Un important universitar, a prezentat elemente ce ţin de scăderea abandonului în învăţământul superior, realităţile ultimilor ani, dar şi proiectele în derulare, în lumina reflectoarelor Platoului BZI LIVE
Marți, 14 ianuarie 2020, la ora 15.00 în Studioul BZI LIVE a fost programată o ediție specială. În cadrul acesteia s-a dialogat despre unul dintre cele mai utile și importante aspecte ale Educaţiei din România! Cum poate fi stopat un fenomen periculos și îngrijorător, într-o emisiune cu un profesionist în domeniu.
A fost vorba de conf. univ. dr. Silviu Mihail Tâţa, membru al Departamentului de Management, Marketing, Administrarea Afacerilor din cadrul Facultăţii de Economie și Administrarea Afacerilor, Universitatea Alexandru Ioan Cuza din Iași.
Proiecte pentru studenţi şi impactul lor în scăderea abandonului universitar!
Astfel, alături de domnia s-a abordat segmentul proiectelor Universităţii Cuza și cele în care a fost implicat personal, pentru studenţi și rolul lor în scăderea abandonului universitar! Totul în condițiile în care, la nivel național, realitățile ultimilor ani arata o situație dificilă atunci când vine vorba de tinerii care urmează studii superioare, sunt calificați și aleg să rămână în ţară. Dincolo de toate acestea, alături de universitar s-au prezenta elemente ce țin de activitatea sa cu studenții, realități din spaţiul învățământului superior sau proiecte pe care le are în derulare.
Despre jocuri de întreprindere sau evaluarea și analiza performantelor educaţionale
De precizat că, universitarul Tâţa are ca domenii de predare: Management, Jocuri de întreprindere, Managementul producţiei şi operaţiilor, Evaluarea şi analiza performanţelor organizaţionale, Tehnici cantitative de decizie, Cercetări calitative în managamentul resurselor umane; Diagnostic organizaţional, Management strategic. A fost membru în echipa de management proiectului dedicat Centrului regional pentru dezvoltarea antreprenoriatului în rândul tinerilor, beneficiar fiind Universitatea Cuza.
Implicat în proiecte legate de abandon universitar sau calitatea educaţiei
A participat, în perioada iunie 2009 – decembrie 2011, la derularea proiectului de cercetare „Elaborarea unui model de management al performantei în serviciile de sănătate publica”, sau din aprilie 2010 – decembrie 2010 la derularea proiectului de cercetare „Calitate şi Leadership pentru Învăţământul Superior Românesc”, în calitate de expert. A fost responsabil logistic în cadrul proiectului POSDRU „Salvaţi copii de abandon şi neintegrare” , în perioada august 2010-august 2013. De asemenea, a fost expert în cadrul proiectului POSDRU „Comunitate universitară pentru managementul calităţii în învăţământul superior”.
Universitatea Cuza din Iași a investit milioane lei în reducerea abandonului
De precizat că, Universitatea Alexandru Ioan Cuza din Iași a învestit, din anul universitar 2017 – 2018, 2.5 milioane de lei pentru combaterea abandonului şcolar, una dintre cele mai grave probleme cu care se confrunta învăţământul superior românesc în ultimii ani. Au fost implementate şase proiecte diferite, cu scopul de a sprijini studenţii care se confrunta cu dificultăţi de învăţare, de integrare sau probleme financiare, astfel încât să aibă posibilitatea de a absolvi facultatea.
Ratele de abandon ridicate sunt o problemă foarte des semnalizată la nivelul învăţământului superior românesc
Ratele de abandon ridicate sunt o problemă foarte des semnalizata la nivelul învăţământului superior românesc, aceasta fiind calculată la aproximativ 35 la sută la nivel naţional. Facultăţile UAIC se confrunta cu această problemă mai ales în anul I de studiu, acolo unde riscul variază între 20 la sută şi 40 la sută – cu menţiunea ca acest calcul îi include şi pe cei care se răzgândesc după admitere şi încheierea contractului de studiu, fără să se prezinte deloc la facultate.
