22 results on '"Steedman, Hilary"'
Search Results
2. L’offre d’école
- Author
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A. Bruneau, William, Boulet, Michel, Bousquet, Pierre, C. Ghosh, Suresh, Čapková, Dagmar, Chase, George, Coolahan, John, Crubellier, Maurice, Depaepe, Marc, Dimaras, Alexis, Frijhoff, Willem, Gavoille, Jacques, Gerbod, Paul, Gildea, Robert, Grundy, Denis, Guillain, André, Heinemann, Manfred, J. H. Dekker, Jeroen, K. Jones, Donald, Majorek, Czestaw, Mayeur, Françoise, Miąso, Józef, Monés, Jordi, Neumann, Frank, Poutet, Yves, Prost, Antoine, Pujol-Busquets, Solà, Pere, Soldani, Simonetta, Steedman, Hilary, Vanpaemel, Johan, and Frijhoff, Willem
- Subjects
History ,politique éducative ,scolarité ,HB ,État ,HIS000000 ,industrialisation ,éducation ,communauté éducative ,politique ,loi scolaire ,Education - Abstract
Au xixe siècle, l'industrialisation et l'élaboration de politiques éducatives systématiques sont deux phénomènes concomitants, dont seul le premier est ordinairement analysé dans sa dimension internationale. Les politiques scolaires, en revanche, n'ont guère été envisagées jusqu'à présent que dans un cadre étroitement national, pour donner naissance à des stéréotypes et des mythes solidement ancrés dans la conscience collective de chaque pays. En réalité, ces politiques ont revêtu un caractère supranational, qui rend urgente une approche comparée. Seule, une appréciation correcte de la part des différents facteurs nationaux et supranationaux, des motivations éducatives ou étrangères au champ de l’éducation permettra de comprendre leurs conditions d’évolution, leurs chances d’avenir et leurs possibilités de changement. La sélection des communications présentées au Colloque international de Sèvres, tenu en septembre 1981 à l’occasion du centenaire des lois scolaires françaises, que l’on trouvera dans ce livre, veut aider à démêler l’écheveau de ces facteurs et rendre le lecteur conscient de ce qui, dans sa formation intellectuelle et morale, le relie à sa propre nation ou le rend citoyen d’une communauté éducative plus large. In the 19th century, industrialisation and the systematic elaboration of educational policies were two concomitant phenomena; however, only the former is analysed usually in its international dimensions. For educational policies have until now been scarcely considered except front within a strictly national context, aiming to produce stereotypes and perpetuate myths firmly embedded in the collective consciousness of each individual country. In fact, these policies have assumed a supra-national character which urgently calls for a comparative approach. Only a just appreciation of the different factors - national and supra-national - and of the motivations both inside and outside the educational sector, will allow us to understand the conditions of their evolution and their chances of survival in the future. The selection of papers that are to be found in this book - papers presented at the Sevres International Conference on the occasion of the centinary of the French educational laws - wishes to help in the unravelling of this entanglement of factors, making the reader aware of what, in his intellectual and moral education, binds him to his own nation and what it is that makes him the citizen of a wider educational community.
- Published
- 2021
3. Parental Demand and the Curriculum in the late XIXth Century
- Author
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Steedman, Hilary
- Subjects
History ,politique éducative ,scolarité ,HB ,État ,HIS000000 ,industrialisation ,éducation ,communauté éducative ,politique ,loi scolaire ,Education - Abstract
Dans cette contribution nous abordons un problème qui intéresse actuellement tout un groupe de chercheurs dans plusieurs pays européens et aux États-Unis. Dans le cadre d’une étude des systèmes d’éducation considérés comme jouant un rôle principal dans la reproduction sociale pendant la seconde moitié du XIXe siècle, ce groupe étudie plus particulièrement le phénomène du renforcement et de la consolidation de la place des études humanistes dans les programmes scolaires du secondaire dans trois pays en voie d’industrialisation, c’est-à-dire l’Angleterre, la France et la Prusse. Ce phénomène est d’autant plus intéressant qu’il semble se produire indépendamment du degré de contrôle gouvernemental sur le système scolaire. Mais notre communication traite principalement de l’Angleterre, de 1867 à 1897. Elle tente de démontrer que le processus que nous appelons la systématisation du secondaire, a produit