Search

Copyright of Synergies Afrique des Grands Lacs is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espiga is the property of Revista Espiga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enfances, Familles, Generations is the property of Enfances, Familles, Generations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L’instauration d’un système de prime au rendement des enseignants présente un défi théorique et pratique. Quelles sont alors les opportunités de la mise en œuvre d’un tel système au secteur de l’éducation? Par quels moyens évaluer ce rendement? Et comment ce système inciterait les enseignants au rendement? Telles sont les questions qui pourraient atteindre l’objectif principal de cette recherche qui est de donner quelques éléments de réponses quant aux axes prioritaires à adopter dans l’instauration de ce système au Maroc. En général, plusieurs théories telle que la théorie de l’agence démontrent que la prime de rendement est un élément essentiel de la motivation des collaborateurs. L’étude benchmark montre que plusieurs pays qui ont mis des systèmes de prime au rendement des enseignants réalisent de bonnes performances dans les programmes internationaux d’Évaluation des Systèmes Éducatifs. Nous avons adopté dans cette recherche la méthode d’analyse du contenue via un guide d’entretien administré à plusieurs experts et responsables de l’Académie Régionale de l'Éducation et de la Formation de Béni Mellal Khénifra. L’analyse effectuée montre que la mise en œuvre d’un système de prime au rendement aux enseignants au Maroc contribuera à l’amélioration de quelques éléments visibles de leurs activités, et que les notes obtenues par les élèves aux tests est l’outil le plus approprié pour évaluer ce rendement. Parmi les limites de ce type de recherche l’absence d’enquêtes institutionnelles marocaines qui génèrent des données probantes permettant des analyses quantitatives poussées. Adopter les connaissances managériales pourrait ouvrir des perspectives d’amélioration importantes au système éducatif marocain.

La qualité de l’environnement dans laquelle évolue l’homme est l’un des paramètres déterminants tant pour son épanouissement que pour un meilleur rendement des activités qu’il exerce dans son milieu. La constitution congolaise protège par ailleurs cette prérogative en ces termes : « toute personne a droit à un environnement sain et propice à son épanouissement » (article 53, alinéa 1er) et l’État veille à la protection de l’environnement et à la santé des populations (article 53, alinéa 3). Ce qui explique l’obligation pour le pouvoir public et des individus de la prise en charge des campagnes de la lutte contre la pollution, la destruction de l’écosystème et toutes les autres formes d’altération environnementale dans le cadre d’une politique environnementale programmée et planifiée. La République Démocratique du Congo (RDC) semble malheureusement faire peu cas de l'ère dans sa politique de gestion de l'environnement et de conservation de la nature. L'école étant le milieu d'apprentissage et de socialisation par excellence, notre étude s'est donnée la tâche d'explorer le milieu scolaire de pool de Lemba dans la ville province de Kinshasa en vue de cerner les problèmes qui empêchent les élèves de s’impliquer aux travaux de maintien de la propreté de leur environnement scolaire.

Based on an analysis of archival sources, printed sources and oral sources, this contribution aims to bring to light the extension of the managerial domain to the sector of the pedagogical Inspection in charge of physical education (PE) in the 1980s and 1990s. Under the joint influence of the attachment of this teaching discipline to the National Education and the development of the New Public Management, the professionalism of these PE actors evolved in response to the new evaluation and performance requirements of the French education system. The model of the inspector in the field, sanctioning the pedagogical acts of PE teachers, is being abandoned in favor of the model of the expert manager and multi-tasker who is required to master new audit, evaluation and control techniques. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences & Humanities Researches is the property of Mugla Sitki Kocman University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociologia, Problemas e Práticas is the property of Centro de Investigacao e Estudos de Sociologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to identify the reality of the educational system adopted by the Ministry of National Education in Algeria During the Corona pandemic. by revealing the repercussions associated with the outbreak of the Corona pandemic on the continuity of the education process and presenting a set of recommendations of the United Nations Educational, Scientific and Cultural Organization to avoid the education crisis in light of the COVID-19 pandemic. Finally, a set of proposals was presented to re-engineer and develop the education system during of the new challenges. [ABSTRACT FROM AUTHOR]