Care sunt factorii de abandon
Printre factorii care îi determină pe unii tineri să renunţe la studii se numără: situaţia materială precară, lipsa unui mediu familial şi şcolar care să încurajeze eforturile pentru studii, alegerea inadecvată a facultăţii din cauza lipsei de informaţii din timpul liceului, informarea insuficienta la nivelul universităţii cu privire la posibilităţile de angajare, probleme de învăţare şi diferenţele foarte mari între stilul pedagogic practicat în liceu şi tipul de predare dintr-o facultate. Fondurile au fost obţinute de Universitatea Cuza prin două tipuri de finanţări – Fondul de dezvoltare instituţională (FDI) şi ROŞE – fonduri ale Ministerului Educaţiei Naţionale (MEN), dedicate reducerii abandonului şcolar în învăţământul secundar şi terţiar.
Publicație : Bună Ziua Iași
La Politehnică, rectorul şi Senatul vor fi aleşi la sfârşitul lunii februarie
Chiar dacă o parte dintre universităţile ieşene cunosc deja candidaţii care se vor întrece pentru funcţia de rector, la Universitatea Tehnică „Gheorghe Asachi“ din Iaşi demersurile se află încă la început. Politehnica ieşeană a decis, prin referendum, modalitatea de alegere a rectorului încă de la mijlocul lunii iunie 2019, însă conform calendarului şi metodologiilor în vigoare se aleg mai întâi structurile şi funcţiile de conducere academică pentru legislatura 2020 - 2024, cel care va ocupa funcţia de rector urmând să fie ales ultimul, pe bază de alegeri generale, prin vot universal, direct şi secret al tuturor cadrelor didactice şi de cercetare titulare din cadrul universităţii şi al reprezentanţilor studenţilor din Senatul universitar şi din consiliile facultăţilor.
Astfel, în acest moment, conform calendarului, au fost finalizate alegerile în departamente pentru funcţiile de director departament şi pentru membrii consiliului departamentului, urmând ca astăzi şi mâine, pe 15 şi 16 ianuarie, să se desfăşoare şedinţele de consiliu la fiecare facultate pentru validarea alegerilor directorilor şi consiliilor departamentelor. Săptămâna viitoare, luni, marţi şi miercuri, pe 20, 21 şi 22 ianuarie, este stabilită perioada de depunerea şi afişare a candidaturilor pentru reprezentanţii departamentelor, cadre didactice şi cercetători, în Consiliul facultăţilor, urmând ca alegerile să aibă loc după o săptămână, pe 27 şi 28 ianuarie, iar rezultatele să fie validate în ultima zi a lunii, pe 31 ianuarie, de către Senatul universităţii
Candidaţii la funcţia de rector vor fi aflaţi în luna februarie
Alegerile pentru conducerea facultăţilor şi a universităţii se vor apropia de final în luna februarie, în perioada 3 - 7 februarie, pentru o săptămână, putând fi depuse candidaturile pentru reprezentanţii în Senat, dar aceasta va fi perioada în care vor putea fi depuse şi vor fi afişate candidaturile pentru funcţia de rector. După două săptămâni, pe data de 24 februarie, vor avea loc alegeri generale pentru funcţia de rector a universităţii şi pentru membrii Senatului, dacă este cazul acestea putând să fie refăcute a doua zi, pe 25 februarie. Şedinţa Senatului în exerciţiu pentru validarea alegerii rectorului şi a membrilor Senatului va avea loc pe 27 februarie, în cazul în care este nevoie putând fi realizate din nou alegeri generale pentru funcţia de rector pe 2 martie. După confirmarea rectorului, în termen de trei zile, se vor numi prorectorii, cu consultarea Senatului nou, şi se va publica Metodologia de concurs pentru selectarea decanilor.
Publicație : Ziarul de Iași
Burse private de studiu pentru studenţii ieşeni
Hidroelectrica SA va organiza o selecţie pentru acordarea unui număr de 37 de burse private de studii elevilor şi studenţilor înscrişi la cursuri de zi, pe teritoriul României
Studenţilor le vor fi acordate un număr de 24 de burse, în funcţie de domeniul educaţional urmat, iar elevilor 13. Acestea vor fi dispuse după cum urmează: 4 burse pentru studenţi de la facultăţi cu profil de Economic, Juridic şi IT; 16 burse pentru studenţi de la facultăţi cu profil energetic, hidroenergetic, electrotehnic şi electromecanic; 4 burse pentru studenţi de la facultăţi cu profil de constructii hidrotehnice şi 13 burse pentru elevi din învăţământul tehnic preuniversitar cu profil energetic, electrotehnic şi electromecanic.