comme résultat inévitable, dans un contexte social et historique donné, le renforcement du statut des études humanistes. En employant le terme gouvernemental dans le domaine du secondaire, nous parlons d’une hiérarchisation des établissements du secondaire établie selon des critères de succès exigés par la reproduction sociale. Nous pouvons distinguer deux groupes d’établissements secondaires à l’intérieur de cette hiérarchie, ceux que j’appelle les établissements en voie d’ascension et les établissements descendants. Les ascendants répondaient aux exigences de la reproduction sociale et de la demande de mobilité sociale et assuraient le succès d’un certain nombre de leurs élèves au concours d’entrée à Oxford ou à Cambridge, et dans d’autres importants concours. Tous les établissements « ascendants » enseignaient le latin et le grec. Les établissements « descendants », en revanche, avaient des programmes plutôt scientifiques et n’enseignaient que le latin. Leur popularité auprès de la clientèle (les parents) a diminué pendant toute cette période, tandis que la demande pour les établissements « ascendants » a continué de croître. Les établissements secondaires qui perdaient leur clientèle et aspiraient à rejoindre les établissements à succès, faisaient toutefois des tentatives pour abandonner les programmes scolaires scientifiques et introduire l’enseignement du grec. Quand on considère cette systématisation comme une hiérarchisation informelle, il apparaît donc que la nécessité des programmes humanistes était imposée à toutes les écoles secondaires non par décret législatif mais par l’existence même de ce que je nomme « defining institutions », c’est-à-dire un groupe d’établissements qui s’était acquis un rôle éminent de légitimation culturelle et sociale et dont les programmes traditionnels s’imposaient à toutes les autres institutions de la hiérarchie, contraintes à faire concurrence aux établissements « définissants » sur le même marché de la reproduction sociale. En Angleterre, ces defining institutions auxquelles toute autre institution était obligée de se conformer, étaient constituées par les plus importantes « public schools ». Leurs programmes, leur organisation (sport, internat, culte en chappelle, vêtements uniformes) ont été imités par les autres établissements, jusqu’aux plus modestes, sans que ces derniers aient jamais pu atteindre le statut des « établissements définissants ». En conclusion, le renforcement du statut des études humanistes dans les établissements secondaires pendant la période 1867-1897 en Angleterre doit être compris comme le résultat inévitable d’un processus de systématisation au cours duquel un certain type d’école (la public school), dont les programmes étaient basés sur le latin et le grec, avait brillamment réussi l’insertion de ses élèves dans les plus hauts rangs du gouvernement et de l’administration. Ce phénomène apparaît moins étonnant lorsqu’on considère que cette réussite était due au fait que les concours pour ces postes avaient été élaborés par des anciens élèves des public schools et reflétaient toutes les valeurs des public schools. Néanmoins c’est précisément ce rapport école-postes, et le marché scolaire qu’il a créé, qui a déterminé l’évolution de tout le secteur secondaire en Angleterre à partir de 1870 environ.
- Published
- 2021
4. Assessing Performance and Standards in Education and Training: A British View in Comparative Perspective
- Author
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Steedman, Hilary
- Published
- 1992
5. The Education of Migrant Workers' Children in EEC Countries: From Assimilation to Cultural Pluralism?
- Author
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Steedman, Hilary
- Published
- 1979
6. GNVQ - a second chance for success?
- Author
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Steedman, Hilary and Rudd, Peter
- Subjects
Universities and colleges -- Research ,Vocational qualifications -- Research ,Education - Abstract
Research was conducted in one further education college to find out whether basic literacy and numeracy skills were important in determining whether students passed their Intermediate GNVQ courses. BSA assessment tests were used to see whether GCSE grades were good indicators of literacy and numeracy competence. High and low maths grades were accurate but middle grades were less so. However, 50% of students who passed their Intermediate GNVQ had maths grade F or lower. Colleges which are flexible give students who are prepared to work hard the chance to gain their qualifications.
