of origin. A first place to look is the Luxembourgish Highway Code ("Code de la Route") which contains rules for pedestrians
as well as for other travellers. Under your supervision, children could learn to control their bike and make a trip safely on
quiet roads. Here in Luxembourg, the national Road Safety Organisation ("La Sécurité Routière") provides a lot of helpful
information and advice about cycling: a good starting point is their website (http://www.securite-routiere.lu/).
Together with the relevant authorities, school transport management must address barriers that discourage children from
walking and cycling. These include: a lack of traffic safety education and enforcement, an absence of traffic speed reduction
measures, inadequate bicycle storage facilities, personal security concerns and other factors. Background information is
available from the European Commission (EC, Kids On The Move: A Handbook For Local Authorities And Schools, DG
Environment on Child Mobility, (http://europa.eu.int/comm/environment/youth/air/kids_on_the_move_en.html), 2002) and from the
UK Local Authority Road Safety Officers' Association, Safer Routes to School Toolkit, (www.larsoa.org), 2000.
For the past few years, the APEEE has helped the school to coordinate a road safety event similar to the "coupe scolaire
vélo" which is run by many Luxembourgish schools and communes in accordance with guidelines issued by "La Sécurité
Routière" and similar national schemes (eg. UK - http://www.rospa.com/roadsafety/info/cyclist_schemes.pdf). Without volunteers,
however, this initiative is difficult to sustain (the event did not take place in 2011). In collaboration with the Primary School
Deputies Mr. Van Wissen and Mr. Longo, the APEEE management committee (contact point: Mrs. Petia Manolova) is trying to
coordinate a relaunch of this event for 2012.
Good pedestrian crossing management may encourage greater numbers to walk. Ideally, parents would be
able to place reliance on crossing supervisors. However, with intensive reliance on volunteers this is a difficult
initiative to sustain, although the APEEE is currently trying to coordinate a rota of "Lollipop Ladies" (personnes
chargées d'aider les écoliers piétons à traverser les rues) to improve safety at pedestrian crossings in the
vicinity of the Kirchberg school. Background information about such initiatives in a Canadian context is
available from the Ministry of Transportation and Highways, Safe Crossings: Guidelines for School Crossing
Programs, Road Safety Program, ICBC (Vancouver; 604-661-6643; www.icbc.com), 1998.
The idea of a "Walking bus" ("Pédibus") scheme is to provide a safe and healthy way for groups of children to walk to and
from school. Each walking bus has an adult ‘driver’ at the front and an adult ‘conductor’ at the rear, volunteers who have
been vetted as suitable to work with children. The children walk along a set route picking up ‘passengers’ at planned ‘bus
stops’ along the way. The bus should run on every school day throughout the year. Everyone should wear a reflective jacket.
23
"Cycle train" ("Vélobus") initiatives would work in a similar way. APEEE is examining the feasibility to
coordinate, in collaboration with the school, a network of volunteers coming to Kirchberg from various
directions; this model could also work for the Mamer school. Background information about such initiatives is
available from Carolyn O’Fallon, Walking School Bus Guide For Parents And Teachers, EECA (www.eeca.govt.nz)
or (www.pinnacleresearch.co.nz/wsb.htm), 2001.
"Park and Stride" solutions aim to encourage vehicle sharing by parents who drive pupils to school, and get them to park
some distance away in order to walk the final part of their journey to school (this reduces congestion and parking problems
at the school, and provides some exercise). In the European School context on Kirchberg this could easily work for parents
travelling to the various office buildings of the European Institutions, or using the large P+R car park on Boulevard Adenauer
before going on to work. Similar options for the Mamer school might include parking at the Cactus Belle Etoile shopping
centre in Bertrange, or the Francois Trausch football stadium in Mamer. Limited parking space is available near the Domaine
Schwall retirement home (am Bongert, Bertrange).
In the interest of promoting child safety in the direct vicinity of the school, over recent years
APEEE has actively collaborated with the school management to seek the introduction of traffic
calming measures, clearer signposting and roadmarking, more user-friendly timings for traffic
lights, more frequent police visits to control the worst cases of inappropriate parking and driving
behaviour, and other safety-related measures. This collaboration has had varying degrees of
success, in part due to difficulties to identify the organisation with appropriate responsibility (eg.
Ville de Luxembourg? Ponts&Chaussées? Fonds d'Urbanisation de Kirchberg? Ministère de
Developpement Durable et Infrastructure? Police Grand-Ducal? Ministère des Affaires
Etrangères?, Ministère de l'Education nationale?). Agreement has now been reached on a
meeting with all parties sitting around the same table with the school management and the
APEEE. This should take place during Spring 2012.
As well as the fear about road accidents, another potential security concern is bullying of pupils on the journey to and from
school, and the potential risk of abduction. Whilst Luxembourg seems safe by comparison to many other places, and attacks
on children by strangers are statistically rare, this is nevertheless understandably high on the list for parents, particularly for
girls. The website of the Suzy Lamplugh Trust publishes guidance on practical ways of ensuring personal security when
walking home alone (http://www.suzylamplugh.org/personal-safety/information-for-children-and-young-people/).
3. "MASS TRANSIT" PASSENGER TRANSPORT SOLUTIONS
In the European School context in Luxembourg, this means the network of public trains; the public buses running in
Luxembourg City; regional bus networks from rural areas; coach transport travelling longer distances to Luxembourg (eg.
from Arlon/Belgium, Thionville/France, Trier/Germany). It also includes dedicated school bus services operated by the
Luxembourg authorities, and the private school bus service operated by ATSEE.
The national train network is managed by "Chemins de Fer Luxembourg: CFL". Their website provides full details of the
services provided (www.cfl.lu). The mobility plan foresees use of the Mamer Lycée train stop by secondary pupils travelling
from the central train station or from Arlon direction (line 50: Luxembourg Gare - Bertrange/Strassen - Mamer Lycée - Mamer Capellen - Kleinbettingen - Arlon), and there have been discussions about increasing the frequency of trains at peak times.
However, this service is considered unsuitable for use by pupils in primary and nursery cycles unless the children are
accompanied by their parents. Requests for improvements to the platform (extend the width; construct a shelter) have been
made, but the response remains ambiguous, with a commitment to provide temporary physical supervision, as it is argued
that the structures meet national safety guidelines. No transit supervision will be arranged at Luxembourg Gare for pupils
travelling from other locations.
Details of the 25 public bus lines running in Luxembourg City ("Autobus de la Ville De Luxembourg:
AVL") can be found on their website (http://www.autobus.lu). Almost all buses include the central bus
station Hamilius (centre of town) and the Station (Luxembourg Gare) in their routes at some point. A
number of lines already connect to Kirchberg and to Bertrange and may be suitable for pupils attending the European
Schools, either directly or by combining various journeys.
1
3
5
7
9
11
13
15
17
19
P+R Bouillon - Kirchberg/Luxexpo
Limpertsberg/LT Michel Lucius - Bonnevoie/LTB
Dommeldange/Parc de l'Europe - (...)
Bertrange/Bartréng Gemeng - Kirchberg/Rehazenter
Gare Centrale - Senningerberg/Charlys Statioun
Gare Centrale - Walferdange/Walfer Gare
Eich/centre culturel - Äppelwee/INS
Merl/Celtes - Hamm/Rue de Bitbourg
P+R Bouillon - Centre/Monterey
Beggen/Henri Dunant - Hauts St (...)
2
4
6
8
10
12
14
16
18
20
Limpertsberg / L.T. Michel Lucius - (...)
Limpertsberg/LT Michel Lucius - Cessange/Boy Konen
Bertrange/Bartréng Gemeng - Bonnevoie/Demy (...)
Gare Centrale - Bertrange/Waassertuerm
Gare Centrale - Steinsel/M.Rodange Plaz
P+R Bouillon - Kirchberg/Luxexpo
Gasperich/Fr. Hogenberg -Cents/Waassertuerm
Howald/cité Um Schlass - Aéroport (EUROBUS)
Kockelscheuer/patinoire - Kirchberg/J.F.Kennedy
Gare Centrale - Centre/Cathédrale et retour
24
21 Eich/centre culturel - Cloche d'Or/Guillaume Kroll
23 Gare Centrale - Stadgronn-Bréck
25 Dommeldange/Gare - Cents/Waassertuerm
22 Centre Hospitalier - P+R Luxembourg/Sud
24 P+R Bouillon - Cloche d'Or/Guillaume Kroll
Outside Luxembourg City, there are a number of regional bus services.
•
The Régime général des transports routiers (RGTR) operates a comprehensive network linking towns and villages across
the country. It is overseen by the Ministry of Sustainable Development and Infrastructure, Transport Department.
