La reforme de l'enseignement en France

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Quelques aspects de la reforme de l'enseignement en France

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La democratisation de l'enseignement en France: mythe ou realite?

This article contrasts the liberty of the teacher with the reality of democratisation of French education.

In France, as in all the countries of Europe, a concern to give all children an adequate level of teaching and an equality of opportunity of scholastic success has occupied the thinking of successive governments since the end of the second World War. The article offers an historical survey of the major reforms which have contributed to the democratisation of the French educational system. These reforms, undertaken without any far‐reaching changes in either contents or syllabus suggest a process of democratisation which is essentially quantitative, improving slightly on overall standard without affecting, to any significant extent, the pattern of socio‐cultural origins of public servants in France.

Currently teachers are facing a new set of problems as they sense a failure of the democratisation policies of the last decades; they are aware of the devaluing of qualifications and the re‐emergence of the streaming of pupils. Faced with this, freedom of action is inevitably constrained and the teacher is placed in the ambiguous position of having to participate in the failures of an institution while personally deploring them, in a complex system of guidance and selection while wishing to reject such a system.

Trapped between educational legislation and the power of administrations, between the contradictions of parents and those of children, the teacher has in fact very little freedom of action; this, at least, is the view of the author.     

Langues vehiculaires de l'enseignement en Afrique noire

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Languages of instruction in black Africa problems of the choice and pedagogical implication

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Unterrichtssprachen in Zentralafrika Problematik der Wahl und Pädagogische folgen

     

La notion de continuité dans l'enseignement du second degré

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Rupture politique et enseignement de l'histoire en Afrique du Sud: Les manuels de l'enseignement primaire

In all parts of the world, the teaching of history, because of its important ideological dimension, tends to be influenced by social and political changes. The recent upheavals in South Africa have confronted the nation with so many new tasks that it is difficult to decide which of them should have priority. These tasks include the establishing of a new educational curriculum which, paradoxically, no longer includes the subject of history as such. Instead, history is subsumed under the human and social sciences. This article analyses the content of history text books from the primary level upwards and from the 1980s to the most recent publications. On this basis it attempts to assess the extent and limits of the changes within a political setting marked by a tension between the historic struggle for equality and justice and the constraints imposed by the functioning of a liberal economy within the context of the globalization of modern capitalism. The considerable changes in the content of these books seem to be based on two different theoretical models: the multicultural model embodied in the idea of the "rainbow nation"; and the notion of the universality of humanity, transcending the diversity of cultures and confirmed by the findings of archaeology. While these two models can be a basis on which to refute racial inequality, they are not used to combat other forms of inequality, in particular social inequality.     

Essai d'individualisation de l'enseignement

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Quelques difficultes en mathematique et leur perception par les eleves en classe de troisieme dans l'enseignement secondaire a Dakar

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Les graphes de flux dans l'enseignement secondaire

Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches.     

Processus de recherche d'un probleme de geometrie chez l'eleve de l'enseignement secondaire

This article describes part of the research done in the IREM of Montpellier, concerning plane Euclidean geometry. Fifty secondary school pupils worked on the following problem: given two circles and a rectangle, what is the largest possible number of points of intersection? The author studies some of the typical trains of thought of the pupils during the course of solving the problem' In this way he introduces and analyses three ideas: elementary thought processes, the bridging of local gaps, the processes of differentiation and integration.     

Recherche de nouvelles conceptions sur l'enseignement programme

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L'argument économique dans les réformes de l'enseignement en Chine au XXe siècle

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