- Published
- 1998
7. Shifting Foundations: the Impact of NVQs on Youth Training for the Building Trades
- Author
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Steedman, Hilary and Hawkins, Julia
- Published
- 1994
8. IMPROVEMENTS IN WORKFORCE QUALIFICATIONS: BRITAIN AND FRANCE 1979-88
- Author
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Steedman, Hilary
- Published
- 1990
9. Editorial
- Author
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Steedman, Hilary and Carneiro, Roberto
- Subjects
L Education (General) ,Education - Published
- 2002
10. Growing skills in Europe: the changing skill profiles of France, Germany, Netherlands, Portugal, Sweden and the UK
- Author
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Murray, Asa and Steedman, Hilary
- Subjects
HD Industries. Land use. Labor ,education ,L Education (General) - Abstract
This paper uses Labour Force and other national survey data to examine stock levels and changes in the stock of skills (educational and vocational qualifications) of the population over the period 1985-1996 for six European countries with particular reference to the low-skilled. National qualifications are classified using the International Standard Classification of Education (ISCED) levels 0-7. The low-skilled are defined as those who left education and training/gained no qualifications beyond the period of compulsory schooling. All countries have reduced the proportion in the low-skilled group over the period 1985-1996; however, countries which already had the lowest levels of low skills (Sweden, Germany) made the fastest progress. Younger (25-28) populations are better qualified than the working-age populations. Considerable differences still remain between countries in stocks of skills in both the young (25-28) and working-age population. These differences are greater at the lower end of the ISCED scale (0/1/2) than at the higher end (ISCED 5/6/7). In a number of countries (France, Germany, Netherlands, Portugal) higher level educational and vocational qualifications (ISCED 3 and above) were gained at a relatively late age (22-25). In Sweden and the UK only small proportions of the low-skilled gained further qualifications after the age of 21. Proportions of low-skilled men and women in the working-age population have declined at similar rates in all countries but in Germany and the UK the proportion of women with low skills remains substantially higher. In France, Portugal and Sweden more women have a higher education (ISCED 5/6/7) than men. In Germany, the UK and the Netherlands the situation is reversed and the gap between men and women has remained largely unchanged over the period 1985-1996. On the basis of the growth rates of the past ten years, France, the Netherlands, Sweden and Germany appear to be converging on similar skill profiles for the young (25-28) population in 2010 when 10 per cent or less will be in the low skills group. On present trends it will take considerably longer for the UK and Portugal to reduce the low-skilled group to the 10 per cent level.
- Published
- 1998
11. Basic competence in mathematics: Swedish and English 16 year olds
- Author
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Wolf, Alison and Steedman, Hilary
- Subjects
education ,L Education (General) - Abstract
The transition to mass participation in post-16 education, which had occurred considerably earlier in other European countries, has finally taken place in England. However, high drop-out and failure rates persist, particularly on vocational qualification routes. Our hypothesis is that an important factor is the lack of basic competence of lower-achieving English students in the key skills English language and Mathematics required for success in further study. Our research addresses the validity of the argument by investigating whether any significant difference can be detected between the skills of English students entering post-compulsory education and those of students in countries where drop-out and failure rates are low. The country investigated in this study is Sweden where participation of 16-year-olds in post-compulsory education is currently over 90 per cent; and where some 90 per cent of those enrolling normally obtain an academic or vocational qualification. Some GCSE Maths questions were incorporated into the national test taken by Swedish 16-year-olds at the end of compulsory schooling; and significant differences were found in the scores of the lower 40 per cent of the cohort in the two countries. The results are consistent with the hypothesis; and also go beyond previous Swedish-English comparisons, which reflect the general emphasis in international studies on younger age groups (typically 9 and 13-year-olds).
- Published
- 1998
12. Just a jungle of confusion
- Author
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Steedman, Hilary
- Subjects
United Kingdom -- Social policy ,Vocational education -- Methods ,Educational evaluation -- United Kingdom ,Education - Abstract
The recent government Green Paper on vocational qualifications at the secondary school level is criticized on the grounds that it concentrates on terminology instead of the functionality of the qualifications. The author believes the qualifications need to be designed in consultation with actual employers so that they meet current and forecast skill needs. Successful programs in Denmark, Germany and France are described in contrast to the failings of the U.K. system.
- Published
- 2002
13. A simple step that can bridge skills gap
- Author
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Steedman, Hilary
- Subjects
Vocational qualifications -- Standards ,Basic education -- Standards ,Elementary education of adults -- Methods ,Education - Abstract
Research suggests that numeracy and literacy standards in the UK are worse than in all other industrialized nations, apart from the US. Over 20% of the British population is low-skilled, compared with about 10% throughout the whole of Europe. Employers are partly responsible for the poor performance, as they designed National Vocational Qualifications (NVQs) for the training of unskilled workers without incorporating an element of basic literacy requirements. NVQs are valuable in preparing the unskilled for work, but they could also serve as an education tool.
- Published
- 1998
14. Super troopers of adult literacy
- Author
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Steedman, Hilary
- Subjects
Sweden -- Social policy ,Education and state -- Analysis ,Adults -- Psychological aspects ,Literacy -- Political aspects ,Education - Abstract
Sweden beat seven other industrialized nations in having the highest level of literacy of adult populations. A study conducted by further education and sixth-form college lecturers of upper-secondary schools in Sweden revealed the nation's strong programs on vocational education, which has been extended from two to three years, and emphasis on core skills. Unlike other education sectors, Swedish teachers have a strong relationship with other professionals in their field, local companies and various agencies to provide their students with high quality education.