•
The Luxembourg railway company ("Chemins de Fer Luxembourg: CFL"), operates some 17 bus routes, mainly serving
towns
and
villages
not
accessible
by
rail
–
details
are
available
from
their
website
(http://www.cfl.lu/CFLInternet/Espaces/01EspaceVoyageurs/06BusCFL/).
•
There is a specific network offering some 15 bus routes in Esch/Alzette and the South East of the country ("Syndicat des
tramways intercommunaux: TICE") - details are available from their website (http://www.tice.lu/).
Many of these lines already connect to Luxembourg City Centre from where a second bus can be taken to Kirchberg, and
may therefore be suitable for travel to the European School by older pupils, or younger students travelling with their parents.
The following RGTR lines already access Mamer-Tossebierg: 218 (Luxembourg-Messancy), 222 (Kirchberg-Steinfort), 240
(Luxembourg-Clemency), 248 (Luxembourg-Eischen), 250 (Luxembourg-Redange), 255 (Luxembourg-Septfontaines), 260 (LuxembourgKeispelt).
Readers may not be aware that there is an official transport users committee (the "Verkéiersverbond")
which provides information and support for passengers, and a forum for discussing public transport issues
with the Luxembourg government (see their website http://www.mobiliteit.lu/verkeiersverbond/comite-usagers/ ).
For those who are interested, there are also EU guidelines on public transport passenger rights
(http://ec.europa.eu/transport/passenger-rights/en/index.html).
The transport users committee website also includes information about cross-border transport services for Belgium, France
and Germany which are provided by or in collaboration with the Luxembourg authorities, (http://www.mobiliteit.lu/horairesreseaux/transports-publics/transport-transfrontalier.php). Additional information about cross-border transport (not an exhaustive
list!) is also available from other sources (eg. http://reportages.ligne54.be/Luxembourg/luxembourg.html and the "Grande Region"
website http://www.mt.public.lu/transports/transports_publics/index.html) which provide links to the websites of the organisations
concerned (eg. MB Moselbahn, Saar-Lux-Bus, TEC Namur-Luxembourg).
SCHOOL BUSES (PUBLIC)
AVL, CFL, TICE and RGTR also run dedicated school buses, during the school year, which are accessible free-of-charge to
pupils using them (following completion of the annual form to request a card). Alternatively, families resident in Luxembourg
can purchase a "Carte Jumbo" for their children (price: EUR 50) which would then allow students to use all public rail and
bus services free-of-charge.
AVL school buses currently running to the European School on Kirchberg are organised by Luxembourg City district (see the
table below). Further details are available from the VdL website
(http://www.vdl.lu/Mobilit%C3%A9/Autobus/Horaires_+lignes+et+trajets/Courses+scolaires+pour+l_enseignement+secondaire.html#axzz1mqdlR0H3)
29
31
33
35
Rollingergrund - Beggen
Cents - Weimershof - Neudorf - Pulvermuhl
Gasperich - Cessange - Hollerich
Val Ste Croix
30
32
34
36
Dommeldange - Weimerskirch - Weimershof
Hamm - Bonnevoie
Merl
Limpertsberg
The Luxembourg authorities have been reviewing the possibility to put in place a similar service to the Mamer school from
Western districts of Luxembourg City. Details are expected to be available for the 29 February meeting.
In addition, school buses currently organised by RGTR to the Lycée Josy Barthel (adjacent to the European School in Mamer)
are shown in the table below - although it should be noted that the timetable of the Josy Barthel school is different from that
of the European School. Further details of these buses are available from the "mobiliteit" website
(http://www.mobiliteit.lu/horaires-reseaux/transports-publics/transports-scolaires.php).
337 Saeul - Koerich - Mamer
341 Limpach - Reckange - Mamer
344 Clemency - Mamer
338 Greisch - Tuntange - Mamer
342 Bascharage - Schouweiler - Mamer
982 Luxembourg/Gare - Mamer
25
4. ATSEE HISTORY AND CURRENT STRUCTURE
The European School Transport Association ("L'Association des Transports Scolaires de l'Ecole Européenne: ATSEE")
organises the network of private transport for pupils living outside Luxembourg City travelling to and from the European
School site on Kirchberg. Until the early 1980s, this network was coordinated by the APEEE. However, the growing burden
this placed on the management committee led to the launch of a separate association with specific responsibility for this
task. The Transport Association was established as a non profit organisation (ASBL) under Luxembourgish law on 27th
July 1982, with 7 committee members from the APEEE. The latest version of the ATSEE statutes dates from 2008 and is
available for download from the website of the national registrar (https://www.rcsl.lu).
ATSEE is responsible for running the private bus service. APEEE is the official body representing parents in dealings with
the school and other parties. In practice, the two associations and the school cooperate closely on all issues relating to daily
transport to and from school. Details about the work of the ATSEE are available on their website
(http://www.euroschool.lu/bus/ ). The ATSEE secretariat is based at the European Parliament, Bâtiment SCH 01 B 006, L2929 Luxembourg. They can be reached by telephone (4300-23945) and e-mail ([email protected]).
Currently, users of the ATSEE school bus service do not have to be members of the APEEE: families which use the services
provided by ATSEE do not automatically become members of either ATSEE or APEEE. Membership of ATSEE has to be
requested in writing and is subject to approval by the management committee. Parents, former parents and teachers are
eligible. ATSEE convene an AGM once a year to review contracts with suppliers, establish the contribution to be requested
from users, etc. The financial report is verified by a volunteer parent from the Court of Auditors. The most recent AGM was
held in May 2011.
The ATSEE bus services are provided under contract by the following transport companies: Josy Clement, Demy Cars, Emile
Frisch, Ecker-LaFraise, Voyages Weber. Broadly speaking, this reflects the geographical coverage of Luxembourg, and the
involvement of these companies in the supply of public transport services (the big exception is Sales-Lentz for historic
reasons).The following table is an expanded version of the table on the ATSEE website:
CLEMENT
DEMY-CARS
EISCHEN
EMILE FRISCH
ECKER-LA FRAISE
DEMY-CARS
VOYAGES WEBER
There
are
a
number
29 Rue d'Altlinster
L-6163 BOURGLINSTER
44 Rue de Clairefontaine
L-8460 EISCHEN
5 Rue Jules Fischer
L-1522 LUXEMBOURG
1 Rue Paul Eyschen
L-7317 STEINSEL
22 Rue de Kehlen
L-8295 KEISPELT
15 rue d'Oetrange
L-5411 CANACH
of
other
private
780454-1
Lines 64/65/66
www.josyclement.lu
396031-1
http://www.demycars.lu
496151-1
Lines 52/53 (combined
50+52+53 and 52+53)
Line 59
www.emile-frisch.lu
339494-1
Lines 50/55/56/57
http://www.ecker.lu
300146-1
Liness 51/54 (combined 50+54)
http://www.demycars.lu
356575-1
Lines 60/62/63/67/68/69/70/71
http://www.voyages-weber.lu
transport
providers
operating
in
Luxembourg
including
(source
http://www.luxembourg.co.uk/coachlux.html) : Altmann, Bollig, F.Frisch, Koob, Meyers, Pletschette, Rapide des Ardennes, Sales-
Lentz, Siedler, Voyages Simon, Autobus Stephany, Voyages Unsen, Vandivinit, Wagener, Erny Wewer, Zenners René.
5. CHOOSING BUS ROUTES AND STOPS
Generally, the placement of school bus stops dictates not only the routes that students will have to travel between home and
the stop, but also the conditions in which the student will be waiting, and both may have an impact for student safety
(particularly younger children).
The first three bus lines opened in 1975. By 1985 there were 6 lines and 173 users. By 1988 the number of users had risen
to 1270. Demand for the service has continued to grow and there are now 21 buses altogether serving 1630 pupils
(2010/11). The current list of ATSEE bus routes includes 18 destinations (see table below) connecting to the European
School on Kirchberg. Details of the stops along each route can be found on the ATSEE web site.
50
51
52
53
54
55
56
57
59
MAMER
KEISPELT
NOSPELT
EISCHEN
BERTRANGE
MULLENDORF
MERSCH
STEINSEL
REMICH
62
63
65
66
67
68
69
70
71
DUDELANGE
BASCHARAGE
CONSDORF
ERNZEN / LAROCHETTE
TRINTANGE
NIEDERANVEN
WORMELDANGE
DAHLEIM
GREVENMACHER
26
Lines 50, 52 and 53 (and the occasional combined service 50/54) already pass close to the site of the new school in Mamer.
The ATSEE buses run every morning (arrival: 08h35) and evening (departure: 16h45) throughout the school year. There is
no service at lunchtimes on 'long days'. At the end of the school year, when the Baccalaureate exams are taking place,
special arrangements may be made to provide transport home for 7th year Secondary pupils.