Studenţii ieşeni sunt eligibili în contextul aplicării pentru una dintre cele 4 burse din domeniul Economic, Juridic sau IT: 1 loc pentru specialitatea Finanţe bănci, Contabilitate sau Management economic în cadrul Executiv Hidroelectrica – Departament Financiar & Contabilitate; 1 loc pentru specialitatea IT în cadrul Executiv Hidroelectrica – Departament IT & Comunicaţii; 1 loc pentru specialitatea Management resurse umane în cadrul Executiv Hidroelectrica – Departament Resurse Umane şi 1 loc pentru specialitatea Drept în cadrul Executiv Hidroelectrica – Departament Juridic.
Bursele private de studii vor fi acordate de Hidroelectrica în condiţiile Legii nr. 376/2004 actualizate şi ale Ordinului nr. 1759/2004 privind aprobarea instrucţiunilor de aplicare a acesteia, pentru persoane fizice române aflate în calitate de elevi înscrişi la cursurile de zi ale liceelor sau colegiilor cu profil tehnologic, pe teritoriul României, începand din anul III de studii (clasa a XI-a) şi studenţi înscrişi la cursuri universitare de zi, pe teritoriul României, începand din anul II de studii.
Solicitantul trebuie să dovedească promovărea tuturor examenelor din cadrul anilor de studiu anteriori solicitării bursei. Alte condiţii obligatorii privind dovedirea eligibilităţii pentru obţinerea bursei vizează media de absolvire a solicitantului şi nota obţinută în urma examenului de licenţă care ar trebui să fie minim 8. În cazul studenţilor aflaţi în anii terminali de studii universitare sau de masterat, tema lucrării de licenţă/disertaţie trebuie să aibă legătură cu activitatea Hidroelectrica.
Data limită de depunere/trimitere a dosarului de înscriere la SPEEH Hidroelectrica – Departamentul Resurse Umane/Serviciul Dezvoltare Personal este 17 ianuarie, ora 12. Dosarul trebuie să conţină: fişa de înscriere; declaraţie privind relaţie de rudenie sau de afinitate până la gradul IV; cu membrii Directoratului Hidroelectrica S.A.; 1 fotografie tip paşaport; Curriculum Vitae în format Europass actualizat la data depunerii documentelor – original; carte de identitate – copie; diplome, atestate, certificate de participare la sesiuni de comunicări ştiinţifice, implicare în proiecte de cercetare şi de voluntariat etc. – copie; adeverinţă de elev/student – original; situaţia scolară, valabilă la data depunerii documentelor – original; două recomandări, semnate şi datate de către două cadre didactice/universitare – original şi o notă de informare privind consimţământul prelucrării datelor cu caracter personal.
Selecţia candidaţilor pentru acordarea unei burse private de studii se face prin intermediul unui interviu de selecţie. Candidaţii admişi la interviul de selecţie în urma analizei fişelor de înscriere şi a documentelor anexate, vor fi anunţaţi cu privire la locul, data şi ora de desfăşurare a interviului. Pe 27 ianuarie va fi comunicată lista candidaţilor admişi pentru interviul de selecţie, iar în perioada 28-31 ianuarie vor fi desfăşurate interviurile. În luna februarie vor fi încheiate contractele de acordare a burselor.
Publicație : Evenimentul
Guardian University Award winners: 'We were jumping for joy'
The 2020 awards celebrated groundbreaking work, from networking for BAME students, to a website presenting untold stories of immigrants and a training programme for parents
It’s exciting on the night to win a Guardian University Award, but the effects last much longer. We caught up with a few 2019 winners to find out how it felt to take home an award, and what it enabled them to do next.
Retention, support and student outcomes
The Equity project at the University of West England
The University of West England (UWE) took home the award for retention, support and student outcomes for a project that gave black, Asian and minority ethnic (BAME) students the skills and networks to further their careers.
The university’s Equity project involved monthly one-to-one mentoring sessions, group coaching on issues of race and identity, enterprise workshops about handling the media and personal branding, and networking events with outside speakers.
It was a lovely surprise and we were absolutely delighted
Noor Nixon
“We knew the programme was unique,” recalls Noor Nixon, the programme’s project officer. “However, it was a lovely surprise to win such a reputable award. We were absolutely delighted and jumping for joy.”
The project tackles an important problem: the underrepresentation of BAME graduates at top employers. For Nixon, one of the benefits of winning the award is the way it will push the university to keep striving to help BAME students realise their potential. “The award is a nod to the talent, hard work and commitment of staff and students at UWE Bristol to push forward positive change for a better future,” she says.
