2050, Paris n'est plus qu'un torrent de violences, le terrain de jeu de fanatiques déchus. L'air n'est plus respirable. Les hologrammes ont remplacé les hommes. Le travail n'est plus que le privilège de quelques-uns. Sous l'hégémonie de Dame Consommation, il est devenu interdit de fabriquer et réparer.
Ce livre est un signal d'alerte. Il est futuriste sans être fantaisiste. Un livre terrifiant de vérités aux premières pages et saisissant d'espoir aux dernières. Un très beau roman d'anticipation, empli d'humanité. Un bel appel au vivre ensemble et au retour à l'autosuffisance.
This book finds that, in many ways, Northern Ireland stands out internationally with its thoughtfully designed evaluation and assessment framework. The major components are well developed, in particular policies for student assessment, school evaluation and school system evaluation. It has been developed using the majority of key design principles recommended by the OECD. The approach to evaluation and assessment combines: central control over policy development and standard setting; transparency over procedures and reporting of results; an increasing responsibility for the implementation of evaluation and assessment among teachers and schools; and central mechanisms to monitor the effectiveness of implementation. For example, while schools and their Boards of Governors are accountable for their educational quality and are accountable to their communities, school development planning processes are also monitored as part of external school evaluation by a central inspectorate. Teachers play a central role in student assessment and their assessment of pupil progress against central standards is moderated by a central agency which engages working teachers in the process. Teachers in primary schools are offered central diagnostic tests to support their assessment of pupil progress. Only teacher appraisal remains entirely school based, but there is a set of common competence standards for teachers.