ATSEE does not publish its approach to choosing bus routes and stops on their website. However, information is provided to
individuals on request, to explain particular choices (eg. why there is no bus line through their village, or why the distance to
the nearest bus stop to their home is what it is). For obvious budgetary reasons, buses need to be used with maximum
efficiency, i.e. serving a maximum number of pupils with a minimum number of lines. Examples of the sorts of guidelines
which apply in the European School context in Brussels are published on the website of the Brussels IV Parents Association
(http://www.bru4.eu/images/pdf/transport/bus_stop_rules_en.pdf - chapter 7). Information which is helpful to understand the
approach to school bus provision is also available from USA (where such services are typically tightly regulated - for example
http://www.nhtsa.gov/staticfiles/nti/buses/pdf/SelectingSchoolBusStopLocations.pdf). The following guidance is compiled from these
various sources:
How bus routes and stops are chosen
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The private school bus service is a collective service for the school community, not an "à la carte" service.
To put a bus into circulation, the line must be viable economically. However, some cross-subsidisation of routes is
permitted.
In general, existing public bus routes are used.
Where possible, buses will travel on main roads with lower traffic volumes and lower speeds.
Where possible, buses will travel on roads with sidewalks or designated pedestrian paths which are separate from
the roadway and traffic.
For practical reasons, residential roads with speed bumps will generally be avoided.
Bus routes should be planned to avoid dead-end streets and cul-de-sacs.
The stops are selected in relation to the size of the bus.
The number of stops along a given route has to take into account the impact of loading/offloading time at each
stop and overall duration to the end destination.
In the countryside and in towns, the buses will generally only stop at public bus stops, in order to minimise
disruption to other traffic.
Where possible, stops should be selected to ensure sufficient visibility for both pedestrians and other road users.
If students will be waiting at the bus stop during low light hours, the stop should be positioned near a street light or
other light source whenever possible.
Where possible, bus stops should be chosen which have sufficient space for students and parents to wait a safe
distance from the roadway.
Where possible, stops should be chosen which offer suitable shelter in poor weather conditions.
Where possible, stops should be chosen which minimise the need for young students to cross the road without
supervision.
Where possible, stops will be avoided which require the bus to reverse in or reverse out.
In the morning, parents are responsible for students travelling between their home and the bus stop, and while
waiting for the bus. Likewise for the after school journey between the bus stop and home.
Pupils (morning) and parents (afternoons) are expected to be at the bus stop 5 minutes before the scheduled
time.
The stops on the lines must be created in a balanced way.
Bus stops should if possible group children of several families.
Residence is taken into consideration but there is no minimum or maximum distance in relation to stops.
Successive stops cannot be too close to each other.
Where possible, bus routes and bus stops will be chosen to avoid major obstacles, in order to guarantee optimum
security.
The location of certain stops may be influenced by the pupils (handicap, medical reasons etc…).
The furthest stops must be reached every morning before those nearest the school. Every evening the nearest
stops to the school are reached first.
The maximum return journey should not exceed 150 minutes (except in cases of road works, traffic jams,
exceptional weather conditions).
Buses will be driving in accordance with relevant road transport legislation.
Stops are susceptible to change from year to year in accordance with evolving circumstances.
It is forbidden to arrange another stop with the bus driver or monitor other than the stop appearing on the official
route.
27
WHAT HAPPENS IF THE BUS SERVICE DOES NOT OPERATE?
Clearly the degree to which buses are able to respect the scheduled timetable will depend upon prevailing weather and
traffic conditions. If a bus is more than 15 minutes late, parents should first visit the ATSEE website (in case an
announcement is already made), or telephone the ATSEE secretariat, or contact the specific bus operator. Please note that
neither the APEEE secretariat nor the school secretariat are responsible for the buses run by the ATSEE.
School closure: in the event of a decision to close the school, an announcement will be made as soon as possible in advance.
This is typically done by the School Director in consultation with the Luxembourg Ministry of Education ("Ministère de
l'Education Nationale") and the APEEE. The APEEE has put in place an SMS emergency alert system for parents, and
information will also appear on the APEEE website and on the school website. If there is time, information will also be
circulated via the APEEE network of class delegates. In such circumstances, the private school bus service will normally be
cancelled.
Bus drivers and ATSEE monitors are not authorised to deal with problems relating to the bus routes. In case of problems or
remarks parents should contact the ATSEE secretariat who will verify the information and take the necessary measures. Only
ATSEE is authorized to give instructions to the bus company, the monitors or, via the company, the drivers. By contrast, the
bus drivers and ATSEE monitors are authorised to apply the rules to maintain discipline and safety.
SCHOOL BUS SAFETY
There are various aspects to safe operation of the school bus network. These include guidance on appropriate behaviour by
transport users, and arrangements for the supervision of younger students before/during/after their journey.
For the extracurricular activities programme operated by the APEEE, participation is explicitly stated to be subject to the
school rules on safety and discipline. By contrast, whilst a monitoring service has been put in place by ATSEE, few guidelines
are currently provided to parents/pupils regarding safety on school buses.
The following suggested guidelines are modified from a text which was developed by the Brussels IV Parents Association and
published on their website (http://www.bru4.eu/images/pdf/transport/bus_stop_rules_en.pdf - chapter 8), and advice produced by
parent groups in USA (http://www.aboutschool.com/busstop.htm):
School bus safety guidelines
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
For safety reasons it is recommended that children in the Nursery Cycle do not use the school bus service and
only ever travel with their parents. No liability can be accepted for any incidents that may arise from ignoring this
advice.
For safety reasons it is recommended that children in the Primary Cycle do not use the school bus service unless
they are travelling with an older brother or sister who is in the Secondary Cycle. No liability can be accepted for
any incidents that may arise from ignoring this advice.
Pupils must show their ATSEE identity card to the bus driver when entering the bus.
In the morning, parents are responsible for the surveillance of their children until they get into the bus.
When the bus arrives at the school in the morning, pupils should enter the school immediately even if they do not
have classes during the first period.
In the afternoon, pupils leaving school must get onto the bus immediately. Whilst waiting for the bus they should
follow the instructions of the ATSEE monitors.
Where possible, the presence of ATSEE monitors on the buses is foreseen.
On the bus, children must respect instructions given by the ATSEE monitor and the bus driver.
In the afternoon, after leaving the return bus at the appropriate stop, pupils are under the supervision of their
parents. The parents must make necessary provision to meet the children at the stop on time.
All bus passengers should remain seated with safety belts fastened throughout the journey. The aisles should be
left clear (ie. no bags, etc.) to allow other passengers to enter and leave the bus safely.
The first page of the school diary should clearly show the child's name, the school class, the bus route, the bus
stop, and contact numbers for the parents or those persons authorised to collect the child. It is the responsibility of
parents to ensure these are updated in case of change.
Pupils may not open the doors or windows without the permission of the ATSEE monitor or bus driver.
Pupils may not leave the bus without permission from the ATSEE monitor or bus driver. In particular, children
should not get off the bus at a different stop than the one indicated on the enrolment form and in the school diary.
Parents should make sure that their child knows where to get off the bus, and what to do in case they somehow
get off at the wrong stop.
Eating or drinking on the bus is not permitted. Any rubbish should be placed in the bin.
28
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
It is forbidden for children to bring dangerous objects onto the bus (knives, penknives, lasers, etc.). Any other
cumbersome or potentially dangerous objects (balls, marbles, etc.) should stay in their bags. Children should not
throw things in the bus.
In case of problems or remarks parents should contact the ATSEE secretariat who will verify the information and
take the necessary measures. Only ATSEE is authorized to give instructions to the bus company, the monitors or,
via the company, the drivers.
Failure of pupils to respect these rules may be treated as a disciplinary offence which, if repeated, could lead to
exclusion of the pupil from the ATSEE service.
ATSEE may also exclude any pupils whose behaviour does not comply with general school rules and policies
regarding safety or anti-social behaviour. The decision will be communicated to the parents in writing. Exclusion
from the service does not entitle the parents to reimbursement of fees paid.
Exclusion measures can also be taken as a result of unbecoming behaviour of parents (eg. towards ATSEE
representatives, bus companies).
Neither ATSEE nor APEEE nor the school are liable for damage caused by pupils using the school transport.
Costs incurred will be charged to the perpetrators of the damage or their parents.
Users of the ATSEE school bus service who are acting in accordance with the rules are covered by the school
civil responsibility insurance policy, and by the insurance policy of the bus company operating the particular route.
Children should always walk near the bus stop, never run.
Children should always walk on the pavement/sidewalk. If there is none, they should walk facing the traffic.
Children should only cross the road when it is safe to do so, using pedestrian crossings where possible (in a UK
context, "observe the Green Cross Code").