Nixon says the programme’s next step will be to see how it can be applied to boost BAME students’ grades, and solve the attainment gap. This will include learning support alongside the career-focused elements of the programme.
Research impact
Our Migration Story at the University of Manchester
The University of Manchester won the research impact category for Our Migration Story, a website presenting the untold stories of the migrants who have shaped Britain, meeting demand from pupils for more diverse histories.
“We were hugely excited to win the award and more than a little bit surprised, given the very strong projects which were also shortlisted,” says Claire Alexander, professor of sociology in the school of social sciences in Manchester.
It gave a real boost to the arguments we've been making about rethinking British history and identity
Claire Alexander
Alexander said the award was a great way to say thank you for “the generosity of more than 80 academics, museums and archives, who freely gave us their work for the site and helped us make it accessible for young people and the general public”. It also brought the project to a much larger audience, with website visits doubling over the following few months from around the world, and enabled the project to leverage additional money and resources from the university.
“It gave a real boost to the arguments that we have been making for some time about the importance of rethinking British history and identity, how that is taught in schools, and how we imagine Britishness more generally. This is more important now than ever,” she says.
Social and community impact
Parent Power at King’s College London
King’s College London took home the social and community impact award for Parent Power, which trains parents to become experts in university access, reflecting how important parents are to their children’s success in education.
“The project started as a small group of parents working with us hoping to make change, and winning a Guardian award showed just how far they and the initiative has come,” says Michael Bennett, associate director of widening participation at King’s College London.
After winning the award, Bennett says lots of other universities approached King’s to ask about how to set up similar programmes: Parent Power Oldham is set to launch this year, and Empoderando Padres launched last month to widen access for the Latinx communities in London. One parent leader even few to Australia to speak about Parent Power with the University of Sydney.
Winning in the award means that other universities are willing to take risks
Michael Bennett
“Parent Power is quite an unorthodox way to do parental engagement in higher education,” says Bennett. “Winning the award means that others in the sector are excited by innovation and more willing to take risks.” The award is a “crucial acknowledgement” of how important it is that universities contribute to their local communities, he adds.
Publicație : The Guardian
How to be a commuter student – and keep your social life
Weighing up the full student experience versus a peaceful home life can be hard, but there are ways to enjoy both
Ifelt an immense pressure when choosing which university campus I wanted to attend. In the end, it was the cost of Cambridge’s student accommodation that swung my decision to commute from home. But I couldn’t help feeling that I’d be depriving myself of a social life.
Fellow commuter student Eleanor Penny faced a similar dilemma. “Many people made me feel like I would be missing out by not moving into student accommodation,” she says. “I suffered from mental health issues which made commuting an easier option for me.”
Recent graduate Chloe Halliday, meanwhile, felt torn but ultimately chose to stay at home. “It was the easiest option,” she says. “I didn’t want to move away from family or friends.”
Weighing up the full student experience versus a peaceful home life can be hard – but I found there are ways to enjoy both.
Join societies
As a commuter student, you’ll miss out on a big chunk of freshers’ week. You won’t have been forced into friendships with flatmates and you’ll have nowhere to stay in town. The best thing you can do to tackle first-week nerves is join a club. You’re bound to meet a group of like-minded people somewhere, whether it’s the football team or the larping society.
Introduce yourself
What I didn’t realise when I started my lectures, workshops and seminars was that my coursemates would all be in the same boat. We were all thrown in at the deep end with a group of people we’d never met. After my worries about being the odd one out, sitting next to someone and letting a conversation begin naturally was a great feeling.
Schedule study nights
Once you’ve made a few friends, free evenings up to socialise outside of class – or if you’ve got work to do, get together and write that assignment you’ve been putting off. Arrange to meet at the library, invite them to yours, or go back to their flat. It’s a good way to get to know people better. You never know, you might get on with their flatmates as well.
Use your local knowledge
Since you’ve already lived in the area, you’re more likely to know the best clubs, cafes and bargains – so why not impress your friends by inviting them on a night out? “I’ve taken my friends on dinner dates, and to local gigs and bars,” says Halliday. Your friends will be indebted to you once you’ve revealed the town’s secrets.
Go to university events
Themed nights and student union parties usually pop up towards the end of the term. Whether it’s karaoke night, quiz night or a Christmas formal, get involved.