This article aims to provide a background on the teaching of philosophy in the Democratic Republic of the Congo. In order to do that, we shall first make a brief description of the Congolese education system, for we believe this approach is important for abetter understanding of the organization of the teaching of philosophy. Secondly, we deem it appropriate to mention a few things about the importance or the role of philosophy. And thirdly, we shall proceed to the actual descriptive, interpretative (and occasionally normative) analysis of the teaching of philosophy in DR Congo in secondary school. Dans le présent article, nous nous proposons de dresser un état de lieux de l’enseignement de la philosophie en République Démocratique de Congo.Pour ce faire nous procédons, dans un premier temps, à une description, de façon lapidaire, du systèmeéducatif congolais. Car cette démarche nous semble important pour mieux comprendre l’organisation de l’enseignement de philosophie.Dans un deuxième temps, il nous semble bien indiquer de dire un mot sur l’importance ou le rôle de la philosophie. Ainsi nous passons, dans en troisième moment, à l’analyse effective descriptive, interprétative et, ici et là avec un accent normatif de l’enseignement de philosophie en R.D Congo au secondaire.

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cet article s’intéresse aux préjugés « flagrants » et « voilés » manifestés par 1858 élèves de collège et de lycée en France au moyen d’une enquête par questionnaire. Une première analyse descriptive permet de repérer les facteurs sociaux et scolaires pouvant influencer la perception par les élèves de l’investissement des enseignant·e·s autour de questions liées à l’immigration. A partir de modèles multivariés, les analyses montrent que lorsque les élèves déclarent que leurs enseignant·e·s abordent les thématiques liées au racisme, aux discriminations et à la diversité culturelle, les attitudes intolérantes baissent. L’analyse causale met en exergue l’existence de facteurs externes facilitant l’appropriation des interventions des enseignant·e·s par les élèves.

Copyright of Moroccan Journal of Quantitative & Qualitative Research is the property of National Association for Applied Sciences - Academy of Researchers and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Les mathématiciens espagnols, les mathématiques qu´ils ont faites et aussi l´enseignement des mathématiques, dans le système éducatif espagnol, ont passé par des situations très différentielles dès le siècle XVII jusqu´à la finale du XIX ème. siècle. Mais toutes les étapes ont eu en commun quelques constantes: le marginalisation sociale des mathématiciens espagnols, l´isolation et aussi, quelquefois, la persécution politiquereligieuse. Toute le quel a signifié et a produit un retard dans l'assimilation des nouveautées mathématiques à l¨Espagne et à l´Amérique de langue espagnole.

INTRODUCTION: La vaccination chez l´adolescent est particulière et le statut vaccinal de ce dernier est peu connu. L´objectif de cette étude était d´apprécier ce statut vaccinal et d´identifier les facteurs associés à la compliance vaccinale chez les adolescents scolarisés à Libreville. METHODES: une enquête observationnelle transversale descriptive a été réalisée chez les élèves des classes de 6edu lycée National Léon MBA de Libreville. RESULTATS: au total, 304 élèves ont été inclus dans l´étude. L´âge moyen des élèves était de 11,60±1,20 ans et le sexe ratio était de 0,6. Deux cent soixante-six enfants (87,5%) vivaient avec leur géniteur direct (père et/ou mère). Le nombre moyen d´enfants par famille était de 4. Le taux de couverture vaccinale était de 78,3%. Le nombre d´enfants par famille n´était pas associée à la couverture vaccinale des vaccins du PEV (p=0,088), par contre les enfants vivant avec au moins l´un des parents avaient une meilleure couverture vaccinale respectivement par les vaccins du PEV (p=0,025) et les vaccins hors PEV (p=0,035). Les facteurs évoqués par les parents pour expliquer la non-vaccination étaient le manque d´information (30,59%), l´oubli (24,67%) et le manque de moyens financiers (12,82%). CONCLUSION: la couverture vaccinale des adolescents scolarisés à Libreville semble relativement proche des objectifs du PEV, mais elle reste associée de la situation familiale. D´autres campagnes de sensibilisation seraient utiles pour améliorer cette couverture vaccinale au Gabon.