Wait until the bus has departed before crossing the road. If you cross the road behind the bus, the driver may
reverse unexpectedly without being able to see you. If you cross the road in front of the bus: other road users may
be overtaking the bus without being able to see you.
At the bus stop, children should wait in a safe area as far as possible away from the road.
Children should not speak to strange adults at the bus stop, and should never get into a car with a stranger.
When leaving the bus, children should immediately move a safe distance away from the door.
If you forget something on the bus, it can always be collected from the bus company afterwards: it is not safe to
try to rush back onto the bus.
To ensure safety and the smooth running of the buses, there is always an ATSEE representative on duty at Kirchberg when
the buses arrive or depart. Similar arrangements will be required when the new school opens in Mamer.
Currently, senior secondary school pupils act as monitors on most ATSEE bus routes. They are supposed to report any
incidents of inappropriate behaviour and other transport problems back to the ATSEE secretariat. They receive a nominal
payment for their services. However it is unreasonable to place undue responsibility on these students, and they may
anyway not be travelling the whole distance on the buses concerned. Supervision by suitably qualified adults is the only
guarantee for safety of younger pupils.
The ATSEE buses are not accessible to other passengers. By contrast, the school buses operated by the Luxembourg
authorities are potentially open to other users, even if the destination is unlikely to be of interest to most. In this regard,
there has been a recent change of policy by AVL regarding the dedicated school buses which operate within Luxembourg
City. The Lux.1 school director has written a letter on 10 February 2012 in an attempt to clarify the situation. Depending on
the outcome, a similar issue about access could potentially arise with RGTR school buses. This will have implications both for
existing routes to Kirchberg and eventual new routes to Mamer.
All morning routes end at Kirchberg. To ensure the safety of pupils in the primary cycle (Lux.II), there is a shuttle service of
navettes between the bus parking area (rue Leon Hengen) and the Pedagogical Village (rue Coudenhove-Kalergi), with adult
supervision. After the end of the morning and afternoon classes, all routes start from Kirchberg (rue Leon Hengen).
6. FINANCING ARRANGEMENTS
Clearly, running the ATSEE school bus service incurs operating and administrative costs and these have to be covered
somehow. Checks have to be made to ensure that passengers on the ATSEE buses are entitled to use them.
Staff of the EU institutions and the European schools generally have the right to a (small!) education allowance for their
children. With the agreement of their employer, this can usually be used towards the cost of school transport (on condition
that the person concerned correctly fills out the request for the school allowance every school year and sends it to his/her
administration in due time). Here in Luxembourg, the salary payment office has traditionally made a direct transfer of the
relevant amount to ATSEE, although this is not the case for the European Investment Bank, which instead pays the money
directly to parents.
29
The school fees ("minerval") payable by Category 2 and Category 3 families do not cover transport to and from school. If
these families wish to use the private school bus service, fees have to be paid directly to ATSEE.
No subsidy is currently provided by EU institutions for transport of pupils to the European Schools in Luxembourg. However,
there is a precedent for this in Brussels. Between 2007/08 and 2010/11, the Board of Governors, following a request from
parents which was approved by the school administrative board and the central Administrative & Finance Committee,
provided a specific subsidy for organising school transport to the Brussels IV school (document reference 2011-02-D-9-en-2).
The amount paid was equivalent to a doubling of the educational allowance. It is borne directly by the European Commission
as part of the balancing subsidy they pay for operating the European School System. The Board of Governors approval was
given on the basis that the new school was located at a significant distance from place of work and residence of parents, and
that the consequent costs would prevent organisation of a viable private school bus service during a transitional period. The
same logic clearly applies for the new school in Mamer. APEEE representatives therefore made a formal request for similar
funding at the 14 February 2012 meeting of the Luxembourg 2 School Administrative Board meeting. No decision was
reached at that meeting, pending the outcome of the 29 February debate and ongoing discussions with representatives of
the Luxembourg authorities (Ministry of Sustainable Development; Board of Governors delegation) and the Heads of
Administration of EU Institutions in Luxembourg.
For the year 2009/2010, ATSEE income amounted to more than EUR 980.000, and was received in the following proportions:
Cat.1 88.0%, Cat.2/Cat.3 10.5%, Single tickets 1.0%, Other 0.5% (TOTAL 100.0%).
Financing and management of the CPE is separate from financing and management of the European School, although there
is a clear scope for potential synergies on the Mamer site. For example, it will be desirable that admissions policy at the CPE
is coherent with that of the school, and that there is a contribution towards shared services, including transport.
PRICING POLICY FOR ATSEE BUSES
ATSEE applies the following pricing policy:
•
•
•
•
•
•
•
•
•
•
•
•
Each stop along each bus route has its own specific tariff.
In general, these prices are set by zone A, B, C or D (rest of the country), reflecting distance travelled.
The price is a monthly amount per child.
The price does not vary with the age of the child (primary/secondary).
There are no discounts for second and subsequent children.
The fee is payable from the beginning of use of the service and for the rest of the school year.
Enrolment forms can be obtained from the ATSEE secretariat.
Following payment, pupils receive a personal card with a photograph. This must be shown to the bus driver in
order to be admitted to the school bus. If lost, a duplicate can be purchased from the ATSEE secretariat. If the
card cannot be shown, the pupil will have to buy a ticket for a single trip.
In exceptional circumstances (eg. change of school) the subscription may be terminated before the end of the
school year by written notification. In this case the price invoiced is for the current school term.
The prices are estimated at the beginning of each school year, and approved at Annual General Meeting. They
are calculated on the basis of expected user numbers, accumulated reserves, anticipated costs.
Current fee levels for 2010-2011 and analysis of users are shown in the table below.
Zone
A
EURO/mth
93,50
Users
35%
B
C
D
101,60
119,50
136,00
39%
14%
12%
Children in nursery cycle who use the ATSEE buses, despite the safety recommendation, receive a 50% discount.
The degree to which these prices can be maintained following the opening of the new school remains to be seen, as there
may need to be changes to routes and stops (half the population will no longer be travelling to Kirchberg). Similarly, it is
difficult to provide definitive estimates for future bus services running to Mamer as population is not known with certainty.
Pricing should be similar for similar distances travelled.
AN IMPORTANT WAY IN WHICH EU INSTITUTIONS MIGHT CONTRIBUTE INDIRECTLY
The European Schools, starting with the first in Luxembourg in 1953, were conceived to supply a high quality education to
expatriate children of EU officials, and to facilitate the good functioning of the European Institutions. The decision regarding
siting and structure of the second European School in Luxembourg was taken with support of representatives of the EU
30
institutions, without reference to concerns of parents expressed at the time. There is now an obvious consequential difficulty
for staff to simultaneously respect core working hours and parental responsibilities for their children. One solution which is
being discussed with the Luxembourgish authorities concerns direct bus service/navettes to Mamer from the following
locations:
1)
2)
3)
4)
5)
6)
7)
8)
9)
Auchan, rue Alphonse Weicker, in front of Eurostat (public bus stop)
Parking Adenauer, North end of rue Richard Coudenhove-Kalergi (bus stop to be created)
European School Luxembourg I, rue Léon Hengen (school bus stops)
Commission: rue Albert Wehrer/boulevard Konrad Adenauer, in front of JMO building (bus stop to be created)
Court of Justice, rue Charles-Léon Hammes (bus stop to be created)
Parliament, rue du fort Niedergruenewald (bus stop to be created)
Glacis West: Avenue de la Faïencerie, bus parking
Gare: rue Mercier, parking in front of Publication Office (public bus stop)
Cloche d'Or, Gasperich: rue Robert Stumper, in front of Euroforum building (bus stop to be created)
To be in Mamer on time in the morning, these buses/navettes should leave between 07h45 and 08h00 at the latest. Unless
there is adequate space where children can wait with parents in their cars (eg. Parking Adenauer, Glacis, Gare), this service
will only be suitable for younger children if there is suitable shelter and adult supervision at the collection point. Likewise,
there is a need for similar supervision and shelter for the return trip at the end of the school day. Agreement in principle has
already been reached to make rooms available for volunteers to supervise the children in the mornings and evenings at the
European School on Kirchberg, at Eurostat and at the European Investment Bank. No solution is yet confirmed for the other
proposed locations (Jean Monnet Building, Court of Justice, Parliament, Cloche d'Or).