Publicație : The Guardian
Sacked or silenced: academics say they are blocked from exploring trans issues
Universities are at a loss how to maintain free speech when both sides claim they feel unsafe
On the December morning that Jo Phoenix, professor of criminology at the Open University, was to give a lecture at Essex University on trans rights in prisons, Twitter roared into action, with several Essex staff and students tweeting allegations that a “transphobe” would be on campus.
By 10am Phoenix was warned by a member of university staff that some students were threatening to shut down her lecture, as they said LGBT+ staff and students wouldn’t feel safe if Phoenix gave her talk. At midday the university decided to cancel it because disruption looked inevitable, and proper academic discussion unlikely.
“I was furious,” Phoenix says. “It was very clear to me that those agitating were fundamentally anti-academic because they condemned me and my research without hearing what I had to say.”
Phoenix, who is adamant she is not transphobic, had given the same talk at the University of Newfoundland in Canada a month earlier, to an audience that included trans scholars, without controversy. “They all liked it. So there is something unique about what is going on in the UK,” she says.
The talk explored tensions around placing trans women in British prisons, and argued that there are problems with applying trans rights to criminal justice.
Universities are negotiating a minefield, trying to maintain free speech while faced with two groups of people who both argue they are being made to feel unsafe.
The vice-chancellor of Essex, Anthony Forster, has promised a review into what happened in December, and says the university expects its community not to interfere with “the rights of others to express views with which they might disagree profoundly”. He adds that Essex has “an equally clear commitment to being an inclusive community”.
The transgender debate cuts across many academic disciplines, including law, education, gender studies, philosophy and history. So-called gender-critical feminists, who believe that gender is a social construct rather than innate, say they want to explore trans issues within their fields, but that they, and the debate as a whole, are being stifled in British universities.
However, academics such as Tam Blaxter, a historical linguist at Cambridge University, who is a trans woman, say these arguments make trans staff and students feel vulnerable. “Universities are communities of staff and students first and foremost,” she says. “They will always have a function of discussing difficult issues, but making minority members feel safe and welcomed must come first.”
Kathleen Stock, professor of philosophy at Sussex University and a gender-critical feminist, claims that last month Oxford University Press abandoned a book on female philosophers because her inclusion was deemed too controversial.
Stock, who insists she is not transphobic, is one of the most prominent advocates of gender-critical feminism, and has faced calls for Sussex to sack her. She says that one reason the American office of OUP gave in December for dropping the latest book in a series called Philosophy at 3am, was that she was involved and would attract negative attention. “I think that is terrible and cowardly,” she says.
A spokeswoman for the OUP said it would not comment on the review process for individual projects, but that it did not often publish collections of interviews and this was “a contributing factor to our decision not to pursue this project”.
Dr Kath Murray, a research associate in criminology at Edinburgh University, says there are many obstacles to organising gender-critical events on women’s rights. An event was cancelled at Edinburgh in December because of fears the speakers would face abuse.
Murray says one event that went ahead last year on sex-based rights required extensive security because of anticipated opposition. “There was a one-hour security briefing for speakers, seven security guards attending the event, a security sweep of the lecture theatre beforehand, and ID checks for all attendees,” she says.
In December, another event was due to take place, on schools and gender diversity. Dr Shereen Benjamin, senior lecturer in primary education at Edinburgh and the event organiser, says it was intended to show teachers both sides of the debate. “I wanted to bring together gender-critical speakers who see the increase in referral rates of children to gender identity clinics as problematic, and believe it has multiple social causes, with speakers from trans rights organisations who believe it is due to young people discovering their true identities at a younger age,” she says.
Benjamin says she was unable, however, to persuade any trans rights organisations to share the stage with gender-critical speakers, so the event was redesigned as a research seminar without teachers involved. However, when booking went live in December, the university’s staff pride network criticised it in an email to hundreds of staff, and on its blog, citing guest speakers “with a history of transphobia”.
With at least one academic urging opponents to protest, Benjamin cancelled, fearing speakers would face abuse. “It is now so risky and frightening for people to talk critically about gender identity on campus,” she says.
“We need universities to establish and maintain the boundaries of acceptable protest from within their communities, and to intervene quickly and decisively if there are any attempts at intimidation.”
Jonathan MacBride, co-chair of Edinburgh’s staff pride network, says his committee felt the event “would be upsetting and hurtful for anyone who is trans or an ally to the trans community”.