The more educational data we can combine and use meaningfully, the more we can say about learning and about the quality of our education system. Within the framework of its "Virtual Educational Observertory" (VEO) project, an interdisciplinary research group at the University of Applied Sciences of the Grisons (FHGR) has set itself the goal of expanding the potential of educational data by linking and processing existing and future sources. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims at showing how the functioning of an educational system that should take into account social cyclical needs can impose conditions and restrictions which transfer a considerable part of the development of mathematics to teachers and students. This leads to difficulties in performing well in collaboration and to the identification of evolution that occurs, highlighting inconsistencies related to institutional proposals and expectations towards the work of teachers and students. [ABSTRACT FROM AUTHOR]

Introduction: vaccination is targeted to selected adolescents and their vaccination status is little known. The purpose of this study is to assess the vaccination status and to identify factors associated with vaccination compliance in adolescents attending school in Libreville. Methods: a cross sectional observational descriptive survey was conducted among students attending grades 6 at the Leon Mba high school in Libreville. Results: in total, 304 students were included in the study. The average age of students was 11.60±1.20 years and sex ratio was 0.6. Two hundred and sixty-six children (87.5%) lived with their parent (father and/or mother). The average number of children per family was 4. Immunization coverage rate was 78.3%. The number of children per family was not associated with vaccine coverage of Expanded Program on Immunization (EPI) vaccines (p=0.088) while children living with at least one of their parents had a better immunization coverage for EPI vaccines (p=0.025) and vaccines outside EPI (p=0.035) respectively. Factors reported by parents to explain reasons for non-vaccination were the lack of information (30.59%), forgetfulness (24.67%) and the lack of financial resources (12.82%). Conclusion: vaccination coverage for adolescents attending school in Libreville appears to be relatively close to the goals of EPI, but it is still associated with family situation. Other awareness campaigns would be useful to improve vaccination coverage in Gabon. [ABSTRACT FROM AUTHOR]

The family, the educational system, the human being and the State are an integral part in the process of the individuals' formation. Principles and values are forged and based on the family as the fundamental nucleus. These principles and values will be strengthened in the academic training process, in this part, they get empowered and they will project some behaviors that will be implemented into the State institutions, private organizations and in all human relations. If the formation process gets disconnect from one of these chains, it will be an incomplete progress. This process shall not have the inputs required for achieving an ethical behavior, and this is one of the privileged guidelines of the society, and, for law professionals, furthermore, without those sufficient elements their behaviors could have disciplinarian objections. The aim is to generate a reflection regarding the role and commitment of the family and the State's educational system in public education, and individuals in the private one, who have arranged for the training of children, students and professionals, from a starting point and ethical source, facing the evolution that social demands represent. [ABSTRACT FROM AUTHOR]

Copyright of Caravelle: Cahiers du Monde Hispanique et Luso-Bresilien is the property of Presses Universitaires du Mirail and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comparative & International Education is the property of Canadian & International Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The warnings of scientists and ecologists on the alteration of our life environment today are serious. In sub-Saharan Africa for instance, already confroncted with the deterioration of its institutional and social structures, the problem of continuous degradation of the environment and of the conservation of nature has become a vital stake for the populations. Accordingly, the problem of the conservation of the nature must be integrated into the educational system in order to promote a comprehensible program of critical training which can meet the challenges of an ecological development. I discuss in this study this educational plan, targeting in a very specify way all the actors that have to play a major role in its, in order to bring an end the ecological degradation and its bad consequences in the region. [ABSTRACT FROM AUTHOR]

Copyright of Educação, Sociedade & Culturas is the property of Centro de Investigacao e Intervencao Educativa (CIIE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La déclaration mondiale de l’éducation pour tous (EPT) adoptée à Jomtien (1990) et le cadre d’action Dakar (2000) ont bien défini une vision globale qui porte sur un enseignement généralisé, équitable et de qualité (UNESCO : rapport mondial de l’éducation pour tous). L’équité à l’école est devenue une exigence à cause de son caractère inséparable de la qualité. C’est dans ce sens qu’apparait la nouvelle réforme de l’école marocaine celle de la vision stratégique 2015-2030 qui prône une école de l’équité, de la qualité et de la promotion de l’individu et de la société. La présente contribution ambitionne de jeter la lumière sur les différentes formes d’inégalités scolaires qui entravent la réalisation des objectifs du développement en matière de l’accès à une éducation de qualité, et ce à travers une approche comparative des systèmes de qualité dans les payes de la région MENA. On essaiera également de mettre l’accent sur les indicateurs de l’équité et de la qualité liés au processus de l’enseignement tout en se basant sur les données récentes des évaluations internationales TIMSS (2015) et PIRLS (2016).