***
31
Délégués de Classe Secondaire / Class representatives, Secondary
2011-2012
This list is available on our website / vous trouverez cette liste sur notre site
www.apeee.lu
Class
Teacher
Admin
Room
Parent delegate(s)
email
1. Vehicular language sections
S1deA
M. Haubold
Lux.1
T107
SCHEURER Belinda
[email protected]
S1deB
S2deA
Mme Boche
Mme Wagner-Nölle
Lux.2
Lux.1
A104
A208
S2deB
S3deA
M. Lorenzen
M. Barz
Lux.2
Lux.1
P102
B318
S3deB
M. Nied
Lux.2
B206
S4deA
S4deB
Mme Schrambock
Mme Chyla
Lux.1
Lux.2
E102
A205
S5deA
Lux.1
B107
S5deB
Mme MoosmannErdel
Mme Lambrecht
Lux.2
B104
S6deA
M. Svoboda
Lux.1
S6DeB
S7deA
Mme Radda
M. Buchwald
Lux 2
Lux.1
E103
E110
C304
S1enA
Mme Crompton
Lux.1
F104
S1enB
M. Morgan
Lux.2
A201
S1enC
S2enA
S2enB
S2enC
S3enA
S3enB
S3enC
S4enA
S4enB
S4enC
Mme Quinn-Lord
M. Varia
Mme Roper
Mme McEvoy
M. Thomas
M. Thorpe
M. Wall
Mme Duncombe
M. Lowe
M. Mallon
Lux.1
Lux.1
Lux.2
Lux.1
Lux.1
Lux.2
Lux.1
Lux.1
Lux.2
Lux.1
A203
A103
F003
A105
T007
B204
F001
E003
B110
T111
S4enD
S5enA
S5enB
S5enC
S6enA
S6enB
M. Beckett
Mme Manancourt
M. Balloch
M. Pearce
M. Atkinson
Mme Conway
Lux.2
Lux.1
Lux.2
Lux.1
Lux.1
Lux.2
B314
A101
A014
A108
S6enC
S6enD
S7enA
S7enB
S7enC
S1frA
S1frB
S1frC
S1frD
S2frA
S2frB
M. Archer
M. Clarke
Mme Ahluwalia
M. Duncombe
M. King
M. Cerf
M. Wolff
Mme Courte
Mme Allet
M. Schneider
Mme De Rijck
Lux.1
Lux.2
Lux.1
Lux.2
Lux.1
Lux.1
Lux.2
Lux.1
Lux.2
Lux.1
Lux.2
E001
E004
F011
T008
A202
A211
E203
S2frC
M. Belpaume
Lux.1
C102
S2frD
Mme GarciaMartinez
M. Faby
Lux.2
-
BAUMERT Susanne
RÜTTGERS Heike
SCHOLZ Susan
MOLL Petra
LEMKE Boris-Christoph
SCHEFTLEIN Jürgen
SPILLMANN Christine
HOLZ Eva-Maria
REICHERT Anja
MOLL-DORREBOOM Petra
WOLLER-MÜLLER Gabi
HEIDORN Christian
BEILER Christina
SCHULZEAUST Silke
FÖRSTER Jürgen
JANIETZ Jenny
ROSE Christof
WELTERMANN Margarete
SCHELLING Margret
COOK Edward
TORRENS Diana
SHEILS Tom
O’SULLIVAN Finbarr
REGNIER Andreé
TAYLOR-JENNINGS Ailbhe
SIEBENALER Claire
BURUTS Ildiko
ROSE-AGASSI Karen
DENNIS Ian
JACOB Lynda
RUXTON Fiona
REGNIER Andreé
FREWER Isabel
MAGEE Pamela
DENNIS Ian
DAVIS John
HOLLYWOOD Nicky
VELLA Sandra
EVANS-BYK Deborah
Von HOCHBERG Maximilian
PTACKOVA Brigita
ESSER Maria Leonides
KIRCHER Dominique
TRIBOLET-MOST Christine
CARLSEN Ove
BALLAGUY Delphine
DROESBEKE Daniel
DESSAINTE Christophe
SCHEPENS Frederique
HOSTERT-PFEIFFER Claude
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Lux.1
C203
MERLIN-KEHDER Valérie/
VILEYN Patricia
[email protected]
[email protected]
S3frA
32
S3frB
Mme Donnet
Lux.2
F201
S3frC
S3frD
S4frA
Mme Sultan
Mme Klein
M. Baudoin
Lux.1
Lux.2
Lux.1
C103
-
S4frB
S4frC
S4frD
S5frA
S5frB
S5frC
S6frA
Mme Tonelli
Mme Beck
Mme Bosseler
M. Bazin
M. Waechter
M. Gerbaud
Mme Jourdan
Lux.2
Lux.1
Lux.2
Lux.1
Lux.2
Lux.1
Lux.1
F202
B202
B112
B118
B111
E201
S6frB
S7frA
Mme Neuberg
Mme Badet
Lux.2
Lux.1
S7frB
S7frC
Mme Perrin
M. Facchinetti
Class
Teacher
E204
C201
MONTEBELLO Sara
PIAT Inés
BINDER Agnès
BRAS Angèle
CAMBRIA Gabrielle
COURTEL Thierry
NICOLAS André
NAVARRO Alice
PAUMIER-BIANCO François
KLETHI Emmanuelle
-
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
-
Lux.2
Lux.1
T202
F203
BOJAN Claudiu
PESCATORE Marilena
[email protected]
[email protected]
Admin
Room
Parent delegate(s)
email
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected] [email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
-
2. Non-vehicular language sections
S1dk
S2dk
Mme Pedersen
M. Batzlaff
Lux.2
Lux.2
T203
P104
S3dk
S4dka
M. Overgaard
Mme Kristiansen
Lux.2
Lux.2
T204
B213
S5dk
S6dk
M. Pedersen
M. Langker
Lux.2
Lux.2
T106
C109
S7dk
S1el
S2el
S3el
S4el
S5el
S6el
S7el
S1es
S2es
S3es
S4es
S5es
ux.2
Lux.2
Lux.2
Lux.2
Lux.2
Lux.2
Lux.2
Lux.2
Lux.1
Lux.1
Lux.1
Lux.1
Lux.1
B213
P110
B304
B304
B315
B212
T101
T102
C110
B219
C111
C212
-
Lux.1
Lux.1
Lux.1
C211
C307
Lux.1
Lux.1
Lux.1
Lux.1
Lux.1
Lux.1
T205
C307
T004
B311
T003
T205
AALTO Onerva
YLIKNUUSSI Niina
NYHOLM Per
ZEIN Jaana
-
[email protected]
[email protected]
[email protected]
[email protected]
-
S1itA
Mme Andreasen
M. Nestoras
Mme Kyriakou
Mme Kyriakou
Mme Bardi
M. Fasseas
Mme Mintsi
Mme Lekka
M. Romero
M. Grajal De Blas
M. Montilla
M. Garcia Agullo
M.