He says universities should not provide platforms for outspoken gender critics. “When someone has said publicly that they don’t believe trans women are women or, more harmfully, that trans women are men and should somehow be held accountable for the actions of a minority of predatory men in the world, that isn’t really a debate, it’s just hateful speech about an already marginalised minority.”
Universities say privately that they are finding the debate difficult to navigate, because their obligations under the Equality Act seem to clash with freedom of speech. But Colin Riordan, vice-chancellor of Cardiff University, a member of the elite Russell Group, says: “This is a divisive issue and rouses strong emotions, but if we don’t have the debate, how will we ever resolve it?”
Riordan faced down heated demands in 2015 for Germaine Greer, the celebrity feminist, to be banned from lecturing at Cardiff on the grounds that she had made transphobic comments. He says: “The way universities have to approach this, like other difficult issues, is to defend academic freedom and uphold free speech, as long as it is within the law.”
Sarah Honeychurch, a fellow at the University of Glasgow’s business school, says the problem extends beyond university management. She was sacked last summer as editor of the academic journal Hybrid Pedagogy, after signing a public letter by feminists questioning universities’ relationship with the LGBT+ charity Stonewall.
“One of the founding members of the journal said on Twitter that my position was at odds with values he considered to be central to education,” she says.
The journal managers blocked her from accessing any documents and have not spoken to her since, she says. “My background is philosophy. The idea that I can’t challenge anything is deeply troubling.”
Publicație : The Guardian
Des logements étudiants à la limite de l’insalubrité
A Villeneuve-d’Asq (Nord), des résidences du Crous sont dégradées, comme 15 à 20 % du parc. Malgré les objectifs politiques, le rythme de réhabilitation de ces logements ne suit pas les besoins.
Bucolique, c’est l’adjectif qui s’impose au marcheur remontant l’avenue Paul-Langevin à Villeneuve-d’Ascq (Nord). Sur la gauche, un élégant « club house » montre le chemin vers les pelouses de plusieurs terrains de rugby ; à droite, les arbres d’un verger dévorent l’espace de terrains de tennis. Entre les deux, des dizaines de jeunes gens déambulent entre des bâtiments de grandes écoles ou de l’université. Tous sont étudiants au sein de la cité scientifique de la métropole lilloise.
A quelques mètres de là, certains d’entre eux sortent du restaurant universitaire qui fait face aux bâtiments flambant neufs de la résidence Albert Camus. Parmi eux, Cécilia, 22 ans, étudiante en ingénierie, doit filer à son cours d’automatisme. Quand on lui demande quel est le mot qui décrit le mieux son logement étudiant, elle sourit, comme pour s’excuser, et répond : « Sale. »
En effet, Cécilia ne loge pas dans les beaux bâtiments habillés de bardages en bois aux piliers couleurs arc-en-ciel que le Centre national des œuvres universitaire et scolaire (Cnous) met en valeur dans son rapport d’activité annuel. Ce que ne montre pas la photo officielle, c’est la dizaine de bâtiments déglingués et malodorants qui les entourent, et dans lesquels vivent plusieurs centaines d’étudiants.
Ce qui manque, « c’est un minimum d’hygiène »
Selon une enquête de satisfaction des étudiants sur les logements loués par les Centres régionaux des œuvres universitaires et scolaires (Crous), 80 % des répondants « apprécient la propreté et la sécurité » de leur résidence. Ce n’est pas le cas des jeunes qui vivent dans certains bâtiments des résidences Galois, Bachelard et Camus de Villeneuve-d’Ascq.
Les portes d’entrée sont précédées par des conteneurs de poubelles collectives ; elles sont largement ouvertes au vent et à tous ceux qui veulent y entrer. Les digicodes sont hors d’usage. Aucun gardien n’est visible. Dans ces immeubles vieux d’un demi-siècle, filles et garçons sont répartis sur les quatre étages où s’alignent 40 chambres de neuf mètres carrés. Dans chaque bâtiment, une pièce d’environ 10 m2, équipée de quatre ou six plaques de cuisson que se partagent tous les résidents, fait office de cuisine collective. Mais il n’y a pas de réfrigérateur, ni four, ni même table, et la vétusté affleure partout, notamment sur les murs vérolés d’humidité. Pourtant, l’espace dînatoire n’est pas le principal souci des résidents. Ce qui manque, « c’est un minimum d’hygiène », témoigne Rahma (le prénom a été modifié), 22 ans, étudiante en licence de chimie.
Publicație : Le Monde
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