- Published
- 1996
15. Working model that doesn't quite add up
- Author
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Steedman, Hilary
- Subjects
United Kingdom -- Social aspects ,Vocational qualifications -- Standards ,Education - Abstract
The math standards required for the National Vocational Qualification (NVQ) certification in the UK has created a controversy as the standard of maths tested for the NVQ level 2 is lower than 'competence statement' documents that describe the mathematical skills needed for the five levels of the NVQ. The testing is suited to mature adult employees in industry who can qualify only for the basic level of mathematical skills. However, the lower testing standards also deprive young employees of training programs in advanced skills. Colleges need to provide extra teaching and training to overcome restricted focus of NVQ standards.
- Published
- 1994
16. Still well behind the paper-chase
- Author
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Steedman, Hilary and Green, Andy
- Subjects
United Kingdom -- Social policy ,Curriculum change -- Evaluation ,Education - Abstract
The standard of education is better in France and Germany than the UK because they have set clearly defined goals in their national curricula. Apparently, emphasis of these countries on educational achievement and high expectations of young people has benefited educational standards. Current efforts for education reform in the UK may set the standards on the way to recovery but employment of market forces may nullify these efforts.
- Published
- 1993
17. Do Work Force Skills Matter?
- Author
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Steedman, Hilary
- Subjects
TRAINING ,EMPLOYEE training ,OCCUPATIONAL training ,EDUCATION ,CAREER education ,VOCATIONAL education ,LABOR supply ,LABOR market - Abstract
The article makes suggestions on how Great Britain should invest in skills training for its workers with the goal of obtaining the best possible return. In addition to improving the level of performance of the shop-floor employee, the author suggests that focus should be made on making sure that there is an adequate supply of highly trained supervisors and to let them perform the job for which they have been trained. Moreover, it is suggested that there is a need for a validating agency which will provide coherence and stability to the country's system of vocational qualifications. It is noted that the National Council for Vocational Qualifications has not demonstrated that it has a sufficient degree of far-sightedness and concern for skills training in Great Britain.
- Published
- 1993
- Full Text
- View/download PDF
18. The Italian Intermediate School: Knowledge and Control.
- Author
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Steedman, Hilary
- Subjects
MIDDLE schools ,JUNIOR high schools ,AUTHORS ,EDUCATION ,SOCIAL control ,CURRICULUM ,CURRICULUM change - Abstract
The article explores the thesis by author B. Bernstein concerning relationship between educational knowledge and social control by applying his model of collection and integrated codes and their power and control components to an examination of intermediate school in Italy. The school is examined for its congruence or lack of congruence to the model with particular reference to the degree of classification and framing operating within the system. The author attempts to explore the official and unofficial sources of curriculum change within Italian society in order to provide material for an answer to the problem concerning classification and framing structure.
- Published
- 1974
- Full Text
- View/download PDF
19. Esteem will drive the merits of vocation.
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Steedman, Hilary and West, John
- Subjects
- *
VOCATIONAL education , *INSTRUCTIONAL systems , *EDUCATION policy , *EDUCATION , *SELF-esteem - Abstract
Discusses the merits of the 14-19 White Paper on vocational education in Great Britain. Meeting the need for a coherent vocational progression route through level 3 and beyond; Similarity to the proposal to have a limited number of national vocational programs at the advanced level as the centerpiece; Earning of esteem by offering stimulating programs that lead to good jobs and the possibility of higher education.
- Published
- 2005
20. Educazione e decentramento (Book Review).
- Author
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Steedman, Hilary
- Subjects
- *
EDUCATION , *NONFICTION - Abstract
Reviews the book 'Educazione e decentramento,' by G. Viccaro.
- Published
- 1985
- Full Text
- View/download PDF
21. La Riforma in Europa: Persistenza e innovazione nei sistemi scolastici e formativi di Svezia, Francia, Germania, Gran Bretagna/Innovazione Didattica e Spazi: Edifici e attrezzature per Ia scuola superiore comprensiva.
- Author
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Steedman, Hilary
- Subjects
EDUCATION ,NONFICTION - Abstract
The article reviews two books about education "La Riforma in Europa: Persistenza e innovazione nei sistemi scolastici e formativi di Svezia, Francia, Germania, Gran Bretagna," edited by Giorgio Franchi and Marco Todeschini and "Innovazione Didattica e Spazi: Edifici e attrezzature per Ia scuola superiore comprensiva," edited by Renato Airoldi.
- Published
- 1979
22. L'ecole aux encheres (Book Review).
- Author
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Steedman, Hilary
- Subjects
EDUCATION ,NONFICTION - Abstract
Reviews the book 'L'ecole aux encheres,' by Bernard Charlot and Madeleine Figeat.
- Published
- 1981
- Full Text
- View/download PDF
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