Hernandez
Marugan
M. Rodriguez
M. Palomo
Mme KervinenNoponen
Mme Kukkonen
Mme Siren
Mme Siren
M. Valkama
Mme Turkia
Mme KervinenNoponen
Mme Corrieri
CHRISTENSEN-BOYER Lone
MADSEN Johannes
RASMUSSEN Jørgen
SØRENSEN Bjarne
RASMUSSEN Jørgen
SCHMIDT Lars
MADSEN Johannes
HOLST Birgitte
SØNDERSKOV Michael
HIERL Dorte
ASTRINIDOU-KAVOURAS Stavroula
DOURDA Theodora
KOUTSOYANNOPOULOS Christos
ASTRINIDOU-KAVOURAS Stavroula
SARIDAKI Alexandra
PERAKIS Styliani
Mrs FRANGIADAKI
MÉNDEZ Enrique
LAQUINTANA Angelo
JARA LORENZO Eva
ROCA IGLESIAS Antonio
ACEDO CASTRO Jose Luis
CANALETA Eva
LAQUINTANA Angelo
PINILLOS BARTOLOME Elena
-
Lux.2
T006
S1itB
M. Oriolo
Lux. 2
-
S2it
M. Porreca
Lux.2
B301
S3it
S4it
Lux.2
Lux.2
B114
-
S5it
Mme Messina
M. Ayoub / M.
Rossetto
M. Furlan
Lux.2
-
S6it
M. Miranda
Lux.2
T005
S7it
M. Sgobba
Lux.2
C309
MALGARINI Monica
LACORUCCI Angela
MERCUSA Nicola
IANNONE Celestina
NARDINI Tiziana
PERETTO Aleksandra
SCAFARTO Nicola
MARTEGANI-ODDONE Béatrice
BUS Iolanda
DISTEFANIS Annalisa
MICHELINO Antonella
MAZZONI Giuseppe
CASARELLA Magda
PAESANI STAFFINI Lucilla
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
S6es
S7es
S1fi
S2fi
S3fi
S4fi
S5fi
S6fi
S7fi
33
Class
S1nl
S2nl
S3nl
S4nl
S5nl
S6nl
S7nl
S1pl
S2pl
S3pl
S4pl
S5pl
S6pl
Teacher
M. Schäfer
M. Coussens
M. Welzen
M. Forrez
M. Van Ekeren
Mme Lammens
M. Vincent
Mme Skalecka
Mme Madecka
Mme Skalecka
M. Sobucki
Mme Madecka
Mme Kos
Admin
Lux.1
Lux.1
Lux.1
Lux.1
Lux.1
Lux.1
Lux.1
Lux.1
Room
C101
E010
E111
B320
C305
T211
Lux.1
Lux.1
Lux.1
Lux.1
Lux. 1
S1pt
S2pt
S3pt
S4pt
S5pt
S6pt
Mme De Sousa
Mme Viana
M. Pedro
Mme Alves
Mme Relvas
Mme Pereira
Lux.1
Lux.1
Lux.1
Lux.1
Lux.1
Lux.1
C113
C118
B303
C001
S7pt
S1sw
S2sw
M. Da Silva Seixas
Mme Våhlin
Mme Vindels
Lux.1
Lux.1
Lux.1
C010
T002
B216
S3sw
S4sw
M. Noteberg
Mme Larsson
Lux.1
Lux.1
B216
B305
S5sw
S6sw
S7sw
M. Sims
M. Kjellgren
Mme Kjellgren
Lux.1
Lux.1
Lux.1
C105
T002
T103
Parent delegate(s)
email
FABRI David
DIJKSTAL Ellen
DE WINTER Maaike
VANDEVOIR Els
GUEORGUIEVA-PODLASZEWSKA
Svilena
PIASKOWY Katarzyna
WOJCIECHOWSKA Joanna
GORAZD Tomasz
SZUBA Danuta
ZALESKA Barbara
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
SERIO Suzete
PINTO Ermelinda
BATISTA Alda
CARRICO Fátima
LEMOS RODRIGUES Maria
Rosário
BEZERRA Eugenia Maria
UPPENBERG Kristian
ANSELM Ingrid
TEGMAN Marianne
LAUER Lena
RIDELL Liselott
ROBERTSSON Ana
WESTERMANN Maria
KARVELLAS Katerina
TOLSTOY Leo
JACOB Åsa
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
do
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
k. [email protected]
[email protected]
[email protected]
[email protected] / [email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
34
Petites Annonces
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deren Autor(en) verantwortlich. Die APEEE trägt keine Verantwortung bezüglich der möglichen Folgen eines solchen
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The Ad Parentes editorial team reserve absolute discretion whether or not to publish. Readers should make their own best
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advertisers. No responsibility is accepted by the APEEE as to the results that may be obtained.
NOTE: Le service "small ads" est réservé aux annonces concernant des biens et services qui ont un intérêt pour les lecteurs.
Les éditeurs de Ad Parentes se réservent le droit de publier certains contenus. Les lecteurs intéressés se forgeront leur
propre opinion sur les contenus et sont responsables de leur engagement vis-à-vis de ces annonceurs: Aucune
responsabilité n'est endossée par l'APEEE concernant des obligations qui pourraient en résulter.
(a) Professeurs pour Leçons Particulières / Private tutors
-------------------------------------------THIS IS THE LATEST COMPLETE LIST OF
PRIVATE TUTORS MAINTAINED BY THE
A.P.E.E.E. SECRETARIAT.
--------------------------------------------
ANDREINI Giuliana
26360338 /621366923
Institutrice
expérimentée,
ancienne
chargée de cours, vous propose de
prendre en charge votre enfant pour tout
problème
d'apprentissage,
dyslexie,
dyscalculie, troubles de l'attention avec ou
sans
hyperactivité,
autisme.
Parle
FR,EN,DE. Experienced teacher, previously
working at the european school, offers to
help your child for any learning difficulties,
dyslexia, dyscalculia, ADD,ADHD and
autism. French, English and German
spoken.
Psychologue free-lance – Prise en
charge des enfants en difficulté à l’école
primaire et secondaire. Donne cours de
français tous niveaux et de philosophie.
HENRICI Diana
691826841
Difficultés d’apprentissage…
…Learning difficulties
BOYLAN Christopher
691 148 629
✘ [email protected]
I am an American Psychologist new to
Luxembourg. I have several years
experience
in
the
practice
of
Psychotherapy with children/teens, adults,
families
and
couples.
I
look
forward to working with you.
GREEN Bonnie
26 31 00 29
Reading/Dyslexic Tutor : If your child
is struggling with reading he/she may
benefit from one-to-one tuition. I tutor
dyslexic children after school in my home
using the Hickey Programme – a
structured, multi-sensory method of
teaching children to read. Your child does
not have to be dyslexic to benefit from
this programme.
Some children fall
behind in school due to illness, vision
problems, hearing difficulties, frequent
moves, etc.
GUIGNARD Anne
691245 252
Msc. Psych., Master en Neurosciences.
Soutien psychologique aux enfants et
adolescents avec problèmes et difficultés
d'apprentissage.
Bilan
et
rapport
psychologique. Consultations sur rendezvous.
Tél :
691
826
841
Psychologist
offers
psychological
support and assistance for children and
adolescents with low self-esteem and
learning difficulties. Consultations in
English, German, French and Spanish
KERSTEN Valérie
26383087
Psychologue
pour
enfants
et
adolescents. Langues : FR, LUX, DE, EN.
PEREIRA Manuela
26780631
Psychothérapeute Accompagnement
d'adolescents: difficultés relationnelles et
familiales, manque de confiance et estime
de soi, troubles alimentaires. Langues Portugais et Français
SANDER-EMRAM
 49 25 21 / 621 722 724
Soutien scolaire. Une aide
personnalisée pour votre enfant: approche
méthodologique performante (coaching),
bilan des connaissances et stratégie de
remédiation efficace, aide à
l'apprentissage de la lecture et de
l'écriture, cours de soutien en
français, aide à la rédaction et à la
correction des devoirs.
Cours de langue…
…Language courses
AGUIAR Mabel
26684719
Spanish language courses: teacher of
spanish, graduate in Spanish language
and literature, available for private tuition
in Spanish.
- Professeur diplômé en langue et lettres
hispaniques
disponible
pour
cours
complémentaires ou de rattrapage en
langue espagnole.
AVEZ NANA Nicole
621-718748
French lessons.
BARRETO PEREZ Raquel
26440278, 691-734617
Professeur espagnole, licenciée, donne
cours d’espagnol tout niveau et âge.
Parle anglais et français. Qualified
Spanish teacher gives private lessons of
Spanish. All levels and ages. Fluent in
English and French.
BERMAN Michèle
348893
Donne cours de français tous niveaux, et
de philosophie.
35
Ad Parentes No. 1/2010-11
BREMAUD Evelyne
319145
Donne leçons de français
maternelle ou langue étrangère.
langue
BROGLIA Julianne
495425
GEIB Ana Maria
357872
MILLS John
348550
Experienced native speaker teacher gives
Spanish tuition to adults and children. All
levels, including rattrapage
on European School programmes. Fluent
in English, German and French.
Longue expérience des
rattrapage
en
anglais
couramment FR et DE.
cours de
Parle
MULLER-TILLEY
443749
Professeur expérimentée, donne cours
d’allemand tout niveau. Parle FR,IT,EN.
HULL Danièle
473932
CALUWAERTS-LULEUX Agnès
26720982, 621-785601
Professeur pour leçons particulières
français – Conversation et cours de
rattrapage. Man spricht Deutsch. English
spoken.
Donne leçons d’allemand tous niveaux et
de français premier cycle.
Italian Teacher
352 319601
NIJMA Johan
621 165 977
Institutrice
expérimentée,
ancienne
chargée de cours en français langue
étrangère - Donne cours particuliers de
français et se déplace.
CHAMBERS Victoria
308571, 621-327406
Qualified teacher gives German and
English
lessons
and
conversation
«rattrapage».
DE JONGHE Eléonore
621721674
Licenciée SC. Eco, exp. Donne cours en
FR, ts niv. Economie (macro, micro,
compta), socio et langue française +
meth. Trav.
DURY
621-543 113
Propose cours de français pour élèves
germanophoneset
cours
d'allemand
(2ième langue) pour élèves francophones.
Biete Nachhilfe in Französich für deutsche
Schülersowie in Deutsch (zweite Sprache)
für französiche Schüler an.
ENSCH Arlette
437551
Donne cours de
luxembourgeois
débutants, faux débutants, avancés et
cours de soutien en allemand.
FRANCH Dan
+352 621 631 107
English language tutoring and/or
essay writing and editing assistance.
English & ESL certified teacher with 14
years of teaching experience from Grade 1
– Grade 12. Resume and references
available.
FREED Mort
222977
evenings after 19h00
"Homework tutoring and coaching help
offered evenings at your home by recently
retired
International
School
of
Luxembourg teacher."
