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101.
Alain Bienayme´ 《Higher Education in Europe》1987,12(4):33-37
This article explores some of the probable consequences of the objective, elaborated throughout the French political spectrum, in favour of expanding French higher education enrollments such that by the year 2000, 80 percent of each age cohort will hold the baccalauriat and 90 percent of the latter will enroll in higher education. So far, the consequences of this objective have not been faced, particularly the tremendous changes required so as to make higher education in France universal. Certainly they will bring an end to the traditional elite nature of the French university with its emphasis on research and on the imparting of theoretical knowledge. Ineluctably, the emphasis will have to shift to practical courses and to career preparation. The author therefore suggests that the move to universality might best be accomplished by the development of numerous short‐term and vocationally oriented courses to be offered in distinct institutions to provide training to the bulk of the new entrants who will, for the most part, have completed high school in technical baccalaur éat sections. A traditionally oriented core within the university system will continue to offer long‐‐cycle courses admitting only the cream of the traditional general education baccalauriat holders and the best graduates of the new short‐cycle institutions. All the enrollees in the latter institutions should be encouraged to avoid over‐specialization so as to guarantee their professional flexibility with respect to future employment.
102.
Jean-Marc Bernard Alain Patrick Nkengne Nkengne Fran?ois Robert 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,68(1):555-575
SCHOOL CURRICULA REFORMS IN PRIMARY SCHOOLS IN AFRICA: MYTH VS. REALITY - This paper proposes a critical analysis of the introduction
and implementation of new school curricula in Africa based on the example of the skills based approach (SBA). In many countries,
the SBA has been chosen as the most appropriate and relevant method to change their school curriculum and improve education
quality. We analyse the implementation of those new curricula based on the SBA in primary schools in Mauritania. The results
show that the main problems affecting pupils’ achievement lie rather in the effective implementation of curricula in the classrooms
than in their contents. Additional analyses show that this result is confirmed in other African countries. As a background
analysis, we present the origins of SBA, define its purposes and assess its limits from a pedagogical point of view. The weaknesses
of this approach in taking into account the needs and the realities of African educational systems are stressed. These various
elements lead to the conclusion that if curriculum reforms are often necessary in African countries, this can not be a cure
for education quality issues. 相似文献
103.
Alain Michel 《European Journal of Education》2016,51(4):513-521
The theories and approaches of steering/monitoring a process of change within education systems have evolved over the last 20 years or so as a result of many factors such as globalisation and decentralisation, a faster pace of change, increasing expectations and demands from various stakeholders (parents, employers, teacher unions, etc.) and the growing influence of OECD and of the EU in the field of education because of some more or less explicit standards and policy recommendations. All these evolutions contributed to increase the complexity of the education systems and of the instruments and procedures required to establish some coherence between the initiatives of a large number of more autonomous stakeholders. Our main objective here is to describe how the previous notions and concepts used in analysing the conditions for steering education systems have been gradually integrated within a larger paradigm: the ‘governance of multi‐level complex education systems’. 相似文献
104.
105.
Alain Quiamzade 《European Journal of Psychology of Education - EJPE》2007,22(3):243-258
This study (N=75) examined the influence dynamics that take place between two competent individuals presenting divergent solutions
for a cognitive task. The hypothesis was that such settings (i.e., conflict of competencies) are unlikely to have a positive
effect on intellectual performance because of the representation of the task, and that an increase in performance may be found
if such a representation is modified. Three conditions were examined: a control condition in which participants completed
the task by themselves, a conflict of competencies condition in which participants declared to be highly competent where confronted
with a equally highly competent (bogus) partner who offered diverging solutions (standard conflict of competencies condition),
and a conflict of competencies condition in which a decentring procedure was induced to modify the representation of the task.
The results showed that participants in the decentring condition solved the task better compared to the standard conflict
of competencies condition and the control condition. However, the results unexpectedly revealed imitation in the two conflict
of competencies conditions compared to the control condition. Complementary analyses suggest that in the standard conflict
of competencies condition imitation corresponds to a defensive motivation. 相似文献
106.
107.
Alain Charlot 《Higher Education in Europe》1988,13(4):43-48
The results of a survey made in 1986 of French students and former students who had received their baccalauréat's at the end of 1982‐1983 academic year are presented below. They give a breakdown of which students enrolled in which post‐secondary course programmes and which type of baccalauréat augured best for success in university studies.
108.
The financing of education has emerged as a major topic of discussion among policy makers in recent years. There is evidence that in many developing countries, governments can no longer continue to increase spending on education at the high rates characteristic in the 1960s and 1970s. The macroeconomic environment has worsened, and there is keen intersectoral competition for public funds. Thus unless educational development moves away from its present heavy dependence on public funds, the expansion of education would be frustrated. One policy option is to increase the private financing of education. In this paper, we evaluate the potential effectiveness of loans schemes as a cost recovery instrument in higher education. Essentially, loans permit students to finance the cost of their education from future income. So the effectiveness of loans would depend on the relation between costs and students' future income. It also depends on the incidence of repetition, dropout, and default, as well as on whether or not a grace period is incorporated in the loan scheme. Our simulations show that in Asia and Latin America, the potential rate of cost recovery is substantial under what appears to be bearable terms of repayment. In Francophone Africa and Anglophone Africa, however, loans schemes are unlikely to perform as well, but they would still permit a shift toward greater private financing of higher education. 相似文献
109.
Alain Jaillet 《The American journal of distance education》2013,27(2):105-109
Abstract The articles published in D &; S concerning the creation and operation of remote training methods can be characterized according to the points of view taken by experts or researchers. The authors are interested in three particular aspects of the training process: organization, design, and impact. Different approaches in the design of these methods determine the economy of their structure. They may include certain constraints, such as when a team has a specific and voluntarist vision or when seeking safety by keeping to the norms, or, on the contrary, to pragmatic approaches consisting in adapting to the situation. All the proposals focus on a central theme: supporting students from a distance. 相似文献
110.
The aim of this paper is explain how the notion of “study and research course”, a recent construct in the anthropological theory of didactics, provides a general tool to model mathematical knowledge from a didactical perspective. We do this from two points of view. First, the notion itself arose as a tool for didactic design, particularly in mathematics teaching involving modelling type subjects, and we introduce a new diagrammatic representation in order to present and analyse a selection of such designs. Secondly, we demonstrate how the same representational tool can be used to analyse other didactic processes as study and research courses. In both cases, our examination of cases reveals that designers and teachers are often more explicit about their intention to enable students to do “research” (e.g. exploring a challenging problem) than to enable students to engage in autonomous “study”; moreover, the role for students is mostly confined to search for answers to questions raised, essentially, by the teacher. These observations point to directions which deserve more attention in design research related to the notion of study and research course. 相似文献