Insegnante italiana con approfondita
conoscenza dei programmi della Scuola
Europea impartisce lezioni private di :
lingua italiana per tutte le classi,
filosofia per le classi 6a e 7a
preparazione al BAC scritto e
orale
Italian teacher gives extra lessons in
Italian language for foreigner pupils
Institutrice
italienne
donne
cours
particuliers aux élèves E.E. en langue
italienne.
JENNINGS Gaile
26683871
English Lessons – Native English speaker
available for private tuition. Exeprience of
working with European School students.
JAAS Evelyne
00 3263228079
Experienced English teachers, all levels.
MÜNCH Horst
435881
Offering: English lessons
OKPARANTA Chinenye
621 708889
English Language lessons – All levels.
O’DRISCOLL Becca
621 504 362
Native English speaker and qualified
TEFL/TESOL teacher offers English lessons
and conversation classes. Parle
couramment francais, spricht Deutsch.
OLIVER Françoise
691-423058
Professeur de français propose soutien
niveau secondaire FR Langue I et II
Littérature + Grammaire.
Professeur de Français.
PETTER François
348589
MARGARITA Vincenza
Donne leçons d’allemand et de français,
primaire et secondaire.
00 352 661 163 266
Italian teacher, resident in Luxembourg,
graduate with maximum marks, with
experience of many years in education
sphere, give private lessons to pupils and
students in the following subjects: Italian
grammar
and
literature,
English grammar and literature, Spanish
grammar
and
literature,
History,
Geography,
Philosophy,
Biology.
Seriousness
and
responsibility
are
guaranteed.
MARRO SCAPPATICCI Norma
454750
PIETERS Chantal
0033382530725 - 0033668862015
Personne expérimentée d'origine grecque
souhaite donner des cours particuliers de
grec à domicile tant aux enfants qu'aux
adultes.
PRESTON John
691281433
Language lessons – All levels. English
language teacher, Luxembourg based,
native English speaker, offers English
conversation lessons;
Professeur italien avec expérience donne
cours tous niveaux de langue italienne et
de latin.
SANDERS Vinciane
388027, 621-396703
MERLAND Marianne
469288
STEFINI Emmanuel
0033387700775, 621-520073
Donne leçons d’allemand, français et
anglais.
Donne cours de français tous niveaux.
Professeur de français – Exerce en tant
que freelance depuis 6 ans au
36
Luxembourg. Donne des cours de FR tous
niveaux, y compris préparation au bac.
Chemistry for secondary years 4 and 5 (in
English).
ainsi que des cours pour la préparation du
bac. Langues: italien, français, anglais.
TANTINONACO
691-662531
BECKERS-OUDENDIJK Anne-Marie
PRIM Michael
26332129, 691-347131
26 74 79 87
Insegnante Mardre lingua Italiana
Impartisce – Lezioni private ad alunni
della scuola primaria.
M. THOMAS
621493746
Donne cours de
français, anglais,
langue FR et EN.
Mathématiques,
tous niveaux en
Mme. TONELLI Christiane
26119129 / 691110158
Enseignante école européenne, donne
cours de français tous niveaux.
Mme. TORRE
Need help with MATH in English, Dutch or
German? I offer help in math for children
aged 4 -14. I find it very important that
children can build on a solid base of math,
so their confidence will grow and they will
do well in Math in secondary school.
M.BETTENCOURT
621 549 787
Cours privés en Mathématique et
Physique. Ingénieur civil de formation
ayant plusieurs années d'expérience en
matière de cours privés dans ces
domaines. Sa langue maternelle est le
portugais mais il maîtrise parfaitement
français
et
anglais.
319601
Institutrice pendant 8 ans en Italie, donne
leçons d’italien tous niveaux Secondaire et
de philosophie. Parle également FR.
COYLE Peadar
352 661 878 663
WERY Anne
458754
I'm a Masters student at the University of
Luxembourg, and have 3 years experience
teaching Physics and Mathematics - and
working
as
a
private
tutor.
Editions & Ressourcés sàrl, Docteur de
Paris IV, Sorbonne, Langue Française et
Philosophie
–
Cours
privés
et
préparation au Bac par approche originale,
personnalisée et rigoureuse – Valorisation
de toutes les ressources – Structuration
de la pensée, comme de l’expression
(écrite, verbale) – Développement de la
créativité.
Pour
des
résultats
:
enrichissement
du
vocabulaire,
argumentation
logique,
aisance
et
confiance dans l’affirmation de soi,
correction et éloquence.
Mathématiques et sciences…
…Maths and sciences
AHONEN Juha
352 661 249 476
Does your child feel unsecure solving
equations, factorizing, solving geometrical
and
trigonometrical
functions?
An
experienced teacher can help your child to
improve his skills in mathematics. Tuition
in Merl in English, French, Swedish and
Finnish.
DARA Maxime & DARA Corine
621-194983 - 621-514491 - Dara
Corine CPE3 ou 4301 38462
Donne cours particuliers de math tous
niveaux. Expérience auprès des élèves de
l’école européenne.
DIB Maya
26296545
Donne cours de Mathématiques en FR –
Ecole Secondaire.
GOMES Ana
621697903
Professora Licenciada em Matemática Via
Ensino
dá explicações
ao ensino
Primario, Liceu e Superior .em Português
e em Françês.
Professeur Licenciée en Mathématiques
donne cours à tous les niveaux en PO et
FR
LELEUX Yves
ANGELINI
452214, 4301-37207
Leçons mathématiques et physique en
IT pour classes 4-7 secondaire.
ARNO Susan
621 387 462
Experienced European School teacher
gives private lessons in Biology and
691 37 15 42
Jeune Ingénieur issu de l'Ecole Centrale
Paris donne cours particuliers TOUT
NIVEAU de mathématiques, physiques,
chimie.
MALAFONTE Anna
26 383 922; 621 696616
✘ malafronte.anna @libero.it
Professeur
avec
plusieurs
années
d'expérience donne cours particuliers en
mathématiques, physique et chimie
Prof . de Math – Physique – Chimie.
Cours particuliers et préparation au Bac.
TANANKOU GUY Aimé
621 663527
Donne cours de Mathématiques (5-6-7
secondaire) et de Physique (5-6
Secondaire).
THOMAS
621 493746
Donne cours de
français, anglais,
langue FR et EN.
mathématiques,
tous niveaux en
Autres matières…
…Other subjects
BRANGBOURG Emmanuel
00 33 38 25 63 175
Cours de Guitare. Tous niveaux. Se
déplace. Tel : (merci d’appeler le
dimanche 18h00-20h30)
BABYSITTERS
621 18 58 23
Je suis une étudiante à l'Ecole
Européenne, de la section grecque et je
parle aussi anglais, francais et allemand.
Je cherche des gardes d'enfants
occasionnelles sur Bertrange et les
environs le soir et les week-ends. J'ai déja
de l'expérience. Je suis disponible de
suite. En attendant votre appel...
BABYSITTERS
222 304
Je suis étudiante à l’Ecole Européenne, je
souhaite faire du Baby sitting sur Strassen
et les environs le soir et les week-ends.
Je parle français, allemand et anglais.
DURANDEAU Marc
661 801 142
✘ www.marcdurandeau.com
Guitar & voice private lessons from
professional
(languages:
English,
French, Spanish).
EWERT Claude
+352 691 480 743,
✘ [email protected].
Cours de guitare, Tous niveaux.
FRANCH Dan
+352 621 631 107
International teacher with a Master’s
Degree
in
Educational
and
Counseling Psychology available to
help students cope with social and/or
37
emotional issues in their personal or
academic life. Experience working with
students of various cultural backgrounds.
References available.
FRANCH Dan
+352 621 631 107
Are you a non-native English speaker who
is thinking of applying to university in the
US or the UK? If so, you will need to take
the TOEFL or IELTS? I am experienced
with helping students prepare for
university.
INFORMATICIAN
691 898 203
Italian informatician gives extra lessons in
Computer Science both in English and in
Italian and extra lessons in Math in Italian.
JARGEAC Marie-Agnès
346278
Diplômée en Musicologie, donne cours de
piano et de solfège.
LIFE COACHING
✘
[email protected]
Would you like to more clarity on how to
manage
the
many
demands
of
life
(relations,
work,
parenting,
cooperation with the school etc.) ?
Structured coaching conversations offered
for
adults
at
reduced
price
by experienced economist and 2nd year
coach student.
NIEMEIJER Helena
621644619
Counsellor & Career Coach
Adolescents & Adults. Bsc (Psych).
Solution focused approach (nl/en/de).
Pianiste italien, diplm. Conservatoire Santa
Cecilia Rome (avec félicitation du jury),
donne cours domicile de piano et solfège
pour enfants et adultes en italien, français
et anglais.
(We would like to apologise to Mrs
Zevering-Niemeijer for the confusion in
our previous edition).
MALKAVIAN
691 659 861
SPECCHI Alessandro
691 24 23 90
Piano lessons available for beginner to
intermediate students. Young pianist
(playing since a very early age) with
experience in playing in a band and
composing music. Lessons in English,
French and Swedish.
Private piano lessons. He has been piano
teacher at the Cherubini Conservatory in
Florence, Director at
the Mascagni Conservatory in Leghornm,
Artistic Director of the
Tuscany's Orchester. languages: FR- DEEN- IT.
MAURO PARTRIDGE Luisa
691 86 52 44
SZALAY Tünde
299646
Chanteuse lyrique attitrée, diplômée au
Conservatoire ‘G. Verdi’ de Milan, donne
cours de Chant tout niveau
NIJMA Johan
621 165 977
Offering: Bass guitar lessons
PARTRIDGE Philippe
691 86 52 44
Pianiste
compositeur,
professeur
expérimenté donne cours de Piano et/ou
Solfège tout niveau.
SCAFARTAU Marc
27 76 66 12 / 621 75 11 45
Diplomierte Musiklehrerin – Abschl.
Diplom : Musikakademie Budapest –
Erteilt Solgfège und Klavier unterricht.
WERY Anne
458 754
Editions & Ressources sàrl, Docteur de
Paris IV, Sorbonne, Langue Française et
Philosophie
–
Cours
privés
et
préparation au Bac par approche originale,
personnalisée et rigoureuse – Valorisation
de toutes les ressources – Structuration
de la pensée, comme de l’expression
(écrite, verbale) – Développement de la
créativité.
Pour des résultats : enrichissement du
vocabulaire,
argumentation
logique,
aisance et confiance dans l’affirmation de
soi, correction et éloquence.
38
Ad Parentes No. 3 /2011-12
A.P.E.E.E. Membership Form/Formulaire d’Inscription
STANDING ORDER / BANK TRANSFER FORM*
(Please complete form using capital letters)
I, the undersigned:
First name : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Last name : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
(Home address)
Street, No.: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Post Code : __ __ __ __ __ __ __ __ Town : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Phone No. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail
: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
(Work address)
Institution/Company : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Street, No.: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Post Code : __ __ __ __ __ __ __ __ Town : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Phone No:
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Language section(s) of children attending the school (e.g. DE,EN,FR): __ __ __
Number of children in Nursery (M), Primary (P) or Secondary (S) cycle: M __ P __ S __
Authorise my bank ___ ___ ___ ___ ___ ___ ___ to transfer from my account number
IBAN __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
the sum of 50 Euro the first time on __ __ /__ __ /20__ __ and thereafter on 1st October of each year, this sum being my
annual subscription to the Parents’ Association of the European Schools in Luxembourg, to the following account:
BANQUE ET CAISSE D’EPARGE DE L’ETAT BIC: BCEELULL Account IBAN LU64 0019 2555 5628 0000
Luxembourg, (date) __ /__ / 20__ __
Signature ______________________________________________
Please note: * This standing order cancels and replaces any existing standing order in favour of the Parents’
Association of the European Schools in Luxembourg.
PLEASE RETURN TO:
APEEE Secretariat - Room C1/004, JMO Building - European Commission - Kirchberg L-2920
39
FORMULAIRE D'INSCRIPTION A.P.E.E.E.
ORDRE PERMANENT / VIREMENT BANCAIRE *
(Veuillez compléter en lettres majuscules)
Je soussigné :
Prénom : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Nom : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
(Adresse personnelle)
Rue, Numéro : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Code postal : __ __ __ __ __ __ __ __
Ville : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Téléphone : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __GSM : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _
(Adresse professionnelle)
Institution/Société : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Rue, Numéro : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Code postal : __ __ __ __ __ __ __ __
Ville : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Téléphone : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ GSM : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Sections linguistiques des enfants fréquentant les écoles (par ex. DE,EN,FR): ___ ___
Nombre d'enfants en maternelle (M), au primaire (P) ou au secondaire (S): M __ P __ S __
autorise ma banque __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ à transférer à partir de mon compte
IBAN: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
le montant de Euro 50 la première fois le __ __ /__ __ /20__ __ et ensuite le 1er octobre de chaque année, cette somme
représentant mon cotisation annuel à l'Association des Parents d'Elèves des Ecoles Européennes au Luxembourg, au compte
bancaire suivant:
BANQUE ET CAISSE D’EPARGE DE L’ETAT BIC: BCEELULL compte IBAN LU64 0019 2555 5628 0000
Luxembourg, (date) __ __ /__ __ /20__ __
Signature _____________________________________________
Veuillez noter : * Cet ordre permanent annule et remplace tout ordre permanent existant en faveur de
l'Association des Parents d'Elèves des Ecoles Européennes au Luxembourg.
RETOUR À:
Secrétariat APEEE - Salle C1/004, Bâtiment JMO – Commission Européenne - Kirchberg L-2920
40
APEEE contact information 2011-2012
APEEE – Association des Parents d’Elèves de l’Ecole Européenne
web site: http://www.apeee.lu
e-mail: [email protected]
extracurricular web site: http://activitesperiscolaires.lu
Bulletin d’information / Newsletter: inscription par voie du site web / subscription via web site
COMITE DE GESTION 2011-2012 MANAGEMENT COMMITTEE
(version 01.09.11)
Note: Replace the '<AT>' with an '@' sign in order to build a valid E-mail address
Members of executive board / Membres du bureau exécutif
President / Président :
Ian DENNIS
ian.dennis<AT>ec.europa.eu
4301-35129 / 691.530632
Vice-President for Administration and Finance / Vice-Président Administratif et Financier :
Monique LOOS
monique.loos<AT>curia.europa.eu
4303-2316 / 621.427104
Luxembourg II Vice-President / Vice-Président Luxembourg II :
Mateja PRAJS
mateja.prajs<AT>europarl.europa.eu
4300-22272
Vice-President for Secondary Education / Vice-Président Pédagogie Secondaire :
Luca MARTINELLI
luca.martinelli<AT>ec.europa.eu
4301-38101 / 691.348071
(Lux.1) Isabel LEITE
isabel.leite<AT>europarl.europa.eu
4300-23250 / 621.134941
Vice-President for Primary Education / Vice-Président Pédagogie Primaire :
Fabienne BERTHELOT-ERTL
fabertl<AT>hotmail.com
26332659
(Lux.II) Mateja PRAJS
mateja.prajs<AT>europarl.europa.eu
4300-22272
jenny.janietz<AT>gmail.com
435721 / 691 525620
jstenbaekmadsen<AT>hotmail.com
4398-45773 / 691.196749
Treasurer / Trésorier :
Jenny JANIETZ
Secretary / Secrétaire :
Johannes MADSEN
Délégué Interparents / Interparents Delegate :
Raoul PRECHT
Raoul.Precht<AT>europarl.europa.eu
4300-23351, Fax: 4300-24802
Autres Membres / Other Members
Margarita GONZALEZ
gonzacue<AT>eib.org
4379-85686
gilotma<AT>pt.lu
..
Maria HÄRDIN-HOWAT
maria.haerdin<AT>europarl.europa.eu
4300-22176 / 621.239958
Birgitte HOLST
birgitte.holst<AT>europarl.europa.eu
4300-23177 / 621.355650
bholst<AT>pt.lu
357834
Marjo KASANKO
marjo.kasanko<AT>ec.europa.eu
4301-38428 / 691.107145
Petia MANOLOVA
manolova<AT>eib.org
4379 84911 / 621.262692
Reza RAZAVI
razavi<AT>acm.org
621.504653
Michèle RETTER
michele.retter<AT>dcf.etat.lu
24785579 / 621.285237
Siemon SMID
siemon.smid<AT>gmail.com
433944 / 66.433944
Roberto STABILE
stabile.roberto<AT>gmail.com
2796820
Rhonda WILKINSON
rhonda<AT>pt.lu
458152 / 691.282225
Barbara MAZURKIEWICZ-ZALESKA
barbara.zaleska<AT>europarl.europa.eu
4300-25262
bamaza<AT>gmail.com
..
SECRETARIAT PERMANENT 2011-2012 PERMANENT SECRETARIAT
(version 01.09.11)
Bureau / Office address : Bâtiment Jean Monnet, Bureau C1/004, L-2920 Luxembourg
Tel: 4301-33105, Fax 4301-34869
Ouverture du Bureau / Office opening hours
Lundi à jeudi / Monday to Thursday : 8.30 - 16.30, Vendredi / Friday : 8.30 - 13.30
Surveillance des activités périscolaires à l’école / Supervision of extracurricular activities at the school :
Lundi / Monday : 16.30 - 19.30, Mardi à Vendredi / Tuesday to Friday : 13.00 - 19.30

Ad Parentes3-11-12 v20febFINAL

Transcription

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